TY - THES T1 - Kritiskt omdöme i samhällskunskap: Undervisningsutvecklande studier av samhällsanalytiskt resonerande i rättvisefrågor A1 - Tväråna, Malin PY - 2019 LA - swe PB - Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, Stockholms universitet KW - social studies KW - social science KW - civics KW - social science education KW - fairness KW - justice KW - civic reasoning KW - critical thinking KW - social science analysis KW - teaching and learning KW - phenomenography KW - variation theory KW - intersubjectivity KW - activity theory KW - learning study KW - samhällskunskap KW - medborgarbildning KW - samhällskunskapsdidaktik KW - samhällsanalys KW - samhällsanalytiskt tänkande KW - kritiskt tänkande KW - rättvisa KW - ämnesdidaktik KW - fenomenografi KW - variationsteori KW - intersubjektivitet KW - verksamhetsteori KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - Teachers struggle to design teaching that that will promote students’ social science knowledge in accordance with the citizenship education purpose of the subject. This study aims to expand the knowledge base of social science education by exploring the meaning of, and teaching for, the ability to critically analyse essentially contested value issues, specifically fairness and justice issues, in social science.The project concludes results from three studies containing five empirical intervention sub-studies of social science teaching, conducted at upper secondary, middle and lower primary school level. All studies were based on the educational design-based research approach learning study,where teaching interventions are designed, analysed and evaluated in collaboration with practising teachers. For the intervention design and the analysis of empirical data, phenomenography, variation theory and activity theory were used.The results comprise descriptions of what it is means to know how to reason critically about fairness and justice issues in social science, what the critical aspects for learning how to do this are, how this knowing can be related to different teaching practices and design principles, and what indications of an emerging ability to critically analyse these issues can be. The results can be used as tools when designing, implementing and evaluating teaching and as empirically grounded additions to a theoretical description of teachers’ pedagogical content knowledge. Based on the results, the progression of the ability is discussed and a model for social science analytical reasoning (samhällsanalytiskt tänkande) is proposed. The model expresses analytical reasoning in social science as the development of a critical judgement in relation to contested societal issues with the purpose of reaching an agency-directed citizenship education. ER - TY - THES T1 - Medborgarbildning i gymnasiet: Ämneskunnande och medborgarbildning i gymnasieskolans samhälls- och historieundervisning A1 - Sandahl, Johan PY - 2015 LA - swe PB - Institutionen för etnologi, religionshistoria och genusvetenskap, Stockholms universitet KW - social science education KW - history education KW - social studies education KW - second-order thinking concepts KW - citizenship education KW - subject learning and teaching KW - ämnesdidaktik AB - The school subjects of history and social science are expected to contribute with historical and social scientific knowledge, skills and abilities: that is, subject knowledge. The subject knowledge that students achieve during their schooling is not only meant for future studies, but is also expected to inform a life as democratic citizens. However, the curriculum and syllabus have not always been explicit about this aim, and the relationship between subject knowledge and citizenship education is only vaguely explained. This thesis investigates this relationship within the context of history and social science education in Swedish upper secondary school. The educational dimensions of Biesta – socialisation, qualification and subjectification – are used as an approach to this investigation.The aim of the study is to explore, analyse and discuss the role of history and social science teaching for students’ citizenship education. This is done by investigating curricula, teaching and educational discourses and by using both empirical methods and content analysis. The thesis is a compilation of five articles, all exploring subject knowledge and its connection to students’ citizenship education. The first two articles investigate possible second-order concepts in social science education, which are described and discussed using theories and concepts from history didactics. The findings in these articles work as a basis for further study in following articles, where the subject knowledge and its connections to citizenship education are explored in more depth. Taken together, the articles present a rich picture of the complex reality of teaching and provide a basis for understanding better how teachers, students and curricula express subject knowledge and how this is related, or not, to citizen education.The contribution of the thesis is a more developed theoretical and conceptual understanding of history and social science education, especially through concepts that can be used in practical teaching in order to strengthen and develop citizenship education. ER - TY - THES T1 - Samhällskunskap från styrdokument till undervisning: Tjugo lärare ramar in vad som påverkar deras praktik A1 - Öberg, Joakim PY - 2019 LA - swe PB - Jönköping University, School of Education and Communication KW - social studies KW - civics KW - social studies didactics KW - civic didactics KW - social studies teaching KW - civics teaching KW - citizenship education KW - subject-based teaching and learning KW - curriculum theory KW - frame factor theory KW - lifeworld phenomenology KW - hermeneutics KW - qualitative interviews KW - samhällskunskap KW - samhällskunskapsdidaktik KW - samhällskunskapsundervisning KW - ämnesdidaktik KW - läroplansteori KW - ramfaktorteori KW - livsvärldsfenomenologi KW - hermeneutik KW - kvalitativ intervju AB - Syftet med denna samhällskunskapsdidaktiska avhandling är att undersöka vad samhällskunskapslärare själva upplever som de viktigaste påverkansfaktorerna för transformeringen av samhällskunskapsämnet utifrån intentionerna i styrdokumenten (formuleringsarenan) till samhällskunskap som undervisning (realiseringsarenan), samt hur detta upplevs ha förändrats över tid. Det är således vad som händer mellan formuleringsarenan och realiseringsarenan, det vill säga tranformeringsarenan, som är i fokus. Studien bygger på hermeneutisk-fenomenologisk livsvärldsansats där fenomenologisk beskrivning och hermeneutisk tolkning är centralt. Empirin utgörs av intervjuer med tjugo samhällskunskapslärare för grundskolans år 7–9 och gymnasiet; tio med lång yrkeserfarenhet, tio tämligen nyexaminerade.Resultatet tematiseras utifrån inspiration från ramfaktorteoretiskt perspektiv i fyra dimensioner av påverkansfaktorer, vilka är Den personliga dimensionen, Den didaktiska dimensionen, Den styrande dimensionen och Den samhälleliga dimensionen. Var och en av dessa dimensioner delas upp i ett antal variationer. Dimensionerna är konstruerade utifrån principen om det personligt nära till det samhälleligt distanserade. Utöver dessa dimensioner har en aspekt på dessa lagts till, Den elevnära aspekten vars innehåll utgörs av eleverna som påverkansfaktor. Lärarna i studien pratar i princip aldrig om eleverna som påverkansfaktor utan att koppla till någon av de fyra dimensionerna. Slutsatser som dras i studien är att de tjugo lärarna alla har mycket olika berättelser om vad de uppfattar som viktigaste påverkansfaktorer. Några lägger fokus på personlig bakgrund eller personliga intressen. Andra fokuserar på didaktiska idéer, styrdokument eller organisatoriska och ekonomiska ramar. Studien visar också att lärarna alla anger en eller ett par dominerande dimensioner, vilka också påverkar hur de talar om de andra dimensionerna. Lärarnas berättelser visar även att de upplever att undervisningen och vad som påverkar denna påtagligt förändras över tid. Utifrån en del aspekter skiljer sig de båda respondentgrupperna åt på kollektiv nivå, emedan en del aspekter skär rakt igenom intervjumaterialet med likheter på individnivå, oavsett om de arbetat fyrtio år eller är nyexaminerade.Studiens kanske viktigaste bidrag är att den exemplifierar teoretiska perspektiv, inte minst genom att belysa att vad som påverkar undervisningen i ett ämne är så komplext att den ramfaktorteoretiska byggnadsställningen måste anpassas efter den specifika undersökningen med dess frågeställningar och undersökningsmaterial. ER - TY - CHAP T1 - Citizenship Education Without Citizenship?: The Migrant in EU Policy on Participatory Citizenship – Toward the Margin Through ‘Strangification' T2 - Education for Civic and Political Participation A1 - Olson, Maria PY - 2012 SP - 155 EP - 170 LA - eng PB - London : Routledge KW - migrant KW - participatory citizenship KW - liberal KW - european union KW - europe KW - education KW - humanities and social sciences AB - In this chapter, the Migrant is introduced as a key figure in EU eduation politcy on participatory citizenship. It is argued that although there has been an increase in policy efforts that deal with xenophobia and marginalisation in Europe, the EU's education policy implies a 'pushing' of the Migrant toward the margins of what counts as a properly undertaken citizenship education for European participatory citizenship. From a postcolonial perspective, this pushing is being facilitated by processes of 'strangification', which contributes to positioning the Migrant as an incompetent European participatoy citizen in and through education. ER - TY - CONF T1 - Teaching about, for and through democracy: Social science didactics in practice in upper primary school A1 - Sjöblom, Linna PY - 2025 LA - eng KW - social science didactics KW - democracy education KW - civic education AB - In times of much concern of a decline of democracy worldwide, efforts to strengthen civic competence and awareness of democracy at all levels of society are perhaps more important than ever. School has a unique position and responsibility for democratic education (Young, 2015), aiming to empower young citizens to both comprehend how society functions, as well as to act in society. In democracies, such educational efforts are performed at all levels (Westheimer & Kahne, 2004), starting in primary school. Research efforts concerning teaching and learning of democracy havemainly been focused on older students, and concentrated on concepts and structures important for knowledge about democracy. At the same time, there is a lack of research concerning democratic education that can open up democratic issues and discussions for younger students (Conrad et al., 2024). Hence there is a need to explore educational efforts among young learners towards learning fordemocracy and through democracy. The aim of this study is to identify and probe design principles for teaching year four to six students about democracy, for democracy and through democracy. The study is designed as a teaching intervention. The research raises the following questions:• How do year four to six students respond to teaching about democracy, for democracy and through democracy?• Which design principles seem to promote or impede year four to six students’ ability to understand and act in relation to democratic principles and values? ER - TY - CONF T1 - Meaningful interpretation of sources in social science education T2 - NOKSA 2024 - Challenges of social science education in times of change and crisis A1 - Rosengren, Jenny PY - 2024 SP - 7 EP - 7 LA - eng PB - Odense KW - social science education KW - source interpretation KW - source trust KW - samhällskunskap KW - källtolkning KW - källtillit AB - School has a very important role when it comes to preparing students for the changing media landscape and the massive flow of information, where fake and false information spreads farther, faster and deeper than accurate information (Vosoughi m.fl., 2018). Having access to information is not enough, students also need to be able to find information that is relevant as well as critically examine, interpret and use the information in order to develop meaningful understanding of society and societal issues.The Swedish school curricula states that all subjects at all stages shall teach students about working with sources, but social science education has, because of content and tradition, a special role and responsibility when it comes to this. This is especially true when it comes to the critical assessment and evaluation of sources and information. This activity is also often put in the foreground when it comes to education material concerning work with sources (eg. in material from the European Commission, the Swedish National Agency for Education & the Swedish Media Council). Also, a lot of research tends to focus on the critical aspect of working with sources (Axelsson m.fl., 2021; McGrew m.fl., 2018), but working with sources is about more than critically assessing and evaluating. It also includes interpreting and using the sources. We know less about this, especially in relation to social science education. Critical assessment is of course present in these activities but there also has to be a fair amount of trust when students use sources with the purpose of developing meaningful understanding. Therefore, the aim of the study is to understand more about what students do when interpreting and using sources in relation to societal issues.This research project is based on a subject specific intervention where high school students, as part of their regular education, work in groups with a task concerning working with sources. They use a couple of trustworthy sources to answer a specific societal question. Transcripts of the students’ conversations and their written work material are then analyzed and the preliminary results about what students do, when interpreting and using sources, will be presented at the conference. ER - TY - CHAP T1 - Supporting Teachers' Professional Development in Social Studies Education T2 - International Perspectives on Knowledge and Quality A1 - Stolare, Martin A1 - Bladh, Gabriel A1 - Kristiansson, Martin PY - 2022 SP - 185 EP - 204 LA - eng PB - London : Bloomsbury Academic KW - social studies education KW - primary school KW - didactic KW - powerful knowledge KW - model for educational reconstruction KW - professional development KW - samhällskunskap ER - TY - THES T1 - Samhällskunskapens dimensioner: Tio lärare ramar in sitt ämne A1 - Öberg, Joakim PY - 2016 LA - swe PB - Jönköping University, School of Education and Communication KW - social studies KW - civics KW - social studies didactics KW - civic didactics KW - social studies teaching KW - civic teaching KW - citizenship education KW - subject-based teaching and learning KW - frame factor theory KW - life-world phenomenology KW - hermeneutics KW - qualitative interviews KW - samhällskunskap KW - samhällskunskapsdidaktik KW - samhällskunskapsundervisning KW - ämnesdidaktik KW - ramfaktorteori KW - livsvärldsfenomenologi KW - hermeneutik KW - kvalitativ intervju AB - Denna samhällskunskapsdidaktiska studies syfte är att undersöka vad samhällskunskapslärare själva upplever som de viktigaste påverkansfaktorerna för transformeringen av samhällskunskap som skolämne till samhällskunskap som undervisning utifrån didaktiska frågor som Vad?, Hur? och Varför?, samt hur detta upplevs förändrats över en tidsperiod om cirka tjugo år eller mer.Studien bygger på hermeneutisk-fenomenologisk livsvärldsansats där fenomenologisk beskrivning och hermeneutisk tolkning är centralt. Empirin utgörs av intervjuer med tio samhällskunskapslärare med lång yrkeserfarenhet från högstadium, gymnasium eller vuxenutbildning.Resultatet tematiseras utifrån inspiration från ramfaktorteoretiska utgångspunkteri fyra dimensioner av påverkansfaktorer, vilka är Den personliga dimensionen, Den didaktiska dimensionen, Den styrande dimensionen och Den samhälleliga dimensionen. Var och en av dessa dimensioner delas upp i ett antal variationer. Dimensionerna är konstruerade utifrån principen om det personligt nära till det samhälleligt distanserade. Utöver dessa dimensioner har en aspekt på dessa lagts till. Det är Den elevnära aspekten vars innehåll utgörs av eleverna som påverkansfaktor för hur undervisningen blir. Lärarna i studien pratar aldrig om eleverna som påverkansfaktor utan att koppla detta till någon av de fyra dimensionerna.Slutsatser som dras i studien är att de tio lärarna alla har mycket olika berättelserom vad de uppfattar som viktigaste påverkansfaktorer. Några lägger mest fokus på sin personliga bakgrund eller personliga intressen. Andra fokuserar mer på didaktiska idéer, på styrdokument eller på organisatoriska ramar. Studien visar också att lärarna alla har en eller ett par dominerande dimensioner som dels syns mest i berättelsen, dels också påverkar hur de pratar om de andra dimensionerna. Lärarnas berättelser visar även att de upplever att undervisningen och vad som påverkar denna påtagligt förändras över tid.Studiens viktigaste bidrag är kanske att den exemplifierar teoretiska perspektiv. Inte minst genom att belysa att vad som påverkar undervisningen i ett ämne är så komplext att den ramfaktorteoretiska byggnadsställningen måste anpassas efter den specifika undersökningen med dess frågeställningar och undersökningsmaterial. ER - TY - THES T1 - Medborgarkunskap i fokus: Samhällskunskapsundervisning för nyanlända A1 - Odenstad, Christina PY - 2018 LA - swe PB - Karlstads universitet KW - citizenship KW - citizen KW - civics KW - teaching KW - newly arrived immigrants KW - medborgarskap KW - medborgare KW - nyanlända KW - samhällskunskap KW - ämnesdidaktik KW - undervisning KW - bedömning AB - This thesis focusses on the concept of citizenship in teaching civics to newly arrived immigrant pupils. The aim is to investigate how citizenship is expressed in the subject of civics. My empirical contribution is to show how different dimensions of citizenship appear, but also to aid understanding of the teaching on the basis of the existing contextual situation. Using analytical tools from the field of teaching, the thesis explores the content (what), form (how), and aim (why) of the teaching, as well as its adaptation to different groups of pupils (for whom). Hereby, I provide a methodological contribution, by showing that concepts from the field of teaching may enrich political science.This study analyses the teaching of civics using a theoretical structure based around three dimensions of citizenship: rights, participation, and identity. I have used political ethnography as a method. The empirical data consists of interviews with teachers, classroom observations, education and examination materials, and also regulatory and policy documents. The results show that newly arrived immigrant pupils mostly receive education about citizenship regarding the dimension of rights and views of what constitutes a good citizen. Contextual factors such as school organisation, lack of time, and heterogeneous groups matter greatly for how the subject of civics is taught in practice. The discrepancy between policy and practise shows that the syllabus is unrealistic with regards to the actual situation. The subject of civics may influence pupils’ views of citizenship. Within the limits given, the teachers have created a class that is mostly concerned with knowledge regarding civil, political, and social rights and obligations. The subject, such as it appears in this thesis, is a kind of moral education based on the teachers’ care for the pupils. The teaching appears as an introductory course in citizenship knowledge, and as a part in integrating new citizens into society.  ER - TY - THES T1 - Samhällskunskap i ett föränderligt samhälle: Medborgarkompetenser och didaktiska utmaningar A1 - Jonasson Ring, Emmy PY - 2015 LA - swe PB - Karlstads universitet KW - autonomy KW - citizenship education KW - civic skills KW - civic competences KW - civics KW - critical thinking KW - perspective-taking KW - reflexivitiy KW - social studies teaching KW - students' experience and initiative KW - samhällskunskap AB - Citizens of today’s society are expected to be able to evaluate, make choices, take responsibility and act independently locally, nationally and globally in order to participate in both formal and informal political systems. This study contributes to the research on Civics Education (Social Studies) by examining how teachers, working in the grades 7-9, meet contemporary society in their civics teaching. The study enquires how this can be done in education by examining teacher´s descriptions and understandings of their teaching regarding civic competences as perspective-taking, critical thinking, reflexivity and autonomy.The study's most significant findings suggest that teachers express that they use students' experiences and initiatives in civics education to contribute to the qualification of civic skills. Teachers can use the students' individual experiences and initiatives to link the social content and democratic participation to late modern competences. By using students' experiences and initiatives, the teacher can broaden students' perspectives on various issues, support the students in developing a critical approach, offer the students opportunities to reflect on their own values, and their own roles in society, and independently try to take a stand and act. ER - TY - CHAP T1 - Samhällskunskap: som verktygslåda och moralisk kompass T2 - De gymnasiegemensamma ämnenas didaktik A1 - Nordmark, Jonas A1 - Jonsson, Linda A1 - Månsson, Niclas PY - 2025 SP - 153 EP - 171 LA - swe PB - Lund : Studentlitteratur AB KW - samhällskunskap KW - gymnasieskolan KW - sverige AB - I det här kapitlet belyses relationen mellan skolans samhällsfostrande roll och gymnasieämnet samhällskunskap. Vi gör en kritisk didaktisk analys av 2025 års läroplan för gymnasieskolan (GY25) och ställer frågan om vad som händer när utvecklingen av ett demokratiskt förhållningssätt upptas till ett kunskapsområde som kan både bedömas och betygsättas. I kapitlet ges en historisk beskrivning av ämnets utveckling från dess första läroplan 1970 fram till 2025 års läroplan. Genom en kritisk läsning av den nu gällande läroplanens allmänna delar tillsammans med en jämförelse av innehållet i 2011 års läroplan identifierar vi vad i samhällskunskapsämnet som kan ge ämnet en central position för demokratisk fostran i allmänhet. Avslutningsvis diskuteras reformens didaktiska svårighet: att läraren måste medvetandegöra sig själv och sina elever om ämnets demokratiska potential. I annat fall riskerar elevernas kunskaper att enbart utvärderas och betygsättas ämnesmässigt, utan att det demokratiska sinnelaget utvecklas. ER - TY - CHAP T1 - Samhällskunskap T2 - SO för lärare 1-3, Red. Anna-Lena Lilliestam, Olof Franck, Sara Blanck, Carina Holmqvist Lidh & Anna Pettersson A1 - Blanck, Sara A1 - Holmqvist Lidh, Carina PY - 2024 SP - 119 EP - 160 LA - swe PB - Malmö : Gleerups KW - undervisning i samhällsorienterande ämnen KW - lågstadiet KW - ämnesdidaktik KW - teaching - methodology KW - education KW - primary KW - samhällskunskap ER - TY - BOOK T1 - Citizenship Education: Forming Cultural Identity in five European Countries A1 - Sandström Kjellin, Margareta A1 - Stier, Jonas PY - 2008 LA - eng PB - Gleerups KW - education ER - TY - THES T1 - Democracy, education and citizenship: towards a theory on the education of deliberative democratic citizens A1 - Roth, Klas PY - 2001 LA - eng PB - HLS Förlag KW - deliberative democracy KW - democratic education KW - deliberation KW - citizenship education KW - educational theory KW - philosophy of education and political theory. KW - education AB - The present thesis suggests ideas for a theory on the education of deliberative democratic citizens in a multicultural society in terms of what I have called Eddemcit. It involves a) an ideal view of democracy in communicative and discourse-ethical terms, b) a comprehensive view of an autonomous citizen, c) two conditions for deliberation in terms of opportunity and freedom, d) a core value in terms of conscious social and cultural mediation, e) democratic principles as heuristic devices, f) an understanding of democratic deliberation in terms of intersubjectivity, processes and the better argument.My theory offers an alternative to four different common approaches to democratic deliberation in a theory of multicultural education: the exclusion-of-independent-schools approach, the civic-value approach, the tourist approach and the sameness-and/or-difference approach. It is also argued that it cannot be reduced to or exclusively identified with the five predominant ways of understanding and practising democratic education in Sweden: democratic forms, majority rule, transmitting or acquiring (neutral) information, specific ends or the preparation of children and young people, i.e. the fostering of civic virtues.It suggests a test of how far gaining understanding, and norms, knowledge and values are intersubjective, and motivated by the force of the better argument in a process of deliberation.My suggestion is that children and young people are deliberative democratic citizens in education in so far as they are free and have the opportunity to try out different orientations of the mind, and seek understanding and an intersubjective legitimisation of various issues, problems and questions on different dimensions of citizenship. ER - TY - JOUR T1 - Civic Consciousness: A Viable Concept For Advancing Students’ Ability to Orient Themselves to Possible Futures? T2 - Historical Encounters SN - 2203-7543 A1 - Sandahl, Johan PY - 2015 VL - 1 IS - 2 SP - 1 EP - 15 LA - eng KW - historical consciousness KW - history education KW - history didactics KW - civic consciousness KW - social science KW - social studies KW - citizenship education KW - civics KW - subject learning and teaching KW - ämnesdidaktik AB - In history didactics the concept of historical consciousness has become an important theoretical framework in developing a meaningful history education. One significant aspect of historical consciousness is to give students a “usable past” to orient to possible futures. Previous research has shown that history is important when students think about the future but that their use of history in meaning-making is simplistic and based on present-day-thinking. Much research has focused on advancing students’ ability to use history in orientation to possible futures, but less attention has been focused on contemporary studies and its role in the process of orientation. By introducing a tentative concept, civic consciousness, the issue of students’ orientation is explored by studying students’ perspectives on democracy in past-present-future. The data consists of 142 narratives and reveals a pattern of normative stances, process orientation and action orientation. These aspects are considered to be important components of civic consciousness and these have implications for how social studies educators should address the challenges of preparing students for the future. ER - TY - CONF T1 - Students as Political Animals: Exploring Understanding of Political Issues in Social Science Education A1 - Sandahl, Johan PY - 2017 LA - eng KW - social science education KW - politics KW - political thinking KW - internal and external goals KW - qualification KW - subjectification KW - subject learning and teaching KW - ämnesdidaktik AB - School subjects such as social science have versatile goals that can be described as internal and external. The internal goals are closely connected to the academic disciplines and the external goals are formulated by the political sphere and include, among other things, the democratic values society wants students to be incorporated in as well as students’ engagement in public deliberation. These different goals can give birth to dilemmas for both teachers and students when they engage in highly political topics. In educational research these challenges have been discussed as epistemic cognition, motivated reasoning and conceptual change but correspond mainly to internal goals of school subjects. In order to understand the structures of the dilemmas this paper focuses on students’ understanding prior to teaching and how they reason about different political views on the welfare state. The data consists of written responses, year 10 students, on two different accounts of the best welfare state, one liberal and one social democratic. The data was used to identify students’ approaches to a political issue and their normative reasoning. Even though several students recognise ideological ideas, few students approached the topic from a social science perspective, distinguishing facts from opinions. One key issue is that students have problems recognising the difference between ‘politics’ and ‘the study of politics’. The study contributes to the understanding of the influence of normativity on students’ thinking and an attempt to bridge the dilemma of combining internal and external goals in social science education. ER - TY - CHAP T1 - Opening discourses of citizenship education: A theorization with Foucault T2 - Michel Foucault and education policy analysis A1 - Nicoll, Katherine A1 - Fejes, Andreas A1 - Olson, Maria A1 - Dahlstedt, Magnus A1 - Biesta, Gert PY - 2016 SP - 96 EP - 114 LA - eng PB - : Routledge KW - citizenship education KW - citizenship KW - foucault KW - education policy KW - adult education AB - We argue two major difficulties in current discourses of citizenship education.The first is a relative masking of student discourses of citizenship by positioning students as lacking citizenship and as outside the community that acts. The second is in failing to understand the discursive and material support for citizenship activity. We, thus, argue that it is not a lack of citizenship that education research might address, but identification and exploration of the different forms of citizenship that students already engage in. We offer a fragmentary, poststructuralist theorization oriented to explore the ‘contemporary limits of the necessary’, drawing on specific resources from the work of Michel Foucault and others for the constitution of local, partial accounts of citizenship discourses and activities, and exploration of their possibilities and constraints. We argue this as a significant tactic of theorization in support of an opening of discourses of citizenship and in avoiding the discursive difficulties that we have identified. Our theorization, then, is significant in its potential to unsettle discourses that confine contemporary thought regarding citizenship education and support exploration of what might be excessive to that confinement. ER - TY - CONF T1 - Experimenting with norms: participatory engagement in social science education T2 - Educational Research: Boundaries, Breaches and Bridges A1 - Gunnarsson, Karin PY - 2018 SP - 496 EP - 496 LA - eng PB - : University of Oslo KW - subject learning and teaching KW - ämnesdidaktik AB - In this paper I will present an on-going research project that aims at exploring teaching in social science in a Swedish upper secondary school. The focus is on teaching about norms, identity and categorizations as parts of the syllabus. How can the teaching afford to experiment with and challenge dominating and excluding norms and categorizations? With a sociomaterial approach, the experimenting with norms includes the vital doings of materialities, discourses and affectivity where relations and entanglements of students, teacher, researcher, classroom and content are considered. Working with the theoretical notions of performativity and figurations makes it possible to acknowledge how the complex interweaving of power-relations stabilizes and destabilizes differential boundaries and categories.To explore a practice within a sociomaterial approach implies to do something and being involved. There is no autonomous researcher observing what is happening in the practice. Research becomes a relational experiment with messy and fluid co-becomings of both researcher, teacher, students and the teaching practice. Therefore, in the project I will work with a research methodology of participatory engagement or collaborative ethnography. For doing this I turn to experimentation and intervention to embrace the distributed and collective matters that the sociomaterial approach offers. This approach situates experimentation into arrangements of relations, interference and involvement where preset goals or standards become difficult to handle. Together with one teacher, students in two classes and non-human participants I will engage in the teaching for six weeks. This means to be part of the planning and preparation of the teaching as well as the actual teaching and its different assignments, writings and discussions.The analytical ambition is to bring the bodily dimension of the practice into play and to disclose how discourses, materialities and affectivity jointly participate and produce specific versions of norms andcategorizations. This raises question about how to encounter issues about gender, heterosexuality, whiteness, functionality without reproducing excluding norms, how to contest power structures producing privileged positions. Furthermore, questions about gender and racial discrimination and how school spaces, environment and organization are part of this.Working with these issues are difficult and risky – so many black holes and traps to fall into. What will happen within the experimentation in the teaching practice is impossible to predict or to prepare for. Here, the practice become constituted by sociomaterial relations where human intentions and actions alone cannot regulate it. Within collaboration, to articulate shared problems or troubles, slow downand experiment is a possible but risky business. The ambition for the project is to experiment together with the human and non-human actors in order to explore possibilities to challenge (re)productions of norms and categorizations. To continuously ask how to produce movements and tensions with the potential to set boundaries and categorizations into motion. ER - TY - CHAP T1 - Samhällskunskap T2 - Utbildningshistoria A1 - Larsson, Anna PY - 2011 SP - 249 EP - 258 LA - swe PB - Lund : Studentlitteratur ER - TY - CHAP T1 - Samhällskunskap T2 - Utbildningshistoria A1 - Larsson, Anna PY - 2024 SP - 347 EP - 357 LA - swe PB - Lund : Studentlitteratur AB KW - historia med utbildningsvetenskaplig inriktning KW - history of education ER - TY - CHAP T1 - Samhällskunskap: Som verktygslåda och moralisk kompass T2 - De gymnasiegemensamma ämnenas didaktik A1 - Nordmark, Jonas A1 - Jonsson, Linda A1 - Månsson, Niclas PY - 2025 SP - 153 EP - 171 LA - swe PB - Lund : Studentlitteratur AB KW - utbildningsvetenskapliga studier KW - studies in the educational sciences ER - TY - CHAP T1 - Citizenship 'in Between': the local and the global scope of European citizenship in Swedish education policy T2 - Intercultural Policies and Education A1 - Olson, Maria PY - 2012 SP - 193 EP - 203 LA - eng PB - Bern : Peter Lang Publishing Group KW - education policy KW - european union KW - citizenship KW - education KW - humanities and social sciences AB - In the past twenty years the concept of citizenship has surfaced as a critical one in the Europeanisation-through-education project of the European Union. In this chapter Sweden is highlighted as one ‘local’ setting for educational policy in the EU. The aim is to shed light on one way in which EU requirements that its Member states provide for European citizenship are being received and implemented in ‘local’ national European educational settings. It is argued that the Swedish example depicts a nation-transcending European citizenship that can be considered as paradoxical: centered equally on territorial independence and territorial dependence as important aspects of citizenship and citizenship education. This paradox as regards the envisioned formation of citizens in Europe calls for further exploration of how supranational EU educational policy requirements regarding European citizenshipare received and handled in ‘local’ – that is, national – educational settings in Europe. ER - TY - JOUR T1 - Digital Citizenship: Innovations in Education, Practice, and Pedagogy T2 - Educational Technology & Society SN - 1176-3647 A1 - Atif, Yacine A1 - Chou, Chien PY - 2018 VL - 1 IS - 21 SP - 152 EP - 154 LA - eng PB - : International Forum of Educational Technology & Society KW - digital citizenship KW - digital literacy KW - education KW - distributed real-time systems KW - distribuerade realtidssystem (drts) AB - There are still disparities in technology-access despite economic pressures and widespread promises to overcome them. The induced digital gap defines the degree of digital citizenship for which, unified policies have yet to be drawn at various educational levels to reduce that gap. The quest for a broad participation to develop digital citizenship competencies needs further investigations into innovative educational approaches, pedagogical methods, and routine practices that foster digital literacy, and narrows the digital divide. This special issue accumulates original theoretical and empirical research contributions across contemporary digital citizenship perspectives. The final selection of the papers explores digital citizenship concepts such as ethics, digital literacy and participation, in various contexts to develop opportunities for a wider engagement in social actions. The international perspectives of contributing authors shed lights on digital citizenship prospects across unique contexts among different nations.  ER - TY - CONF T1 - Representations of economic content in social science education: Connecting disciplinary and everyday knowledge for students´ knowledge-building T2 - Analyzing Teaching Quality A1 - Walkert, Michael A1 - Jakobsson, Martin PY - 2024 SP - 53 EP - 53 LA - eng PB - : University of Oslo KW - samhällskunskap ER - TY - THES T1 - Pluralism and unity in education: on education for democratic citizenship and personal autonomy in a pluralist society A1 - Rosenquist, Joachim PY - 2011 LA - eng PB - Örebro universitet KW - pluralism KW - democratic education KW - citizenship education KW - children's rights KW - autonomy-promotion KW - school choice KW - deliberative democracy KW - political philosophy KW - educational philosophy KW - education AB - The overarching theme of this thesis concerns the possibility of balancing the values of unity and pluralism in education in developed nation states characterized by an increasing pluralism when it comes to the beliefs and values of its citizens. The author suggests that democracy has a normative basis in the principle of reciprocity which can be supported in an overlapping consensus by reasonable persons who differ in their moral, religious and philosophical beliefs. It is argued that this basis mandates a deliberative kind of democracy and that certain implications follow for how to understand the relation between democracy and individual rights, between democracy and religious belief and speech, and between rationality and deliberation, among other things. The author proceeds to discuss three educational issues in relation to the principle of reciprocity and its implications: 1. The legitimacy and content of a mandatory citizenship education, 2. Children’s rights to develop personal autonomy, 3. The opportunity for parents and children to choose which school children attend. These issues are important in relation to the question of how to balance unity and pluralism in education in that they concern the promotion of certain common beliefs, values and dispositions among citizens or the creation of a system of choice between schools with different profiles. The purpose of the discussion is to construct a theoretical position which balances the values of unity and pluralism in education, by giving diversity its due (contra communitarianism) while upholding a measure of unity (contra libertarianism and radical multiculturalism) which is located in the democratic and autonomy- promoting purposes of education rather than (exclusively) in its economic/vocational purposes (contra neo-liberalism). The discussions make use of political philosophy, educational philosophy and empirical research carried out by other researchers. ER - TY - THES T1 - Rikare resonemang om rättvisa: Vad kan kvalificera deltagande i samhällskunskapspraktiken? A1 - Tväråna, Malin PY - 2014 LA - swe PB - Department of Education, Stockholm University KW - civics KW - civic education KW - civic didactics KW - justice KW - civic reasoning KW - teaching and learning KW - subject content knowledge KW - phenomenography KW - intersubjectivity KW - activity theory KW - learning tasks KW - learning study KW - samhällskunskap KW - samhällskunskapsundervisning KW - samhällskunskapsdidaktik KW - rättvisa KW - resonerande KW - undervisning och lärande KW - ämnesdidaktik KW - fenomenografi KW - intersubjektivitet KW - verksamhetsteori AB - The study explores the meaning of knowing how to reason about justice in civics in upper secondary school. This is examined through the analysis of students’ conceptions of justice, and of their conceptions of civic reasoning about justice. It is also examined through the analysis of civic education practise. In the study, teaching was designed using Variation Theory and the theory of intersubjectivity in Activity Theory, and examined and evaluated in three Learning Studies. The empirical material consists of filmed and transcribed research lessons and interviews, as well as of written pre- and post-tests. The material was first analysed using phenomenography, and then analysed using content-oriented conversation analysis. Students’ conceptions of justice were found to move between the conception of justice as (A) a universal value, (B) a personal value or (C) a value of principle. Students’ conceptions of civic reasoning about justice were found to move between three conceptions: (a) reporting about justice, (b) analysing causes of different perspectives on justice or (c) critical reasoning about principles of justice. The critical aspects of knowing how to reason about justice in civics that students needed to discern were the relativity of justice, the basis for arguments for principles of justice and the analysing as well as the criticizing aspects of reasoning. The subject-knowledge that the teachers expressed in their teaching was one condition of the practise of civics that was found to be of importance for the students’ learning. Others were the assumed purpose of the practise of civics and a genuine need for the intended knowledge in the practice. Communicative actions that seem to facilitate these conditions are real learning tasks and a subject-specific language and variation of critical aspects as mediating tools. The findings are discussed in relation to theories of justice in political science and to the practise of civics education. ER - TY - RPRT T1 - Decolonising Higher Education: Multilingualism, Linguistic Citizenship & Epistemic Justice A1 - Stroud, Christopher A1 - Kerfoot, Caroline PY - 2020 LA - eng PB - King's College London, Centre for Language Discourse & Communication KW - tvåspråkighet KW - bilingualism KW - utbildningsvetenskap med inriktning mot språk och språkutveckling KW - education in languages and language development KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - education AB - This paper explores in what ways language – and multilingualism in particular – can be rethought in order to further epistemic justice. In order to situate the question of language in a broader decolonial project, it starts by critically reviewing three main strategies that have been proposed to address epistemic injustice in South African Higher Education over the last thirty years: scaffolding into colonial metropolitan languages, intellectualization and/or endogenization, and the use of translanguaging. It argues that the role of language/multilingualism in such strategies is compromised by the ‘coloniality of language’ (Veronelli 2015), that is, understandings of language inherited from the colonial project. It further advances the notion of Linguistic Citizenship (LC) (Stroud 2001, 2017) as a way of disengaging from coloniality. LC informs epistemic justice by focusing on the potential carried by language(s) for ontological refashioning of selves, socialities, and concomitant knowledges, thereby offering a way to rethink multilingualism as a transformative epistemology and methodology of difference. ER - TY - CONF T1 - Social studies education in ethnically diverse classrooms A1 - Blennow, Katarina PY - 2015 LA - eng AB - Katarina Blennow Department of Educational Sciences, Lund University Social studies education in ethnically diverse classrooms The present paper will discuss preliminary findings from an ongoing doctoral project. The project investigates how social studies education can be accomplished and how it is understood by teachers and students in ethnically diverse classrooms. The study focuses on questions about content, controversial and emotive topics. The preliminary findings discussed in this paper stem from classroom observations and video-stimulated interviews with pupils and teachers at two upper secondary schools in the south of Sweden. The project analyses changes in social studies education and aims to initiate a discussion that reaches beyond the national perspective. Hence, this paper will also give a brief contrast of social studies education in Sweden and Germany. The study analyses similarities in the process of adapting education to major changes in society, but also differences related to the national and cultural context, e.g. the understanding and organization of the education. ER - TY - CHAP T1 - Opening discourses of citizenship education: a theorization with Foucault T2 - Michel Foucault and Education Policy Analysis A1 - Nicoll, Katherine A1 - Fejes, Andreas A1 - Olson, Maria A1 - Dahlstedt, Magnus PY - 2016 LA - eng PB - London : Routledge KW - foucault KW - education KW - policy KW - citizenship KW - utbildning och lärande KW - education and learning AB - The work of Michel Foucault has become a major resource for educational researchers seeking to understand how education makes us what we are. In this book, a group of contributors explore how Foucault's work is used in a variety of ways to explore the "hows" and "whos" of education policy - its technologies and its subjectivities, its oppressions and its freedoms. The book takes full advantage of the opportunities for creativity that Foucault's ideas and methods offer to researchers in deploying genealogy, discourse, and subjectivation as analytic devices. The collection as a whole works to makes us aware that we are freer than we think! This book was originally published as a special issue of the 'Journal of Education Policy'.1. Participation as governmentality? The effect of disciplinary technologies at the interface of service users and providers, families and the state Jane McKay and Dean Garratt 2. Thriving amid the performative demands of the contemporary audit culture: a matter of school context Amanda Keddie 3. Discourses of merit. The hot potato of teacher evaluation in Italy Giovanna Barzano and Emiliano Grimaldi 4. A genealogy of the `future': antipodean trajectories and travels of the `21st century learner' Carolyn Williams, Susanne Gannon and Wayne Sawyer 5. The policy dispositif: historical formation and method Patrick L.J. Bailey 6. Opening discourses of citizenship education: a theorization with Foucault Katherine Nicoll, Andreas Fejes, Maria Olson, Magnus Dahlstedt and Gert Biesta 7. Changing policy levers under the neoliberal state: realising coalition policy on education and social mobility Richard Riddell ER - TY - CONF T1 - Observing teaching quality in economics within social science education A1 - Walkert, Michael PY - 2023 LA - eng KW - samhällskunskap AB - Teaching quality is a concept that has received increased attention in recent years, but there are few studies of what takes place in classrooms (Tengberg, 2022). This is also true for research on social science education (SSE) in Sweden. Swedish SSE is an interdisciplinary school-subject resting most firmly on political science, economics and sociology with a research-interest mainly directed towards political science (Sandahl et al., 2022). Hence, little is known about the quality of teaching economics inside SSE-classrooms. The aim of my PhD project is to contribute to new knowledge about the typical patterns of teaching quality that characterize teaching economics in SSE. In this paper I present parts of the project that I have worked on to fulfil this aim. I have collected data in terms of video-recorded observations about economics-teaching during 44 SSE-lessons in 11 Swedish classrooms in grade 9. To analyze the data, I have used the Protocol of language arts teaching observation (PLATO) which was developed for English language arts (Grossman et al., 2013) but is also used in other subjects (Klette, et al., 2017). The paper discusses this observationmethod and some preliminary results from the analysis. The results indicate that there are significant differences in the quality of teaching observed in the classrooms, which means that students in different classrooms systematically receive different types of teaching about economics and thus different opportunities to learn economics as an essential part of the SSE-subject and to understand and act in a complex and changing society. ER - TY - CONF T1 - Between the Lifeworld and Academia: Defining Political Issues in Social Science Education T2 - NOFA7 Abstracts A1 - Mathé, Nora E.H. A1 - Sandahl, Johan PY - 2019 SP - 146 EP - 147 LA - eng PB - Stockholm : Stockholm University KW - social studies education KW - lifeworld KW - political KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - Objectives: While some studies have indicated that young people’s perceptions of politics focus on top- down ideas, studies have also found that young people perceive politics as being about change and shaping society. Further, researchers have argued that traditional civics instruction focuses on complex democratic processes, without enabling students to apply it to political issues. This strengthens the need to consider how to make social science education more relevant for students. The purpose of this paper is to present mutual understandings of political issues from students and academics in social science and discuss some guiding principles for defining such issues in social science education.Theoretical framework: To analyse the data, we build on Christensen’s (2015) model of knowledge domains in social studies (topical issues, structures, and processes; social scientific disciplines; students’ life- world; democratic values). We supplement this with conceptualisations of the political from political theory.  Methods: This paper is based on data from interviews with six 16- year-old students and five social science academics in Norway about how they understand and define political issues. The students This paper focuses on participants’ responses to the question ‘Is it possible to talk about issues as being more or less political?’  Results:Collective: Primarily, political issues that affect society, national political issues, or beyond, were seen as more political than issues affecting smaller groups of people.Contemporary: The contemporary nature of political issues is most clearly represented in the students’ responses. All the examples of political issues mentioned by the students were contemporary issues in that they were currently ongoing.  Conflictual: The conflictual nature of political issues is a theme in both students’ and academics’ responses. Such conflicts are characterized by disagreements relating to values and priorities in terms of resource use.Contextual: Context was described as an important criterion both by students and academics, cutting across the principles of collective, contemporary, and conflictual. The students frequently mentioned that “big” and “important” issues are the most political, while the social and political context was highlighted by several academics.  The combination of disciplinary and student perspectives in the guiding principles enables educators to discuss issues and problems with their students and work towards in-depth understanding sensitive to students’ life-worlds. Consequently, this study contributes to social science education by suggesting an empirically founded framework to use when teaching about political issues ER - TY - CONF T1 - Nordidactica: Journal of Humanities and Social Science Education PY - 2011 LA - swe PB - Karlstad Universitet KW - curriculum studies ER - TY - THES T1 - Training for Model Citizenship: An Ethnography of Civic Education and State-Making in Rwanda A1 - Sundberg, Molly PY - 2014 LA - eng PB - Acta Universitatis Upsaliensis KW - authoritarian rule KW - citizenship KW - civic education KW - government KW - kigali KW - rwanda KW - state KW - kulturantropologi KW - cultural anthropology AB - This thesis addresses how government in Rwanda plays out in practice and how it affects lived experiences of state power and citizenship. Two decades after the genocide, Rwanda has come to be associated both with security, development, and stability, on the one hand, and with state repression and coercion, on the other. In 2007, a nationwide programme was launched to teach all Rwandans about the politically dominant vision of the model Rwandan citizen – an ideal that is today pursued through remote trainings camps, local village trainings, and everyday forms of government.The thesis is based on ten months of anthropological research in Rwanda, oriented around three ethnographic spaces: the life and workings of the Itorero training sites, the voices of two dozen Rwandans living in Kigali, and the daily government of a local neighbourhood in Kigali.The findings highlight how certain government practices in Rwanda engender in people experiences of being exposed to the state’s power and violent potential. As such, they represent an authoritarian mode of rule, reproduced through the way experiences of exposure guide everyday actions and behaviour vis-à-vis the state. The thesis starts from the Foucauldian assumption that all relations of power depend on the acceptance and agency of both those holding power and those who relate to themselves as their subjects. In Rwanda, the terms of acceptance are partly grounded in local social realities. Personal memories of mass violence, for example, justify for many the state’s tight social control. Such memories are also actively nurtured by the government itself, by associating the loosening of state control with the risk of renewed violence. Furthermore, in light of Rwanda’s attraction of foreign aid, authoritarian rule needs to be understood in relation to international terms of acceptance, which are embedded in liberal understandings of good, or at least good enough, governance.  ER - TY - JOUR T1 - Lärarstudenters ämnesdidaktiska reflektioner i geografi, historia, religion och samhällskunskap T2 - Nordidactica SN - 2000-9879 A1 - Nygren, Thomas A1 - Löfstedt, Malin A1 - Tväråna, Malin A1 - Kramming, Kajsa A1 - Bengtsson, Stefan A1 - Arrhenius, Mattias A1 - Thorp, Robert PY - 2022 VL - 3 IS - 12 SP - 122 EP - 148 LA - swe PB - Karlstad : Karlstads universitet KW - teacher students KW - comparative subject didactics KW - social studies education KW - civics KW - geography KW - religion KW - lärarstudenter KW - komparativ ämnesdidaktik KW - samhällsorienterande ämnen KW - samhällskunskap KW - geografi KW - curriculum studies KW - subject-specific education AB - In this study we investigate subject didactic reflections of 183 teacher students in civics, history, geography or religion in primary, elementary or secondary schools. We ask teacher students to reflect on what they perceive to be important and difficult to teach in their subject and also what methods they think would be productive. A comparative content analysis shows that a majority of the teacher students view academic knowledge and skills as important and challenging to teach in their respective subjects, and pupil-centered methods as those that primarily should be used in teaching. We do, however, find significant differences between the four subjects, for example concerning focus on facts and teacher-centered methods versus attitudes and values and student-centered methods. The students’ subject didactic reflections indicate important insights about teaching but they generally lack insights into pupils’ subject specific difficulties and how different methods may be used to support pupils’ learning. ER - TY - CONF T1 - Argumentation Literacy as a Civic Literacy in Secondary Education T2 - Forum for tekstforskning #15 A1 - Hietanen, Mika A1 - Rimm, Stefan PY - 2021 LA - swe KW - civics KW - civic education KW - civic literacy KW - argumentation literacy KW - secondary education KW - utbildningsvetenskapliga studier KW - studies in the educational sciences ER - TY - THES T1 - Kampen om den högre utbildningens syften och mål: en studie av svensk utbildningspolitik A1 - Unemar Öst, Ingrid PY - 2009 LA - swe PB - Örebro universitet KW - higher education KW - education policy KW - discourse theory KW - education discourses KW - subject positions KW - education AB - The specific interest of this dissertation is to analyze and discuss the Swedish political struggle of defining the purposes and aims of higher education during the time period 1992-2007. Underlying this specific interest is a broader interest to take part in a multifold discussion concerning the role of higher education in relation to issues of societal and democratic development and of individual identity and citizenship, in times defined in terms of globalization and pluralism. The study takes its point of departure in discourse theory that directs the research interest to language use and the analysis of the political struggle as a contested discursive practice. The main aims of the study are: (I) To analyze the different discourses concerning the purposes and aims of higher education that are (re)articulated in the political struggle. (II) To analyze how the subject student is positioned in the different discourses. (III) To discuss hegemonic tendencies within the political struggle. The material studied in the dissertation consists of national and European policy texts, including government bills, official government inquiries, departmental reports and declarations from the Bologna process. From the analysis four discourses and subject positions provided for the student are constructed and derived; the classical academic discourse and the critically trained student; the discourse of globalization and the employable student; the discourse of democracy and the actively participating student; and finally the discourse of individual identity and the reflexive student. From the analysis it is concluded that it is possible to observe a variation in language use – in terms of the occurrence of (re)articulation of the different discourses – in the 1990s and the beginning of the 21st century in the political struggle. The closer one gets to 2007 the more this variation in language use is reduced, and the narrower definitions of the purposes and aims of higher education one finds, owing to the hegemonic tendencies of the discourse of globalization. It is also concluded that national politics then assume a more bureaucratic shape and guide itself towards administration of supranational (European) definitions. ER - TY - BOOK T1 - Changing notions of citizenship education in contemporary nation-states A1 - Roth, Klas A1 - Burbules, Nicholas PY - 2007 LA - eng PB - SensePublishers, Rotterdam KW - citizenship KW - citizenship education KW - cosmopolitanism KW - education ER - TY - JOUR T1 - The Political as Presence: On Agonism in Citizenship Education T2 - Philosophical Inquiry in Education SN - 2369-8659 A1 - Tryggvason, Ásgeir PY - 2017 VL - 3 IS - 24 SP - 252 EP - 265 LA - eng PB - : Concordia University Department of Education, Concordia University, Montreal QC, Canada KW - agonism KW - the political KW - emotions KW - citizenship education KW - education AB - In recent years, an agonistic approach to citizenship education has been put forward as a way of educating democratic citizens. Claudia W. Ruitenberg (2009) has developed such an approach and takes her starting point in Chantal Mouffe’s agonistic theory. Ruitenberg highlights how political emotions and political disputes can be seen as central for a vibrant democratic citizenship education. The aim of this paper is to critically explore and further develop the concepts of political emotions and political disputes as central components of an agonistic approach. In order to do this, I return to Mouffe’s point of departure in the concept of the political. By drawing on Michael Marder’s (2010) notion of enmity, I suggest how “the presence of the other” can be seen as a vital aspect of the political in citizenship education. By not abandoning the concept of enmity, and with the notion of presence in the foreground, I argue that Ruitenberg’s definition of political emotions needs to be formulated in a way that includes emotions revolving around one’s own existence as a political being. Moreover, I argue that in order to further develop the agonistic approach, the emphasis on the verbalization of opinions in political disputes needs to be relaxed, as it limits the political dimension in education and excludes crucial political practices, such as exodus.  ER - TY - CONF T1 - Professional Education: Assessment for development of professional competence in a culturally heterogeneous society A1 - Hartsmar, Nanny A1 - Malmberg, Claes A1 - Christersson, Cecilia A1 - Hallstedt, Per-Axel A1 - Högström, Mats A1 - Mattheos, Nikos PY - 2007 LA - eng PB - CICE Nordic, Malmö, Sweden KW - assessment KW - authentic scenarios KW - citizenship KW - professional education KW - simulation KW - social cultural heterogeneity AB - The project is to develop models to support students undertaking professional education in the areas of health, education and care in developing their professional competence. This takes place with the help of continuous assessment in simulated authentic situations. The project focuses on the following problems in professional education: a) The difficulty of uniting theory and practice into a whole in the courses of study b) The need to develop models for authentic professional situations, which are integrated into the courses of study c) The difficulty of forming a process of assessment that is relevant in relationship to the desired competence, and that does not only assess theoretical knowledge and technical skill d) The need to integrate assessment into the learning process e) The students’ need to develop the ability to assess their own competence on a continuing basis. Our courses of study need to improve in the following ways: a) Assessment of theoretical knowledge and of professional competence is often carried out separately. The two aspects are integrated all too seldom in assessment. Assessment is also carried out in totally different ways: Theoretical subjects are often assessed by means of written examinations with strict time limits, while professional competence is assessed using a longer process. The types of criteria used are different for the two assessments. ER - TY - CONF T1 - European Citizenship: Activities beyond Educational Practice and Policy A1 - Fejes, Andreas A1 - Olson, Maria A1 - Nicoll, Katherine A1 - Dahlstedt, Magnus PY - 2010 LA - eng KW - citizenship KW - education policy KW - lifelong learning KW - governmentality ER - TY - THES T1 - Historia för yrkesprogrammen: Innehåll och betydelse i policy och praktik A1 - Ledman, Kristina PY - 2015 LA - swe PB - Umeå universitet KW - history education KW - history of education KW - curriculum studies KW - curriculum reform KW - vocational education and training KW - upper secondary education KW - post-compulsory education KW - citizenship education KW - historiedidaktik KW - läroplan KW - gymnasiereform KW - yrkesutbildning KW - sekundärutbildning KW - demokrati KW - medborgarfostran KW - gymnasieutbildning KW - historia med utbildningsvetenskaplig inriktning AB - This thesis offers critical perspectives on a history syllabus for vocational education and training (VET) tracks in Swedish upper secondary schools and adds to our knowledge and understanding of the educative function of history education for the individual and for society. The overall aim of this thesis is to critically investigate discourses that are voiced in different fields about the construction and reproduction of the history curriculum in VET tracks. A general question addressed is how vertical (critical and theoretical) and horizontal knowledge is articulated by the discourses in terms of the meaning of history in a VET context. The following four research questions were the focus of the four different studies in this thesis: How were non-vocational subjects discussed on a policy level during the post-war period, and what meanings were ascribed to history education? What aspects of history as a field of knowledge are recontextualised into a pedagogic discourse for the VET curriculum? How do teachers perceive the history syllabus? What do the students express concerning the history syllabus and history education? The results of these studies are reported in separate papers, and the aggregated results are analysed in this thesis. The data consisted of government bills and committee reports, material from the National Agency of Education archives, and interview data gathered through interviews with 5 teachers and 46 students. The major theoretical inspiration comes from Basil Bernstein whose theories of classification and framing, pedagogic discourse, pedagogic code, and vertical and horizontal discourses are used in the analysis. With the aid of these concepts, the content and meaning of history education for VET are connected to macro levels of education, and the way in which education reproduces social order when certain forms of knowledge are distributed to different groups in society is discussed. Three major conclusions are drawn. First, history as a pedagogic discourse comes forward as versatile and contradictory when the results from the studies are aggregated. There is, however, a shared understanding that the meaning of history in VET is to educate the students to become democratic and active citizens. Secondly, the investigated discourses ascribe history education with the potential to distribute critical and powerful knowledge. The students see a value for history education in their future as citizens and for giving them access the public conversation of society. A final conclusion is that the pedagogic code, embedded in the history curriculum, can be interpreted in two different ways. The emphasis on competencies and the focus on the last two hundred years can be interpreted as (A) an expression of a wish for immediate utility and thus an instrumental view of education or (B) the recontextualisation of scientific theories, concepts, and practices into a pedagogic discourse as a means to give students access to disciplinary (powerful) knowledge. ER - TY - JOUR T1 - Being Engaged and Knowledgeable: Social Science Thinking Concepts and Students’ Civic Engagement in Teaching on Globalisation T2 - Nordidactica SN - 2000-9879 A1 - Sandahl, Johan PY - 2013 VL - 1 SP - 158 EP - 179 LA - eng PB - Karlstad : Karlstad University Press KW - social science KW - civics KW - civic education KW - civic engagement KW - stand-by citizens KW - disciplinary approach KW - first and second order social science concepts KW - critical thinking KW - globalisation teaching KW - subject learning and teaching KW - ämnesdidaktik KW - samhällskunskap AB - The question of whether or not school makes a difference in preparing students for democratic citizenship has been debated for a long time in political science and curriculum studies. These discussions are mostly based on the results of international surveys measuring students’ political attitudes, values and participation. However, we first need to define what kind of prepared citizens are needed. This article takes on the definition issue and presents new perspectives by exploring howteachersin Social Science (Samhällskunskap) and their students in Sweden reason about engagement when they address complex societal issues such as globalisation. Based on interviews with a number of teachers and students I will argue that in order to understand what is going on in school we need to interpret Social Science teaching in terms of first-and second-order concepts,where the second-order concepts could be seen as “how to think like a social scientist”. I will make a case that there is a didactic dilemma for teachers trying to educate students who are both trained in disciplinary thinking and leave school as politically engaged. However, this dilemma is not unsolvable and I will hold a position that it might contain answers to some of the questions that political scientists deal with in terms of engagement ER - TY - JOUR T1 - The Social Studies Subjects and Interdisciplinarity T2 - Nordidactica SN - 2000-9879 A1 - Nyström, Daniel PY - 2019 VL - 3 SP - 24 EP - 44 LA - eng PB - Karlstad : CSD Karlstad KW - interdisciplinarity KW - comparative subject didactics KW - social studies KW - upper secondary school KW - civics KW - geography KW - religious education KW - heinz heckhausen KW - tvärvetenskaplighet KW - jämförande ämnesdidaktik KW - samhällsorienterande ämnen KW - gymnasieskolan KW - samhällskunskap KW - geografi KW - religionskunskap KW - education KW - subject-specific education AB - This article examines the ways in which the term tvärvetenskaplig is conceptualized within the social studies subjects (geography, religious education, civics, and history) in Swedish upper secondary school. The term tvärvetenskaplig is generally translated as interdisciplinary. Through a comparative analysis of syllabi (ämnesplaner), subject didactic textbooks, and schoolbooks, existing descriptions of the term are identified. These descriptions are in turn analyzed using theoretical perspectives on interdisciplinarity. The article agrees with the viewpoint that interdisciplinarity is a form of progressive discourse. Moreover, the analysis employs Heinz Heckhausen’s typology of interdisciplinarity, which differentiates between indiscriminate, pseudo, auxiliary, composite, supplementary, and unifying interdisciplinarity. It is concluded that different subjects ascribe different understandings of interdisciplinarity to the concept of tvärvetenskaplighet. ER - TY - CONF T1 - Neonationalism in contemporary Nordic upper secondary textbooks: A comparative study of a “basic concept” that matters in a globalizing world A1 - Olofsson, Hans PY - 2023 LA - eng KW - history education KW - social science education KW - civics KW - textbooks KW - nordic comparative study KW - neonationalism KW - nationalism KW - nativism KW - samhällskunskap AB - Since the years around 2010, a large part of the world has experienced – what nationalism scholars have described as – a fourth wave of neo-nationalism/nativism. Visible examples are the repeated successes of “xenophobic" or "immigration-critical" populist movements, or the result of the Brexit referendum (Bergmann, 2020). Not only has this trend given political parties with such agenda considerable influence in Europe, but also pathed the way for a nationalistic turn in many of the world’s great power (Norris & Inglehart, 2019).My presentation is based on results from a close reading comparative study of some upper secondary textbooks in history and civics, published in recent years in Nordic Countries. The overarching question is how the last decades neo-nationalism is reflected in the texts. The theoretical and methodological approach is influenced by conceptual historian Reinhardt Koselleck – who perceived nationalism as a "basic concept" that could be understood with “concept-net” analysis (Koselleck, 2018; see also Berenskoetter, 2017).The study aims to answer some partly interrelated questions: Is neonationalism/nativism at all described, an if so, does it appear as a controversial or an unproblematic issue in the texts? How is nationalism in earlier historical periods described? Are these descriptions connected with neonationalism, and if so, how?The results tie in with the theme of the conference as they concern the impact of history and civic education to the students' ongoing “bildung”-processes in a globalizing world. I argue that neonationalism in this respect, and in line with Wolfgang Klafki´s theory, must be seen as an epoch-typical problem of our time (cf. Sjöström & Tyson, 2022, p. 217).Comparisons between the teaching materials from the Nordic countries can also conceivably shed light on national historical-cultural dividing lines, which teachers and subject matter didactic researchers in the respective countries may have to deal with as a prerequisite for classroom activities.Keywords: History and civic textbooks, Upper-secondary schools, Nationalism in a globalizing worldReferencesBerenskoetter, F. (2017). Approaches to Concept Analysis. Millennium, 45(2), 151–173. https://doi.org/10.1177/0305829816651Bergmann, E. (2020). Neo-Nationalism: The rise of nativist populism. Springer International Publishing.Koselleck, R. (2018). Sediments of time: on possible histories. Stanford University Press.Norris, P., & Inglehart, R. (2019). Cultural backlash: Trump, Brexit, and authoritarian populism. Cambridge University Press.Sjöström, J., & Tyson, R. (2022). Didaktik för lärande och bildning. Liber. ER - TY - CONF T1 - Progression of critical thinking in social science education. T2 - Creativity, Literacy and Critical Thinking in Subject Education A1 - Tväråna, Malin A1 - Jägerskog, Ann-Sofie PY - 2021 LA - eng KW - critical thinking KW - progression KW - social science KW - social studies KW - curriculum studies KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik AB - Critical thinking is a central aspect of analysing societal issues of variouskinds, which is at the forefront of social science education in both primaryand secondary education. This presentation will focus on progression in thisability. The most well-known theories developed to describe progression ofknowledge in educational settings are general (Dolin, 2013). Subject specificmodels for knowledge progression are less developed, not least in socialscience. Teachers of social science subjects tend to use a simplified versionof Bloom’s taxonomy (1956), but also an image of students moving from thefamiliar to the unfamiliar, when describing knowledge progression in theirsubject (Christensen et.al., 2006). However, using Bloom’s taxonomy oftenleads to a separation of the ability to reason critically from understanding offacts (Case, 2005), while empirical studies indicate that this contradicts howstudents develop critical thinking in social science (Case, 2013; Nygren et.al.,2018; Tväråna, 2019). Based on four studies concerning students’ criticalthinking in relation to societal issues, we would in this presentation like todiscuss aspects of progression. We compare the results from studies ofcritical thinking in relation to issues of distributive and retributive justice(Tväråna, 2019), power (Tväråna et al., in progress), economic value(Björklund et. al., in progress) and global political issues (Jägerskog et.al., inprogress). Three of the studies include several different age groups (fromthe earlier years of elementary school to upper secondary students), whichenables an analysis of aspects of progression both in terms of the meaningof a more or less qualified critical social science thinking and in relation todifferent age groups. The results offer a contribution to practice as well astheory in terms of implications for teaching and a potential deepening of theunderstanding of progression in social science education. ER - TY - CONF T1 - Teaching about economic systems in social science education: comparing conceptbuilding in classroom practices through semantic profiling A1 - Jakobsson, Martin A1 - Modig, Niclas PY - 2025 LA - eng KW - education ER - TY - CHAP T1 - Learning and teaching citizenship T2 - Democratization and citizenship discourses in the Mena region A1 - Micheletti, Michele PY - 2014 SP - 171 EP - 195 LA - eng PB - : Swedish Research Institute in Istanbul KW - citizenship KW - civic education KW - citizenship beliefs KW - ideals KW - expectations ER - TY - THES T1 - Barns levda medborgarskap: en studie av barns vardagskunskaper om olycksrisker och säkerhet A1 - Olsson, Åsa PY - 2013 LA - swe PB - Karlstads universitet KW - children KW - children's citizenship KW - lived citizenship KW - child safety KW - injury risk KW - safety KW - everyday knowledge KW - medborgarskap KW - barnsäkerhet KW - levt medborgarskap KW - olycksrisker KW - säkerhet KW - vardagskunskaper KW - aktionszon KW - education AB - Child safety is a well investigated field of research, as is the field of children’s citizenship. This study explores the intersection between these two areas. The aim of the study is to explore children’s lived citizenship from their everyday knowledge about injury risks and safety. The idea of "lived citizenship" refers to how children understand and negotiate rights and responsibilities, and to how they actually practice their citizenship in their daily lives. In the study, a concept of citizenship is used, defining it as composed of the following dimensions: rights, responsibilities, participation, identity, membership, equal status, respect, and recognition.In the study children in grades 2, 5 and 8 participated in focus group interviews. The results of the study suggest that, although the children had good awareness of risk and safety, they regarded risk as something largely positive, connecting it with opportunities for challenges and exciting adventures. School rules and also traffic rules were frequently called into question by the children, even though they were very well aware of the potential physical or legal consequences. The rules at the children’s sports clubs, in contrast, were not challenged.Talk of injury risks and safety may be understood as individual and collective identity work. When children told stories about injuries and accidents, they were also telling stories about themselves, who they were, and where they belonged. Being adventurous and daring gave status in the groups for both girls and boys. Drawing on the results an “action zone,” as an analytical concept is suggested. The action zone is about the physical and symbolic dynamic space where children can move and act independently. Some features of the action zone are proposed in terms of boundaries, boundary guards, (rules, norms and authorities), negotiation, boundary crossing, identity, self-management and situated agency. I argue that the concept puts focus on children’s lived citizenship as a whole and that the physical aspect of citizenship is emphasized. ER - TY - CONF T1 - The Public and citizenship education today A1 - Wahlström, Ninni PY - 2021 LA - eng KW - the public KW - democracy KW - citizenship education KW - transactional realism KW - education AB - The purpose of this paper is twofold. First, I will problematize Dewey’s ideal of “the public” in The Public and Its Problems from the current perspective of a challenged democracy. Second, I will suggest a pragmatism view of knowledge, in terms of transactional realism. By problematizing both the definite article and the singular form in the concept of “the public,” I argue that “the public” should be viewed as both a space for pluralism and heterogeneous groups rather than a homogenous domain of “the people.” Based on a transactional realism view of knowledge, citizenship education can best be understood as an educational approach which opens up for the critical and the unforeseen in students’ experiences.  ER - TY - JOUR T1 - Citizenship formation for a new millennium in Sweden: a prognosis of our time T2 - The Journal for Critical Education Policy Studies SN - 2051-0969 A1 - Olson, Maria A1 - Dahlstedt, Magnus PY - 2014 VL - 2 IS - 12 SP - 200 EP - 224 LA - eng PB - : Institute for Critical Education Policy Studies KW - citizenship KW - citizenship education KW - citizen formation KW - education KW - democracy KW - apolitical KW - humanities and social sciences KW - humaniora-samhällsvetenskap KW - woman KW - child and family (womfam) KW - kvinna KW - barn och familj (womfam) KW - subject learning and teaching AB - The aim of this article is to forecast the present situation of citizenship formation in the field of Swedish education. In highlighting trends and tendencies in the educational assignment to provide for democratic citizenship in the first decade of the 21st century, which can be characterised as lacking collective visions for change, three depictions of citizenship are prevailing: citizenship formation for deliberation, for entrepreneurship and for therapeutic intervention. These depictions are analysed in terms of the direction for action taking and attention that they stress and produce as concerns citizenship in the making. The first one, citizenship formation for deliberation, stresses an inward-looking and inward-feeling citizenship. The second one, citizenship formation for entrepreneurship, stresses an inward-looking and outward-making citizenship, and the third one, citizenship formation for therapeutic intervention, stresses an inward-looking and outward-making citizenship. Taking on this forecast, which actualises democracy as something that is already achieved as a consequence of an assumedly post political situation, we argue that citizenship as well as society itself risks being pictured as apolitical and democratically “saturated.” This situation is hazardous, we argue, as it does not open up for change to come into question as desirable or even possible. Put differently, it leaves us with the notion that things have to be as they are, as we are living in the best of worlds.  ER - TY - JOUR T1 - Democratic Citizenship – A Conditioned Apprenticeship: A Call for Destabilisation of Democracy in Education T2 - Journal of Social Science Education SN - 1618-5293 A1 - Olson, Maria PY - 2009 VL - 4 IS - 8 SP - 75 EP - 80 LA - eng PB - : Universität Bielefeld KW - citizenship education KW - democracy KW - society-centred KW - consumer-centred KW - voicing KW - newcomers KW - education KW - humanities and social sciences AB - We live in times when the search for a citizenship education that can transcend national, ethnical and cultural borders is an important part of educational policy. In times of increased pressure by the European Union on its nation states to provide for nation-transcending democracy, this question becomes crucial for national policymaking in Europe. In this text, Swedish education policy will be taken as a case in point in order to shed light on how this question is being handled in this particular national policy setting. It is argued that the policy’s citizen fostering agenda tends to be counterproductive in the sense that it is still situated in national notions of the relationship between democracy and education, which tend to exclude certain individuals and groups of people on an age-related and (ethno) cultural basis. It is further argued that these excluding features can be related to educational ideas about socialisation. The aim of this text is underlined by suggesting a different way of framing democracy and democratic citizenship education: to increase the potential of education as regards the renewal of democracy and democratic citizenship. ER - TY - CONF T1 - Education as a citizenship right A1 - Englund, Tomas PY - 2007 LA - eng KW - education as a citizenship right KW - parents' rights to educational authority KW - childrens's right in education KW - education AB - Within the recently started project, presented here, the aim is to analyse consequences of the growing importance of viewing education through a perspective of rights more generally. The international conventions like the United Nations’ Universal Declaration of Human Rights, the European Convention on Human Rights and The United Nations’ Convention on the Rights of the Child are our main documents for study and we are also interested in  their transformation primarily to the national context of Sweden. The main aim of the project is to focus the implications of the parental rights in different respects and to analyse potential contradictions between parents’ and childrens’ rights. By studying and analysing parents’ and childrens’ rights concerning education we want to contribute to a discussion of how the educational sphere in the future can be understood as situated in a field of force between being a public space and an encounter between different cultures or as a more or less private space directly related to the values of families choosing a specific school.  ER - TY - CHAP T1 - Digital Citizenship T2 - A Companion to Digital Ethics A1 - Mindus, Patricia PY - 2025 SP - 227 EP - 240 LA - eng PB - : Wiley-Blackwell KW - digital citizenship KW - digital civility KW - citizenship studies KW - digital inequality KW - political participation KW - legal status KW - internet governance KW - migration KW - statskunskap KW - datavetenskap med inriktning mot datavetenskapens didaktik KW - computer science with specialization in computer science education research AB - This chapter focuses on digital citizenship (DC). Notwithstanding policymakers’ and scholars’ revived interest in the concept, a lack of research on the nature and boundaries of DC and how to investigate it in relation to the broader field of citizenship studies characterises the state of the art. Existing conceptualisations have different foci, content, and underpinnings. The chapter presents the current debates, suggests distinguishing DC and digital civility, and reconnecting DC to models of citizenship in the social sciences and humanities. It is shown how the scholarship on DC has not yet established the ties, elaborated the nomenclature and held the disciplinary methodological debates that the more mature field of citizenship studied has. The chapter then discusses how DC can be conceptualised in relation to political, legal and social forms of citizenship that we find in research on citizenship. It ends by discussing some ethical challenges are raised by DC in relation to these forms of civic membership and which ethical theories ground the varieties of duties required by DC. In doing so, the chapter refers to frameworks and theories from social and political philosophy relevant to the conceptualisation of DC. ER - TY - CONF T1 - Political Judgement in Education A1 - Grannäs, Jan PY - 2011 LA - eng KW - citizenship education KW - democracy and education KW - political judgment KW - young people KW - education AB - This paper argues that there is a need to bring in the concept of political judgment to the discussion oncitizenship education. There is also a need to enlarge the view on political judgment by recognizing emotionsas an important part of an individual’s cognition and perception. Furthermore, results are presented from acontent analysis of the international ICCS report (IEA, 2009) in which the analysis starts from a distinctionbetween political knowledge and political judgment. In line with the distinction, this paper critiques an overrelianceon the notion of progression in education based on predetermined subject matter and outcomes,which is reflected in the ICCS report (IEA, 2009) as a knowledge-first hegemony. This refers to the skills for afuture democratic citizenship as purely cognitive phenomena, where “knowledge” is to be transferred throughschooling. Drawing on the work of Mouffe (1995) and Biesta (2006, 2007), teachers’ and students’ politicaljudgment – in a wider understanding by also taking into account emotions, beliefs, norms, and values (cf.Bauman, 1995; Marcus, 2000) – becomes a key concept in recognizing and understanding an extended viewof political skills and action in the everyday practices of schooling. In order to strengthen the argument onpolitical judgment, empirical example from multiple case studies conducted at a Swedish school arepresented. These show a recurrent situation in which students enact their political judgment in a settingwhere political action is not recognized as acceptable behaviour. The paper concludes with a discussion ofthe ICCS report in relation to the suggested enlarged view on political judgment. ER - TY - RPRT T1 - Adult Education for Democratic Citizenship: Transnational Analysis of Practices A1 - Bron Jr, Michal A1 - Fennes, Helmut PY - 2007 LA - eng KW - civics KW - international education KW - internationell pedagogik KW - östersjö- och östeuropaforskning KW - baltic and east european studies AB - When studying Adult Education for Democratic Citizenship (AEDC) or discussing the relationship between adult education and civil society, one can attribute an NGO, or the “Interesting and Relevant Initiatives” (IRIs) gathered for this project, three roles: (1) as a supplier of services to civil society; (2) as an organisation (or a group of organisations) which is part of civil society; (3) as an exemplary power which itself visibly adopts and fosters the mind set needed for civil society to flourish Altogether 24 Interesting and Relevant Initiatives (IRIs) were analysed in the nine countries involved: Austria (AT/2 IRIs), Germany (DE/2), Denmark (DK/3), Spain (ES/3), Hungary (HU/2), Poland (PL/5), Romania (RO/2), Slovenia (SL/2), United Kingdom (UK/2). ER - TY - BOOK T1 - Adult Education and Democratic Citizenship PY - 1995 LA - eng PB - Wyd. UWr KW - civics KW - international education KW - internationell pedagogik ER - TY - CHAP T1 - Fostrar skolan goda medborgare? T2 - Ett mångvetenskapligt perspektiv på eleven, skolan och samhället. Rättsfondens skriftserie A1 - Lindblad, S A1 - Lundahl, L PY - 2002 LA - eng KW - citizenship KW - education KW - governance KW - education policy ER - TY - CONF T1 - Citizenship education beyond multiculturalism: national identity, patriotism and the cosmopolitical A1 - Ljunggren, Carsten PY - 2012 LA - eng KW - education ER - TY - JOUR T1 - Citizenship, Democracy and Social Justice: A Conversation with Maria Olson T2 - Contemporary Readings in Law and Social Justice SN - 1948-9137 A1 - Peters, Michael A A1 - Olson, Maria PY - 2013 VL - 1 IS - 5 SP - 112 EP - 120 LA - eng PB - New York : Addleton Academic Publishers KW - education KW - social justice KW - democracy KW - citizenship KW - europe KW - sweden ER - TY - CONF T1 - Retorik, pedagogik och demokrati: om behovet av en vidgad förståelse av retorikens roll i utbildningen T2 - Nordiska konferensen för retorikforskning (NKRF) A1 - Rimm, Stefan PY - 2014 LA - swe KW - rhetorical education KW - bildung KW - education KW - civic education KW - democracy KW - retorikutbildning KW - bildning KW - fostran KW - medborgarfostran KW - demokrati ER - TY - CONF T1 - Educating for critical citizenship and global sustainability: chemical education as a case A1 - Sjöström, Jesper PY - 2014 LA - eng KW - risk society KW - chemicalisation KW - the chemical society KW - bildung KW - critical scientific literacy KW - critical chemistry literacy KW - critical chemical literacy KW - chemistry education for sustainability KW - chemicals education KW - socio-chemical issues KW - citizenship education AB - We live in a risk society, characterised by increasing complexity and unpredictable consequences of techno-scientific innovations and production. One example is the “chemicalisation” of our society. The risk society needs educated citizens who are able to understand the world and make informed decisions – in both their private and professional lives, and as citizens engaged in democratic processes and sustainability issues. (Allgemein-)Bildung is an educational ideal for the citizens (Elmose & Roth 2005) and it is according to Wimmer (2003, p. 185) “the central critical concept of modern pedagogy”. In the area of chemistry the ideal is covered by the term “critical chemical literacy”. Except for scientific concepts and models, which is in focus in “normal” chemistry, scientific processes and societal contexts are also emphasised in Bildung-oriented chemical education (Sjöström 2013). Examples of alternative practices, which will be highlighted and problematized in the presentation, include the subdisciplin green chemistry, thematic chemistry videos available online and education based on socio-chemical issues. It is argued that Bildung-oriented chemistry should be influenced by research fields/areas such as ESD research, risk education research, science and technology studies, cultural studies of science, and philosophy of chemistry. References: Elmose, S., & Roth, W.-M. (2005). Allgemeinbildung: readiness for living in risk society. Journal of Curriculum Studies, 37(1), 11-34. Sjöström, J., (2013), Towards Bildung-oriented chemistry education, Science & Education, 22(7), 1873-1890. Wimmer, M. (2003). Ruins of Bildung in a knowledge society: Commenting on the debate about future of Bildung. Educational Philosophy and Theory, 35(2), 167-187. ER - TY - JOUR T1 - Tycka eller tänka om rättvisa – vad främjas i mellanstadiets samhällskunskapsundervisning? T2 - Nordidactica SN - 2000-9879 A1 - Tväråna, Malin PY - 2019 VL - 2 SP - 136 EP - 161 LA - swe KW - social studies KW - civics KW - social science education KW - activity theory KW - teaching and instruction KW - justice KW - critical thinking KW - samhällskunskap KW - medborgarbildning KW - samällskunskapsdidaktik KW - ämnesdidaktik KW - verksamhetsteori KW - rättvisa KW - kritiskt tänkande KW - analys KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - Social science in primary school is often shaped by a crowded curriculum, and directed towards remembering and recapitulating facts rather than developing qualified ways of reasoning about societal issues. Nevertheless, critical reasoning is regarded a crucial ability for civics, both in the national curriculum and by teachers. The article explores teaching designed to benefit students’ possibilities to qualify their critical reasoning about issues of judicial justice in civic education in year 6 of primary school. The focus is on how the actions of students’ and teachers’ build teaching practises that promote or hinder critical reasoning about justice issues, depending on the motives for civics expressed and mediated through the actions of both teachers and students. Data material in the study consisted of transcribed group discussions and whole class conversations from three cycles of research lessons in a learning study conducted in collaboration with a team of seven primary school teachers. Four subject practises were identified, driven by different motives: participation, identity, deliberation and critical judgment. Actions driven by deliberation and critical judgment benefitted students’ critical reasoning about justice issues, while actions driven by participation and identity conflicted with it. The results may contribute to the discussion within social science didactics about the meaning of critical reasoning and critical judgement as a subject specific ability. ER - TY - CONF T1 - Digital media and citizenship in adult education A1 - Rahm, Lina A1 - Fejes, Andreas PY - 2014 LA - eng KW - citizenship KW - citizenship education KW - adult learning KW - new media AB - This paper is based on an on-going case study, drawing on interviews with adult students. The research question is: what narratives of citizenship are actualized in the everyday practices of adult students and how is citizenship enacted (or prevented from being enacted)? More specifically, this paper addresses the importance of interactive media in narratives of citizenship in the everyday practises of adult students. The study builds on 37 interviews with students enrolled at Folk high schools in Sweden. The students have, based on their own definition of the terms, been asked to participate in interviews about (and photo-document) their notions of citizenship and citizenship activities. The results of interest to this paper are statements about what we may refer to as ubiquitous computing (i.e. ever-present media technologies). It would seem that an important basis for students’ notions of citizenship is the practice of ‘living in media’. That is, students’ narratives continuously return to the entanglement of the Internet (and other new media) and notions of citizenship. ER - TY - JOUR T1 - Demokrati- og medborgerskabsbegreber i grundskolens samfundsfag i Danmark, Norge, Sverige og Tyskland T2 - Nordidactica SN - 2000-9879 A1 - Christensen, Anders Stig PY - 2015 VL - 2015 SP - 64 EP - 92 LA - dan PB - Karlstad : CSD Karlstad KW - citizenship education KW - social science education KW - concepts of democracy KW - samhällskunskap AB - Citizenship education and social science education aims at preparing the students for participation in the development of democratic societies. But which concept of democracy is the education based on, and aimed at? This article takes as its point of departure a discussion of concepts of democracy/citizenship including liberal, communitarian, republican and deliberative democracy. Through an analysis of curricula from social science education or citizenship education in lower secondary schools in Denmark, Norway, Sweden and politische Bildung (political education) in Berlin-Brandenburg, it is discussed which concepts of citizenship prevail in these, and, in the case of Denmark and Sweden, how these have developed in the last 40 years. Furthermore it is discussed, with reference to the German "Beutelsbacher-Konsensus" whether the citizenship education should be aimed at one concept of democracy if this concept is contested in itself. ER - TY - JOUR T1 - Interdisciplinarity and self-reflection in civic education T2 - Nordidactica SN - 2000-9879 A1 - Spanget Christensen, Torben PY - 2013 VL - 1 SP - 201 EP - 226 LA - eng PB - Karlstad : CSD Karlstad KW - social science KW - social studies KW - globalization KW - nation KW - state KW - civic citizenship KW - first order KW - second order and third order concepts. KW - samhällskunskap AB - Focus of interest in this article are the concepts of globalization and civic citizenship and the questions are; what is required to be a global citizen, and how to work with this in civic education. The concept of civic citizenship implies democracy. A citizen is an independent and (to some extent) educated decision maker and actor, not a mere subject loyal to the sovereign. So whenever speaking of a global citizen democracy is implied. But the world is not a democratic place as such. Most of it in fact is quite undemocratic. The question therefore is how it is possible to act as a citizen (as a democrat) in global space. The article argues that this will only be possibly if citizens are capable of dealing with complex societal problems and to understand their own role as citizens (democrats) in relation to these problems. The argument is firstly that problems and issues in global space are complex and can only be understood interdisciplinary. Therefore the ability to reflect problems interdisciplinary is crucial to the global citizen. The second argument is that the ability of self-reflection is necessary for citizens in their efforts to understand, maintain and develop their own (democratic) identity and (democratic) values and practices in relation to the complexity and unfamiliarity of the various non-democratic identities, values and practices in a global space. Therefore it is suggested that students in civic education need to develop competencies of reflection on interdisciplinarity and self-reflection-as-citizen as key tools for analyzing societal problems and to act democratically on them. And it is suggested that dealing with interdisciplinarity requires use of second order concepts and that self-reflection as citizens requires third order concepts ER - TY - RPRT T1 - Citizenship Education in First Cycle: Undergraduate Teacher Education Courses A1 - Danciu, Magda A1 - Clarke, Marie A1 - Elm Fristorp, Annika PY - 2005 LA - eng PB - CiCe Thematic Network Project ER - TY - JOUR T1 - Begynneropplæring og nivåspesifikk samfunnsfag- og KRLE-didaktikk for småskoletrinnet T2 - Nordidactica SN - 2000-9879 A1 - Walmann Hidle, Kari-Mette A1 - Krogstad, Kari PY - 2019 VL - 2019 SP - 122 EP - 148 LA - nor PB - Karlstad : CSD Karlstad KW - literature review KW - social studies KW - civics KW - citizenship education KW - religious education didactics KW - lower primary levels KW - initial education KW - basic skills KW - early childhood education and care KW - litteraturoversikt KW - samfunnsfagsdidaktikk KW - krle-didaktikk KW - småskoletrinnet KW - begynneropplæring KW - grunnleggende ferdigheter KW - barnehage KW - subject-specific education KW - ämnesdidaktik AB - The topic of this article is subject-specific didactics for social studies and religious education for the lower primary level. Since 2017, teacher education for the compulsory education in Norway is extended to a master’s degree and ”initial education” is made a key concept in the trajectory aiming at primary level teaching. The research question in this article is: What is the knowledge base for initial education in social studies and religious education respectively? Thus, the article has a comparative aspect. An analysis of the terms of reference for these educations demonstrates that subject-specific education is made an organising principle and that the basic skills of writing, reading and calculating are prioritised in all studies at the lower primary level. We have analysed the literature for social studies and religious education and found that a common trait between these is that subject-specific didactical research on the lower primary level is scarce. The literature is not concerned with initial education, either in social studies or in religious education. It focuses on subjectspecific topics. The likelihood of the subjects being reduced to a curriculum of basic skills is discussed. Furthermore, we give examples of didactical research on corresponding subjects in the Early Childhood Education and Care, which may well be employed as resources when developing the key elements, content, and methods of these subjects at the lower primary level. ER - TY - JOUR T1 - Verdifulle ferdigheiter. Ulike perspektiv på samfunnskunnskap T2 - Nordidactica SN - 2000-9879 A1 - Eide, Thomas Ringen PY - 2024 VL - 2024 IS - 14 SP - 55 EP - 87 LA - nor PB - Karlstad : CSD Karlstad KW - social studies didactics KW - skills KW - research literature KW - ideal pupils KW - sociology of knowledge KW - samhällskunskap KW - subject-specific education KW - ämnesdidaktik AB - School subject skills have been increasingly actualized in the past years, believed to make subjects more useable. In social studies didactics, there are problems understanding and operationalizing skills in research, curricula, and teaching. To get a better understanding on this topic, I use Luc Boltanski og Laurent Thévenot’s theory to look at how pupils’ skills are understood and valued. I analyse perspectives in the Nordic research literature, and identify three traditions: Citizenship Education, Bildung, and Literacy, and discuss ten facets. Although skills are sparsely discussed in the literature, I find a variety of skills related to opinions about what an ideal pupil must be able to do which are heterogeneous despite commonalities. While analysing theory, in practice one can imagine that students are presented with several ideal student dispositions and choose approaches that suit them. Different perspectives have limitations and problems that are important to consider, because choice of subject facilities has academic and political implications. The article contributes to a broader understanding of subject-specific skills. ER - TY - JOUR T1 - Tycka eller tänka om rättvisa – vad främjas i mellanstadiets samhällskunskapsundervisning? T2 - Nordidactica SN - 2000-9879 A1 - Tväråna, Malin PY - 2019 VL - 2019 SP - 136 EP - 161 LA - swe PB - Karlstad : CSD Karlstad KW - social studies KW - civics KW - social science education KW - activity theory KW - teaching and instruction KW - justice KW - critical thinking KW - samhällskunskap AB - Social science in middle school is often shaped by a crowded curriculum, and directed towards remembering and recapitulating facts rather than developing qualified ways of reasoning about societal issues. Nevertheless, critical reasoning is regarded a crucial ability for social science, both in the national curriculum and by teachers. The article explores teaching designed to benefit students’ possibilities to qualify their critical reasoning about issues of judicial justice in social science education in year 6 of primary school. The focus is on how the actions of students’ and teachers’ build teaching practises that promote or hinder critical reasoning about justice and fairness issues, depending on the motives for social science expressed and mediated through the actions of both teachers and students. Data material in the study consisted of transcribed group discussions and whole class conversations from three cycles of research lessons in a learning study conducted in collaboration with a team of seven primary school teachers. Four subject practises were identified, driven by different motives: participation, identification, deliberation and critical judgment. Actions driven by deliberation and critical judgment benefitted students’ critical reasoning about justice issues, while actions driven by participation and identification conflicted with it. The results may contribute to the discussion within social science didactics about the meaning of critical reasoning and critical judgement as a subject specific ability. ER - TY - THES T1 - Civic education in Central Asia: re-conceptualization of citizenship in newly independent states A1 - Kanaev, Alexander N PY - 2000 LA - eng PB - Stockholm University KW - internationell pedagogik KW - international education ER - TY - CONF T1 - How students use sources and information to learn social science A1 - Rosengren, Jenny PY - 2025 LA - eng KW - social science education KW - information literacy KW - citizenship education KW - samhällskunskap KW - informationskunnighet KW - medborgarbildning AB - Because of digitalisation and the increased use of social media, information has become fragmented, individualised and emotionalised (Haider & Sundin, 2022). False and misleading information is spreading faster than ever and a significant amount of research effort has been dedicated to investigations about how teaching and digital tools can strengthen students abilities when it comes to fact-checking (e.g. Breakstone m.fl., 2021). A limited amount of effort has been dedicated to research about how students use sources and information to learn, although this is just as important.Social science education aims at making students knowledgeable in societal issues as well as preparing them to become active and responsible citizens (Sandahl, 2015). Students' skills when it comes to using sources and information is an important aspect of this. Gaining more knowledge about how students handle sources and information is crucial for social science didactics in the future.The aim of the present study, that is part of my PhD project, is to investigate how students use sources and information to answer a societal question and learn social science. This might be difficult for students to talk about and explain in formal interviews. Therefore, elicitation techniques have been used to highlight what students do (Barton, 2015). 115 students in upper secondary school were handed six sources to use when answering a specific question about democracy. The students worked in groups. They were asked to think aloud and their conversations were recorded. The data was then analyzed using reflective thematic analysis (Braun & Clarke, 2019) and the presentation will outline several tentative themes concerning how students in social science education read, as well as use, sources and information. Social science learning appears to be hindered when students read and use sources and information in a disengaged manner, often resulting in work that could have been produced with greater quality by generative AI. Conversely, when students actively engage with sources and information, it seems as if social science learning and responsible participation in public discourse becomes possible. ER - TY - JOUR T1 - Educating towards civic and professional responsibility: the future of higher education? T2 - Utbildning och Demokrati SN - 1102-6472 A1 - Englund, Tomas A1 - Karseth, Berit A1 - Ljunggren, Carsten A1 - Solbrekke, Tone Dyrdal A1 - Unemar Öst, Ingrid PY - 2008 VL - 2 IS - 17 SP - 5 EP - 12 LA - eng PB - Örebro : Örebro universitet KW - higher education KW - professional responsibility KW - education AB - This special issue of Education & Democracy – Journal of Didactics and Educational Policy (in Swedish: Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitik) is dedicated to the challenges raised by current conditions in higher education when it comes to promoting civic and professional responsibility. The four articles emerged from a collaboration between research centres in Örebro and Oslo, initiated at the NERA Conference in Copenhagen in 2003, which has been followedup with seminar meetings and presentations, most recently at the NERA Conference in Copenhagen and the ISA Conference in Oslo, both in 2008. Our shared ambition has been to interrogate and critically discuss central aspects of the recent development of mass higher education, with regard to its role in educating towards engaged citizenship and professional responsibility. The cases are situated in a Scandinavian context, yet discussed in relation to the influence of European higher education policy. At a time when the dominant language ER - TY - THES T1 - Samtal, klassrumsklimat och elevers delaktighet: överväganden kring en deliberativ didaktik A1 - Larsson, Kent PY - 2007 LA - swe PB - Örebro universitetsbibliotek KW - citizenship education KW - deliberative communication KW - classroom climate KW - morality of recognition KW - reflexive cooperation KW - student participation KW - deliberative didactics KW - dewey KW - pragmatism KW - focus groups KW - deliberativa samtal KW - klassrumsklimat KW - elevers delaktighet KW - samhällskunskap KW - deliberativ didaktik KW - fokusgrupper KW - education AB - The aim of this dissertation is to study learning through deliberative dialogue, the social climate of the classroom, and certain aspects of student participation in civic education in upper secondary schools, as well as aspects of deliberative didactics. It takes its theoretical point of departure in John Dewey’s texts on democracy and education. An additional perspective on the social and moral aspects of democratic life is provided by Axel Honneth’s studies on disrespect and a morality of recognition. An empirical study is presented in which students and teachers were interviewed in focus groups about their opinions and experiences, on the basis of the aim of the dissertation and the research questions addressed. The analysis reveals a potential to learn civics thorough dialogue and discussion. A dialogue with deliberative qualities is characterized as one with a clearly defined purpose and relevant knowledge content. In the course of such a dialogue, the participants apply and develop certain abilities, some of which are identified in the study. Regarding the social climate in the classroom, especially during learning through dialogue and discussion, several difficulties and problematic situations were mentioned in the focus group interviews. These were problems related to “disturbing silence” and “troubling speech”. Honneth’s theory of moral recognition is in such situations seen as a basis for teachers’ professional reflections and for deliberative dialogues involving teacher and students. Concerning student participation and the civic education classroom as a form of democratic community and a public sphere, both students and teachers interviewed spoke of a balancing act between many different interests, some of which are discussed with a focus on the formation of interests. Other aspects studied are how a sense of community can be created and how the private and individualistic meet the public and common in civic education. It is concluded that the civic education classroom, considered as a public sphere, can be an arena for deliberation and thus develop a sense of community and a deliberative competence for use in a wider citizenship perspective. In the final chapter it is concluded that deliberative didactics can be seen as a didactic dimension of reflexive cooperation. It is characterized as a reflexive approach whereby the teacher invites the students to deliberate on issues of subject content, ways of working, the social climate of the classroom, and different aspects of participation and common interests. It is also argued that the practical cooperation – the actions and their consequences – following from intersubjective speech are as important as the dialogue itself. ER - TY - CONF T1 - Concept learning and reasoning in social studies education (COURSE): Session 160: How do values transform when history culture change? A1 - Kvande, Lise A1 - Olofsson, Hans A1 - Maliks, Jakob PY - 2021 LA - swe PB - Bergen University AB - How do values transform when history culture change? In addition, is it possible to discern such a development in an ongoing classroom student-teacher discourse? In this presentation, I try to address these questions through two intertwined issues: first as a theoretical concept interpretation and then as a presentation of some empirical findings. The observed classroom data was collected the years around 2010, which I argue, could be seen as a somehow unnoticed turning point in a national history culture development, at least in Sweden. The theoretical part of the presentation consists of an analysis of “third order” concepts in regard to history didactics and with some comparisons with social science didactics. In history education third order concepts has been perceived as distinctive both from “first order” concepts (like Renaissance, 9 th of April or Boston Tea Party) and from “second order” concepts (like cause & consequence, historical evidence or similarity & differences), but there are still some uncertainties regarding in what way. While second order concepts are rather well known in research on history teaching, there are few enquiries on the value loaded third order concepts (like "historical hatred”, “historical identity” or “historical proudness”). Third order concepts correspond furthermore with value aspects in first order concepts like “revolution” or “democracy”. Of these reasons, I claim third order concepts to be an important issue to explore in speech-acts in schools. The empirical data consists of a bulk of utterances on history ER - TY - JOUR T1 - Middle-Man Theorizing: Biesta on Rancière and Mouffe into Citizenship Education T2 - Bildungsgeschichte, International Journal for the Historiography of Education, SN - 2192-4295 A1 - Foss Lindblad, Rita A1 - Lindblad, Sverker PY - 2011 VL - 1 IS - 2011 SP - 74 EP - 76 LA - eng PB - : Verlag Julius Klinkhardt KW - "the poilitical" KW - education KW - curriculum theory KW - citizenship education KW - teacher education and education work AB - IGert Biesta is in Citizenship and Education putting forwards is based on a strategy which we are titling Middle Man Theorizing, by which we mean a strategy of mobilizing theoretical insights from another domain into your own and thereby create an alternative pathway for possible conceptual renewals. The man in the middle” is the author in personal (here Gert Biesta) - the one who is giving voice of others (here Jacques Rancière and Chantal Mouffe) by stating their thoughts and ideas in order to re-conceptualizing a certain problematic (here citizenship education). This kind of middle man theorizing is very frequent in the educational field (as noted by e.g. Foss Lindblad & Lindblad, 2009 concerning the framing of educational restructuring and teaching in relation to professionalization theorizing) and has its own dynamic in terms of conceptual travelling and knowledge organization. It is our ambition to discuss this strategy, its strengths as well as its weaknesses, in relation to the Biesta text. Middle-man theorizing has a double agenda. On the one hand the stating of a problem, on the other hand the presentation of conceptual imports by means of which the problem is going to be fruitfully handled (solved, re-stated, re-conceptualised etc.). In the text by Biesta the very possibilities of education to contribute to what is called “the desire for democracy” both sets and solves the problem of citizenship education. “The “desire for democracy” could be seen as a condensed conceptual result of Biestas reading of the writings of Chantal Mouffe and Jacques Rancière. It is based on distinctions such as those between police/politics, antagonism/agonism, subject/subjectification etc., and is seen as the possible solution to the problems of democracy generally, an alternative both to “the logic of positive identity”, which is said to dominate the conceptions of citizenship, and to “the logic of socialization”, which is said to dominate the conception of education. ER - TY - CHAP T1 - Active Democratic Citizenship and Lifelong Learning: A governmentality Analysis T2 - The state, Civil Society and the Citizen A1 - Fejes, Andreas PY - 2009 SP - 79 EP - 95 LA - eng PB - Frankfurt Am Main : Peter Lang KW - lifelong learning KW - citizenship KW - governmentality KW - adult education KW - education ER - TY - CONF T1 - Länkar i samhällsordningens kedja: Klassiskt och modernt i utbildning och medborgarfostran ca 1800–1850 A1 - Rimm, Stefan PY - 2017 LA - swe KW - dialectic KW - grammar KW - curriculum KW - curriculum history KW - trivium KW - artes liberales KW - liberal arts KW - education KW - history of education KW - 19th century KW - humanism KW - renaissance humanism KW - neohumanism KW - history of rhetoric KW - civic education KW - dialektik KW - grammatik KW - läroplan KW - läroplanshistoria KW - utbildning KW - utbildningshistoria KW - skolhistoria KW - 1800-tal KW - renässanshumanism KW - nyhumanism KW - medborgarfostran KW - retorikhistoria ER - TY - CONF T1 - Civic consciousness – A Viable Concept for Social Science Education? A1 - Johansson, Patrik A1 - Sandahl, Johan PY - 2021 LA - eng KW - civic consciousness KW - subject learning and teaching KW - ämnesdidaktik AB - Schools in general and social science education in particular, are assigned to prepare youths for life in democratic societies. Teaching that includes specific content knowledge as well as students' own experiences is expected to advance students' knowledge and prepare them for citizenship, i.e. to enable them to form civic meaning in contemporary societies (Reinhardt, 2016). However, research in the field of social science education has lacked a theoretical concept that can function as a framework for understanding the formation of civic meaning in social science teaching (Sandahl, 2015). In history education historical consciousness has established itself as a pivotal theoretical concept for researching the teaching and learning of history (Clark & Grever, 2018). The purpose of this paper is to outline a theoretical framework for civic consciousness starting from the concept of historical consciousness. We regard civic and historical consciousness to be aspects of the same mental phenomenon and understand the difference between these forms of mentality, not as primarily dealing with the past and the present, but as dealing with temporal and relational aspects of human existence. History teaching focuses on temporal aspects of human experience whereas social science focuses on the relational aspects of human society.We depart from Rüsen’s (2005) narrative paradigm where the learning process can be described as developing narrative competence while experiencing, interpreting and orienting in relation to societal phenomena. Elaborating on Pandel’s (1987) conceptual framework for historical consciousness, we suggest five dynamical aspects that describe key areas for how people relate to each other in society, both at an individual level and on a collective level, that are at the core of civic consciousness. Each aspect describes a continuum of tensions within which individuals in society need to orient themselves in order to understand their place in society and experience civic meaning. ER - TY - CONF T1 - Agency in mathematics education T2 - Proceedings, the 7th Congress of the European Society for Research in Mathematics Education, CERME – 7, A1 - Andersson, Annica A1 - Norén, Eva PY - 2011 SP - 1389 EP - 1398 LA - eng KW - agency KW - citizenship KW - empowerment KW - mathematics education KW - matematikämnets didaktik AB - In this paper we elaborate on the notion of agency. We relate agency to Skovsmose‘s and Biesta‘s frameworks respectively. Both Skovsmose and Biesta are concerned with citizenship education, mathematics education and the purpose of education from a critical position. We explore if and how Skovsmose‘s and Biesta ́s frameworks respectively relate to agency ER - TY - CONF T1 - Teacher Education in Nordic and Southern African countries towards SDGs (Sustainable Development Goals): recognising the missing link in HE A1 - Nordén, Birgitta PY - 2019 LA - eng KW - nordic education research KW - outreach KW - university third leg KW - teacher education outreach KW - teacher education loosing KW - mandate of higher education KW - hesd KW - academic citizenship KW - un sdg 4 KW - gender and migration KW - higher education in a global/local context KW - global/local KW - quality education KW - sustainable development goal 4 KW - step KW - sanord KW - nordic universities KW - southern african universities KW - teacher education KW - partnership KW - shared vision KW - raised quality AB - The STEP (Sanord Teacher Education Partners) partnership is built upon a shared vision for raised quality in teacher education at southern African universities and at Nordic universities (SANORD, n=44) and it strongly emphases one of the targets in the UN Sustainable Development Goal 4 Quality Education (SDG 4): “By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries”. The need for academic development among teacher trainers/lecturers seems to be one of the missing links between higher education and the developments in schools. The teacher trainers/lecturers need competences in areas that will ensure learners´ knowledge and skills through education for sustainable development and sustainable lifestyles, human rights, gender equality, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development. University mandates throughout the world have statements that relate to community based engagement. Within the framework of STEP  a research project for mapping the current situation is cunducted to discuss the state of the art concerning teacher education towards the SDGs recognising the missing link between academic citizenship and community missions. Focus questions concerns: (1) The mandate of Higher Education in a global/local context. (2) The core of academic citizenship vs the UN SDG 4, gender and migration. (3) Whether teacher education at university level is loosing it´s third leg (outreach)? Based on two projects Educate the Educators and Centre for Blended learning carried out by Malmö and Lund university, a collaboration with School of Education and Culture at Great Zimbabwe University, Zimbabwe and University of Oulu, Finland, has been initiated 2018 by Malmö University, Sweden. There, lecturers on resp. universities are included in and have a professional exchange within the framework of, "global" classrooms, ie digital learning for teachers in the field and link to research of the learning and teaching processes. The purpose is to identify recent opportunities for collaborations between higher education and community work and to strengthen the network within STEP. The first pilot project is in the field of implementing the convention of the rights of the child (CRC) in education built ont he SIDA founded programme “Child Rights, Classroom & School Management”, managed by Lund University 2003 – 2016. A useful digital education and networking platform has been developed in cooperation with Children´s Rights Institute at Lund University, the Faculty of Education and Society at Malmö University and 16 networks and their change agents from the programme.The mapping possibilities for professional in- service teachers (both from Malmö and Zimbabwe) seems to enhance their teacher education to a higher level (and continue “life-long” learning as teachers) and go further within a global-local context towards master degree in education. A joint research study in connection to this with the aim of disseminate the result. An invitation from Guest Editor Birgitta Nordén: Special Issue of “Sustainability” theme: "South/North Perspectives on Global Learning for Sustainable Development“. ER - TY - THES T1 - Vältalighet och mannafostran: retorikutbildningen i svenska skolor och gymnasier 1724-1807 A1 - Rimm, Stefan PY - 2011 LA - swe PB - Stefan Rimm KW - history of education KW - history of rhetoric KW - curriculum history KW - curriculum studies KW - rhetoric instruction KW - school rhetoric KW - trivium KW - virtue KW - citizenship KW - masculinities KW - gender history KW - utbildningshistoria KW - retorikhistoria KW - läroplanshistoria KW - läroplansteori KW - retorikundervisning KW - skolretorik KW - dygd KW - medborgarskap KW - maskuliniteter KW - genushistoria KW - education AB - The overall aim of this dissertation is to explore the connections between rhetoric and civic and moral education. In the Latin schools (trivial schools, cathedral schools, and gymnasiums) in eighteenth-century Sweden, rhetoric still had a prominent position. In examining school rhetoric under the Swedish School Act of 1724, the study takes on rhetoric education in the broad sense, asking questions about teaching design and content, and about which texts were read and written. In addition to this, the dissertation discusses the moral content of the education as well as the function of the texts and exercises of rhetoric education in character and identity formation. The study also demonstrates the practices of rhetoric in schools and gymnasiums. Everyday classroom activities as well as ceremonies and festivities are treated as arenas for the display of erudition, asking questions about eloquence as a possible catalyst for the raising of schoolboys into men and citizens.Drawing from curriculum history, the investigation focuses on the content of the education. The analytical framework regards educational content as multilayered, ranging from conceptual content to content related to school subjects, syllabi and educational programmes, and further to socialisation content. Therefore a number of theoretical and methodological perspectives have to be employed in order to analyse a multitude of sources: from textbooks and records from schools to written curricula.The curriculum history foundation is therefore supplemented by theoretical inspiration from among other things the sociology of education and the sociology of literature, from the history of rhetoric and from gender history. The concept of virtue is given a special role in the construction of civic ideals and masculinities, two important aspects of an erudite identity cultivated in the early modern Latin schools.The dissertation shows that during the long period of time that the Swedish School Act of 1724 was effective – a total of 83 years, until 1807 – school rhetoric changed very little, and the changes that took place did so only slowly. A number of factors explain this rigidity. The same textbook,Elementa rhetorica by Gerardus Johannis Vossius, was used used in Swedish schools throughout the entire period studied. A shortage of textbooks led to older copies being used, and to a manual reproduction of textbooks and educational content.A canon or publica materies of classical, especially Latin, texts connected the branches of the trivium. It also worked as a common resource, read throughout the school: from fables and the short texts of compendia used in the first forms of the trivial schools to the philosophical and literary works used in the gymnasiums. The proximity between school rhetoric and the exemplary classical texts offers a further explanatory factor for the slow changes of 18th century rhetoric education.The rhetoric education in schools and gymnasiums appears as one of the most distinct illustrations of the early modern Swedish school's twofold objective to transmit knowledge and instill virtue. The rhetorical pedagogical programme was not just about the arts and crafts of linguistic ornaments. School rhetoric had an even larger aim, combining knowledge and virtue into the training of an orator. Through the reading of the exemplary texts and the moral lessons taught by them, and through pupils' own co-creation and rhetorical (re)production, a classical, medieval, Renaissance and Reformation legacy was passed on. In this legacy, the aim was virtuous eloquence.The learned world in and around schools and gymnasiums can be considered a premodern or early modern public sphere, filled with rhetorical ceremonials as a display of erudition and scholarly status. At the school level rhetoric was a representative resource that could justify the position of the scholarly community and the clergy, demonstrate the standing of the school and the church site in the city, and distinguish the learned from members of other social groups.  ER - TY - JOUR T1 - “Så man kan vara med”: om historieundervisningens värde och mening enligt elever på yrkesprogram T2 - Utbildning och Demokrati SN - 1102-6472 A1 - Ledman, Kristina PY - 2015 VL - 3 IS - 24 EP - 3 LA - swe KW - history education KW - vocational education and training KW - citizenship education KW - upper secondary education KW - critical knowledge KW - sociology of education KW - historieundervisning KW - yrkesutbildning KW - demokrati KW - medborgarfostran KW - kunskap KW - gymnasiet KW - yrkesprogram KW - historia med utbildningsvetenskaplig inriktning KW - history of education AB - Artikeln behandlar hur elever på yrkesprogram förhåller sig till den historieundervisning som sedan 2011 är en obligatorisk del av gymnasiets yrkesprogram. Studien baseras på gruppintervjuer med elever kring deras uppfattningar om historiekursens utbildningsvärde. Analysen av elevernas utsagor tar sin utgångspunkt i begreppsparet vertikal och horistontell kunskap och resultaten visar att eleverna efterfrågar ett innehåll som berör dem och som hjälper dem att förstå samhället. Historisk kunskap uppfattas ha liten betydelse för det yrke de utbildar sig till idag, däremot värdesätts den i förhållande till deras framtida liv på en arbetsmarknad mer generellt. Det som dominerar elevernas tal är dock att historia ger kunskaper som behövs för att de ska kunna förstå samtiden, för att de ska erövra kunskap som de betraktar som allmän och som behövs för att ha en legitim röst i samhället. För att detta ska bli verklighet menar eleverna att historiekursen måste ha ett innehåll som fokuserar på den samtida historien och som sträcker sig fram till idag. Det ger möjlighet till en insikt som är betydelsefull för utbildningens demokratiska uppdrag: att dagens samhälle är historiskt skapat, och därför möjligt att förändra. ER - TY - CONF T1 - Lifelong Learning in Japan: Constructing ‘Citizenship’ through Learning T2 - European Association for Japanese Studies A1 - Ogawa, Akihiro PY - 2008 LA - eng KW - lifelong learning KW - citizenship KW - knowledge KW - japan KW - education KW - ethnography KW - etnografi ER - TY - JOUR T1 - Citizenship in the classroom: transferring and transforming transcultural values T2 - Intercultural Education SN - 1467-5986 A1 - Sandström Kjellin, Margareta A1 - Stier, Jonas PY - 2008 VL - 1 IS - 19 SP - 41 EP - 51 LA - eng KW - attitudes KW - case studies KW - citizenship education KW - competence KW - values KW - education ER - TY - JOUR T1 - Pupils' voices about citizenship education: comparative case studies in Finland, Sweden and England T2 - European Journal of Teacher Education SN - 0261-9768 A1 - Sandström Kjellin, Margareta A1 - Stier, Jonas A1 - Einarson, Tanja A1 - Davies, Trevor A1 - Asunta, Tuula PY - 2010 VL - 2 IS - 33 SP - 201 EP - 218 LA - eng KW - attitudes and values KW - citizenship education KW - cross-national case study KW - education ER - TY - JOUR T1 - When the Entire World is pushed into the Classroom: Reflections on Communication, Interculturalism and Education and on Intercultural Education in the Danish Upper Secondary School T2 - Nordidactica SN - 2000-9879 A1 - Hobel, Peter PY - 2013 VL - 1 SP - 227 EP - 252 LA - eng PB - Karlstad : CSD Karlstad KW - danish upper secondary school KW - communicative action KW - intercultural communication KW - intercultural education KW - civic education KW - content integration KW - the knowledge construction process KW - personal authority KW - acting competence KW - discourse analysis KW - samhällskunskap AB - In this article intercultural education is discussed, cases from the Danish upper secondary school are analyzed, and some requirements for further development are proposed. First definitions of the concepts communication, communicative action, intercultural communication and intercultural education are given. Starting from these definitions it is argued that intercultural communication as well as intercultural education is possible. Then two cases are analyzed. Finally – in the Discussion – it is underlined that the students’ metareflection on the context dependence of the knowledge construction process is a pivotal precondition for successful intercultural education. ER - TY - BOOK T1 - Adult Education and Democratic Citizenship III PY - 2001 LA - eng PB - Wyd. Naukowe DSzWE KW - civics KW - international education KW - internationell pedagogik ER - TY - BOOK T1 - Adult Education and Democratic Citizenship IV PY - 2001 LA - eng PB - Impuld KW - civics KW - international education KW - internationell pedagogik ER - TY - JOUR T1 - Citizenship, Democracy and Social Justice: A Conversation with Maria Olson T2 - Contemporary Readings in Law and Social Justice SN - 2162-2752 A1 - Peters, Michael A. PY - 2013 VL - 1 IS - 5 SP - 112 EP - 120 LA - eng PB - New York : Addleton Academic Publishers KW - education KW - social justice KW - democracy KW - citizenship KW - europe KW - sweden KW - humanities and social sciences KW - humaniora-samhällsvetenskap AB - Maria Olson is a researcher and lecturer in Education at Stockholm University and the University of Skövde, Sweden. Her areas of interest include democracy and citizenship in relation to education. Her major fields are educational theory and educational philosophy. Her current publications include most recently a series of papers that develop themes of citizenship, democracy and social justice, including: “Citizenship Education without Citizenship? The Migrant in EU Policy on Participatory Citizenship – Toward the Margin through ‘Strangification,’” in R. Hedke and T. Zimenkova (eds.), Education for Civic and Political Participation: A Critical Approach (pp. 155–170). London: Routledge, 2012; “Citizenship ‘in Between’: The Local and the Global Scope of European Citizenship in Swedish Educational Policy,” in S. Goncales and M. A. Carpenter (eds.), Intercultural Policies and Education (pp. 193–203). New York: Peter Lang, 2012; “The European ‘We’: From Citizenship Policy to the Role of Education,” Studies in Philosophy and Education 31(1), 77–89, 2012; “Opening Discourses of Citizenship Education: Theorizing with Foucault” (with Nicoll, K., Fejes, A., Dahlstedt, M. & Biesta, G. J. J.), Journal of Education Policy, 2013 (forthcoming); “Democracy Lessons in Market-oriented Schools: The Case of Swedish Upper Secondary Education,” Education, Citizenship and Social Justice, online first, Doi: 10.1177/17461979134836842013 (with Lundahl, Lisbeth), 2013; “What Counts as Young People’s Civic Engagement in Times of Accountability? On the Importance of Maintaining Openness about Young People’s Civic Engagement in Education,” in M. Olson (ed.), Theme: Citizenship Education under Liberal Democracy. Utbildning & Demokrati [Education & Democracy] 21(1), 29–55, 2012. pp. 112–120 ER - TY - CONF T1 - Nutrition education and citizenship - Individual responsibility and democratic politics T2 - XII Conference of European Researchers in Didactics of Biology A1 - Malmberg, Claes A1 - Urbas, Anders A1 - Nilson, Tomas PY - 2018 SP - 127 EP - 127 LA - eng KW - health education KW - nutrition education KW - citizenship education KW - politics AB - According to previous research, in contemporary western societies health is seen as an increasingly non-political issue. Rather than being at the centre of collective decision-making and democratic politics, health is regarded as resting on individual responsibility. In our study, we address the question of nutrition education in schools as well as the question of citizenship and democracy. The study consists of two parts: firstly, we analyse whether health – more precisely nutrition and diet – is portrayed as a political or non-political issue in textbooks for secondary school; secondly, and informed by the results from our analysis, we dissect and problematize what kind of citizenship that is constructed in textbooks. From a theoretical framework of politics, the article explores how citizenship emerges. Our findings so far show that health, and more precisely stress, is depoliticized in the textbooks. ER - TY - CONF T1 - Perspectives of teacher education students on global citizenship: implications for ethical internationalisation T2 - NERA 2015 - Marketisation and Differentiation in Education A1 - Pashby, Karen A1 - Nicholson, Michelle A1 - Hellsten, Meeri PY - 2015 SP - 248 EP - 249 LA - eng KW - teacher education KW - global education KW - ethical internationalisation KW - higher education AB - Globalization has meant that universities are under increased pressure to internationalize through mobility, research partnerships, and internationalised programing. Global citizenship is an increasingly mainstream term being used by the UN and OECD regarding education for the 21st century, yet research about its conceptualization in higher education comes largely from English-speaking contexts (e.g. Jorgenson & Shultz, 2012). This paper presents a piece of an inter-disciplinary, international mixed-methods research project funded through the Academy of Finland and involving 20 universities in 10 countries. It responds to concerns that current economic crises have resulted in an intensification of those internationalization policies in universities that prioritize profit-seeking over those that prioritize ethical alternatives (Khoo, 2011). Drawing on critical and post/de-colonial theories (e.g. Andreotti, 2009), the project considers how, when left unchecked, internationalisation is normalized so as to re-direct social and political values such as global citizenship and social responsibility towards economic values thereby reproducing ideals of exceptionalism, entitlement, and (market) expansionism (Rhoads & Szelényi, 2010); and denying reproduction of systems of inequities (King, Marginson, & Naidoo, 2013; Rizvi, 2007). Selecting social cartography as a method to analyze the findings, the project aims to create a socially accountable map of shifting imaginaries of higher education as expressed in trends in internationalization (Paulston, 1999). In this paper, we focus on imaginaries of global citizenship. We will present a heuristic co-created by project partners and use it to analyze responses from teacher-education students studying in two Nordic universities, focusing on two specific survey questions: Do you see yourself as a global citizen? How do you think global citizens should think, relate and/or act in the world? The heuristic consists of three discursive orientations—neoliberal, liberal and critical—and four interfaces—neoliberal-liberal, liberal-critical, critical-neoliberal, and all four. Interfaces indicate where signifiers are deployed with multiple meanings. The mapping helps to identify dominant discourses, articulating where there are foreclosures of and possibilities for an ethical approach. The project contributes data and frameworks for understanding existing possibilities. By making discursive configurations and interfaces jointly intelligible, processes in higher education can be more informed by ethically oriented versions of international education.  ER - TY - THES T1 - Om det politiska i samhällskunskap: Agonism, populism och didaktik A1 - Tryggvason, Ásgeir PY - 2018 LA - swe PB - Örebro University KW - social science education KW - democratic education KW - agonism KW - populism KW - the political KW - political emotions AB - Democratic education can be seen as being constituted by a political dimension in two senses. In one sense, democratic education is political because it has a politically formulated goal to educate citizens. In another sense, the practice of democratic education is in itself political, in that it constitutes a space in which students encounter different visions of and opinions about what society should be like. In the intersection of these two meanings of “the political” we find the teacher. How can teachers navigate and approach “the political” in their classrooms? Which conceptions of conflicts, emotions and identities are useful when approaching the political as an educational problem?This thesis formulates an agonistic perspective on the political in social science education. In four articles, the thesis explores agonism and populism in relation to social science education. In focus are questions about the role that emotions, conflicts and identities should play in democratic education. Three of the four articles are theoretical investigations into the problems and potentialities of agonism and populism. The fourth article is empirically based on interviews with social science teachers and classroom observations. By synthesizing the results from these four articles, an agonistic perspective on the political in social science education is formulated. The agonistic perspective consists of four concepts: political emotions, hegemony, political presence and simplification. With these concepts, the agonistic perspective provides a theoretically informed starting point for teachers to reflect on and approach “the political” in social science education. ER - TY - THES T1 - Beyond Moral Teaching: Financial Literacy as Citizenship Education A1 - Björklund, Mattias PY - 2021 LA - eng PB - Karlstads universitet KW - financial literacy KW - social studies KW - upper secondary school KW - citizenship education KW - teaching KW - subject-matter didaktik KW - pck KW - threshold concepts KW - variation theory KW - beutelsbach consensus KW - powerful knowledge KW - second order concepts AB - This thesis explores what financial literacy is, what financial literacy becomes and what financial literacy could become within the context of a citizenship education such as the Swedish upper secondary subject of social studies.  Financial literacy does not intuitively converge with social sciences which leaves social studies teachers to both teach and realise financial literacy. Thus, teachers become co-creators of financial literacy as a school subject. This thesis explores this process via two different studies resulting in four research articles. In the first study, semi-structured interviews – analysed through PCK – are used to explore the perceptions of Swedish social studies teachers in upper secondary school regarding financial literacy teaching and learning. The findings include differences between experienced and novice teachers regarding which content knowledge and pedagogical approaches they use. However, all teachers express difficulties fitting financial literacy into social studies, mainly due to a perception of financial literacy primarily being a private matter, along with the unclear relationship between financial and societal issues. The second study is designed as a financial literacy teaching intervention. Students’ views on a financial dilemma are analysed using citizenship conceptions and threshold concepts. The findings are used to discuss design principles for financial literacy teaching. Salient conclusions in the thesis include citizenship education being able to frame financial literacy and provide epistemic features which can make financial literacy more teachable and learnable. It is hoped that the results from this thesis can inform future financial literacy teaching design as well as policy discussion related to financial literacy teaching and learning contextualised with another subject, especially citizenship education. ER - TY - CONF T1 - Re-Visioning Science Education: Reconsidering Vision III A1 - Sjöström, Jesper PY - 2023 LA - eng KW - visions of science education KW - vision iii KW - critical scientific literacy KW - agency KW - politicization KW - critical science education for sustainability KW - anthropocene KW - curriculum emphases KW - relational-existential-emphasis KW - ethico-socio-political-emphasis KW - educational-philosophical frameworks KW - worldview perspectives KW - eco-reflexive bildung KW - scientific literacy KW - science education KW - philosophical-moral-existential alternatives KW - complex socio-scientific issues KW - visions of education KW - naturvetenskapernas didaktik KW - sustainable studies KW - hållbarhetsstudier AB - A point of departure in this paper is an awareness that we are living in the Anthropocene era. Based on this, education, including science education, needs to be re-visioned. Several scholars have suggested a Vision III of scientific literacy and science education as a complement to the well-spread two visions first suggested by Roberts in 2007. As suggested in this paper, the three different visions can be related to different educational-philosophical frameworks, worldview perspectives, and curriculum emphases. Vision I has a structure of science- and/or a scientific skills-emphasis and Vision II an everyday life- and/or a decision making-emphasis. Finally, a reconsidered Vision III can be seen as having an ethico-socio-political- and a relational-existential-emphasis. Different views of the relationship between the three different visions will be elaborated on in the paper. One way of seeing it is as Vision III being based on Vision II, which in turn builds on Vision I (e.g. Guerrero & Torres‐Olave, 2022). The Vision III-version suggested by Sjöström and Eilks (2018) can be seen as synonymous to eco-reflexive Bildung-oriented and critical science education. It integrates cognitive and affective domains and includes philosophical-moral-existential alternatives (see also: Sjöström, 2018) as well as politicization to address complex socio-scientific issues. “Bildung” is a central concept in central European/Scandinavian educational theory. It has a long and multifaceted history of ideas including for instance humanistic values and the ideas of critical-democratic citizenship. Vision III-driven science education can also be connected to other contemporary conceptualizations such as futures literacy, socio-ecojustice, agency, environmental humanities, and planetary health. It is with other words about a critical science education for sustainability. The paper will be finished with a suggestion of a novel and multifaceted way of viewing Vision III, that is, main elements of a reconsidered Vision III. ER - TY - JOUR T1 - Different Expectations in Civic Education: A Comparison of Upper-Secondary School Textbooks in Sweden T2 - Journal of Social Science Education SN - 1618-5293 A1 - Arensmeier, Cecilia PY - 2018 VL - 2 IS - 17 SP - 5 EP - 20 LA - eng PB - : Bielefeld University KW - civic education KW - political equality KW - social studies KW - textbooks KW - conceptual understanding KW - statskunskap AB - Purpose: The aim of the article is to examine civic education in Sweden with regard to equality, by comparing curricula and textbooks for social studies in different tracks in upper-secondary school.Method: The study is based on qualitative text analysis, with quantitative features. The analysis maps themes covered, the extent and depth of thematic coverage, and amount of emphasis on conceptual understanding and analytical training.Findings: The results point to some similarities between the tracks; limited attention is given to democratic values and civic engagement, apart from voting. Clear differences are found in amount of information and complexity. The most basic textbooks target the vocational track, while (some of) the textbooks for the academic track have an elaborated focus on complex conceptual understanding and analytical training.Practical implications: The findings indicate different expectations in civic education. Vocational students receive more limited opportunities to develop civic abilities, which might negatively affect the exercise of citizenship and increase political inequality. ER - TY - JOUR T1 - Att utmana bilden av systemet - elever läser visualiseringar av samhällssystem T2 - Nordidactica SN - 2000-9879 A1 - Tväråna, Malin PY - 2024 VL - 2024 IS - 14 SP - 112 EP - 138 LA - swe PB - Karlstad : CSD Karlstad KW - visual literacy KW - models KW - system thinking KW - social science education KW - samhällskunskap KW - subject-specific education KW - ämnesdidaktik AB - Visual models are used in social science education to describe key societal systems and structures that belong to the canon of the subject. However, little is known about students' ability to read and use these visual representations. The study investigated how students in middle school, high school and upper secondary school understood two different flowcharts of the socio-economic cycle and the democratic system. 22 transcribed group discussions were analysed using phenomenography and variation theory. Critical aspects that were identified concern the discernment of the flowchart as a whole rather than as many parts, to see the relations between the units of the model as reciprocal, to understand that the represented system is constructed and not natural, and to discern that the represented system is related to external factors. The results constitute didactic starting points for teaching that develops students' ability to read and use models in discussions about complex societal systems. ER - TY - CONF T1 - Philosophical Errors in Education, or How the Applied View of Philosophy of Education Can Promote Straight Research PY - 2025 LA - eng KW - samhällskunskap KW - social science education KW - curriculum KW - syllabus KW - philosophy of education AB - This paper applies philosophical insights from John Searle's social ontology, to analyse the Swedish Social Studies Education (SSE) curriculum. Through this analysis, the paper exemplifies the utility of John White's applied view of philosophy of education, demonstrating how philosophy can directly engage with real-world educational issues. The study explores both the ontological and epistemic dimensions of the SSE syllabus. Ontologically, it argues that SSE engages with social reality, addressing socially constructed entities like politics, human rights, and economics, which, though dependent on human thought, are real aspects of the world. Epistemically, the paper examines how the curriculum’s descriptive statements and prompts guide teachers to convey epistemically objective knowledge about social phenomena, even when these topics are normatively evocative. The analysis illustrates that the curriculum does not conflate objective facts and subjective values, countering the idea that normativity inevitably undermines objectivity. By applying analytic philosophy to curriculum research, the paper highlights the potential of philosophy of education to reduce ambiguity, clarify debates, and foster more precise discourse in educational practice. ER - TY - THES T1 - Creating sustainable citizens?: constructions of sustainable development in textbooks A1 - Biström, Elin PY - 2022 LA - eng PB - Umeå universitet KW - sustainable development KW - education KW - esd KW - gender equality KW - sexuality KW - sex KW - environment KW - individualisation KW - sweden KW - textbooks KW - biology KW - civics KW - geography KW - home and consumer studies KW - religion KW - hållbar utveckling KW - utbildning KW - uhu KW - jämställdhet KW - sexualitet KW - miljö KW - individualisering KW - sverige KW - läroböcker KW - läromedel KW - samhällskunskap KW - geografi KW - hem- och konsumentkunskap AB - There is a general consensus that education is crucial for achieving sustainable development. Education for sustainable development aims to foster citizens capable of participating independently and actively in creating a sustainable future. The overarching aim of this thesis is to contribute to knowledge on the relationship between education and sustainability. Specifically, the objective is to analyse how content on sustainable development is constructed in educational materials. Theoretically, the thesis is guided by sociological perspectives on environmental problems, knowledge, education and individualisation. The empirical data consists of textbooks in biology, civics, geography, home and consumer studies, and religion for Swedish lower secondary schools. Thematic analysis was used to analyse the empirical material. The thesis examines how textbook content on sustainable development is organised and constructed. A key focus of the analysis relates to how multidimensionality and relationships between the dimensions of sustainable development are constructed in textbooks. The social dimension of sustainability is analysed in particular detail. Further attention is directed to how conflicts and the politics of sustainable development are constructed in textbooks. Constructions of change and historical contextualisation of sustainable development are also highlighted. A key result is that textbooks put a disproportionate focus on the ecological dimension of sustainable development. Parts of the social dimension of sustainable development, such as sexuality and gender equality, are generally not presented as sustainability issues. Another relevant result is that textbooks tend to obscure the complexities of sustainable development. Political conflicts, which are crucial for understanding sustainability challenges, are often rendered invisible. Both androcentric and anthropocentric perspectives also characterise textbook content about sustainability. Furthermore, the analysis shows that teleological and utopian narratives are dominant in the textbooks’ content about change and historical contextualisation of sustainable development. These conditions might challenge the potential role of education as part of sustainable development. ER - TY - CONF T1 - Imagining Trans-disciplinarity: Science Education and (+) Mathematics Education = STEM education: Imaginer la transdisciplinarité: Éducation scientifique et (+) éducation mathématique = éducation STEM A1 - Figueroa-Suárez, Lucely A1 - Bašić, Vildana PY - 2023 LA - eng AB - Integrative approaches to education have aroused interest within the international agenda in relation to the complexity of environmental issues (Rieckmann, 2017). Environmental projects open possibilities to integrate several school subjects and could enable students meaning-making and action-taking. This poster is an attempt to understand the meaning of trans-disciplinarity in educational research in relation to environmental issues, considering a pluralistic approach to embrace and understand perspectives from several actors. Science research has studied factors affecting students’ engagement and the value of scientific literacy and citizenship for progress and agency (DeWitt et al., 2016; Moote et al., 2020). Science capital is a framework that can be used for explaining the nature and pattern of aspirations and educational participation which are affected by internal factors, interest and motivation, as well as external factors, teaching methods and interactions with family, students, and teachers. These factors have the potential to influence a young person’s identity, prospective participation and societal engagement (Godec et al., 2018). In mathematics education the Critical Mathematics Educational framework (Barwell & Hauge, 2021), presents a trans-disciplinary model based on the so-called post-normal-science and Skovsmose’s work on reflective knowing. In this poster we aim to analyze students' critical understanding of the role of mathematics and science on environmental issues such as Climate Change and to contribute to the preparation of future citizens who could act upon unsolved problems. We argue that trans-disciplinarity can open possibilities of accumulation of science capital and can generate interest in science, mathematics, and STEM careers. This can be done through active participation by actors outside academia in educational settings through collaborative projects with teachers, students, and researchers (Block et al., 2019; Wright, 2021). We visualize transdisciplinary approaches of education in our chaotic times as an antidote of salvation and as a possibility to understand and tackle the problems from different angles in an affirmative way. We imagine this to be one way of supporting students in putting education and knowledge in a larger, societal setting. ER - TY - JOUR T1 - Samhällskunskap i den nya ämneslärarutbildningen: Samhällskunskapens innehåll och ämnesdidaktik vid 14 lärosäten i Sverige mellan 2009-2015 T2 - Nordidactica SN - 2000-9879 A1 - Johansson, Jörgen PY - 2017 VL - 2017 SP - 1 EP - 27 LA - swe PB - Karlstad : CSD Karlstad KW - samhällskunskap KW - ämnesdidaktik KW - ämnesteori KW - vetenskaplig metodologi KW - normativ teori AB - Abstract: Syftet med artikeln är att analysera samhällskunskapsämnets innehåll i ämnes­lärarutbildningen vid lärosäten i Sverige. Avsikten är att analysera hur man vid olika lärosäten utformat ämnesinnehåll och ämnesdidaktisk integrering i kursplaner. Studien besvarar fyra frågor; I vilken omfattning det förekommer lärandemål i samhällskunskap om (1) faktuell kunskapsöverföring, vetenskaplig metodologi, granskande undersökningar; (2) normativt innehåll; (3) ämnesdiscipliner respektive flervetenskapliga tematiseringar samt (4) ämnesdidaktik. Kursplaner i samhällskunskap från 14 lärosäten har analyserats vid två tillfällen, 2009 och 2015, dvs. före och efter den senaste lärarutbildningsreformen i Sverige. Resultaten visar att det totala antalet lärandemål i samhällskunskapskurserna ökat med 21 % och att detta i hög grad betingas av att statsmakten lagt in fler lärandemål i examensförordningen jämfört med tidigare. Analysen visar (1) att inslagen av ämnesdidaktisk integrering ökat i kursplanerna, (2) att andelen flervetenskapliga tematiseringar minskat, (3) att mängden ämnesteoretiska lärandemål varit oförändrade men fått fler inslag av normativt färgade problemställningar samt (4) att inslagen av vetenskaplig metodologi varit oförändrade. Analysen av kursplanerna indikerar behov av ytterligare analys och ämnesdidaktisk forskning om samhällskunskapsämnet möjligheter gällande bl.a. tvärvetenskaplig integrering, vetenskaplig metodologi samt betydelsen av normativa ansatser. ER - TY - THES T1 - Drömmen om kamratsamhället: Kvinnliga medborgarskolan på Fogelstad 1925-35 A1 - Eskilsson, Lena PY - 1991 LA - swe PB - Carlsson KW - female citizenship KW - the women citizens’ school at fogelstad KW - radicalism KW - pacifism KW - environmental questions KW - female friendship KW - female utopia KW - elin wägner KW - ”tidevarvet” KW - kvinnliga medborgarskolan vid fogelstad KW - fogelstadgruppen AB - The dissertation deals with ideas and visions of female citizenship at the time when Swedish women obtained the right to vote.Sources used are school archive material, school diaries, newspaper articles, letters, autobiographies, personal records, lecture manuscripts and notes etc.The main aim is to show how a group ofradical liberal women, "Fogelstadgruppen" - Elisabeth Tamm, landowner, farmer and one of the first female members of the Swedish Parliament, Kerstin Hesselgren, Sweden’s very first woman MP, also social politician, factory- and house inspector, Ada Nilsson, physician, Elin Wagner, author and Honorine Hermelin, teacher and headmistress oft he School - tried to find new ways of improving societal development.Ideals connected with liberalism, individualism, feminism - women’s experience and knowledge of private life - were fundamental.The major issues discussed at Fogelstad and aived at ”Tidevarvet”, The Epoch, a weekly radical magazine for women started 1923 by the group, are still topical today: women’s rights - in education, employment and family - as well as pacifism, environmental questions and the political implications of women’s protests over these and other topics.”Fogelstadgruppen” based their activities primarily on the view that women had special qualities, which society should nurture. This particularity of women was based on social and cultural circumstances rather than biological. All women, they considered, have deep and genuine experience of the morality ofthe private life, of kindship and friendship, moral standards and values that society needed to develop true democracy for all its citizens. Some aspects of this idea had their roots in the Swedish somen’s movement with Fredrika Bremer, Ellen Key and later Elin Wagner as leading figures.In the 1930s, at the time of what was to become the famous ”Swedish model”, with it’s large-scale, rational, collective solutionsto societal problems, the female alternative offered by ”Fogelstadgruppen”, the Women Citizens’ school and ”Tidevarvet” - a decentralized, organic society, organised in small, informal groups - did not attract enough women citizens to become an influential force in society. But it was an interesting and brave attempt.  ER - TY - JOUR T1 - Peer engagement in learning democracy T2 - International Journal of Learning SN - 1447-9494 A1 - Grannäs, Jan PY - 2007 VL - 8 IS - 14 SP - 189 EP - 196 LA - eng KW - youths KW - peers KW - democracy KW - citizenship KW - citizenship education KW - democratic leadership KW - rock band KW - education AB - This paper focuses youths in peer groups who, during their leisure time, play music in a rock band. What I intend to explore in this paper is organizational aspects in relation to how the band came together and how the group manages their interaction and leadership issues, in order to study the relations, positions and the games of negotiations that takes place within the group. My empirical data is collected through observations and interviews with youth in the age of 16-20 year old. All interviews and observations are conducted in one location in the middle part of Sweden. I then use negotiation theories as analytical tools in order to translate young people’s experiences of interaction and organizing of peer groups into an understanding of what meanings they hold for their learning of democracy. The purpose with this paper is to develop theoretical concepts based on empirical material. In turn, these theoretical concepts might contribute to a wider understanding of democratic fostering processes within schooling. ER - TY - CONF T1 - Civic Education and history education A1 - Sandahl, Johan PY - 2015 LA - eng KW - subject learning and teaching KW - ämnesdidaktik ER - TY - CONF T1 - Education, Migration and the Citizenship of ‘Post-Diasporic’ Muslim Children A1 - Stoltz, Pauline PY - 2008 LA - eng KW - citizenship KW - education KW - migration AB - This paper discusses the ways in which “post-diasporic” Muslim children (second and subsequent generations) in western European welfare states (with examples from Sweden, the United Kingdom and the Netherlands) are perceived as present individuals with rights and responsibilities – or as so called ‘citizen-beings’ - and as citizens of the future - or so called ‘citizen-becomings’ in educational political discourses. It addresses current shifts in discourses on the rights and responsibilities of individual (such as different categories of children and parents) and collective actors (such as states) in welfare state policies and the ways in which a globalization of rights and responsibilities can or cannot contribute with solutions to inequalities and injustices which amongst others “post-diasporic” Muslim children encounter. ER - TY - CONF T1 - The moral vacuum in Swedish teachers' language of values education A1 - Thornberg, Robert PY - 2014 LA - eng KW - values education KW - moral education KW - citizenship education KW - teacher education KW - student teachers KW - professional knowledge ER - TY - BOOK T1 - På väg mot ofullkomlighetens pedagogik: mänskligheten och kosmopolitismen under omprövning A1 - Todd, Sharon PY - 2010 LA - swe PB - Liber KW - education KW - human rights KW - cosmopolitanism KW - humanity KW - derrida KW - levinas KW - irigaray KW - arendt KW - kristeva KW - feminism KW - democracy KW - citizenship ER - TY - JOUR T1 - ”Formalistisk obskurantisme”? Forsøk på dechiffrering av læreplanen i samfunnsfag T2 - Nordidactica SN - 2000-9879 A1 - Walmann Hidle, Kari-Mette A1 - Skarpenes, Ove PY - 2021 VL - 2021 IS - 11 SP - 24 EP - 50 LA - nor PB - Karlstad : CSD Karlstad KW - curriculum analysis KW - competence aims KW - core elements KW - interdisciplinary topics KW - social studies didactics KW - teaching profession KW - subject-specific education KW - ämnesdidaktik KW - samhällskunskap AB - In 2020 the new National Curriculum, Knowledge Promotion Reform 2020, was implemented in Norwegian schools. In this article we present a detailed empirical analysis of the relationship between competence aims, core elements (disciplinary knowledge and transversals skills) and interdisciplinary topics in the National Curriculum. The discussion is limited to the school subject social studies at the secondary level (ages 13-15). The findings provide practical knowledge about the curricula that will prove useful for teacher educators and teachers. In the second part of the article, we discuss the implications of the findings and call for a theoretical informed discussion of (1) governance in school, (2) the content of curriculum, and (3) the teachers’ professionalism. We conclude that the curriculum structure is exceptionally complex, lacking both logical integrity and consistency. And since the digital module seems to obscure rather than amend this flaw, we suggest that “formalistic obscurantism” characterises the curriculum.  ER - TY - CONF T1 - A state-independent education for citizenship?: Assessing students in Swedish comprehensive and Steiner Waldorf schools on questions of civic and moral development A1 - Dahlin, Bo PY - 2009 LA - eng KW - education AB - In the wake of globalisation, multiculturalism and the marketisation of schools the education-for-citizenship-question in relation to state and independent schools seems increasingly relevant. This paper is based on a comparison of the civic and moral development of students in Swedish state and Steiner Waldorf schools. The aim of the study was to evaluate the possible differences between the two types of schools regarding their effects on the civic and moral development of students. The study employed both qualitative and quantitative analyses of data from two different surveys and a strategic sampling of schools. In the first survey, the student sample was a cohort of pupils from grade 9 and from the last grade of the upper secondary school (grade 12 in Steiner Waldorf schools). The qualitative analyses were based on a responsive evaluation approach; that is, students were confronted with problems to which there were no given or correct answers. The qualitative data were analysed inductively and thematically. In the second survey, grade 9 students from Steiner Waldorf and state schools were compared regarding democratic attitudes, values and opinions about their school and their teachers. These data were only quantitative. Results of the two surveys showed some significant differences between students from the two school systems. The most striking result of the comparisons concerned the differences between the younger and the older students in their attitudes to social and moral questions. In the state schools, the interest and engagement in social and moral questions were approximately the same in both age-groups, but in Steiner Waldorf schools the older students showed more interest and engagement in social and moral questions. The Steiner Waldorf students also showed more positive attitudes already in grade 9. This result raises the question whether the pedagogical approach of Steiner Waldorf schools has more positive effects on moral and civic development ER - TY - JOUR T1 - Teacher education in social science in Sweden in historical and comparative perspectives T2 - Journal of Social Science Education SN - 1618-5293 A1 - Eklund, Niklas A1 - Larsson, Anna PY - 2009 VL - 2 IS - 8 SP - 81 EP - 93 LA - eng PB - Bielefeld : sowi-online e.V. KW - disciplinarity KW - trading zone KW - civics KW - teacher education KW - swedish universities KW - education AB - In this paper, we will examine teacher education in social science. In the Swedish context, teacher education is part of the university system, but teacher education in social science is differently organized than social science education for other students. Teacher education in social science today is also, as a result of the deregulation at all levels of the Swedish educational system in the 1990s, locally designed and there are significant differences between universities. The aim of this paper is twofold. The first aim is to explore the roots of the current situation in the history of teacher education in social science in Sweden from the mid 1900s and into the early 2000s. The other aim is to describe and discuss comparatively how this education is organized at different Swedish universities today. The analysis revolves around questions about disciplinarity, organization and teacher education as a “trading zone” between the traditional academic disciplinary organization of social science and the conceived needs of the school subject Civics. ER - TY - JOUR T1 - Discourses of criticality in Nordic countries’ school subject Civics T2 - Nordidactica SN - 2000-9879 A1 - Ledman, Kristina PY - 2019 VL - 2019 SP - 149 EP - 167 LA - eng PB - Karlstad : CSD Karlstad KW - civics KW - social studies KW - citizenship education KW - criticality KW - critical thinking KW - curriculum KW - comparative method KW - subject-specific education KW - ämnesdidaktik AB - Criticality (the ability to think, self-reflect and act critically, as well as reason analytically) is framed as an important goal of education generally, and citizenship education specifically. However, literature and research within subject didactics tend to frame criticality as subject-specific, hence its conceptualisation can vary substantially depending on epistemological and research traditions. Thus, this paper compares its treatment in the same subject, civics, in curricula of the five Nordic countries. Civics is an interesting case as it is a major element of citizenship education, which varies somewhat among the five countries. Four ideal types of criticality are elaborated and deployed in the analysis: general, disciplinary, moral and ideological criticality. The results reveal substantial differences between the five compared curricula. They also reveal apparent correlations between civics as a single-subject construct (as in Denmark and Sweden) and disciplinary criticality, and between civics as an integrated curriculum construct (as in Iceland) and general criticality. Overall, the disciplinary view of criticality slightly prevails in the five compared curricula. The results raise questions about contextual factors’ effects on how criticality is constructed in school subjects, and helps reflection on what we actually refer to when we talk about a certain school subject. ER - TY - CONF T1 - Teacher Education and the Core of Citizenship Education for Young Children A1 - Andersson, Irene A1 - Rubinstein Reich, Lena PY - 2008 LA - eng KW - citizenship education KW - teacher education AB - Abstract This paper is a critical reflection on the basic ideas underpinning the new teacher education programmes at Malmö University. The main idea has been to combine subject studies, didactics and pedagogy in teacher education. We claim that personal encounters are one of the prerequisites for student teachers to learn and in depth understand in order to be able to translate into teaching. In the paper we will present and discuss some examples of personal encounters in relation to Citizenship Education within the main-subject “Social Science Subject and Children’s Learning”. This will illustrates a possible way of the construction of meaning in teacher education. ER - TY - THES T1 - Cultivating humanity in science education: A capabilities approach to students' critical examination of public issues in science education A1 - Wiblom, Jonna PY - 2020 LA - eng PB - The Department of Mathematics and Science Education, Stockholm University KW - science education KW - critical examination KW - public issues KW - martha nussbaum KW - the capabilities approach KW - ‘world citizenship’ KW - narrative imagination KW - research ethics KW - participatory research KW - naturvetenskapsämnenas didaktik AB - This dissertation is about science education as an education for citizenship with a particular focus on the potential of inviting students to participate in critical examination of public issues in the media. Through digital media, a vast amount of health-related information is readily available to the public. People who turn to the Internet in search of health information of any kind, will come across a vast array of voices, information and contradictory claims. The rationale of this dissertation is the recognised challenges for citizens to stay critical when public issues that relate to health and nutrition are examined on the Internet. The aim of this dissertation is to contribute to expanding and nuancing the understanding of students’ critical examination of public issues in science education by drawing on a capabilities approach. Philosopher Martha Nussbaum’s version of the capabilities approach and notion of ‘world citizenship’ is situated in science education and used for analysing students’ participation in critical examination of public issues relating to health. In addition, sociocultural perspectives are drawn upon to conceptualise learning. The dissertation builds on two different research projects, both conducted as design-based research collaborations with upper secondary school science teachers and their students. The data are comprised of audio and video recordings of student group discussions as they search for and critically examine health-related information on the Internet, and video recordings and field notes from the teachers’ whole-class introductions to the activities. Data have been analysed using qualitative content analysis, also drawing on the work of Nussbaum. The findings in this dissertation are presented in four papers. Paper I reports how the introduction of an evaluation tool afforded and constrained students’ critical examination of health issues on the Internet, and how this process can be fruitfully analysed by taking a capabilities approach. The findings show how use of the evaluation tool caused students to privilege scientific information, leaving lived experiences of health issues and students’ own purposes of the information-searching unexamined. Paper II focuses students’ critical examination of controversial and emerging science reported in news media. The findings illuminate how students’ encounters with a controversial nutrition study on the Internet triggered epistemological work — the examination of scientific knowledge as embedded in social, cultural and historical practices. Paper III focuses students’ critical examination of a science-laden public issue concerning milk consumption. The findings show how the students examine their own and societal moral underpinnings of consuming milk, and how the production and consumption of milk affect people's lives and the places we live. In these conversations on milk, the students also imagine different sustainable futures. Paper IV proposes a heuristic for ethical reflection on participatory science education research, highlighting reflective questions in relation to the dimensions of ontology, epistemology and methodology. It is intended to extend standard ethical reflection in education research by taking hierarchies, roles, values, risks, objectives and accountability into account. Overall, the results reported in this dissertation emphasise that students’ critical examination of public issues in the media cannot be limited to source critique that aims to sift out ‘facts’ and uncontested science. This dissertation illuminates the potentiality of science education for citizenship in providing students with opportunities to participate in critical examination of themselves and society in encounters with issues of public concern. ER - TY - CHAP T1 - Strengthening socio-cultural ways of learning moral reasoning and behavior in teacher education T2 - The Sage handbook of research on teacher education A1 - Thornberg, Robert PY - 2017 LA - eng PB - : Sage Publications KW - moral education KW - values education KW - citizenship education KW - teacher education KW - student teacher KW - socio-cultural theory KW - social constructivism KW - social constructionism KW - moral KW - relativism KW - moral development KW - moral reasoning KW - teacher ER - TY - CONF T1 - Swedish and Turkish student teachers' moral developmental and societal socialisation preferences in values education: A cross-cultural study A1 - Thornberg, Robert A1 - Oğuz, Ebru PY - 2015 LA - eng KW - values education KW - moral education KW - citizenship education KW - teacher education KW - student teachers KW - normative ethics KW - educational goals ER - TY - CONF T1 - Health education and citizenship - from democratic politics to individual responsibility? A1 - Malmberg, Claes A1 - Urbas, Anders PY - 2017 LA - eng KW - health education KW - citizenship KW - politics KW - science education policy KW - secondary school KW - biology AB - According to previous research health is, in contemporary western societies, seen as an increasingly non-political issue. Rather than being at the centre of collective decision-making and democratic politics, health is more and more regarded as resting on individual responsibility. In our study we address the question of health education in schools as well as the question of citizenship. Our study consists of two parts. Firstly, we analyse whether health is portrayed as a political or non-political issue in teaching material, that is, whether health is regarded as a governmental or as an individual issue. Secondly, and informed by the results from our analyse, we dissect and problematize what kind of citizen (citizenship) that is constructed in teaching material. Our empirical data consists of Swedish textbooks for secondary and upper-secondary school in three school subjects’ biology, home economics and physical education and health. Our preliminary results are that the issue of health is quite strictly de-politicized and regarded as the responsibility of the individual, which not only corroborates previous research on health and citizenship. It also reinforces the currently predominant construction of the individual as detached from politics and democracy. ER - TY - CONF T1 - What are the characteristics of source criticism in social science education? T2 - NOFA9 - Education, knowledge and Bildung in a global world A1 - Rosengren, Jenny PY - 2023 SP - 118 EP - 118 LA - eng PB - Vasa KW - social science KW - source criticism KW - media and information literacy KW - samhällskunskap KW - källkritik KW - media- och informationskunnighet AB - We know from research that students generally lack the ability to critically examine information and information sources in a satisfying way (Haider & Sundin, 2020; McGrew, 2022) and that classroom interventions about civic online reasoning, lateral reading and click restraint to some extent can improve students’ knowledge and abilities  (Wineburg et al., 2022; Axelsson et al., 2021). However, most studies about source criticism tend to focus on digital source evaluation and are made in the context of history education. Is it possible to separate the digital world completely from the physical world and is source criticism the same in all subjects? This study’s point of departure is that the digital is integrated into the physical world and we need more studies that take this into account. Furthermore, it is suggested that we do not know what source criticism is when it comes to social science education and that this needs to be explored. This study aims to examine what students do and what knowledge, abilities and attitudes they need to develop in order to critically examine and evaluate different sources in social science education. What challenges do they come across? In other words, what are the characteristics of source criticism in social science? The study will be using elicitation techniques to get students to verbally express their knowledge, abilities and attitudes about and towards information and information sources in relation to what the information can be used for. A pilot has been done and a draft to an analysis of the students’ perceptions as expressed in the pilot will be presented. ER - TY - THES T1 - När ämnen möts: En analys av samhällskunskapsämnets funktioner och karaktärer vid ämnesintegrerad undervisning A1 - Blanck, Sara PY - 2014 LA - swe PB - Karlstads universitet KW - civics KW - civics didactics KW - social studies KW - social studies teaching KW - interdisciplinary curricula KW - interdisciplinary teaching KW - subject integration KW - interdisciplinarity KW - first order concepts KW - second order concepts KW - lower secondary education KW - samhällskunskap KW - samhällskunskapsdidaktik KW - ämnesintegration KW - ämnesövergripande KW - ämnessamspel KW - projektinriktat arbete KW - första ordningens kunskap KW - andra ordningens kunskap KW - högstadiet AB - This study examines the subject civics (social studies) in interaction with other subjects in interdisciplinary projects. By studying three different integrated projects in the grades 7-9, the study examines how subjects interact with one another. The aim of the study is to describe and analyze the character and function of civics in interdisciplinary projects. The results are used to discuss the relationship between subject and integration.In the world of education, there are two endeavors that may seem to counteract each other: on the one hand, focus on more clearly subject-specific knowledge and, on the other, the pursuit of cooperation and interaction between subjects in different forms of interdisciplinary organization of teaching and learning. Integration between subjects can be seen as an opportunity to address the complex problems and challenges of today's citizens in a changing global world.The results of the study describe three dynamic interdisciplinary projects that all contain a movement between different types of interaction between subjects with various degrees of integration. These types are predisciplinary, helping, correlated, shared and reconstructed.In addition, the study shows that civics in the three projects is emerging as an obvious main subject that aims to develop the pupils’ abilities to orientate (facts and concepts), analyze and discuss. So far integrated teaching appears to result in both what subject-specific teaching reaches and, moreover, it seems to form a synthesis knowledge that can be difficult to measure, but that relates to the main goals of the curriculum beyond subjects. These abilities to act can be used to describe the synthesized knowledge citizens need in order to act in the world. ER - TY - THES T1 - Värdegrundsarbete i bildundervisning: en studie om iscensättning av policy i grundskolans senare år A1 - Ahrenby, Hanna PY - 2021 LA - swe PB - Umeå universitet KW - art education KW - fundamental values KW - citizenship education KW - democratic education KW - policy enactment KW - policy context KW - performativity KW - bildundervisning KW - skolans värdegrund KW - demokratiuppdrag KW - policystudie KW - undervisningskontext AB - The overall purpose of this thesis is to describe and discuss preconditions for the enactment and the construction of fundamental values in art education in secondary school. The study is based on ethnographic methods, including classroom observations, video recordings and interviews with art teachers and pupils. Three art teachers and 36 pupils in grade eight and nine (age 14-16) have participated in the study. The schools are located in areas of different socio-economic status. Besides interviews, the empirical material consists of observation notes, video and sound recordings, documents and photographs from the observed lessons. In total, 27 lessons were observed and recorded, 20 interviews with teachers and seven interviews with pupils were conducted. The empirical material is analysed with a combination of policy enactment theory (Ball et al. 2012) and concepts form Bernstein (2000, 2003) and Bakhtin (1981, 1986).The analysis reveals that the conditions for policy enactment are created by several factors that interact. It is impossible to designate a single factor to explain why the enacted curriculum turns out the way it does. The contextual dimensions, such as material context, situated context, professional culture and external context (Ball et al. 2012), constitute a complex and unique contextual mix in every school. Together with existing subject traditions and teaching practices in art education, the unique contextual mix creates the conditions for enacting the fundamental values in art education.The art subject carries a tradition of image-making that pushes more theoretical syllabus content,such as image analysis, aside. The situated context influences the professional culture and, therefore,they function as a lens for selecting and translating the curriculum. Regardless of teachers' intentionsto enact the fundamental values in art education, the external context can create obstacles. The goal and result management of school leads to a focus on measurable subject knowledge and drive awayother curriculum parts such as the fundamental values, making it challenging to work with fundamental values in Art education.In conclusion, there are no prerequisites for realising the intentions of the fundamental values as expressed in the curriculum. Despite this, the fundamental values have a given place in Art education. Although, it is not always expressed verbally; instead, it is image-borne. ER - TY - JOUR T1 - The university as an encounter for deliberative communication: creating cultural citizenship and professional responsibility T2 - Utbildning och Demokrati SN - 1102-6472 A1 - Englund, Tomas PY - 2008 VL - 2 IS - 17 SP - 97 EP - 114 LA - eng PB - Örebro : Örebro universitet KW - professional responsibility KW - citizenship rights KW - deliberative communication KW - higher education KW - education AB - How can higher and professional education contribute to the development of responsible citizenship and professional responsibility? In recent discussions on the role of the educational system, the idea of “deliberative communication” has been brought into focus and stands for communication in which different opinions and values can be set against each other in educational settings. It implies an endeavour by each individual to develop his or her view by listening, deliberating, seeking arguments and valuing, coupled to a collective and cooperative endeavour to find values and norms which everyone can accept, at the same time as pluralism is acknowledged. Within higher education deliberative communication might explicitly be used to develop professional responsibility and analysing consequences of different ways of solving problems. To what extent are and can universities become public spaces for encounters dealing with controversial questions of how to solve different problems and analyse different ways of professional acting? Can universities recreate their selective traditions, “institutionalize dissensus”, and “make the university a site of public debate” through deliberative communication? ER - TY - BOOK T1 - Adult Education and the Formation of Citizens: A critical Interrogation A1 - Fejes, Andreas A1 - Dahlstedt, Magnus A1 - Olson, Maria A1 - Sandberg, Fredrik PY - 2018 LA - eng PB - Routledge KW - adult education KW - citizenship KW - citizen KW - critical KW - utbildning och lärande KW - education and learning AB - Adult Education and the Formation of Citizens turns attention towards normative claims about who adults should become through education, and what capacities and skills adults need to develop to become included in society as ‘full’ citizens. Through these debates, adults are construed as not yet citizens, despite already being citizens in a formal sense; this book problematises such regimes of truth and their related notions of the possibilities and impossibilities of adult education and citizenship. Drawing on empirical examples from the two main adult education institutions in Sweden, folk high schools and municipal adult education, it argues that, through current regimes of truth, these institutions become spaces for the re-shaping of the "abnormal" citizen. The book suggests that only certain futures of citizenship and its educational provision are made possible, while other futures are ignored or even made impossible to imagine. Offering a unique focus on critically problematising the role of adult education in relation to the fostering and shaping of citizens, the book addresses the important contemporary challenges of the role of adult education in a time of migration.Adult Education and the Formation of Citizens will be of great interest to academics, researchers and postgraduate students in the fields of adult education, lifelong learning and education. "Citizenship education is typically viewed as an unproblematic ‘good’ thing that empowers adults to participate fully in a democratic society. In this fascinating volume, Andreas Fejes and his colleagues outline the normative nature of citizenship education and challenge the idea that those not receiving such education are somehow ‘less than’ full citizens. Drawing on Foucault’s ideas they analyse conceptions of citizenship and practices of education as regimes of truth, and explore the ways that power relations shape citizenship as a process of inclusion and exclusion." Stephen Brookfield, John Ireland Endowed Chair, University of St. Thomas, Minneapolis-St. Paul, USA."Never has there been time when we need more strategic adult education oriented to formal, nonformal and informal sectors, to address the ongoing crises in citizenship and global civil society. In putting adult education at the centre, the authors not only fill a deep gap in citizenship education, they push for more careful consideration of the many challenges citizens face globally. This book is a must read for those of us interested in the discourses of citizenship, adult education, and global civil society." Leona M. English is Professor of Adult Education at St. Francis Xavier University, Canada. ER - TY - JOUR T1 - Controversial Topics in Social Studies Teaching in Sweden T2 - Nordidactica SN - 2000-9879 A1 - Larsson, Anna A1 - Larsson, Lars PY - 2021 VL - 1 SP - 1 EP - 21 LA - eng PB - Karlstad : Karlstads universitet KW - controversial issues education KW - comparative perspective KW - civics KW - geography KW - religious education KW - sweden KW - education AB - In recent international educational policy discussions, the importance of schools and teachers dealing with controversial societal issues has been highlighted as the role of such issues in the liberal democracies has been discussed. However, we do not know much about the present situation in schools; which controversial issues that teachers choose to bring up in teaching, and how these are related to the curriculum. In this article, we present, based on 80 teachers’ survey answers, which controversial issues are being dealt with in Swedish social studies subjects in grades 7–9, and we analyse them comparatively between the subjects and in relation to the curriculum. The study shows that teachers in different ways combine topical problems with curriculum objectives in their transformation of contents into classroom teaching. Based on how the findings of this study can be related to previous discussions about controversial issues education, we argue that to be able to explain the teachers’ choices, we need to develop the conceptual and educational theories on this matter to more involve what takes place among the students and in everyday classroom realities. ER - TY - RPRT T1 - Research on education for democratic citizenship in Poland A1 - Bron Jr, Michal PY - 2007 LA - eng KW - civics KW - international education KW - internationell pedagogik KW - östersjö- och östeuropaforskning KW - baltic and east european studies AB - Very few could disagree with the assertion that civic education is especially needed in societies that have recently freed themselves from authoritarian regimes. Education, which would aim at raising citizens' understanding of constitutional democracy, i.e. rule of law, limited government, individual rights, political participation, social activism. The main task of which would be to inculcate in adults that it is necessary to combine liberty with order, majority rule with minority rights, private rights with the public good. The question however, is how to overcome the communist legacy - that is, how to successfully combat indifference and distrust of citizens? The memory of the infamous ‘political education’ (wychowanie obywatelskie) is so strong that it still impedes many adults from attending any kind of non-vocational education. It also discourages many associations and institutions from including 'civics' in their educational offer. According to the few accessible studies presented in this report, the majority of adult Poles declare their attachment to democratic and liberal values. However, the “need for a democratic society is recognize rather than understood”. As far as the research is concerned, general statements rather than actual research prevail in Polish academic publications. One can distinguish several reasons for that. As it was previously mentioned, education for democratic citizenship targeting adults is virtually non-existent in Poland. Thus, there is not much to be investigated. No purposeful, intentional courses in civics for adults are given – there are no interested providers or an interested public. ER - TY - THES T1 - Yrkesutbildning i omvandling: en studie av lärandepraktiker och kunskapstransformationer A1 - Lindberg, Viveca PY - 2003 LA - swe PB - HLS Förlag KW - vocational education KW - task KW - learning practice KW - literacy KW - late modernity KW - education AB - The purpose of the thesis was to explore what students within vocational education are expected to learn and the practices that constitute vocational education in Swedish upper secondary school. The empirical basis for the thesis is two studies, both of which have been reported separately. In the first study, twelve vocational teachers were interviewed sequentially. Classroom observations were made of the tasks their students worked with and these supplemented the interviews. The second study consists of case studies of five teachers in academic subjects within vocational education. Here sequential interviews of the teachers and classroom observations of the tasks their students worked with were supplemented with group interviews of their students and, in two cases, of collaborating vocational teachers.A social perspective on knowing and learning was used for analysing data. The results from the interviews with the vocational teachers show that what they wanted their students to learn in vocational education (their object) is related to vocational knowing but is not the same thing. Knowing in school can be regarded as preparation for work within the respective vocational area, as preparation for further learning and as preparation for citizenship. The first category relates to vocational knowing, whereas the latter two relate to a broader commission of education in late modernity – the risk and uncertainty of the future work situation that the students are likely to encounter. The tasks were analysed regarding their content, form, and the tools used for completing the tasks. Three categories of tasks were construed: school tasks, simulated tasks and vocational tasks. School tasks are characterised by that they employ the practice of school, whereas the vocational tasks employ the practice of the respective vocation. Simulated tasks are specific in that they allow a testing and correction of the result before the job is done. Through school tasks the students were introduced into a new content. Vocational tasks were used in bridging school and work. Besides the obvious tools of the respective vocation, texts were also used as tools in the work with the tasks. Most texts were vocational texts, i.e. texts that were used in similar ways in school as within the vocation.The second study, case studies of five teachers in academic subjects within vocational education, focused the infused tasks their students worked with. These results showed that the teachers used three different steering documents for planning their work: the national curriculum for upper secondary school, the objectives of the respective programme, and the syllabuses for their subject. By using all three documents, they were able to construct infused tasks. These tasks made it possible for the students to see other aspects of their respective vocational area than within the vocational subjects, e.g. the environmental work, historical aspects etc. The texts the academic teachers used were not the same as those used by vocational teachers. These texts were texts ‘imposed by others’ (e.g. local authorities) but also used for work within the vocation.The ‘theorisation’ of vocational education, that has been claimed to be a consequence of the academic subjects, can be seen rather as a change within the vocations from an oral to a literate culture. In completing many of the tasks observed, theoretical knowledge from different domains, as well as skills were needed. Vocational education as a purely ‘practical’ education is therefore a myth. A variety of texts were used within vocational education for the work, mostly as tools. The literate practices of vocational education are similar to the literate practices of the vocations rather than to those of school. New tools seem to change working life and vocational education as well. This implies that a different kind of vocational knowing is needed. When employers control or simulate production processes instead of doing the manual work, vocational knowing becomes something else. This new kind of work is dependent on a different kind of experience. Thus the theorisation of the vocational education is a theorisation – or rather an abstraction – on many levels. Some of them have been developed within the vocations, others are imposed from the outside.Three social practices, vocational education, working life and academic education, formally have a joint responsibility for the vocational education. Depending on if and to what extent they collaborate, the learning practices offered to the students will differ. With collaboration, as in these two studies, the students encounter learning practices where the content from each of the three contexts can be experienced as reembedded into new contexts. ER - TY - CONF T1 - Towards a citizenship literacy.: Contribution to the symposium Literacies across the school subjects within network 27 Didactics - Learning and Teaching at the ECER-conference in Helsinki, Finland Aug 24-26 20+10 A1 - Englund, Tomas PY - 2010 LA - eng KW - citizenship literacy KW - literacy KW - competencies KW - education AB - Is it possible to qualitatively distinguish a citizenship literacy from a mere amalgamation of the different school subject literacies (historical literacy, scientific literacy etc.), and what would such a distinction look like? Is it also possible to distinguish citizenship literacy from the DeSeCo project and its links to three kinds of literacy: reading, mathematical and scientific and how should the proposal made by DeSeCo of competencies be evaluated? I will draw on the distinction made by Douglas Roberts (2007) concerning scientific literacy, between what he calls vision I and vision II, where vision I “looks inward at science itself”, while vision II should “enable students to approach and think about situations as a citizen well informed about science would”. From that starting point I will ask the question whether there is a tension that implies vision I to be more related to narrower, more one-dimensional, test-based school knowledge and vision II to have as its aim a citizenship literacy offering scope for open communication between different perspectives. And, if that is the case, in what way could different literacy intentions be investigated and distinguished from each other?   ER - TY - THES T1 - Learning Democracy Together in School?: Student and Teacher Attitudes in Bosnia and Herzegovina A1 - Kolouh-Westin, Lidija PY - 2004 LA - eng PB - avdelningen för internationell och jämförande pedagogik KW - bosnia and herzegovina KW - democracy KW - education KW - authoritarianism KW - social responsibility KW - conflict resolution KW - attitudes KW - values KW - globalization KW - socialization KW - participation KW - critical citizenship AB - The principal aim of this study is to examine attitudes and values, through questionnaires, among students and teachers in the last grade of primary school (grade 8) regarding issues related to authoritarianism, democracy, human rights, children rights, conflict resolution and legislation in Bosnia and Herzegovina. A second aim is to explore and analyze the role of the international community in the democratization and education processes in the light of globalization in this country through secondary sources of data, site visits and observations.Analysis of the student sample reveals suspicion towards democracy, especially when democracy was associated with politics and politicians. When the issue of democracy was de-contextualized from Bosnia and Herzegovina realities in the questionnaire, students showed more positive attitudes towards it. Students generally agreed with very strong authoritarian statements. High achieving students were more democratic, more socially responsible, more tolerant regarding attitudes towards religion, race and disabilities, and less authoritarian compared to low achievers. High achievers felt that they had influence over daily events, and were positive towards social and civil engagement. High achievers viewed politics negatively, but had high scores on the democracy scale. High achievers also agreed to a larger extent that it is acceptable to break the law. The more authoritarian students were somewhat more prone to respond that it is not acceptable to break the law.The major findings from the teacher sample show that teachers who agreed with non-peaceful mediation, and had a non-forgiving and rigid approach to interpersonal conflicts, also agreed with strong authoritarian statements and were less democratic. In general, teachers valued students who behave respectfully, have a good upbringing and are obedient. They were very concerned about the general status of education in society, which they felt was becoming marginalized. Teachers were not happy with the overloaded curricula and they showed an interest in more knowledge and skills to help children with traumatic war experiences. When asked about positive reforms, teachers were highly critical of, and dissatisfied with, the educational situation.Bosnia and Herzegovina is undergoing a transition from a state-planned economy and one party system to a market economy and a multi party system. During this transition, the country has become more involved in the globalization process than ever. Today the country is a semi-protectorate where international authorities intervene when necessary. The International community is attempting to introduce western democracy and some of the many complexities in this process are discussed in this study. Globalization processes imply contradictory demands and pressures on the education system. On one hand, economic liberalization has affected education policies —a closer alignment between education and economic competitiveness. On the other hand, there is a political and ideological globalization process underlying the importance of human rights, and the inclusiveness of education for all children. Students and teachers are caught between two opposing ideals — competition and cooperation. ER - TY - CONF T1 - Kvalitet i undervisning om ekonomi i samhällskunskap: Klassrumsobservationer i årkurs 9 A1 - Walkert, Michael PY - 2023 LA - swe PB - Linköping University Electronic Press KW - undervisningskvalitet KW - samhällskunskap KW - observationsprotokoll AB - AbstractSession: SO-undervisning och social fostranUndervisningskvalitet är ett begrepp som fått ökad uppmärksamhet under senaste tiden men det finns få studier av fenomenet som har gjorts i klassrummen (Tengberg, 2022). När det gäller samhällskunskapsdidaktiskforskning så har trenden varit med fokus på styrdokument, förarbeten och läromedel. De studier som gjorts på elever och lärare och i klassrum har varit småskaliga kvalitativa studier och det finns få breda studier där det går att dra mer generella slutsatser och det finns få kvalitativa större studier. Under senare år har dock flera forskare riktat sin uppmärksamhet mot ekonomidelen i samhällskunskapsundervisningen (Sandahl et. al., 2022). Syftet med studien är bidra med kunskap om vilka typiska mönster av undervisningskvalitet som präglar ekonomidelen i samhällskunskapsundervisningen.Studiens design bygger på systematiska klassrumsobservationer som utgår ifrån på förhand givna observationsområden och kriterier för kodning som sedan lägger grund för deskriptiv statistik för att identifiera mönster i undervisningen. Denna paperpresentation handlar om mitt kommande doktorandprojekt som bygger på observationer av undervisning om ekonomi i samhällskunskap i årkurs 9. Hittills består den insamlade datan av 44 lektioner i 11 svenska klassrum i årskurs 9. För att analysera undervisningen kommer jag att använda Protocol of language arts teaching observation (PLATO) som utvecklats inom skolämnet engelska som modersmål (Grossman, 2013) men som också används i andra ämnen (Klette et. al., 2017). I presentationen diskuteras metoden och några preliminära resultat ifrån analysen.Resultatet av den preliminära analysen tyder på att det finns betydande skillnader i den undervisningskvalitet som observerats i klassrummen.  Det innebär att eleverna i olika klassrum systematiskt får olika typer av undervisning om ekonomi och på så vis olika möjligheter att lära sig ekonomi som en väsentlig del i ämnet samhällskunskap och att förstå och leva i ett komplext och föränderligt samhälle.ReferenserBergström G. & Ekström, L. (2015). Mellan ämne och didaktik: Om ämnesteorins roll inom samhällskunskapsdidaktiken. Nordidactica: Journal of humanities and social science education, 5(1), 93–119. https://journals.lub.lu.se/nordidactica/article/view/18992/17185Grossman, P., Loeb, S., Cohen, J. & Wyckoff, J. (2013). Measure for measure: The relationship between measures of instructional practice in middle school English language arts and teachers’ value-added scores. American Journal of Education, 119(3), 445–470. https://doi.org/10.1086/669901Klette, K., Blikstad-Balas, M. & Roe, A. (2017). Linking Instruction and Student Achievement – research design for a new generation of classroom studies. Acta didactica, 11(3), article 10. https://doi.org/10.1086/669901Tengberg, M. (Red.). (2022).  Undervisningskvalitet i svenska klassrum. StudentlitteraturSandahl, J., Tväråna, M., Jakobsson, M. (2022). Samhällskunskap (social science education) in Sweden: A country report. Journal of Social Science Education, 21(3). https://doi.org/10.11576/jsse-5339 ER - TY - CONF T1 - Citizenship and Professional Identity. A1 - Carlsson, Lena PY - 2004 LA - eng KW - education KW - specialpedagogik KW - special education ER - TY - BOOK T1 - Comparative Adult Education 1998: The contribution of ISCAE to an emerging field of study PY - 1999 LA - eng PB - SIAE & ISCAE KW - international education KW - internationell pedagogik KW - civics ER - TY - CONF T1 - Learning for Active Citizenship A1 - Dahlstedt, Magnus PY - 2012 LA - eng KW - active citizenship KW - confession KW - responsibilization KW - education ER - TY - CONF T1 - Religious Education Teachers' Conceptions of "Religion" and Citizenship A1 - Olson, Maria A1 - Liljestrand, Johan PY - 2013 LA - eng KW - religion KW - religious teachers KW - religious education KW - citizenship KW - subject learning and teaching KW - ämnesdidaktik ER - TY - BOOK T1 - Utbildning & Demokrati: Tidskrift för didaktik och utbildningspolitik PY - 2012 LA - swe PB - Pedagogikämnet, Örebro universitet KW - humanities and social sciences KW - humaniora-samhällsvetenskap ER - TY - CONF T1 - Education and the Future of Children: Comparing Policy Debates in the United Kingdom and Sweden framlagd på symposium om ‘Childhood in Multiple Contexts’ på Citizenship Education in Society conference på Malmö högskola, Malmö A1 - Stoltz, Pauline A1 - Churchill, Harriet PY - 2007 LA - eng KW - education policies KW - childhood KW - citizenship KW - welfare state regimes AB - Over the 1990s and 2000s, children, young people and families have been the focus of much policy and media attention across many European countries (Lewis ed. 2006). Concerns have been raised that reflect the contradictory positioning of children and young people as both a vulnerable group and a social threat in social policy debates. On the one hand there has been major concern about the need to reduce inequalities between children, to reduce child poverty and to recognise, as well as support, children’s rights and capabilities as citizens (For comparative policy overviews of these developments please see UNICEF 2007; Lansdown 2006). However, on the other hand, rising concern about youth crime and anti-social behaviour positions children as the problem and as a threat to social cohesion. The responsibilities of children and their parents towards society are in this context emphasized. (Stoltz 2007). This paper critically examines the framing of these debates in recent years in England and Sweden, particularly focusing on their significance to policy agendas within education. Across both of these national contexts, education reform has recently been high up on government agendas. This observation could be seen against the background of a broader logic in which an emphasis on education and the future of children are seen as central to the restructuring of these two welfare states. The logics behind the British and Swedish welfare states have historically been described as belonging to different regimes: respectively a liberal (UK) and a social-democratic regime (Sweden) (Esping-Andersen 1990). Current debates on education seem to increasingly resemble each other, raising the question what similarities and differences can be recognised in the problem framing in education policies. Given the above described tension in the positioning of children in these policies we are notably interested in how children are perceived as present individuals with rights and responsibilities – or as so called ‘citizen-beings’ - and as citizens of the future - or so called ‘citizen-becomings’. ER - TY - BOOK T1 - Active Citizenship and Multiple Identities in Europe: A learning outlook PY - 2005 LA - eng PB - Lang KW - adult education KW - civil society KW - identity formation KW - civics KW - international education KW - internationell pedagogik ER - TY - JOUR T1 - Trends and dilemmas in citizenship education T2 - Nordidactica SN - 2000-9879 A1 - Solhaug, Trond PY - 2013 VL - 1 SP - 180 EP - 200 LA - eng PB - Karlstad : CSD Karlstad KW - democracy KW - citizenship education KW - teacher dilemmas AB - This article elaborates some important trends and discussions in citizenship education. It seems that there are strong arguments from scientific scholars which express opposition to a focus on only formal facts and democratic procedures in the teaching of citizenship education. This approach is also criticized by students for its meaninglessness and irrelevance. There also seems to be relative agreement that democracies are being challenged for various reasons, that school plays an important role in citizenship education, that republicanism is the preferred framework, and that students construct their own views of the world (constructivist learning processes). Despite this rather general agreement, there remain quite a few important dilemmas and also disagreements in the field of citizenship education. Among these are: the conceptualization of democracy, the knowledge to be presented, adopting a national versus a global perspective, the maturity of young citizens regarding the question of multiculturalism, and approaches to teaching (particularly providing room for criticism). These and other dilemmas are discussed, and a summary of recommendations is put forward. ER - TY - RPRT T1 - Education and Multi-Cultural Societies: The Case of Yugoslavia A1 - Bron Jr, Michal PY - 1985 LA - eng PB - Institute of International Education KW - international education KW - internationell pedagogik KW - civics ER - TY - THES T1 - Publicitet för medborgsmannavett: Det nationellt svenska i Stockholmstidningar 1810-1831 A1 - Edgren, Henrik PY - 2005 LA - swe PB - Acta Universitatis Upsaliensis KW - sweden 1810–1831 KW - freedom of the press KW - public life KW - national KW - patriotic KW - radical KW - conservative KW - national identity KW - civics KW - ethno-cultural KW - history subjects AB - The aim of this thesis is to use social debate in political newspapers to study how Swedish national identity was constructed in the period between 1810 and 1831. Never before has the Swedish political press and national identity in the early nineteenth century been analysed using such an approach. 1809 saw the beginning of a turbulent period for Sweden. A disastrous war against Russia led to the loss of Finland, King Gustav IV Adolf was deposed in a bloodless coup, and a new form of government and press freedom were introduced. It became pressing to construct a national identity suited to Sweden’s new political, social, and economic circumstances.The newspapers’ consideration of social issues and national identity has been studied in the light of specific themes: publicity; the constitution and structure of the state; commerce and industry; the moral standing of nation and population alike; education and upbringing; historical narratives; and Sweden’s attitudes towards the lost province of Finland and the new union with Norway.Two theoretical perspectives inform the thesis. In the first the newspapers’ message is related to slow change, as Swedish society was transformed from a corporate-based system to a newer, less certain system marked by individualism and liberation from a corporate based society. Linked to this societal perspective, the second perspective identifies the newspapers’ content with the two principal strands in national identity in the late eighteenth and early nineteenth centuries: the ethno-cultural; and the civic.An important conclusion is that the more radical the message, the more emphasis was placed on a civic national identity, by means of focusing on the constitutional, civic, and public good. Civic national identity stemmed principally from the emerging middle class, who at the time constituted only a few per cent of the Swedish population. By contrast, the conservative political message centred principally on the advocacy of a ethno-cultural national identity that stressed ethnic origin, common language and history, religion, and customs as the determinants in national identity. ER - TY - RPRT T1 - Nyhetsbevakning i samhällskunskap A1 - Jakobsson, Martin A1 - Olsson, Roger PY - 2023 LA - swe PB - Karlstads universitet KW - samhällskunskap AB - I rapporten redovisas resultat från en observationsstudie av nyhetsbevakning i ämnet samhällskunskap i tre högstadielärares klassrum. Vanligtvis sker bevakningen som en egen del i ämnet där man tar del av nyheter och samtalar om dem. Forskning visar att nyhetsbevakning tycks vara en etablerad del i samhällskunskap men få studier har undersökt aktiviteten i detalj. Ett syfte har varit att bidra med kunskap om vad som utmärker nyhetsbevakning mer specifikt. Ett annat syfte har varit att undersöka dess potential att utveckla elevers demokratiska medborgarskap och engagemang om vad som sker i omvärlden.  Resultatet visar att nyhetsbevakningen tar cirka en femtedel av undervisningstiden i anspråk och att det sker i början av en lektion isolerat från övrig undervisning. Den genomförs rutinmässigt utan ett uttalat syfte där öppnandet mot omvärlden mest handlar om att etablera en vana att ta del av nyheter och i någon mån verka för allmänbildning. Att närma sig omvärldsfrågor aktivt och demokratiskt uttalas inte även om samtalen om nyheterna innefattar utsagor som implicit öppnar för sådant engagemang. Slutsatsen som dras är att det finns en potential i nyhetsbevakning som kan utvecklas mer så att den i högre grad öppnar för utveckling av ett aktivt medborgarskap.   ER - TY - CONF T1 - Ämnesdidaktik i samhällskunskap.: Ämnesdidaktisk rikskonferens i Karlstad i forskning och forskarutbildning. Karlstad, 17-18 mars 2005. A1 - Eklund, Monica A1 - Nyberg, Olle PY - 2005 LA - swe KW - ämnesdidaktik KW - samhällskunskap KW - education ER - TY - CHAP T1 - Education, the curriculum, society and citizenship: starting points for a historical-sociological comparative approach T2 - Democracy and human rights in education and society A1 - Englund, Tomas PY - 2007 SP - 135 EP - 180 LA - eng PB - Örebro : Örebro universitet KW - educational conceptions KW - educational policy KW - education ER - TY - CHAP T1 - Education in a global space: The framing of ‘education for citizenship.’ T2 - Education in a global space A1 - Priestley, M A1 - Mannion, G A1 - Biesta, Gert A1 - Ross, H PY - 2010 SP - 27 EP - 36 LA - eng PB - Edinburgh : IDEAS ER - TY - BOOK T1 - Education for World Citizenship: Preparing students to be agents of social change A1 - Trotta Toumi, Margaret A1 - Jacott, Liliana A1 - Lundgren, Ulla PY - 2008 LA - eng PB - CiCe Thematic Network Project AB - Introduction: As we learn to understand our inherent part in a dynamic, global society, questions arise about the relationship between world or global citizenship, European citizenship and national citizenship. This booklet hopes to clarify this question, both in theory and in practice. It will include a critical approach to the subject as well as practical ideas on how to present it to others.It is directed towards course designers and lecturers in specific faculties in Higher Education Institutions: a broad audience, from teacher trainers and students of World Citizenship Education, to other interest groups such as social and health services, legal aid workers and youth workers, and to all those interested in the society at large. ER - TY - BOOK T1 - Democratization and citizenship discourses in the Mena region PY - 2014 LA - eng PB - Swedish Research Institute in Istanbul KW - arab spring KW - citizenship KW - human rights KW - diaspora KW - education AB - This edited volume is the result of a series of workshops, organized within the framework of the Swedish Research Links Programme (MENA). It includes chapters by scholars with expertise in fields related to democratization, citizenship, and good governance. ER - TY - THES T1 - Utbildningspolitik i det andra moderna: om skolans normativa villkor A1 - Bergström (fd Boman), Ylva PY - 2002 LA - swe PB - Örebro universitetsbibliotek KW - education KW - deliberative democracy and citizenship KW - community rationality KW - critique and power KW - jürgen habermas and michel foucault AB - What could education and citizenship possibly mean in Swedish political thought in the 21st century? The main question of this thesis is: What are the conceptual and historical conditions to relate education to the political and moral dimensions of citizenship, when society is characterized by pluralism cultural diversity? This overall embracing question is discussed from critical philosophical and theoretical view points and a historical perspective of what characterises the present. The first part (I) of the dissertation deals with the philosophical and theoretical discussion of modernity, using the theoretical perspectives of Michel Foucault and Jürgen Habermas. In the second part (II) the 20th century Swedish educational policy is analysed. And finally, the third part is a discussion on how education can be related to ethical and moral foundations when education as well as politics is characterised by plurality. In other words, the third part (III) is a discussion on the normative conditions of education; I discuss different concepts of community, emphasize the political and argue for a need of a cultural dimension of education and citizenship.Education can be seen as one provision (among others) for morally responsible and politically active people - participating in public discourses. The idea of the citizen as a well educated person has had a formative influence on Western educational thought. Even though the citizenship dimension of education has certain historical provisions, this relationship has been formulated in various ways. Education has been related todifferent dimensions of citizenship. The aim of this thesis is to contribute to the discussion on the relation between education, democracy and citizenship, what vaules public education can embrace and on what values public education can be founded. ER - TY - CHAP T1 - What are the Academic Foundations of Didactics in Civics? T2 - International Reflections on Education and Business A1 - Eklund, Monica A1 - Nyberg, Olle PY - 2006 SP - 400 LA - eng PB - Athen : Athens Institute for Education and Research (ATINER) KW - civics KW - education ER - TY - JOUR T1 - Theories of justice among eight-year-olds: Exploring teaching for an emerging ability to critically analyse justice issues in social science T2 - Nordidactica SN - 2000-9879 A1 - Tväråna, Malin PY - 2018 VL - 4 SP - 43 EP - 64 LA - eng PB - Karlstad : CSD Karlstad KW - design based research KW - phenomenography KW - teaching and learning KW - social science KW - civics KW - primary education KW - critical thinking KW - analysis KW - social issues KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education KW - samhällskunskap AB - The study addresses the question of what conditions of teaching that benefits the development of the ability to critically analyse issues of justice in early social science and civics education. It also presents some indications of this emerging ability, where students treat the concept of justice not as a stated or explained fact or viewpoint but as a contested concept that needs critical examination. The analysis shows the possibility for eight-year-olds to start learning how to reason about justice as an essentially contested concept and to start participating in critical analyses of societal issues of distributive justice in a qualified way. This article discusses how teaching can be designed to help younger students develop and qualify the ability to analyse justice issues and proposes indications of such an ability. ER - TY - CONF T1 - What is a “good citizen”? Policy analysis of Civic Education for newly arrived adult migrants in Sweden T2 - ECER-conference 2019/ EERA (European Educational Research Association) Education in an Era of Risk – the Role of Educational Research for the Future, 3-6 September, 2019 – Universität Hamburg A1 - Carlson, Marie A1 - Spehar, Andrea PY - 2019 LA - eng KW - civic education KW - newly arrived adult migrants KW - sweden KW - citizenship KW - policy ethnographic study AB - ABSTRACT: General description (research questions) 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 are challenged (Joppke 2017). The aim of this paper is to present an analysis of how civic orientation is justified in Swedish civic education policies. At its heart, civic education is designed to produce “good citizens”. 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 earlier in the seventies also in Sweden, as well as in several other European states (ibid.; Sonninen 1999). 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 even 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). In Sweden a new regulation was added in 2010 about “Civic orientation for some newly arrived immigrants” (SOU 2010:16). Through this law, homogenization and national standardization of education efforts have been developed. Social orientation for adult newly arrived migrants is an education initiative that each municipality is required to organize and offer in their introduction programs. This education initiative, often with strong expectations from politicians and various stakeholders, raises a number of issues and challenges that we will critically investigate in a newly launched research project; a policy ethnographic study. We will in this interdisciplinary project (political science, sociology, educational science, linguistics) explore the civic orientation at three different societal levels: a policy and organizational level, an institutional education level and a participants' individual level with stories of experiences from the program. Focus will be on how the civic orientation program is interpreted, understood and organized locally in three urban municipalities in Sweden. In the initial phase, policy/policy documents and organization of social orientation are focused. It is primarily a close reading and analysis of the steering documents at national level as well as local level, that we will discuss in this contribution. Our interest is directed to questions about if and how the participants/migrants are understood as subjects, what characteristics, abilities and positions they are expected to adapt to and occupy. We will explore how the image of the migrant/citizen is (re)constructed, interpreted and negotiated within the discourses of the steering documents related to education. Research questions in this paper are: 1.What is a “good citizen” according to policy documents and educational materials for civic orientation? 2. How is it said to be achieved for newly arrived migrants to be a “good citizen” according to policy documents and educational materials? 3.How is “the good citizen” constructed in relation to place, nation, language, religion, ethnicity and gender in education policies and in pedagogic texts? Theoretical framework/methodology Our study makes use of narrative and discursive institutionalist approach (Andrews 2007, Schmidt, 2010) and uses critical frame analysis (Verloo, 2005, Verloo and Lombardo, 2007) to understand the policy goals of civic education in Sweden. 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. Even Bacchi’s social constructionist analytical framework (2008) can be used for reviewing political documents, where Bacchi argues that politics to the same extent construct social problems as it reveals or solves them. 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). Expected outcomes/results The preliminary analysis shows how culturalized and ethnified discourses are discerned throughout the steering documents and educational materials; how the (re)constructions of the immigrant and the “Swede” are played out together with fostering attitudes. In particular, an ethnocentric and ideological discourse is linked to “Swedish” norms and values – both in policy documents and teaching materials like in the textbook “Om Sverige” (“About Sweden”, first edition 2010, City of Gothenburg, latest edition 2017). Perceptions of the traditional and culturally bound immigrants are strongly emphasised in dominant discourses and is thus an object that always is about to be changed. 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) – a critical and reflective perspective is lacking in the policy documents as well as in the the textbook “Om Sverige” (“About Sweden”) especially as regards the “social problem of integration”. The responsibility is laid over largely on the individual, who is expected to present him/herself in a enterpreunial spirit. Intent of publication EERJ, Education Inquiry References Abdulla, A. (2017) Readiness or resistance? Newly arrived adult migrants’ experiences, meaning making, and learning in Sweden. Linköping University. Andrews, M. (2007) Shaping History. Narratives of Political Change. Cambridge: Cambridge University Press. Bacchi, C. L. (2008) Women, Policy and Politics – the construction of policy problems. London: Sage. Carlson, M. & Kanci, T. (2017) The nationalised and gendered citizen in a global world – examples from textbooks, policy and steering documents in Turkey and Sweden. Gender and Education 29(3):313-331. Eriksson, L. (2010) Swedish way of teaching citizenship to immigrants – popular adult education as a social pedagogical activity. In: Eriksson, L. & Winman, T. (eds.) (2010) Learning to fly: Social pedagogy in a contemporary society. Göteborg: Daidalos. Fairclough, N. (2003) Analysing discourse: textual analysis for social research. New York: Routledge. Foucault, M. (2000) Ethics: Subjectivity and Truth: the Essential Works of Michael Foucault, 1954-1984. London: Penguin. Joppke C. (2017) Civic integration in Western Europe: three debates. West European Politics, 40:6, 1153-1176. Knocke, W. (2011) Osynliggjorda och ‘fragmenterade’ – invandrade kvinnor i arbetslivet. Mulinari, P. & Selberg, R. (eds). Arbete i intersektionella perspektiv. Malmö: Gleerups. Magnusson, E., Rönnblom, M. & Silius, H. (eds) (2008) Critical studies of gender equalities: Nordic dislocations, dilemmas and contradictions. Göteborg: Makadam. Osman, A. (1999) The “Strangers” Among Us. The Social Construction of Identity in Adult Education. Linköping: Linköping University. Rosén, J. & Bagga-Gupta, S. (2013) Shifting identity positions inthe development of language education for immigrants: an analysis of discourses associated with “Swedish for immigrants”. Language, Culture and Curriculum 26(1): 66-88. Schmidt, V. (2010). Taking ideas and discourse seriously: Explaining change through discursive institutionalism as the fourth “new institutionalism.” European Political Science Review, 2, 1-25. Sonninen, M. (1999) The ’Swedish model’ as an institutional framework for immigrant membership rights. Journal of Ethnic and Migration Studies, 25:4, 685-702. Verloo, M. (2005). Mainstreaming Gender Equality in Europe. A Critical Frame Analysis Approach. The Greek Review of Social Research, 117: 11–34. Verloo, M. and Lombardo, M. (2007). Contested Gender Equality and Policy Variety in Europe: Introducing a Critical Frame Analysis Approach. In M. Verloo (ed.), Multiple Meanings of Gender Equality: a Critical Frame Analysis of Gender Policies in Europe (pp. 21-49). Budapest: CPS Books. Yazdanpanah, S. (2013) Invandrarkvinnors arbete i Sverige – behovet av en ny historieskrivning. In: Blomberg, E. & Niskanen, K. (eds) Arbete och Jämställdhet: förändringar under femtio år. Stockholm: SNS. Yuval-Davis, N. (2011) The Politics of Belonging. Intersectional Contestations. London: Sage. ER - TY - CONF T1 - To belong or not to belong: negotiating citizenship in an age of migration A1 - Dahlstedt, Magnus A1 - Fejes, Andreas A1 - Olson, Maria A1 - Sandberg, Fredrik A1 - Rahm, Lina PY - 2016 LA - eng KW - adult education KW - migration KW - europe KW - belonging KW - citizenship KW - utbildning och lärande KW - education and learning AB - 2015. More than a million people are seeking refuge in Europe. Over water or over land, children as well as adults are fleeing from war, persecution and poverty. Thousands of them disappear without a trace or drown beneath the waves. Most of the refugees come from the war-torn Syria (International Organisation for Migration 2015). Throughout the member states of the European Union, exceptional policy measures are taken in order to handle the so-called ‘refugee crisis’ – intensified border control, the introduction of ID checks at specific checkpoints as well as within the borders of a country and restrictive rules for the reception of asylum seekers. This precarious situation in Europe addresses a number of crucial questions about the state of citizenship and belonging in contemporary Europe – in an age of large-scale international migration. In an era of international migration established conceptions of citizenship, of who the citizen is or should be, are challenged. International migration highlights some of the fundamental issues of citizenship: which characteristics, abilities or values should the citizen have and how are the relationships between the citizen and society arranged? In the context of international migration certain individuals are seen as ‘naturally’ belonging to the national community they inhabit, guaranteeing a set of rights, while others are seen as not belonging. The question, however, is: Who are included in the societal community, who are excluded, and what conditions are used to decide? This article analyses the formation of citizenship in today’s multi-ethnic Sweden with a particular focus on how migration renders visible existing citizenship ideals, defined in terms of similarity and difference on the basis of ethno-cultural background. Analysing three individual stories of women who have migrated to Sweden, with different biographies, the article focuses on negotiations of the boundaries and contents of citizenship in multi-ethnic Sweden. The point of departure for the analysis is a post-structuralist and discursive approach. ER - TY - JOUR T1 - NGOs and Higher Education :Working together for Citizenship Education and the Development of Identities T2 - CiCe Guidelines SN - 1741-6353 A1 - Hartsmar, Nanny A1 - Aksit, Necmi A1 - Moraeus, Lisa PY - 2008 VL - 10 IS - 10 SP - 1 EP - 28 LA - eng PB - : The CiCe Thematic Network Project. Institute for Policy Studies in Education, London Metropolitan University, UK KW - citizenship education KW - higher education KW - ngo AB - These guidelines are written to inspire and offer guidance on how Non-Governmental Organisations (NGOs) and other social institutions can work with Higher Education Institutions (HEIs) in promoting citizenship education. We start with some definitions of what is meant by an NGO, and then compare the role of HEIs with NGOs in society, suggesting what they have in common. One of the missions of both NGOs and HEIs is to work towards the common goal of service to society. Both may also provide some impetus for lifelong learning. We suggest areas for cooperation, and give examples of good practice of this at national and local levels (Sweden and Turkey). ER - TY - THES T1 - Bildning för livet: framtidsstrategier och bildningssträvanden i Tengene JUF 1930-1960 A1 - Waltersson, Kent PY - 2005 LA - swe PB - Linköpings universitet KW - democracy KW - interaction KW - countryside KW - modernization KW - welfare state KW - youth KW - community KW - rural education KW - jordbrukarungdomens förbund KW - fortbildning KW - sverige KW - västergötland KW - tengene KW - interdisciplinary research areas KW - tvärvetenskapliga forskningsområden AB - This thesis deals with children and young people who grew up in the Swedish countryside during 1930s, 1940s and 1950s and who embarked on an educational journey. It is about young people who, through the Young Cultivators and JUF, the Young Farmers' Association, changed theireveryday life and prepared for a future they expected. They were individuals who did not share the dark picture of the countryside that was predominant in the contemporary debate and in literature.On the whole the dissertation shows that education was needed in Tengene for four reasons. Firstfy, there was the goal to better oneself as a human being, that is, the ideal to improve oneself by education. The concept is broadened here to also include the more entertainment-oriented elements. Secondfy, there was the objective of taking responsibility for collective development in a local, a national and even an international context, that is, an ideal directed towards citizenship. Thirdfy, another goal was to preserve and pass on the cultural heritage in a new humanistic spirit. Cultural heritage should be interpreted here ina broader sense, more than just that of "high society". In addition, there was another ideal: the importance of educating oneself, to improve one's skill in agriculture.This dissertation has provided new and different perspectives on the modern Swedish democratic welfare state. The great eagerness of the Tengene youth to take part in the building of society was met by a purposeful and energetic state. Due to this interaction Swedish agriculture changed, and the countryside became linked to national economic and social development. This interaction consolidated a fragile democracy during the decades following the 1920s. A dualistic model never existed in Sweden with an underdeveloped and marginalized countryside. Many people moved to towns and larger cities, but many also had the opportunity to remain in the agrarian environment and at the same time become part of the modern welfare state. ER - TY - CHAP T1 - Making and Shaping Participatory Spaces: Resemiotization and Citizenship Agency in South Africa T2 - The Multilingual Citizen A1 - Kerfoot, Caroline PY - 2018 SP - 263 EP - 288 LA - eng PB - Bristol, UK : Multilingual Matters KW - adult basic education KW - agency KW - citizenship KW - development KW - linguistic citizenship KW - literacy KW - multilingualism KW - resemiotisation KW - voice KW - bilingualism KW - tvåspråkighet KW - tvåspråkighetsforskning AB - In South Africa, democratic consolidation involves not only building a new state but also new interfaces between state and society. In order to strengthen the agency of citizens at these interfaces, recent approaches to development stress the notion of ‘participatory citizenship’ which recasts citizenship as practised rather than given. The purpose of this paper is to explore the links between such practices of participatory citizenship and possibilities for literacy and language education in state adult learning centres. It draws on an impact study of a capacity building programme for educators of adults in the Northern Cape Province and uses interviews and document analysis to explore the ways in which meaning-making unfolded in new participatory spaces. It argues that such processes can be seen as  a form of ‘linguistic citizenship’ in which individuals and groups re-shaped the multilingual representational resources available to them to validate the authority of subaltern actors and mobilise collective agency. It uses the concept of resemiotisation (Iedema 1999) to investigate how the choice of different semiotic complexes enabled or constrained participation and to offer a set of principles for reconceptualising the provision of adult basic education. ER - TY - JOUR T1 - Theme context: Citizenship education under liberal democracy: a contextualization of the comments on the IEA/ICCS 2009 study T2 - Utbildning och Demokrati SN - 1102-6472 A1 - Ljunggren, Carsten PY - 2012 VL - 1 IS - 21 SP - 5 EP - 16 LA - eng PB - : Örebro universitet KW - education ER - TY - JOUR T1 - "Att lyssna på lärarna" - en metodologisk utmaning T2 - Nordidactica SN - 2000-9879 A1 - Bergström, Göran A1 - Ekström, Linda PY - 2015 VL - 1 SP - 120 EP - 144 LA - swe PB - Karlstad : CSD Karlstad KW - civics KW - practice KW - teacher education KW - methodology KW - qualitative content analysis KW - samhällskunskap AB - Teacher education today is expected to strongly focus on pedagogical content knowledge. This means, among other things, increased attention to practice. However, how practice is to be analyzed and for what purpose practice is analyzed is still up for debate. In this article we turn to the growing field of civics didactics to shed light on these questions. The analysis is based on a qualitative content analysis of twelve Swedish dissertations in civics didactics. Our findings suggest that the field of civics didactics has contributed with important suggestions on how practice and academic knowledge may enrich each other. However, we also find that the ways that practice has been analyzed are characterized by methodological challenges. To overcome these, and to contribute to the civics didactics research and future independent research projects within the teacher education, we call for a broader research agenda. This means a stronger focus on methodological questions, on other kinds of research projects and on developing the practice of teaching, rather than solely describing it. ER - TY - CONF T1 - Teaching pedagogical content knowledge within a subject matter course in civics teacher education T2 - EARLI 2015 A1 - Ekström, Linda A1 - Lundholm, Cecilia PY - 2015 LA - eng KW - mixed-method research KW - qualitative methods KW - pre-service teacher education KW - citizenship education KW - higher education AB - Teachers’ content knowledge (CK) and pedagogical content knowledge (PCK) are considerably related to students’ learning. As previous research has stressed the importance of learning opportunities in teacher education programs as foundations for the development of PCK, it is important to investigate which learning opportunities within teacher education programs can support the development of these competencies. This paper presents an explorative intervention study investigating the effects of a newly developed alternative teaching strategy for a subject matter course in the civics teacher program that is assumed to lead to increasing motivation and knowledge gains in CK and PCK. This alternative teaching strategy involves different learning opportunities (e.g., group discussion) and learning activities (e.g., identifying frequent misconceptions concerning ideologies). The research question was whether involvement in different learning activities leads to increased motivation and to knowledge gains in CK and PCK. In this intervention study with a quasi-experimental design, a total of 34 participants (19 in the experimental group; 15 in the control group) took part. To evaluate the effects of the alternative teaching strategy on motivation, CK, and PCK, different outcome measures of student teachers’ motivation, CK, and PCK were used (e.g., written take-home exams and focus group interviews). The results indicate that the experimental group showed better performance in PCK than the control group. The results also revealed that the alternative strategy had a positive effect on motivation. These results will be critically discussed with regard to their meaning for the development of appropriate learning opportunities in teacher education.  ER - TY - RPRT T1 - ICCS i relation till den svenska skolans uppdrag: Studiens inriktning jämfört med grundskolans läroplan och kursplan i samhällskunskap A1 - Arensmeier, Cecilia PY - 2024 LA - swe PB - Skolverket KW - iccs 2024 KW - civic education KW - samhällskunskap KW - styrdokument AB - I denna rapport analyseras i vilken mån International Civic and Citizenship Education Study (ICCS) 2022 mäter sådant som den svenska grundskolan har i uppdrag att arbeta med, enligt läroplanen och kursplanen i ämnet samhälls-kunskap. Analysen berör dels hur väl ICCS relaterar till den svenska grund-skolans övergripande medborgardanande uppdrag, dels om ICCS kunskaps-mätning ligger i linje med det som betonas i den svenska grundskolans kursplan för ämnet samhällskunskap. Till grund för analysen ligger ICCS teoretiska ramverk och mätinstrument samt svenska styrdokument i form av de inledande delarna av läroplanen och kursplanen för ämnet samhällskunskap i Lgr 11 och Lgr 22. Analysen visar att ICCS knyter väl an till den svenska skolans medborgardanande uppdrag. När det gäller skolans övergripande uppdrag ger ICCS elevenkät, som innehåller frågor om elevernas attityder och engagemang, relevanta indikationer på i vilken grad eleverna ställer sig bakom flera av de grundläggande värderingar som framhålls i svenska styrdokumenten. Enkäten ger också insikter om elevernas demokratiska handlingskapacitet. ICCS kunskapsprov speglar också väl det kunskapsinnehåll som ingår i den svenska grundskolans kursplan för ämnet samhällskunskap. Provet kan därför sägas ge en tämligen god indikation på elevernas samhällskunskaper. I både kursplanen och ICCS ges politiska aspekter störst utrymme, följt av sociala, rättsliga, ekonomiska och mediala aspekter. Demokrati är vidare det mest framträdande temat i såväl svenska styrdokument som ICCS. Hållbar utveckling är ett annat område som betonas starkt i båda sammanhangen. Avsikten är att ICCS kunskapsprov ska mäta olika typer av förmågor. Flest frågor är inriktade på att kunna resonera och tillämpa (reasoning and applying). Här ingår exempelvis frågor som kräver tämligen komplex begreppsförståelse, förmåga att urskilja och förstå principer samt kapacitet att föreslå, jämföra eller motivera på ett välgrundat sätt. I provet ingår också frågor som handlar om att visa kunskap om olika saker (knowing), till exempel om vissa sakförhållanden och innebörden i grundbegrepp. Liknande typer av förmågor framhålls i den svenska grundskolans kursplan för ämnet samhällskunskap. Även om ICCS i hög grad mäter sådant som den svenska grundskolan har i uppdrag att arbeta med, bör begränsningarna också framhållas. Undersökningar som görs vid ett enda tillfälle kan givetvis inte fånga allt som ska känneteckna den svenska grundskolan som helhet och ett skolämne som eleverna studerar under hela sin grundskoletid. ICCS mäter inte heller kunskaper om specifika svenska samhällsförhållanden och undersökningsformatet gör det inte möjligt att testa komplexa förmågor som att söka och sammanställa information eller analysera samhällsfrågor ur olika perspektiv.  ER - TY - JOUR T1 - How to make a better world: A study of adoelscent deliberations in a problem-solving simulation T2 - Nordidactica-Journal of Humanities and Social Science Education SN - 2000-9879 A1 - Eränpalo, Tommi A1 - Karhuvirta, Tiina PY - 2012 VL - 2012 SP - 54 EP - 83 LA - eng PB - Karlstad : CSD Karlstads universitet KW - civic education KW - social studies teaching KW - critical thinking KW - grounded theory KW - civic engagement KW - simulations KW - samhällskunskap AB - The article examines the impact of the teaching methods in social studies on the classroom atmosphere and on the students’ motivation, attitudes and engagement. School as a social space consists of several layers and role differentiations, the existence of which may not have been widely recognised and which may prevent students from adopting an active role in class discussions. Particularly from the perspective of teaching social studies, it is essential to create a deliberative atmosphere in the classroom, so that social issues are seen as genuinely open, controversial and approachable from different angles – in other words, as political. The article presents a qualitative case study in which a group of Nordic young people processes problems found in society by playing a simulation game called Act Now!. The data gathered from playing the game has been analysed based on grounded theory and the Straussian inductive-deductive approach. The study examines simulation as a method that has an impact on the learning environment. Simulation can be seen as a method that opens new fruitful possibilities for addressing societal issues in social studies teaching from the interdisciplinary point of view. The results suggest that a proper pedagogic approach for a social interaction creates an atmosphere that allows all students to participate and feel included. This experience of classroom contribution strengthens young people’s positive self-image as citizens who care about public issues. Therefore experiences of classroom contribution should be set more in the focus in social studies education today. ER - TY - JOUR T1 - Lärarstudenters ekonomididaktiska kunskapsutveckling i samhällskunskap T2 - Nordidactica SN - 2000-9879 A1 - Modig, Niclas PY - 2017 VL - 2017 SP - 23 EP - 45 LA - swe PB - Karlstad : CSD Karlstad KW - civics KW - social studies KW - pedagogical content knowledge KW - student teachers KW - teacher education KW - transformation AB - The focus of this article is on how civics/social studies student teachers develop in their ability of transforming theoretical knowledge into pedagogical content knowledge (PCK). It does so by exploring how the student teachers transform economic theory into teaching economics to pupils in primary, secondary, and upper secondary education. The study draws its findings and conclusions on qualitative in-depth interviews with four student teachers in civics/social studies. The main conclusions are that the student teachers develop PCK like a process depending on theoretical and practical studies, and that they develop both didactical skills and knowledge that influence their teaching. However the study also shows that the student teachers’ individual PCK are rather weakly developed after taking the courses. One further conclusion is that the topic of economics is perceived to be difficult to teach, however the ‘difficulty’, lies within the many concepts used and how these are interrelated with each other. As a result of these findings the article discusses the role of using threshold concepts in the context of teaching and learning economics. ER - TY - BOOK T1 - Suffrage, Capital, and Welfare: Conditional Citizenship in Historical Perspective PY - 2025 LA - eng PB - Palgrave Macmillan KW - disenfranchisement KW - suffrage KW - citizenship KW - class KW - welfare KW - gender KW - voting rights KW - political citizenship KW - money KW - race KW - colonialism AB - This open access book examines disenfranchisement and voting barriers in ten self-governing and aspiring liberal democracies worldwide, before and after the introduction of so-called universal suffrage. Focusing on economic voting restrictions implemented through constitutional provisions and laws, it explores the various disqualifications that prevent people from voting. The notions of economic independence underpinning these restrictions have built and reinforced societal structures and power relations, particularly concerning class, gender, race, civil status, age, and education. Historically, voting rights have been celebrated as a symbol of inclusivity and equal citizenship. Yet, as contributors in this collection highlight, recent centennial celebrations of universal suffrage often depict it as a distinct milestone, overshadowing the voting restrictions that persisted post women’s suffrage. As democracy now faces new, concerted challenges, there is a compelling reason to revisit and question the narrative of the progression of democratic ideals. ER - TY - THES T1 - Europeans only?: essays on identity politics and the European Union A1 - Hansen, Peo PY - 2000 LA - eng PB - Umeå universitet KW - european identity KW - european union KW - european commission KW - identity politics KW - discourse KW - discourse analysis KW - immigration KW - immigrants KW - ethnic minorities KW - culture KW - ethno-culturalism KW - citizenship KW - european citizenship KW - education KW - exclusion/inclusion KW - neo-liberalism AB - The chief preoccupation of the dissertation revolves around the European Union's project of calling forth a collective sense of "European identity" amongst people in the Union. It focuses specifically on how the European Union's identity politics plays out once the ethnic minorities with immigrant background now living in the Union are brought into view. The main purpose can be described as twofold; involving, firstly, a mapping and examination of how the EU construes and defines the identity it seeks to mobilize, and, secondly, a thorough discussion of the types of consequences or implications that stem from this endeavour.In demonstrating the strong tendency on part of the EU to articulate a common identity for the Union in ethno-cultural terms — whereby the EU is conceived as primarily a cultural community whose members are said to share the same origin, cultural heritage, religion and history — the study goes to great length in discussing the excluding implications that an ethno-cultural identity politics gives rise to. The dissertation argues that such an ethno-cultural disposition partly must be seen in light of the European Union's gradual adjustment to a largely neoliberal order; an order which has worked restraining on the feasibility of a social and political articulation of identity and citizenship in the Union.An introductory chapter outlines the discourse theoretical approach which guides the analyses in five essays. The essays mainly explore how the European Union's discourse on identity manifests in various policy areas - immigration, citizenship and education - all of which in one way or another address the issues of culture, the multicultural society, ethnic exclusion, racism and the situation for ethnic minorities and migrants. The complex of problems concerning ethnic, cultural and social exclusion in today's European Union thus constitutes a central theme engaged with throughout the dissertation. ER - TY - JOUR T1 - Undersökande samhällskunskap T2 - Datorn i utbildningen SN - 1100-3650 A1 - Johansson, Leif PY - 1989 VL - 4 EP - 4 LA - eng PB - : Ordfront förlag ER - TY - CONF T1 - Education for World Citizenship: Preparing students to be agents of social change A1 - Lundgren, Ulla PY - 2008 LA - eng ER - TY - JOUR T1 - Förnuft och känsla: Om emotioners roll i kunskapsprocessen i samhällskunskap T2 - Nordidactica SN - 2000-9879 A1 - Blennow, Katarina PY - 2021 VL - 2021 IS - 11 SP - 1 EP - 19 LA - swe PB - Karlstad : CSD Karlstad KW - samhällskunskap KW - emotioner KW - känslor AB - Emotions have traditionally been considered the enemy of reason in Social Science. However, emotions can both enhance and hinder learning in Social Science. It is therefore important to reflect upon why and how emotions play a role, rather than shutting the emotions out or leaving them unreflected in the teaching. This paper draws on ethnographic data from Social Science teaching in four Swedish upper secondary schools, and is inspired by previous, predominantly German, research and theoretical reflections on emotions in Social Science teaching and learning. In this paper it is argued that emotions should be seen as a relevant didactical category in Social Science and that students’ emotions should be taken into account in the teaching. A conclusion is that emotions can have at least six different functions in the teaching and learning of Social Science. More specifically, it concerns learning for, from, with, and through emotions, as well as relationality of emotions and learning about emotions. Another important conclusion from the ethnographic data is that students of Social Science are more active than the teachers in managing the emotions in the classroom. By carefully examining the emotions in the classroom, as well as the role of emotions in politics and social life at large, the teacher could get more insight into and more influence on the learning potential of emotions. ER - TY - BOOK T1 - Governmentality (I): Governing in Curriculum and Making People PY - 2013 LA - eng PB - M.E. Sharpe Inc. KW - govermentality KW - education KW - curriculum KW - styles of reasoning KW - inclusion KW - exclusion KW - social science KW - police technologies KW - citizenship ER - TY - BOOK T1 - Patterns of Research in Civics, History, Geography and Religious Education: Key presentations and responses fron an international conference at Karlstad University, Sweden 2010. PY - 2011 LA - eng PB - Karlstad University Press KW - subject matter didactics KW - civics KW - geography KW - religious education KW - ämnesdidaktik KW - historiedidaktik KW - samhällskunskapsdidaktik KW - geografididaktik KW - religonsdidaktik ER - TY - CONF T1 - Educating citizens for mutual respect or 'mere' tolerance? A1 - Rosenquist, Joachim PY - 2008 LA - eng KW - democratic education KW - citizenship education KW - tolerance KW - recognition KW - practical philosophy KW - praktisk filosofi KW - education KW - humanities and religion KW - humaniora och religionsvetenskap ER - TY - THES T1 - Från nationsbyggare till global marknadsnomad: Om medborgarskap i svensk utbildningspolitik under 1990-talet A1 - Olson, Maria PY - 2008 LA - swe PB - Linköping University Electronic Press KW - swedish education policy KW - 1990s KW - society centered KW - consumer oriented KW - citizenship KW - citizen roles KW - nation-orientation KW - globalization-orientation KW - ”we” identity KW - nomad KW - svensk utbildningspolitik KW - 1990-talet KW - samhällscentrerat KW - konsumentorienterat KW - medborgarskap KW - medborgarroller KW - nationsorientering KW - globaliseringsorientering KW - vi-identitet KW - pedgogical work AB - I den här avhandlingen är intresset riktat mot svensk utbildningspolitik och medborgarskap. I tider av globalisering, och med ett etablerat svenskt medlemskap i Europeiska unionen, har det nationella policyskapandet kring utbildningens medborgardanande funktion hamnat under ökat tryck. I studien undersöks hur detta hanteras i svensk utbildningspolitik under 1990-talet, en tid som utmärker sig genom betydande förändringar på utbildningsområdet i Sverige. Frågan är, mera precist, vilken riktning för skolans, enligt lag befästa, uppdrag att fostra demokratiska medborgare som utstakas i svensk utbildningspolitik vid denna tid.Genom att fästa vikt vid mål, visioner och motiv som formuleras i utbildningspolitiska 1990-talstexter klarläggs förståelser av medborgarskap som karaktäriserar svensk utbildningspolitik under denna tid. Även en bredare historisk analys görs, ur vilken historiska målsättningar med skolans medborgarfostran som föregår 1990-talets framträder. Studiens syfte är kritiskt. Förståelserna granskas utifrån vad de innesluter och vad de utesluter, vilka möjliga konsekvenser de kan tänkas få för olika individer och grupper i samhället, och om det finns öppningar för tänkbara alternativ.Studien visar på två historiska skiften vad gäller medborgarskapets innehåll och mening i det inhemska policyskapandet. Det första skiftet äger rum under 1990-talets tidiga del. Då bryts en etablerad samhällsbyggande medborgarroll upp, till förmån för andra mera marknadsorienterade medborgarroller. Under 1990-talets senare del, då marknadsorienteringen förstärks i neoliberal riktning, sker ett andra skifte; en historiskt vedertagen gemenskapstanke – nationen – bryts upp som grund för medborgerlig gemenskap. Denna tanke ersätts av en annan som är globaliseringsinriktad, vilken visar sig ha andra inne- och uteslutande mekanismer för olika individer och samhällsgrupper. Utifrån dessa forskningsrön tecknas avslutningsvis några konturer till ett alternativt sätt att tänka kring medborgarskap och gemenskap. Detta alternativ tar form i ambitionen att, i högre grad än vad som blir synligt i svensk utbildningspolitik, resonera kring möjligheter för ett medborgarskap bortom förhandstecknade indelningsgrunder för ett “vi”.Språk som politisk och samhällelig förändringskraft ges en central betydelse i avhandlingen. I analysen av texternas tal om skolans medborgarfostrande roll undersöks pågående politiska motsättningar när det gäller att vinna tal- och tolkningsföreträde till skolans fostransmål. Utgångarna av dessa motsättningar belyses genom tre områden för medborgarfostran som urskilts som centrala; ett politiskt, ett kulturellt samt ett ekonomi- och arbetslivsriktat. Genom dessa har rådande medborgarskapsdiskurser tagit form, ur vilka de utbildningspolitiska förståelserna av medborgarskap gestaltas och diskuteras. ER - TY - JOUR T1 - Higher Education Student Experience and a Portfolio for Developing Democratic Competences: Values and Reflections in an Internationalized Context T2 - Iranian Journal of Language Teaching Research SN - 2322-1291 A1 - Woodin, Jane A1 - Castro, Paloma A1 - Lundgren, Ulla PY - 2022 VL - 3 IS - 10 SP - 61 EP - 74 LA - eng PB - : Urmia University KW - citizenship KW - democratic competence KW - education KW - internationalization KW - portfolio KW - values AB - This article reports on Higher Education student experiences of engaging with the concepts, values and activities in an adapted pilot version of the Council of Europe’s Portfolio of Competences for Democratic Culture. Our aim was to explore how this portfolio could serve as a learning tool in an internationalized context for higher education students. The contributions of 32 students undertaking Masters’ programs in a UK university were analyzed by the authors. These are discussed in relation to student development of democratic competences, focusing on citizenship, values and the Portfolio as a learning tool. Participant contributions showed a strong emphasis on valuing cultural diversity together with development of awareness and confidence in owning both the concepts and the process of being a citizen. We conclude that the Portfolio can be seen as a tool for empowerment through validation of participants’ personal experiences and as structural support in articulating these. ER - TY - CONF T1 - Citizen fostering for a global context - who are the insiders and who are the outsiders?: On cultural inclusion and exclusion in Swedish education policy at the end of the 20th Century T2 - Human Rights and Citizenship Education A1 - Olson, Maria PY - 2009 LA - eng KW - citizenship KW - education KW - school fostering KW - democracy KW - inclusion KW - exclusion KW - humanities and social sciences KW - humaniora-samhällsvetenskap AB - How to outline an education for a democratic citizenship beyond national boundaries? In times of globalization, and with intensified pressure from the European Union on its nation states to provide for a common European identity through education, this question becomes crucial for national policymaking within Europe. In this text focus rests on Swedish Education policy, in order to shed light upon what is marked out for Swedish compulsory schools-commission to foster democratic citizens at the end of the 20th century. On the basis of earlier done policy research on this national policy making arena, it is argued that its fostering agenda transcends the nation state tends to include certain groups of people, while others are being excluded. It is further argued that these including and excluding divides are based upon presupposed ethno-cultural properties. ER - TY - JOUR T1 - Citizenship Education in Discussions Concerning Political Issues T2 - Utbildning och Demokrati SN - 1102-6472 A1 - Liljestrand, Johan PY - 2012 VL - 1 IS - 21 SP - 77 EP - 95 LA - eng KW - education ER - TY - CONF T1 - What are the Academic Foundations of Didactics in Civics? Paper presented at 7th International Conference on Education. May 20-22, Athens, Greece. A1 - Eklund, Monica A1 - Nyberg, O PY - 2005 LA - eng KW - civics KW - subject-specific didactics KW - education ER - TY - JOUR T1 - Agens och existens i ämnesundervisningen: medborgarbildning i religionskunskap, psykologi och samhällskunskap T2 - Nordidactica SN - 2000-9879 A1 - Jägerskog, Ann-Sofie A1 - Halvarson Britton, Thérèse A1 - Olson, Maria PY - 2022 VL - 4 SP - 1 EP - 26 LA - swe PB - Karlstad : Karlstads universitet KW - citizenship education KW - subject teaching KW - arendt KW - agency KW - existence KW - religious education KW - social studies KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - The purpose of the article is twofold. Firstly, the ambition is to argue on a theoretical basis, with exemplification in three school subjects in Sweden - religious education, psychology and social studies, for a widening of the understanding of the citizenship education assignment of schools and subject teaching and the point in doing so. Secondly, the ambition is to show what this can mean specifically in relation to the subject teaching of these three school subjects in Swedish primary school and in upper secondary school. The starting point in the argumentation is taken from Hannah Arendt's thoughts on education, man and existence (2004, 1958/2013). The argument leads to the notion that the citizen-forming task of subject teaching not only needs to include agency dimensions - students' 'doing', their opportunities for action and readiness for action in society and in the world - but also existential dimensions - students' 'being in society and the world', their opportunities to grow as unique people in the meeting with subject teaching. As agency dimensions seem to be more elaborated in current subject didactic research than existential dimensions, the ambition in the article is to elaborate in an in-depth manner how existential dimensions can be depicted and the importance of them ER - TY - THES T1 - Curriculum as a political problem: changing educational conceptions, with special reference to citizenship education A1 - Englund, Tomas PY - 1986 LA - eng PB - Acta Universitatis Upsaliensis KW - education ER - TY - RPRT T1 - Basic Values and Civic Education: A comparative analysis of adolescent orientations towards gender equality and good citizenship A1 - Pettersson, Thorleif PY - 2003 LA - eng ER - TY - THES T1 - "Democracy begins at home": Utbildning om och för hemmet som medborgarfostran A1 - Hjälmeskog, Karin PY - 2000 LA - eng PB - Acta Universitatis Upsaliensis KW - education KW - democracy KW - gender equality KW - feminism KW - pragmatism KW - home economics KW - citizenship education KW - discourse KW - curriculum theory AB - This thesis is intended as a contribution to a discussion about education, especially when related to democracy and gender equality, in other words citizenship education. A strategy for the inquiries is developed, termed a feminist pragmatist attitude. The focus is on thqualitative content of education i.e. three theoretically demarcated relationships: feminine/masculine, home/society and home/school. When studying educational policy documents in order to identify different views on these relationships, I draw on a tradition of curriculum theory/curriculum history/didactics and the inquiries are influencedy a post-structuralist view of meaning. In agreement with Arendt, history is used to understand the present times and to propose alternatives for the future. Three discourses on home economics, ie. different ways of understanding home economics, are constructed. Home economics as: (1) Vocational education for women, (2) An education for women's mission in life and (3) Women's education for efficiency. Further, an alternativdiscourse for the future is proposed: (4) Home economics as citizenship education. This alternative discourse is constructed from "the forgotten potentials of the past", i.e. ideas from three phases or debates during the 20th century. The three phases are: thdiscussion of the relevance of home economics for the education of boys; the national curriculum from 1969, Lgr 69; and the parliamentary debate during the 1990s. The discourse is further underpinned by a discussion of feminist critique of traditional views of rationality, reason and ethics and by feminist alternatives such as ethics of care. Within the alternative discourse the norm of masculinity in education is criticised and the possibilities of breaking the dominance of thinorm is examined. The potentids of education about and for the home, e.g. education in home economics, as contributing to citizenship education of boys as well as girls are discussed. ER - TY - CHAP T1 - Foreword: Linguistic Citizenship: unlabeled forerunners and recent trajectories T2 - Struggles for Multilingualism and Linguistic Citizenship A1 - Hyltenstam, Kenneth A1 - Kerfoot, Caroline PY - 2022 LA - eng PB - Bristol : Multilingual Matters KW - linguistic citizenship KW - multilingualism KW - migration KW - mobility KW - sociolinguistics KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - språkdidaktik KW - language education KW - linguistics KW - lingvistik ER - TY - THES T1 - Yrkesutbildning, klass & kunskap: en studie om sociala och politiska implikationer av innehållets organisering i yrkesorienterad utbildning med fokus på 2011 års gymnasiereform A1 - Nylund, Mattias PY - 2013 LA - swe PB - Örebro universitet KW - curriculum theory KW - vocational education KW - class KW - education policy KW - knowledge KW - curriculum codes KW - upper-secondary school KW - bernstein KW - englund KW - olin wright KW - education AB - The overall purpose of this thesis is to critically contextualise the organization of content in Swedish upper-secondary vocational education by highlighting its social and political implications in relation to social class. Policy documents concerning the content of vocational education in Sweden from 1971 to 2011 serve as the main empirical source, with particular attention given to the reform of 2011 (Gy11). The thesis is comprised of four studies that each represents a different context that reveals social and political implications of the selection and organisation of content in Gy11. The content structure of Gy11 is thus analysed in relation to (a) the school’s role of fostering democratic citizens and the overarching societal function of education, (b) knowledge distribution among social classes, (c) a class context, including key historical and contemporary reforms, and (d) a modern historical context, focusing on how two previous structural reforms (1971 and 1994) organised power and control over educational content.The study results show that, in terms of its content structure and underlying principles, Gy11 represents a historical break with previous reforms in many respects. Fundamental organising principles of past reforms, such as students’ preparation for active citizenship, critical thinking and entry to higher education, have been given less importance while the content is more context-bound than in previous reforms. The Gy11 reform can thus be seen as a part of a broader policy trend that is detracting from earlier efforts to give all social classes equal access to an equivalent education and reduce social imbalances in education. This new way of shaping vocational education is, it is argued, likely to exacerbate class inequalities by both reducing social mobility and rendering knowledge distribution in society more asymmetric. ER - TY - THES T1 - Studiecirkeln: Livslångt lärande - på svenska!: En icke-formell mötesplats för samtal och bildning för alla A1 - Gougoulakis, Petros PY - 2001 LA - swe PB - HLS Förlag KW - study circle KW - popular education KW - civil society KW - non-formal education KW - collaborative learning KW - life-long learning KW - citizen education KW - studiecirkel KW - folkbildning KW - civilt samhälle KW - icke-formellt lärande KW - kollaborativt lärande KW - livslångt lärande KW - medborgarbildning KW - education AB - The present thesis is a study of a pedagogical phenomenon; an account of one of the flagships of Swedish popular education; an attempt to understand the study circle as a learning environment.Study circle work has a special place in the country’s adult education, and assumes the dimensions of a mass-phenomenon in present-daySweden. An estimated 1.2 to 1.6 million people every day take part in one of the approximately 330,000 study circles arranged by the country’s 11 study associations, where they can study any imaginable subjects and practice different skills.The present research approach is qualitative and based on the fundamental concept of discourse. The concept is used as an analytical instrument for delimiting, structuring and creating meaning in the phenomena studied. The phenomenon popular education in general and the study circle in particular are elucidated from three central perspectives:the development of modern civil society during the twentieth century,national (popular) educational policy during the same period, andthat of contemporary study-circle members.Insights gained from the first two perspectives – the ”ideal” and the ”political” – have formed an important backdrop of understanding against which it has been possible to render the third perspective - the ”experienced” – comprehensible. The study-circle-member perspective is examined using a qualitative interview survey with circle members and circle leaders from nine socially-oriented study circles. The results indicate that the language of popular education has remained basically unchanged since the beginning of the twentieth century. It has enjoyed a relative autonomy vis-à-vis both the organisations of civil society and the state, despite a very intimate relation with these. At the same time the state and civil society have been able to make use of popular education to fulfil their respective purposes; civil society to achieve political influence and the state to implement its educational-policy goals. The most obvious change in the discourse of popular education appears to have occurred during the latter part of the twentieth century with the focus on the private individual’s educational projects. In virtue of its time-honoured pedagogical concept there is much to indicate that popular education is establishing itself as a competitive actor on the open educational market. At the same time the popular educational institutions constitute a societal opportunity structure for the education of all, adapted to the challenges and the demands for life-long learning of the new era – the Information Age.The study circle can also function as a network of individuals in civil society, representing an environment for collaborative learning and democratic education for citizenship. ER - TY - JOUR T1 - Samfunnsfagdidaktisk forsking med empiri frå norsk skule – eit forskingsoversyn T2 - Nordidactica SN - 2000-9879 A1 - Skjæveland, Yngve PY - 2020 VL - 2020 SP - 142 EP - 163 LA - nor PB - Karlstad : CSD Karlstad KW - social studies didactics KW - review KW - subject didactics KW - school research KW - samfunnsfagdidaktikk KW - forskingsoversyn KW - fagdidaktikk KW - skuleforsking KW - subject-specific education KW - ämnesdidaktik AB - The article provides an overview and assessment of empirical research on social studies in Norwegian school from 1997 to 2020. The research is fragmented and large parts of the social studies subject have scarcely been explored. Far more research has been conducted in civic education and history than in geography. Democracy is the individual topic that has received most attention from researchers. Far more studies have been carried out in secondary school than in primary school, and qualitative studies are predominant. There is a greater focus on students' understanding than on the teacher's perspective. The number of publications in the field has been increasing in recent years, but the new curriculum places new requirements on teachers and teacher education, which increases the need for new research in the field. The article discusses research gaps and possible future research objectives.  ER - TY - THES T1 - Pedagogiska imperativ och sociala nätverk i svensk medborgarbildning 1812−1828 A1 - Neidenmark, Thomas PY - 2011 LA - swe PB - Department of Education, Stockholm University KW - associations KW - civic formation KW - collective biography KW - database KW - education KW - educational innovators KW - enlightenment KW - fraternity KW - freemasons KW - history of education KW - networks KW - pedagogization KW - societies AB - This thesis in the History of Education studies the pedagogization of Swedish society from 1812–1828. These ambitions were promoted by state officials and educational innovators who we­re tightly knit through social networks. The research questions are: Why did these indi­vi­duals orga­nize themselves the way they did in the field of education? Which practices of external com­mun­ica­­tion and interaction within associations existed? Which impact did these practices of external communication and internal interaction have on the educational debate? Civic formation is analyzed through the activity or practices identified in the diffusion of useful knowledge, self-education, scho­ols, and educational policies. Arguments for civic formation, educational imperatives, are reflected in new words and new schools. The imperatives are in part an outcome of social networking studied through affiliations to associations, newspapers and governing boards. Hence, a great number of affiliations have been organized in a new and advanced web-based application.Papers and associations were important to in dissolving feudal society, and as key ingred­ients for the emancipation of the middle class, they gradually gained more in­fluence upon society. The educational reformers’ involvement in papers and societies were important for them coining new Swedish words with educational importance: it was an extern­al communicative practice. Involvement in associations is somewhat more internal and has been studied as leading to social interaction. This interaction is studied as social capital through social network analysis. This revealed focal points on the individual level which made a signi­fi­cant contribution to the educational debate. These were social networks sustained by the spi­rit of Enlightenment and emancipation. What has long been un­recog­ni­zed in the History of Edu­cation is presented as important features in this thesis through the analysis of social networks. ER - TY - CONF T1 - Developing source critical skills in social studies: Insights from a design-based research A1 - Tväråna, Malin A1 - Nygren, Thomas A1 - Efimova, Evgeniia A1 - Ehn Magnusson, Annika PY - 2024 LA - eng KW - free speech KW - social science education KW - misinformation source criticism KW - civics AB - Freedom of expression is one of the most basic human rights, but the growing threat of fake news and mis-information calls for an enhanced focus on the tensions between different individual and collective rights. The limitations of the freedom of speech and press freedom are often discussed in the light of the ‘balance of harms’ principle, which means that freedom of expression must be weighed against potential harm to individuals, groups or society (Waldron, 2012). While some educational scholarship has studied navigating digital information as a skill, e.g. fact-checking (Axelsson et al, 2021; McGrew, 2020), there is less research on how to teach students about the problem of balancing free media, free speech and the need for regulations that protect societies from misleading information campaigns. This project explores ‘civic source criticism’ (swe. källkritik i samhällskunskap) as a subject content area - not only as a skill to be taught but as a phenomenon to be critically discussed and analyzed. When viewed as an object of social analysis in the classroom, civic source criticism means understanding how information dissemination is and could be practiced, valued and regulated on a societal level. The aim of this project is to produce more knowledge on how this content area should be approached in the classroom by analyzing students’ written answers to open questions on regulations of free speech, field observations from three intervention cycles of education design research, and a pre- and posttest questionnaire from the third and most up-scaled intervention cycle. Four design principles derived from the analysis suggest that that teaching civic source criticism need to highlight to students that civic source criticism (1) is central to a democracy which is a continuous process, and freedom of expression a constant trade-off between values, (2) means understanding that there are underlying interests in both true and false information dissemination, (3) involves assessing whether it is appropriate to disseminate a source, not just whether it is legal, (4) needs to be exercised at both an individual and a societal level by individuals, private companies and the community. Pre-post test comparison shows that while teaching can increase students’ knowledge of current regulations and open up new perspectives on it, developing nuanced reasoning needed for the act of ‘balancing’ remains a didactical challenge. ER - TY - JOUR T1 - Samhällskunskapen och disciplinfrågan: om utbildning av lärare i samhällskunskap T2 - Utbildning och Demokrati SN - 1102-6472 A1 - Larsson, Anna A1 - Eklund, Niklas PY - 2009 VL - 1 IS - 18 SP - 69 EP - 91 LA - swe PB - Uppsala : Pedagogiska institutionen, Uppsala universitet KW - teacher education KW - disciplinarity KW - trading zone KW - educational history KW - organization KW - civics KW - social studies KW - social science KW - subject didactics KW - ämnesdidaktik KW - statskunskap ER - TY - THES T1 - Leisure activities and youth citizenship: what local councils tell about youths' leisure from the perspective of citizenship on their homepages A1 - Lindström, Lisbeth PY - 2009 LA - eng PB - Luleå tekniska universitet KW - education ER - TY - THES T1 - Changing conceptions of literacies, language and development: Implications for the provision of adult basic education in South Africa A1 - Kerfoot, Caroline PY - 2009 LA - eng PB - Centre for Research on Bilingualism, Stockholm University KW - adult literacy KW - adult basic education KW - agency KW - citizenship KW - critical applied linguistics KW - development KW - linguistic citizenship KW - multilingualism KW - reflexivity KW - resemiotisation KW - voice. KW - languages and linguistics KW - tvåspråkighetsforskning KW - bilingualism AB - This study aims to contribute to the growing body of knowledge on the circumstances under which adult education, in particular adult basic education, can support and occasionally initiate participatory development, social action and the realisation of citizenship rights. It traces developments in adult basic education in South Africa, and more specifically literacy and language learning, over the years 1981 to 2001, with reference to specific multilingual contexts in the Northern and Western Cape.The thesis is based on four individual studies, documenting an arc from grassroots work to national policy development and back. Study I, written in the early 1990s, critically examines approaches to teaching English to adults in South Africa at the time and proposes a participatory curriculum model for the additional language component of a future adult education policy. Study II is an account of attempts to implement this model and explores the implications of going to scale with such an approach.  Studies III and IV draw on a qualitative study of an educator development programme after the transition to democracy. Study III uses Bourdieu's theory of practice and the concept of reflexivity to illuminate some of  the connections between local discursive practices, self-formation, and broader relations of power. Study IV uses Iedema's (1999) concept of resemiotisation to trace the ways in which individuals re-shaped available representational resources to mobilise collective agency in community-based workshops. The summary provides a framework for these studies by locating and critiquing each within shifts in the political economy of South Africa. It reflects on a history of research and practice, raising questions to do with voice, justice, power, agency, and desire. Overall, this thesis argues for a reconceptualisation of ABET that is more strongly aligned with development goals and promotes engagement with new forms of state/society/economy relations. ER - TY - THES T1 - Talet om learner autonomy: språkinlärning, autonomi och ett demokratiskt medborgarskap - ett gränsland till moralfilosofi A1 - Rebenius, Inga PY - 2007 LA - swe PB - Örebro universitetsbibliotek KW - learner autonomy KW - autonomy KW - democratic citizenship KW - critical pragmatism KW - curriculum theory KW - text analysis KW - narrative analysis KW - education AB - The overall aim of this thesis is to clarify a number of meanings embedded in the discourse that frames the concept of learner autonomy and then place special emphasis on the concepts of autonomy and citizenship. In addition the thesis has three subgoals: to revitalize an early political dimension that aims at democratic citizenship, to investigate how the discourse of learner autonomy is expressed in national curricula and in syllabuses in English and French/German/Spanish for the Swedish upper secondary school and to clarify and discuss a number of possible didactic consequences of a revitalized concept of learner autonomy. One specific question asked is if such a revitalization can make the autonomous student visible as a rebellious autonomous student via a narrative. A red thread in the thesis is the pedagogical paradox: How can a goal such as autonomy be promoted when it is the institution that imposes autonomy on the students. The thesis is comprised of a textual analysis and a case study in the form of a narrative analysis. Both are placed within a critical-pragmatic approach. This approach is linked to a curriculum theory tradition that focuses on the selection of content as it is expressed in the Swedish official governing documents for education. The analysis can be described as a historical, language didactic, political – moral - philosophical and curricular contextualisation. Five meanings of the discourse of learner autonomy are constructed: Autonomy – a democratic citizenship, Autonomy – efficiency in language learning, The well-adjusted autonomous student, Autonomy, a social context and communication and Autonomy as critical awareness. ‘Autonomy – effi ciency in language learning’ and ‘The well-adjusted autonomous student’ are designated imposed autonomy based on Immanuel Kant. ‘Autonomy – a democratic citizenship’, ‘Autonomy, a social context and communication’ and ‘Autonomy as critical awareness’ are designated experienced autonomy-authenticity based on Charles Taylor. The five meanings are used as points of references in the analysis of the national curricula and syllabuses. The autonomous student is made visible as a rebellious autonomous student with the help of certain aspects of the concept of freedom, the meaning ‘Autonomy as critical awareness’ and my interpretation of Taylor’s ideas on freedom, autonomy and identity. The discourse that frames the concept of learner autonomy has had an impact on the syllabuses. It is primarily imposed autonomy that is expressed there, reaching a peak in 1989 in French/Spanish/German. The analysis of the curricula shows that there are parallels to the discourse of learner autonomy. In the overall goals both imposed autonomy and experienced autonomy-authenticity are expressed. Didactic consequences are discussed under six headings: the pedagogical paradox; the subject-object problematic; the learner as an individual, as a communicator, as a change agent and as a person; imposed autonomy – experienced autonomy-authenticity and the individual versus the collective. ER - TY - CONF T1 - Individualisation in the citizen formation in Swedish adult education A1 - Fejes, Andreas A1 - Olson, Maria A1 - Rahm, Lina A1 - Dahlstedt, Magnus A1 - Sandberg, Fredrik PY - 2016 LA - eng KW - adult education KW - popular education KW - individualisation KW - folk high schools KW - municipal adult education KW - governmentality KW - utbildning och lärande KW - education and learning AB - In this article we have analysed the ways a discourse on individualisation is taking shape within adult education in Sweden, how it operates, and what effects it has in terms of shaping student subjectivity. Drawing on a post-structural theorisation we analyse interviews with teachers and students in municipal adult education (MAE) and folk high schools (FHS). The analysis illustrates how both institutions contribute to the shaping of individualised subjectivities, although differently. At the end, a general question is raised about what happens with the democratic function of adult education in general, when a discourse on individualisation operates in the ways described, and more specifically, asks what is happening to FHS as an educational practice, that upholds its self-image as a last bastion of a collective notion of learning and subjectivity, and nurturing an educational practice of learning democracy?  ER - TY - CHAP T1 - Swedish as a second language and citizenship education T2 - Human Rights and Citizenship Education.London A1 - Torpsten, Ann-Christin PY - 2009 SP - 188 EP - 191 LA - eng PB - London : CiCe, Institute for Policy studies in Education KW - education KW - pedagogics AB - Aim of this paper is to discuss second language teacher students' encountering with Swedish as a second language. The narrative analysis shows that they felt both different and excluded. They were not monolingual, and did not have Swedish as their mother tongue. They were separated from the other classmates and offered special teaching in an attempt to compensate. The second language tuition they were offered focused partly on their mistakes and shortcomings, and partly on the Swedish cultural heritage. Their earlier experience and skills were not used. The informants were not offered equal education compared to their Swedish classmates. They were not offered education leading to fully but to restricted citizenship. ER - TY - CONF T1 - Education for Citizenship in the Context of the State, the Market, and Civil Society ' where does it belong? A1 - Dahlin, Bo PY - 2004 LA - eng KW - education for citizenship KW - civil society KW - education AB - ABSTRACT. The concept of education for citizenship is a contested one. Arguments about what education for citizenship ought to be must be balanced with a thorough analysis of what our social, cultural and political situation really is. The starting point of my reflections on our present politico-socio-cultural situation is the notion of a threefold social structure, based on the metaphors of the state, the market and culture. The idea of a threefold social structure has deep historical roots. In educational thinking it has been elaborated by Comenius and Steiner. Already after WWI, Steiner maintained the necessity to emancipate cultural life in general and education in particular from the state and the economy. More recently, Habermas and Cohen & Arato have argued for a similar emancipation of the cultural lifeworld and civil society, respectively. Against this background, some proposals for citizenship education are taken up, e.g. Nussbaums cultivating humanity and Schützs well-informed citizen. However, in proposing such educational ideals we must also consider the social conditions that work against them. The paper ends with the question of whether a genuine education for citizenship is possible in state-ruled schools, considering the corporate nature of modern states. In order to counteract alliances between government power and market forces, and to strengthen the development of democracy, perhaps education for citizenship is better taken care of by civil society ER - TY - CHAP T1 - The Personal, the Professional, and the Political: An Intertwined Perspective on the IEA Civic Education Studies T2 - The Influence of IEA Civic and Citizenship Education Studies A1 - Amnå, Erik PY - 2020 LA - eng PB - : Springer Publishing Company KW - civic education KW - iea KW - iccs KW - statskunskap AB - This chapter describes a political scientist’s progression from analyses of the development of Western democracies to a focused interest in young citizens’ civic knowledge, attitudes, and engagement in these democracies. The IEA CIVED data are an important but not fully utilized research resource. With some notable exceptions, political scientists often seem to disregard the 18 years of preparation of first-time voters. Fueled by the Swedish parliamentary democracy commission’s pleas for civic education to build the democratic infrastructure of the country, his scope of concern widened into a fascination with the political socialization taking place during adolescence in everyday life contexts. The multi-disciplinary IEA studies were a major inspiration to create a research team collaborating with developmental psychologists and communication scientists. They longitudinally followed 13 to 30-year-old Swedes over six years in order to see how political views become shaped in adulthood as alienated, passive, active, or standby citizens. More than anyone expected even a decade ago, adolescents have entered as major political actors into international, national, and local political arenas throughout the world. Political scientists have become curious about what happens in school as well as in other contexts. Furthermore, the major threats many democracies are facing in terms of climate change denial along with populism can neither be properly understood nor solved without the engagement of this generation. ER - TY - CONF T1 - Learning for active citizenship: local development in urban and rural areas T2 - Adult learning and the challenges of social and cultural diversity A1 - Eriksson, Lisbeth A1 - Säfström, Fredrika PY - 2007 LA - eng PB - Sevilla KW - education ER - TY - CONF T1 - Education About and For Home and Family Life.: What Can We Learn from Alva Myrdal and her Contributions to the Debate on Citizenship Education? A1 - Hjälmeskog, Karin PY - 2002 LA - eng KW - education ER - TY - GEN T1 - Digital källkompetens i samhällskunskap A1 - Johansson, Patrik PY - 2020 LA - swe PB - Skolverket KW - källkritik KW - samhällskunskap KW - källkompetens KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education KW - subject learning and teaching KW - ämnesdidaktik AB - Det demokratiska samhället förutsätter att medborgare har möjlighet att fatta välinformerade beslut genom att ha tillgång till tillförlitlig information som synliggör olika perspektiv. För att kunna tillgodogöra sig information för välgrundade beslut behövs förmågan att söka, kritiskt granska och värdera den. Medborgarna behöver källkritiska förhållningssätt för att demokratin ska fungera. Digitaliseringen av informationssamhället skapar stora möjligheter genom att tillgängliggöra stora mängder samhällsinformation, men samtidigt ökar behoven av kritiska förhållningssätt anpassade för digitala medier. Dessa omständigheter får konsekvenser för samhällskunskapsundervisningen, där elever behöver övas i att förhålla sig reflekterande och kritiskt till digitala informationsflöden. Genom att elever får möjlighet att öva sina förmågor att söka, analysera och kritiskt värdera olika former av digital information främjas möjligheterna till ett aktivt medborgarskap och förutsättningarna för att etablera gemensamma demokratiska värderingar. ER - TY - CONF T1 - The last exodus? Discourses on the production of citizens in adult education T2 - Symposium: Citizenship in the making – Adult and popular education as bunkers of failures, computers and recognition A1 - Olson, Maria A1 - Fejes, Andreas A1 - Dahlstedt, Magnus A1 - Sandberg, Fredrik A1 - Rahm, Lina PY - 2015 LA - eng PB - Göteborg KW - citizenship KW - adult education KW - discourses KW - utbildning och lärande KW - education and learning KW - subject learning and teaching ER - TY - CONF T1 - Working with socio-scientific issues for citizenship A1 - Ideland, Malin A1 - Malmberg, Claes PY - 2007 LA - eng KW - socio-scientific issues KW - citizenship KW - science education AB - Current media debates often have a basis in science, e.g. climate change, biotechnology, health issues, information technology. At the same time it is well known that students interest for school science decrease. They experience science as difficult, boring and not relevant to them. Aikenhead (2006) claims that science education often is training for the scientific world, not for citizenship in everyday world. He proposes a humanistic perspective on science as an alternative to “traditional” science education to involve more students in the culture of science. The research aim is to study how authentic society tasks can motivate Swedish students, year 7 to 9, to use science as a tool in understanding and solving authentic problems. The interest is also what knowledge the students develop and how this prepares them for being parts of public debates. During the first phase socio-scientific tasks are developed. Their aims are to get the students to understand the importance of scientific literacy for personal and societal well-being (Ratcliffe &Grace, 2003). This paper introduces the work with the development of motivating socio-scientific issues for citizenship. The tasks are based on Ratcliffe and Grace’s (2003) definitions of socio-scientific issues. The learning goals for the cases include three different types of knowledge; conceptual knowledge, procedural knowledge; attitudes and beliefs. Beside scientific conceptual knowledge, the students are supposed to, e.g., engage in cost-benefit analysis, ethical reasoning and evidence evaluation – especially on mass media reports. The learners are also supposed to clarify personal and societal values and recognize how values and beliefs are present in the scientific debate. This paper presents two socio-scientific tasks concerning biotechnologies and ecological food. ER - TY - THES T1 - Talet om lärarutbildning A1 - Lindberg, Owe PY - 2002 LA - eng PB - Örebro universitetsbibliotek KW - teacher education KW - teacher education reform KW - theory KW - practice KW - analysis KW - discourse KW - modernity KW - toulmin KW - education AB - The aim of this dissertation can be described as threefold, (i) to problematice the ways in which we talk about, or, the discourses of, teacher education, (ii) to analyse contemporary discussions about teacher education as it has taken shape in relation to the present teacher education reform in Sweden, and (iii) to develop points of references for alternative ways to talk about teacher education, on the basis of (i) and (ii), and in relation to Stephen Toulmin’s analysis of the modern project.The dissertation consists of twelve chapters divided into four parts. Part I is an introduction to the field of research and to the dissertation. Part II is an analysis of contemporary Swedish discussions about teacher education and teachers. Part III is an attempt to deepen the analysis by adding international and historical perspectives. Part IV, finally, takes the discussion another step further by using Toulmin’s analysis of the modern project as a lens through which to read the discourses about teacher education and teachers.Through a series of analyses the dissertation ends up in a discussion about how we could talk about teacher education within the spirit of the third modernity. The discussion is centred around five metaphors, “Teacher education as a public dialogue”, “Teacher education as the education of teachers”, “The education of teachers as an offer about Bildung in a citizenship perspective”, “The education of teachers as teachers education” and “Teachers education as communication”. In relation to these metaphors two lines of talk are suggested. We could start to talk about teachers work as if it was a profession with communicative and deliberative characteristics seen in the perspective of citizenship in terms of belonging and participation and we could start to talk about teachers education as if it was meant to create good conditions for becoming teachers to develop their capacity to make sound judgements in relation to their work by participating in critical, constructive and challenging dialogues. ER - TY - RPRT T1 - The Swedish Road to Democracy?: Governmentality, Technologies of Citizenship and Popular Movements A1 - Dahlstedt, Magnus PY - 2009 LA - eng PB - REMESO KW - popular movements KW - popular education KW - governmentality KW - citizenship KW - ethnicity AB - The paper examines the view of popular movements as the hallmark of Swedish democracy, looking at how it is conveyed to “immigrants” involved in popular movements in today’s Sweden. Taking as its point of departure Michel Foucault and his theories of governmentality, the paper analyzes techniques of citizen-formation staged in Swedish popular movements, with the aim of including “immigrants” in an imagined “Swedish democratic community”. The paper further analyzes two popular movements that have long set the tone of Swedish social and political life, namely the trade union movement and the adult education movement. The work of both movements in relation to “immigrants” is based on an idea that democracy is more or less synonymous with specifically “Swedish traditions”. Both movements are viewed as bearers of the “Swedish national heritage”. This view, obviously, has a number of far-reaching consequences for the inclusion of “immigrants” in Swedish democracy, as mature “democratic citizens”, as well as for the functioning of Swedish democracy at large. The techniques of “democratic schooling” initiated by both movements thereby appears to be some kind of evolutionary process of governmentality, in which “immigrants” are transferred to a different stage of “development”. The process involves “us Swedes”, on the one side, sharing “our” historical experiences and conveying “our” democratic heritage, while “they”, on the other side, abandon their pre-modern, collectivist loyalties and become transformed into modern individuals, i.e. mature, democratic citizens. ER - TY - CONF T1 - Nordic Education in a Democratically Troublesome time: Threats and Opportunities PY - 2019 LA - eng PB - Örebro University KW - civic education KW - citizen education KW - iea ER - TY - CHAP T1 - Lost identity: The decline of adult education in Yugoslavia T2 - Education in East/Central Europe A1 - Bron Jr, Michal PY - 1992 SP - 331 EP - 349 LA - eng PB - Buffalo, NY : Comparative Education Center KW - civics KW - international education KW - internationell pedagogik ER - TY - CONF T1 - Science for citizenship A1 - Jobér, Anna PY - 2010 LA - eng KW - science education KW - reproduction AB - In many countries, to be good at Science is a qualification needed to reach prestigious higher education and societal positions. Since the pass rate in the science subjects is lower than in other school subjects, it can be assumed that Science is a key factor in the reproduction of an unequal society. The way Science is taught in schools may thereby contribute to a society where children from minority cultures or disadvantaged socioeconomic backgrounds have less chance to succeed. It may even be assumed that these practices can contribute to the increasing stratification and polarisation of Swedish society. The overall aim in this study is to understand how school Science reproduces structures in society. Based on theories of reproduction, I will try to understand how school Science (Physics, Chemistry and Biology) can be a key factor in the reproduction of an unequal and unjust society. Data are collected at Swedish compulsory schools with ethnographic methods. Results will be discussed and analysed using concepts derived from Bourdieu (Bourdieu & Passeron, 1977; Mills, 2008a, 2008b; Reay, 2004), as well as from a science education point of view. In particular, the study will be informed by research regarding impacts of gender, ethnicity and/or socioeconomic background in science education (Aikenhead, 1996, 2001, 2007; Costa, 1995; Lee, 2003). ER - TY - THES T1 - Det sinnesslöa skolbarnet: Undervisning tvång och medborgarskap 1925-1954 A1 - Areschoug, Judith PY - 2000 LA - swe PB - Linköpings universitet KW - feeble-minded KW - mental deficiency KW - special education KW - institution KW - sterilization KW - history of children and childhood KW - parents KW - welfare state KW - specialundervisning KW - välfärdsstat KW - institutioner KW - föräldrar KW - sterilisering KW - interdisciplinary research areas KW - tvärvetenskapliga forskningsområden AB - In 1944 special compulsory schooling for feeble-minded children was introduced in Sweden. This meant that these children could no longer be taught in ordinary elementary school classes. Instead they now had to be transferred to schools for the feeble-minded.The main purpose of the study is to investigate the meaning assigned to feeble-mindedness, the arguments in favour of compulsory schooling for the feeble-minded, and the significance that it subsequently had for the citizenship of these individuals in society. For this purpose, articles published in 1925-54 in four professional journals, reports of inquiries, legislation, and material from two schools for the feeble-minded have been studied.In the study the complexity that characterized compulsory tuition for the feeble-minded is revealed and related to contemporary welfare policy as a whole. Because of the special compulsory schooling, its institutional form, and the link to legislation on sterilization, the special education for the feeble-minded was to be both a form of tuition adjusted to the special needs of the children and an efficient instrument of control, at once a benefit and an imposition. The compulsory schooling made it possible to enrol feeble-minded children and keep them in the institutions, if necessary against their will and that of the parents. The sterilization laws also meant that sterilization could be made a condition for discharge. At the same time, the feeble-minded children were said to be given not only tuition adjusted to their abilities but also a suitable and sheltered environment in which to grow up with classmates of equal status and in many cases a better home than their parents could offer.Arguments in favour of special tuition for the feeble-minded were that it prevented them from growing up into asocial adults, while furthering their development into socially well-adjusted citizens. Work and social adjustment were also the characteristics of the feeble-minded individuals- citizenship, as this was described both in the professional debate and in the parents- correspondence with the Storängen institution for the feeble-minded. However, this citizenship did not include the right to form a family and have children. ER - TY - JOUR T1 - Kontroversiella samhällsfrågor i samhällsorienterande ämnen 1962–2017: en komparation T2 - Nordidactica SN - 2000-9879 A1 - Larsson, Anna PY - 2019 VL - 3 SP - 1 EP - 23 LA - swe PB - Karlstad : CSD Karlstad KW - comparative didactics KW - geography KW - religious education KW - civics KW - social studies KW - historia med utbildningsvetenskaplig inriktning KW - history of education KW - subject-specific education AB - Teaching social studies in Swedish school involve dealing with many complex and potentially controversial issues. This implies didactical challenges. This article uses a subject comparative perspective to discuss how controversial societal issues have been presented and changed as teaching objects in the social studies subjects in Swedish school years 7 to 9 since 1962. By following curriculum changes over time, the aim is to show similarities and differences between the school subjects of geography, history, religion and civics concerning the role of controversial issues. What controversial issues can be found in the curriculum texts? How are teachers supposed to teach them? What importance for the students are they given? By comparatively answering these research questions this study offers deepened knowledge about the social studies subjects and the role of controversial issues, but also about Swedish curriculum history in general. ER - TY - CHAP T1 - A Swedish way of teaching citizenship to immigrants - popular education as a social pedagogical activity T2 - Learning to fly A1 - Eriksson, Lisbeth PY - 2010 LA - eng PB - Göteborg : Daidalos KW - immigrants KW - popular education KW - social pedagogy KW - citizenship AB - Europe social pedagogy, both as a knowledge domain and a subject, has for some time now found itself at a crossroads. Increasingly, it is regarded as a powerful instrument with which to work with challenges in society and, as a consequence, its stature has grown in both academia and applied social work. The strength of social pedagogy lies in it's adaptability to social conditions and to the target groups to which it is aimed. Social pedagogy is therefore best understood as something that takes place in the here and now (in situ). The aim of this book is to develop the understanding of learning in and for society where social pedagogy is the starting point that represents a common dimension of knowledge and acting. It is used to describe a variety of processes of learning and perspectives on society. In this way, new theories and concepts can grow, contributing to the development of social pedagogy. By describing and exemplifying the arenas that form the contexts of application for social pedagogy, structural obstacles and opportunities can be described and understood from a social pedagogic perspective. ER - TY - CONF T1 - Visual literacy in Civics: Teaching impact, system thinking and agency in civic reasoning with diagrams and models A1 - Jägerskog, Ann-Sofie A1 - Tväråna, Malin PY - 2024 LA - eng KW - social science KW - penomenography KW - civic reasoning KW - visual literacy KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik AB - Learning in civics education involves developing an understanding of the complexity and the changeability in many different societal issues and phenomena. One common way of helping students to develop this understanding is to use visual models in teaching, such as flowcharts and different kinds of diagrams. However, teacher experience as well as earlier research indicate that students often find it difficult to understand and interpret such models (Cohn et al. 2001; Ruiz Estrada 2012; Wheat 2007). As much as they have the potential to help students grasp complexity and changeability in societal issues, visual models also risk hindering such development, as models for instance tend to simplify complex relations and phenomena (Davies & Mangan 2013; Wheat 2007). In this article we elaborate on the development of visual literacy in civics education - what seems to be critical for students to discern in order to be able to read different kinds of visual models and how teaching based on such models can be designed in order for students to deepen their understanding of the issues, relations and phenomena illustrated in the models. We do this based on a research project involving 300 students from primary and lower secondary school as well as upper secondary school. The project focused on two kinds of models (two flowcharts and two plot diagrams) often used in social studies teaching: a flowchart illustrating the democracy system in Sweden, a flowchart of the socio-economic cycle, a plot diagram illustrating the relationship between different countries’ GDP and level of CO2 emissions and a plot diagram illustrating the relationship between birth rate per woman in different countries and the amount of years girls in these countries attend to school. The results allow for a comparison between the aspects critical to discern in order to understand different kinds of models in relation to different contents. Conclusions include the importance of focusing internal structure, external context and civic agency in each model.At the NOKSA conference we would like to participate in a paper-response session where a draft to a paper is being discussed. ER - TY - CONF T1 - Learning from or Learning for Democracy - Social Movements' Activities vs formal Education Policy Ideas on Democratic Citizenship T2 - ESREA 2009 A1 - Olson, Maria PY - 2009 LA - eng PB - : European Society for Research on the Education of Adults KW - democracy KW - social movements KW - education policy KW - citizenship KW - humanities and social sciences KW - humaniora-samhällsvetenskap AB - Democracy is often handled as something that has to be learned through formal education. Moreover, there is a strong tendency to see the role of education as that of the preparation of children, young and adults for their future active participation in democratic life. A problem with this view is that it relies on the idea that the promise for a democratic citizenship is situated in the existence of an accurately educated citizenry; so that once all citizens have received their education democracy will be pursued. In this paper I will suggest an altered understanding of democratic life that may be considered as encouraged by Social Movements- activities. It will be argued that democracy is something that can be learned by a specific form of existence rather than by a specific set of educational conditions. ER - TY - CONF T1 - Gender, ethnicity and citizenship in pedagogical texts and education policy – Some examples from Turkey and Sweden T2 - NERA 42nd Congress, Education for Sustainable Development. Lillehammer, March 5-7, 2014. A1 - Carlson, Marie PY - 2014 LA - eng KW - gender KW - ethnicity KW - citizenship KW - education policies KW - textbook analysis AB - What it means to be a citizen related to gender and ethnicity, inside and outside school differs between countries and socio-cultural contexts. This is very much evident in an on-going research project Future citizens in pedagogical texts and education policies – Examples from Lebanon, Sweden and Turkey. Simultaneous, and often contradictory, processes are of great importance of how the “right” future citizen is formed in mandatory schooling. This paper will focus on narratives about gender and ethnicity, which relates to two broader sets of issues in the project: • How are the ’citizen’ and the citizen’s identity constructed in relation to place, nation, language, religion, ethnicity and gender in policy documents for schools and pedagogical texts? • How is the relationship between national and global perspectives treated in relation to the ’citizen’? Theoretically/methodologically the project is linked to critical discourse analysis, which provides tools for studying how the ‘citizen’ and different subject positions are constructed in both text and practice. Empirical data consist of educational documents and curricula for subjects like history, civic and religious education in the three national settings. Selected textbook in the later years in the mandatory school system have been analyzed. Also interviews with politicians, educational bureaucrats, NGO activists as well as teachers and authors of textbooks have been conducted. In Turkey with recurrent turbulence on democratic issues in the contemporary society there are persistent discussions about democracy courses/citizenship education in school. Critics wonder if it is possible with such courses in a “difference-blind polity”. An analysis of the “gender regime” in Turkish textbooks shows that a more subtle analysis of the hidden discourses is necessary. Contradictions and contradictory messages are prevalent. In the Swedish case the country is – on the discursive level – described to be highly culturally diverse and mobile. Any shared conceptions of “a good citizen” in a heterogeneous nation like Sweden hardly exist. However in various empirical studies one still find dominant discourses on “Swedishness”. Likewise there is a narrative about Sweden as the world’s most gender equal country – this will be discussed and problematized in the paper. Key words: gender, ethnicity, citizenship, education policies, textbook analysis ER - TY - CONF T1 - Nationalism, gender and citizenship in pedagogical texts and education policy – Some examples from Turkey and Sweden T2 - ECER 2013 (European Educational Research Association), Creativity and Innovation in Educational Research. 10-13 September, 2013 Istanbul, Bahcesehir University A1 - Carlson, Marie A1 - Kanci, Tuba PY - 2013 EP - 2013 LA - eng KW - nationalism KW - gender KW - citizenship KW - education policies KW - textbook analysis AB - Public mass education has been widely used as a mechanism for socialization and disciplining of populations, but it has also attained more tasks than these. As we may see from numerous studies, it is used as an instrument for creating social change and realizing the process of nation building. Yet over the last decades, as globalization process became more and more influential, education and globalization also became interconnected in complicated ways. Education became a discursive battlefield where globalization is discussed in terms of more and more intensive economic, political and cultural linkages and geographical dependencies across great geographical distances. It came to be understood as a concrete weapon, or instrument, with whose help citizens (and their nations) became better equipped to handle globalization processes. Hence education is supposed to prepare citizens for a ‘new global world’ at the same time as that global world is making new demands on citizens’ compliance with regard to the nation. Our ongoing project, Future citizens in pedagogical texts and education policies – Examples from Lebanon, Sweden and Turkey, provides three national examples for a closer analysis of both the historical development of education and nation-building and more contemporary debates on globalization, nation, national development and the education of the ‘right’ citizen. However this paper will present results mainly from the Turkish case and some examples from Sweden for a comparison. The overall aim of the project is to examine, using a transnational perspective, how globalisation processes are expressed in educational policies and pedagogical texts. 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? Two broader sets of issues will be highlighted in the paper: • How are the ’citizen’ and the citizen’s identity constructed in relation to place, nation, language, religion, ethnicity and gender in policy documents for schools and pedagogical texts? • How is the relationship between national and global perspectives treated in relation to the ’citizen’ in guidance documents for schools and pedagogical texts? Theoretically this project combines several fields of research: social science research on transnationalism, research on education and nation-building, education policy and forms of governance, research on textbooks and the globalization of education. Intersected insights provided by the studies on gender, nationalism, citizenship and, identity are used. Constructions of nationhood involve specific notions of manhood and womanhood, and discourses on nation and gender intersect and are constructed by each other in various ways. The overall theoretical/methodological framework of the project is linked to critical discourse analysis that provides tools for studying how the ‘citizen’ and different subject positions are constructed in both text and practice. The paper will focus mainly on Turkey and on how gender identities are narrated and attempted to be constructed with respect to the nation and the state. It will present some results from the analysis of education policies, educational documents and curricula in the later years of compulsory school. School textbooks within social sciences, history, geography, citizenship and religion textbooks are analyzed. Over and above textual analysis, interviews have also been conducted with educational bureaucrats and politicians. Teachers and authors of textbooks will be interviewed further on. For Turkey, over the last decades, globalization, and Europeanization processes have been quite influential. Concomitantly, there have been increasing reactions to such developments. A radical rise of a 'banal nationalism' in everyday-life has been witnessed. Nationalism, in fact, has been the hegemonic discourse in public education and naturalized through the constructions of femininity and masculinity. Nationalist discourses – a growing cultural racism since the 1990s – also occur in the Swedish context. A comprehensive curricula reform was realized 2005 in Turkey. It seems that the emphases on ethnic and/or cultural nationalism are set aside, and identity, difference, rights and individual are among the catchwords of new textbooks. However, a closer look at the “gender regime” shows that a more subtle analysis of the hidden discourses is necessary – the books show contradictions/contradictory messages. Although the division of labor seem to have a more gender equal nature; gender biases and an ethno-cultural nationalism continue to exist as among the layers of the discourses of the textbooks – in fact, both are interconnected. Ethno-cultural nationalism is also possible to discern in Sweden – in textbooks and steering documents, especially in relation to gender issues and immigrants. ER - TY - CHAP T1 - Diversity, values and religious education seen through gender: in relation to a Swedish school context T2 - Religious diversity and education A1 - Sporre, Karin PY - 2009 SP - 55 EP - 68 LA - eng PB - Münster, Germany : Waxmann Verlag GmbH KW - gender KW - diversity KW - religious education KW - pedgogical work KW - education AB - In a recent critical report, a panel of international evaluators summarize their review of Swedish educational research on democratic values, gender and citizenship. In doing this, the evaluators underline the importance of letting educational research be influenced by gender theory in a more qualified sense, more than simply using gender as an aspect of sampling (Arnot et al., 2007, pp. 41-43). This chapter is an effort to see how some aspects of the lengthy and thorough theoretical discussions on diversity in gender or feminist theory could elucidate values and religious education in a more multicultural Sweden. The present situation concerning diversity in Swedish schools is illustrated by a recent investigation of Swedish schoolbooks published between 2000 and 2005. Twenty-four schoolbooks for lower and upper secondary schools, i.e. forms 7-12, were evaluated with regard to how they handle different aspects of diversity (Skolverket, 2006). In conclusion I will discuss some challenges to educators in values and religious education in situations of diversity accentuated in multicultural societies. ER - TY - CONF T1 - School and the Democratic Hope: The School as a Space for Civic Literacy A1 - Wahlström, Ninni PY - 2021 LA - eng KW - civic literacy KW - democracy KW - transactional realism KW - the role of the school KW - education AB - The purpose of this presentation is to explore the role of the school in upholding and strengthening democracy at a time when the meaning of democracy is being challenged and the democratic form of governance at a national level is being questioned. In accordance with the conference theme “Education and Society”, it is important to also explore the role of the school beyond those aspects that are measurable, assessable and comparable. From the starting point of the curriculum theory and education policy research fields, I argue that a central issue for educational researchers is to address the school as a space for a broad civic education.The democratic perspective of compulsory school tends to be subordinated to a logic of economic globalisation in which individual countries’ competitiveness is given high priority. In this discourse, which Nancy Fraser terms “progressive neoliberalism”, the concepts of knowledge and competencies aimed at serving the needs of the labour market have been central to the discussion on the expectations regarding national school systems. But what knowledge and competencies are needed for the qualification of democratic citizens? Public schools are not only publicly financed but are also the places where a public—a citizenry—is made. A main argument I will put forward in this presentation is that the school, as part of society, is vulnerable in relation to political and educational policy aspirations. At the same time, daily life in school can be a place for maintaining democratic principles and a democratic way of living together. Both these perspectives are important to observe and include in educational research. In line with this argument, I suggest the concept of civic literacy as a guiding principle for both the content and practice of teaching. In the problematisation of the democratic role of the school, primarily four aspects will be highlighted: the problem of segregation, the problem of purpose, the problem of curriculum and the problem of teacher agency.  ER - TY - CONF T1 - Who is the 'dreamteacher'?: teacher education policy from a critical cosmopolitan perspective A1 - Wahlström, Ninni PY - 2013 LA - eng KW - cosmopolitanism KW - capabilities KW - teacher education KW - educational policy KW - education AB - PurposePhelan & Sumsion (2008) raised the question about what is, and what is not, perceived in teacher education, from the premise that until we can address what is absent, it will be difficult to catch sight of an alternative teacher education. In this paper I examine policy texts on teacher education, as authoritative and discursive influential texts, through a cosmopolitan lens. The purpose of the study is to contrast a (perceived) internationalized perspective on teacher education with economical overtones, and a (not perceived) perspective on teacher education from a 'capabilities approach', developed by Amartya Sen and Martha Nussbaum, to examine how ‘new’ questions can generate new discourses concerning teacher competences. The question posed here is: How can the ‘capabilities approach’ contribute to develop a deepened understanding of teacher education policy as an important factor in the struggle for reducing inequalities and poverty?  IntroductionFrom the perspective of education as a basic need and a fundamental right for all (Nussbaum 2000, Sen 1999); and with Nussbaum’s words “the key to all the human capabilities” (Nussbaum 2007, p. 322), teacher education concerns all nations, and we can ask, from a cosmopolitan perspective, which 'sets of capabilities' does a specific teacher education promote? For example, does this specific teacher education pay attention to a range of perspectives, global as well as national and local, or does it narrow the scope of educational questions to themes of skills and basic knowledge?  As Sen (1999, p. 19) notes, a capability is based on the freedom and power to do something and this power also can make room for demands of duty. Hence, the analytical question can be formulated as: what professional duties are emphasized in transnational policy texts on teacher education?   BackgroundThere is an increasing income inequality in OECD countries. It first started in the United Kingdom and the United States in the late 1970s and early 1980s, but from the late 1980s the increase in income inequality became more widespread. In the beginning of the 2000s, there is a widening gap between the rich and the poor, both in high-inequality countries and in traditionally low-inequality countries. Examples of the latter are Germany, Denmark and Sweden, where inequality grew more than in other OECD countries in the 2000s (OECD 2011a). When it comes to inequality patterns for the seven largest emerging economies, they all have levels of income inequality significantly higher than the OECD average (OECD 2011b). The concept of poverty in these findings is perceived as a relative measure: as the difference between the group who have the lowest income and the group who have the highest income (OECD 2011a). The European Union Member States, who also are Member States in the OECD, have as one of their targets for “Europe 2020” to reduce the number of Europeans living below the national poverty lines with 25 % (or 20 million people). So poverty, or inequality, is a current problem also in ‘rich’ countries. As part of the efforts to tackle poverty, EU has formulated another, interrelated, target: to reduce early school leavers from 15% to 10 % in 2020 (European Commission 2010). On the African continent the conditions are different, and poverty is here measured in more absolute terms. According to the African Union Commission (2009, p. 14), a third of the people in much of the Continent are underfed and more than 40 per cent live in conditions of poverty. The conclusion that can be drawn from policy documents and reports from these three international policy organizations are that though the underlying forces of inequality are different between the OECD countries, the emerging economy nations and the countries on the African continent, education are on the list of proposed policy solutions for all three organizations. The policy recommendations claims that access to basic education and higher educational attainment are important; however, to serve as effective tools against poverty these opportunities also must be spread more widely between different social groups (OECD 2011a,b, European Commission 2010, African Union Commission 2009). As shown above, there is no absolute definition of poverty. In the paper I use the poverty definition formulated by the OECD: “An income level that is considered minimally sufficient to sustain a family in terms of food, housing, clothing, medical needs and so on” (OECD glossary), and contrast it with Sen’s (1999, p. 75) definition of capability as “the freedom to achieve alternative functioning combinations.” Theoretical frameworkThe new global knowledge economy is based in an understanding of the economic importance of education. Michael Peters distinguishes between a view of a knowledge economy which posits the economy as subordinate to the state and as providing grounds for ‘education as a welfare right and the recognition of knowledge rights as a basis for social inclusion and informed citizenship’, and a view that sees the knowledge economy only in the service of trade and industry (Peters 2001, p. 13). In the international arena, organizations like the OECD and the European Union have increased their efforts in the field of educational policy (e.g. Grek et al. 2009; Grek & Ozga 2010; Dale & Robertson 2009). A ‘global education policy’, circulating, transformed and ‘borrowed’ between international education policy arenas and nations, has emphasised concepts such as ‘quality assurance’ and ‘teacher quality’ which has had the effect that teacher training has become a focal point for policy interest. In research on international educational policy, exemplified by the references above, the research results are centered around concepts as ‘globalization’ and ‘marketization’. Intergovernmental organizations (IGOs) have also marked an increased interest in the nongovernmental organizations (NGOs) concerning education during the last two decades, and the collaboration between the two forms of organizations has been intensified, exemplified by the Education for All movement (EFA ) and the Global Campaign for Education (GCE); where in the latter, Oxfam International has played a leading role (Munday & Murphy 2001). In the paper, I complement the current research on international policy of education with a cosmopolitan perspective; and more specifically, with the perspective of ‘capablities approach’. According to Amartya Sen (1999), there is a strong case for seeing poverty as deprivation of basic capabilities and not only, which is the most commonly used in international comparisons, as lack of income and wealth. “The shift in perspective is important in giving us a different – and more directly relevant – view on poverty not only in the developing countries, but also in the more affluent societies” (Sen 1999, p. 20).     The relation between cosmopolitanism and the 'capabilities approach', with Amartya Sen and Martha Nussbaum as its proponents, is ambiguous. Hansen (2011) understands the capabilities approach as part of an economic cosmopolitanism, influenced by values from political and moral cosmopolitanism, in its arguing for a bottom-up perspective on human capabilities, while acknowledging the need for institutional support. There are both similarities and differences in Nussbaum’s and Sen’s concepts of capabilities. Both agree on Sen’s attempt to create a space for understanding quality of life as what people are actually able to do or to be. Nussbaum, however, more explicitly relates the capabilities approach to rights for each person (Nussbaum 2000, p. 13). Further, while Nussbaum emphasizes the notion of “human dignity”, Sen stresses the notion of “public reasoning”, i.e. a person’s capacity to read, communicate, participate, argue, being listened to, being able to make informed choices and decisions and to participate in democratic deliberations (Nussbaum 2000, Sen 1999). The link that can be drawn between the capabilities approach and cosmopolitanism is that the scope of the capability approach (as a philosophical work) applies “to all human beings independently of their country of birth or residence, and not only to social institutions but also to the social ethos and to social practices” (Robeyns 2011, p. 18).  Thus, I place the capabilities approach in the strand of cosmopolitanism that primarily understands cosmopolitanism as a principle of justice; in contrast to the other main strand that understands cosmopolitanism as culture (Scheffler 2001). An additional clarification can be made by contrasting institutional and moral cosmopolitanism, and thereby placing cosmopolitan global justice as premised on moral cosmopolitanism. The moral cosmopolitan view is based on the assumption that individuals are entitled to equal concern regardless of their nationality; but the focus is not on global institution building (Tan 2002). In sum, I view the capabilities approach as a moral claim on justice in a moderate version; that is, recognizing the distinction between social justice within a society, and norms of global justice as an addition to, but not as a replacement of, national principles of justice (c.f. Scheffler 2001). As Robeyns (2011) notes, the capability approach can serve, not only as analysis of inequality in developing countries, but also as a framework for policy evaluations in economically developed communities (c.f. Sen above).MethodThe questions raised in this proposal will be answered by analyses of international policy texts on teacher education, read through the lens of four key concepts developed from an analysis of the capabilities approach: 1) having a capacity to consider oneself as a citizen both in a nation and in the world; 2) having a capacity for critical examination of one’s own life as well as of others'; 3) having a c ER - TY - JOUR T1 - Human rights and education for citizenship, society and identity: Europe and its regions T2 - Educare SN - 1653-1868 A1 - Ross, Alistair PY - 2008 VL - 3 SP - 99 EP - 111 LA - eng PB - : Malmö högskola, Lärarutbildningen KW - citizenship education KW - human rights KW - europe KW - participation AB - This paper discusses how Universities, who train and educate professionals who work with children and young people, might contribute to the development of a citizenry for the Europe of the future. The paper considers strategies to help young people understand Europe, identify themselves with Europe, and feel that they can help frame the future of Europe. The identity and image of Europe in the minds of young people and their teachers may be very varied. Developing a positive sense and identity with Europe raises issues, particularly around those of European identity, which is only one among many possible identities (regional, national, identities of relationships). Europe is not necessarily the most dominant, and it is unlikely to be so. For young people, the identity of youth more may be more compelling and cohesive. The paper argues that enactive learning of citizenship will naturally involve enactive aspects of citizenship. This will focus on the involvement of young people in establishing rights in their own schools and societies, and extending rights to the third generation. Teaching Citizenship is learning citizenship through active participation – and is something that is done in partnership, educational institutions with and alongside a wide range of social organisations. ER - TY - THES T1 - Kritiskt tänkande i grundskolans samhällskunskap. En fenomenografisk studie om manifesterat kritiskt tänkande i samhällskunskap hos elever i årskurs 9.: Critical thinking in compulsory school civics. A phenomenographic study of 9th grade students’ critical thinking in civics. A1 - Larsson, Kristoffer PY - 2013 LA - swe PB - University of Gothenburg KW - critical thinking KW - higher-order thinking KW - problem solving KW - phenomenography KW - variation theory KW - civics KW - social studies KW - students KW - compulsory school AB - Cultivating students’ critical thinking skills is recognized as a highly important educational goal in many societies in the western world, not least in Sweden. Despite this the research community has so far produced little substantial knowledge on critical thinking and calls for new research approaches have been made. In this study the phenomenographic perspective is offered as such a new approach, addressing, as it does, critical thinking in civics among Swedish 9th grade compulsory school students. According to phenomenography, students’ critical thinking is delimited by the way of experiencing a phenomenon that induces critical thinking. Thus differences in students’ critical thinking are linked to differences in the way of experiencing the phenomena inducing a manifestation of critical thinking. The empirical investigation in the study revolves around how 19 9th grade students experience four different tasks designed to induce critical thinking about philosophical and political views of justice. In broader terms the main aim of the study is to describe the students’ different ways of experiencing each particular task and furthermore, to link each specific way of experiencing a particular task to a specific type of critical thinking in relation to that task. Another aim is to make suggestions on how the kind of empirical results emanating from the main aim can be used in education practice to enhance 9th grade students’ critical thinking in civics. The study’s empirical results show how the way of experiencing a particular task plays a decisive role for the type of critical thinking made possible in relation to the task. A more powerful way of experiencing the task is delimited by a more powerful type of critical thinking in relation to the task. A less powerful way of experiencing the task is delimited by a less powerful type of critical thinking in relation to the task. With these results as a backbone, the study takes on an extensive discussion of how the results can be applied in education practice in order to enhance 9th grade students’ critical thinking in civics. The discussion deals with different suggestions for how the teacher can make the students’ ways of experiencing more powerful, in relation to tasks and content in civics that “call for” critical thinking, by using the phenomenographic theory of variation. ER - TY - CONF T1 - Towards a Financial Literacy Teaching as Part of Citizenship Education T2 - Paper Summary A1 - Björklund, Mattias A1 - Sandahl, Johan PY - 2020 LA - eng KW - financial literacy KW - citizenship education KW - social studies KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - This paper departs from Westheimer & Kahne’s (2004) three citizen conceptions and investigates students understanding of an individual’s financial situation in terms of responsibilities, agency and societal change. In line with calls from previous research, it aims to discuss what kind of teaching is required to enable students to critically review financial issues in a way that is in accordance with a broad definition of citizenship. The data consist of 97 accounts collected in collaboration with teachers where students discuss who ‘should’ be responsible (cf. Davies & Lundholm, 2012). Findings demonstrate that students’ understandings correspond with the three conceptions and give important indications what needs to be included in teaching in order to address financial issues as citizenship education. ER - TY - CHAP T1 - Active citizenship and adult learning in contemporary Europe: An introduction T2 - Adult Education and Democratic Citizenship III A1 - Bron Jr, Michal A1 - Field, John PY - 2001 SP - 7 EP - 16 LA - eng PB - Wroclaw : Wyd. Naukowe DSWE KW - civics KW - international education KW - internationell pedagogik ER - TY - THES T1 - Approaching teaching to teach for digital citizenship: social science teacher education through a postdigital lens A1 - Örtegren, Alex PY - 2026 LA - eng PB - Umeå University KW - digital citizenship KW - institutional arrangements KW - postdigital KW - professional digital competence KW - social science teacher education KW - teacher educators AB - Citizenship education requires well-trained teachers to support young people’s participation in democratic life where digital technologies and social practices are inseparable. Social science teacher educators prepare student teachers for this work amid complex institutional dynamics and rapidly shifting demands for digital citizenship and professional digital competence including artificial intelligence. This thesis aims to contribute knowledge on how these teacher educators approach teaching to teach for digital citizenship in such postdigital contexts, exploring and analyzing the conditions for such teaching within institutional arrangements.Employing a postdigital lens within an emergent research design, the thesis comprises four interconnected studies. These encompass theoretical analysis of digital citizenship conceptualizations, document reviews and interviews with teacher educators in Core Education Subjects and social science subject courses at a third of Sweden’s teacher education institutions, and a national survey across all institutions. Analytical approaches included qualitative content analysis, reflexive thematic analysis, and convergent mixed methods with quantitative priority.The results show systematic variation in teacher educators’ approaches to digital citizenship education. Like in literature, conceptualizations vary from instrumental approaches to recognizing entangled sociotechnical relations. Despite general acknowledgment of digital citizenship’s importance, the substantial variation in conceptualizations extends to roles, responsibilities, and professional digital competence. Disciplinary background and schoolteacher experience emerge as key factors shaping both competence and approaches, alongside various institutional arrangements that amplify variation. The compounded result is fragmentation, where digital citizenship risks becoming an institutional blind spot with implications for student teacher preparation equivalence.Practical implications include institutional support through program coordination, enabling cross-disciplinary collaboration, professional development, and policy clarity. These include a reframing of professional digital competence from person-centered toward ecologically situated capabilities responsive to institutional and sociotechnical contexts. ER - TY - RPRT T1 - Religion and Citizenship Education in Europe A1 - Williams, Kevin A1 - Hinge, Helle A1 - Liljefors Persson, Bodil PY - 2008 LA - eng PB - CiCe Thematic Network Project, Institute fo Policy Studies in Education, London Metropolitan University ER - TY - JOUR T1 - (Tapte) muligheter for kritisk tenkning: Post- og dekoloniale perspektiver i samfunnsfag T2 - Nordidactica SN - 2000-9879 A1 - Eriksen, Kristin A1 - Jore, Mari Kristine PY - 2023 VL - 2023 IS - 13 SP - 135 EP - 158 LA - nor PB - Karlstad : CSD Karlstad KW - critical thinking KW - social studies education KW - postcolonial KW - decolonial KW - coloniality KW - subject-specific education KW - ämnesdidaktik AB - In this article, we explore what opportunities post- and decolonial perspectives may provide for critical thinking in social studies education. Post- and decolonial perspectives include a broad variety of theoretical approaches emphasizing the interrelations between coloniality, knowledge, and power. Previous research on social studies education has revealed a common ignorance of Norway`s colonial legacy as well as current reproduction of racism. We discuss what analyses of coloniality may contribute to social studies education, didactically and theoretically. The article is methodologically inspired by the notion of the «telling case». We apply theory to make previously obscure analytical relations apparent. The empirical examples analyzed are derived from fieldwork in classroom at levels 5-10. The cases represent starting points to discussing how opportunities for critical thinking about society may be lost through the lack of acknowledgement of colonial structures. We argue that post- and decolonial perspectives highlight epistemic diversity and ambivalence and provide opportunities for creative thinking about society that may spur hope for the future.  ER - TY - CHAP T1 - (S-)existential Questions among Students: Sexuality and Relations Education as part of Controversial Issues with importance for Citizenship Education T2 - Citizenship at a Crossroads: Rights, Identity, and Education A1 - Liljefors Persson, Bodil PY - 2020 SP - 369 EP - 381 LA - eng PB - Prague : Charles University and Children’s Identity and Citizenship European Association. KW - sexuality and relations KW - religious education KW - existential questions KW - sexual and reproductive health and rights KW - upper secondary school KW - teacher education KW - hälsa och samhälle KW - health and society AB - This chapter emanates from a research mission from the Public Health Agency of Sweden and the study was a mapping of Sexuality and Relations education and Reproductive health and Rights (SRHR) in the various Teacher Education programs throughout Sweden during the year 2016. Together with two colleagues, a survey of 875 syllabi from all universities in Sweden was analyzed through a qualitative textual discourse analysis. The theory behind the study is based on the fact that syllabi at Swedish Universities are designed based on the theory of constructive alignment. The overall result shows major differences between various universities. In the quantitative part, graphs show a great variation of the presence of indicators related to the subject area, such as i.e., ethics, gender, democracy, norms, norm criticism, core values, convention on the rights of the child, human rights, discrimination and offensive treatment. During 2018, questionnaires was administered to 175 student teachers from various Teacher Education Programs exploring the educational insights they have gained during their education regarding Sexuality and Relations and SRHR. This chapter presents results from both these studies and places them in a larger context of the debate of the subject area of Sexuality and Relations and SRHR in Education at various levels in Sweden today and involves agents such as the Swedish ministry of Education. (S-)Existential questions are urgent questions and are currently debated as controversial issues among young students in Sweden today, and thus considered to be an urgent part of an active citizenship education.  ER - TY - THES T1 - Att vara och agera medborgare: En etnografisk studie i folkbildande praktiker A1 - Pastuhov, Annika PY - 2018 LA - swe PB - Åbo Akademi KW - popular education KW - liberal adult education KW - study circle KW - citizenship KW - ethnography KW - folkbildning KW - fritt bildningsarbete KW - studiecirkel KW - medborgarinstitut KW - medborgarskap KW - etnografi AB - Denna avhandlings kunskapsintresse riktas mot relationen mellan folkbildande verksamheters ideal, såsom frihet och jämlikhet, och utformningen av dessa ideal i praktiken. Detta görs genom att utgångspunkten tas i deltagarens perspektiv, med andra ord den part som folkbildningen gör kunskapen eller bildningen tillgänglig för. Mer specifikt riktas intresset mot relationen mellan medborgerlig bildning som ideal och den medborgerliga bildningens uttrycksformer i studiecirkelpraktiker.Avhandlingens syfte är att bidra med etnografisk förståelse om vilka uttryck för medborgarskap som kan identifieras i institutionaliserade folkbildande praktiker. Avhandlingen utgår från en definition av studiecirklar som arenor där man som deltagare tillsammans med andra utbyter erfarenheter och söker kunskap för att kunna förstå och förändra sina livsvillkor. Medborgarskap i folkbildande praktiker förstås inbegripa både identifikation – att vara – och handling – att agera. Medborgarskap förstås ske i social växelverkan där man möter det olika och överskrider sina privata perspektiv för att ta fasta på gemensamma angelägenheter. För att fånga in medborgarskapet i dess komplexitet och kontextbundenhet formuleras en övergripande forskningsfråga för studien: Vilka uttryck tar sig medborgarskap i studiecirkelpraktiker? Denna forskningsfråga specificeras med hjälp av följande tre frågor: (1) Hur är deltagarna medborgare i studiecirkelpraktikerna? (2) Hur agerar deltagarna medborgare i studiecirkelpraktikerna? (3) Hur överskrids privata perspektiv till förmån för gemensamma angelägenheter i studiecirkelpraktikerna?Avhandlingens empiri består av etnografiska fältstudier i tre olika folkbildningspraktiker – en seniorsnickarcirkel (13 deltagare), en studiecirkel i filosofi (9 deltagare) och en studiecirkel i engelska (12 deltagare). Datamaterialet består i huvudsak av fältanteckningar som skrivits både under och efter fältarbetet, samt ljudinspelningar av cirkelträffarna. Ambitionen är att belysa de folkbildande praktikerna som de ter sig upplevda i första hand ur ett medborgarskapsperspektiv. De tre ovannämnda praktikerna har valts för att de ska komplettera varandra och belysa olika sidor av den institutionaliserade studiecirkelverksamhetens mångfald. Analysens bärande syfte är att upptäcka det som sagts och gjorts i varje enskild grupp, där och då, och att förmedla detta på ett sätt som utgår från gruppens aktiviteter men också är förståeligt för en utomstående.Folkbildningens medborgarskap tar sig olika uttryck beroende på hur studiecirkelgruppen förstår sin gemensamma identitet och vad deltagarna strävar efter att göra och uppnå tillsammans. Gemensamt för de tre studerade grupperna är att deltagarna fokuserar på studierna och därigenom enas om vad som ska göras och hur umgänget ska formas. Genom social samvaro och samverkan kan deltagarna söka ny kunskap och fördjupa sig i ett självvalt intresse som fanns redan innan man sökte sig till studiecirkeln. Detta görs i alla tre fallen i grupper som i hög grad består av likasinnade. De tre delstudierna om folkbildningens medborgarskap sammanfattas med hjälp av begreppen identitet, delaktighet och bildningssyn. Detta utmynnar i en diskussion om vilka slag av frihet som folkbildningens medborgarskap består av i ljuset av de tre delstudierna – frihet från, frihet till och tillfällig ofrihet.I de tre fallstudierna tar sig folkbildningens medborgarskap uttryck som frirum i form av motvikter och andra chanser i relation till deltagarnas tillvaro i övrigt. Studiecirklarna erbjuder med andra ord möjligheter att vara och agera medborgare på alternativa sätt gentemot vad vardagen i övrigt tillbjuder. Samtidigt är det påtagligt att deltagandet i studiecirklarna innebär en förlängning av hur deltagarna uppfattar sig själva. Deltagandet innebär även en fördjupning av ett självvalt intresse som fanns redan innan deltagarna sökte sig till studiecirkeln. ER - TY - CONF T1 - Ecocriticism and Sustainability Education: A Reflection on Teaching English Literature to Teacher Students in Sweden A1 - Gray, David PY - 2016 LA - eng KW - ecocriticism KW - sustainable education KW - english literature KW - utbildning och lärande KW - education and learning AB - Ecocriticism, “the study of the relationship between literature and the physical environment”, and sustainable pedagogy (or sustainable education) approach complex cultural and ecological issues from literary and cultural studies, and education respectively (Glotfelty. 1996, p. xviii). Current research in both areas is now relatively thriving, and primary, secondary and postsecondary educational institutions around the world are increasingly focused on the promotion of sustainability, particularly since the UN Decade of Education for Sustainability Education 2005-2014. However, despite the growing connections being made between sustainability and transformative learning, there are still new possibilities for ecologically-minded, creative, relational and place-based approaches to education.Teacher education in Sweden now provides a unique opportunity to foster synergy in the relationships between subject knowledge, pedagogical practice; higher-, secondary-, and primary- educational milieus; which can positively affect society and the environment. This idea has lead me to dwell on my own experience of teaching English literature in teacher programs from pre-school to upper secondary - specifically English for Primary School Teachers 1B, 4-6 - and the potential to connect ecocritical approaches to literature and the promotion of sustainability education.The Swedish rules and guidelines for sustainable development and sustainable pedagogy, and their bearing on the literature component in the subject of English seem clear, from the national and local framework documents such as högskoleförordningen (1993:100), Dalarna University’s utbildningsplan grundlärarprogrammet grundskolans årskurs 4-6 and the English for Primary School Teachers 1B, 4-6 syllabus; as well as the Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. The latter provides a clear mission statement on the role of education in fostering citizenship with an environmental awareness towards sustainable development: Skolan ska i samarbete med hemmen främja elevers allsidiga personliga utveckling till aktiva, kreativa, kompetenta och ansvarskännande individer och medborgare […] Genom ett miljöperspektiv får de möjligheter både att ta ansvar för den miljö de själva direkt kan påverka och att skaffa sig ett personligt förhållningssätt till övergripande och globala miljöfrågor. Undervisningen ska belysa hur samhällets funktioner och vårt sätt att leva och arbeta kan anpassas för att skapa hållbar utveckling. (Skolverket, 2011).Arguably this places responsibility on the school and school teacher, as well as the whole apparatus for teacher education in higher education.And yet, there is a lack of ecocritical approaches to the study of literature in nearly all of the English literature courses, offered to teacher students at Dalarna University. In regard to the example course (English for Primary School Teachers 1B, 4-6), the following learning outcomes are given:•visa kunskap om ett urval skönlitterära texter från den engelsktalande världen•i tal och skrift kommunicera och argumentera för sina egna tolkningar av texterna med hjälp av ett antal litteraturvetenskapliga begrepp och teorier•i tal och skrift diskutera och problematisera begreppet barndom i studiet av barn- och ungdomslitteratur•argumentera för och reflektera över hur skönlitteratur och andra typer av kulturella texter kan användas i språkundervisning för yngre elever för att utveckla såväl språkfärdigheten som förståelsen för andra kulturer och samhällen•i anslutning till litteraturstudierna redogöra för och reflektera över kultur- och samhällsyttringar inom den engelskspråkiga världen samt relatera dessa till egna kulturella erfarenheter•visa kunskaper om kursplanen i engelska för åk 4-6 med fokus på litteratur- och kulturaspekter samt hur dessa kan omsättas i klassrummet.The focus on literature and its capacity to promote understanding of a wider socio-cultural perspective is evident. However, in this perspective on human culture is rarely linked to the cultural attitudes and values that have the most significant impact on the natural environment. The result of this kind of anthropocentric or human-centred thinking, can be represented in Glen A. Love’s critical question: “Why are the activities aboard the Titanic so fascinating to us that we give no heed to the waters through which we pass, or to that iceberg on the horizon?” (p. 229).Ultimately, it is my intention to pursue further research to look at the current dearth of ecocritical approaches to literature and sustainable education (both within higher education as a consequence, within the English primary classroom in Sweden), and the potential for interconnected thinking on sustainability: literary analysis, the educational milieu, and social and ecological issues. Finally this paper will offer some opportunities for “course design that is rooted in ecological principles”, citing a current pedagogical model such as the Burns Model of Sustainability Pedagogy, and examples from teaching ecocriticism and green cultural studies, which recognizes the “the study of the relationship between literature, education and the physical environment” (Burns, 2015, p. 265).  ER - TY - CONF T1 - Policy, Politics, and Practice of Inclusive Education in Sweden: Iekļaujošās izglītības normatīvais regulējums, politika un prakse Zviedrijā T2 - 79th International Scientific Conference of the University of Latvia, 18/2/2021 A1 - Barow, Thomas A1 - Berhanu, Girma PY - 2021 LA - eng KW - education policy KW - education reform KW - inclusion KW - special education KW - sweden AB - Swedish education policy has traditionally been underpinned by a strong philosophy of universalism, equal entitlements of citizenship, and solidarity as an instrument to promote social inclusion and equality. However, over the past decades, Sweden has undergone a dramatic transformation. The aim of this paper is to trace the development of inclusive education in Sweden from the 1990s to today. Based on research literature and sources, including statistics, the authors discuss the last three decades of Swedish education policy and practice, in which they identify a tendency towards the marginalisation and segregation of vulnerable student groups. The relevant factors are disability, gender, migration, and social background. Regarding inclusion, gaps between political intention and implementation exist. Although inclusion in education is a self-evident right, the authors conclude that this cannot be equated with inclusive education. Enormous efforts are necessary to foster inclusive learning environments that acknowledge, celebrate, and further develop the strengths of all learners. ER - TY - CONF T1 - Leadership and school improvement in Swedish municipal adult education A1 - Portfelt, Ingela PY - 2024 LA - eng KW - leadership and school improvement KW - quality assurance KW - adult education KW - theory of practice architecture KW - research collaboration between practitioners and researcher KW - education AB - General descriptionIn times of global instability because of climate change, international conflicts, war, and increased migration, the interest in adult education has become global. Adult education is seen as the potential driving force for paving the way for human rights, emancipation, citizenship,multiculturalism, equality, and sustainable societies, and brings hope for a peaceful world (UNESCO, 2022). For this reason, UNESCO emphasizes the need for enabling participation inadult education for more individuals over the world. Swedish municipal adult education, MAE,is the largest in the world per capita (Fejes & Henning Loeb, 2021), and therefore, may seem successful. However, viewing participation in itself as a measure of quality in education is questionable, as the educational mission is often complex and related to the nationaleducational system context, which sets the conditions for practice. While UNESCO concludes that most countries have reported progression in quality in adult education, the trends within Swedish MAE are contrasting. Swedish MAE is facing severe challenges in terms of quality, such as many students leaving MAE without passing (65% of all registered students in 2022, according to the Swedish National Agency for Education, 2023), increased detection of gradefabrications (Fejes, Runesdotter & Wärvik, 2015), and mass exodus of professional practitioners (Portfelt, 2021). While the reasons for this condition have mostly been studied from a critical policy analysis perspective, there is a lack of school improvement research.There is consequently a call for such research studies (Fejes & Henning Loeb, 2021). ER - TY - CONF T1 - Ongoing trends in special education A1 - Kalinnikova Magnusson, Liya PY - 2017 LA - eng KW - special education KW - special education needs KW - ideological context of special education ER - TY - CHAP T1 - Grounded theory T2 - Research methods & methodologies in education A1 - Thornberg, Robert PY - 2012 SP - 85 EP - 93 LA - eng PB - London : Sage Publications KW - education--methodology KW - education KW - teaching KW - education -research KW - undervisning -forskning-metodik KW - pedagogisk forskning AB - Using a variety of methodological approaches and research techniques in education, this book sets out to provide students with the theoretical understandings, practical knowledge and skills which they need to carry out independent research. The editors bring together an array of international contributors, all of whom identify key research methodologies, data collection tools and analysis methods, and focus on the direct comparisons between them. Written in an accessible and jargon-free style, each chapter sets out the strengths and weaknesses of a key research method by: -identifying specific research designs; -presenting a series of relevant data collection tools; -highlighting the various analytical methods which can be used. The chapters cover the full range of methods and methodologies, including internet research, mixed methods research and the various modes of ethnographic research. Online materials include tips on how to use the book, and links to useful websites, societies and research organizations. This is a key book for M-level students and other post-graduates within Education and Educational Research Methods courses.James Arthur is Head of School and Professor of Education and Civic Engagement at the University of Birmingham, UK. Michael J. Waring is a Senior Lecturer in the School of Sport, Exercise and Human Sciences at Loughborough University, UK. Robert Coe is Professor in the School of Education and Director of the Centre for Evaluation and Monitoring (CEM), Durham University, UK. Larry V. Hedges (PhD) is Board of Trustees Professor of Statistics and Social Policy, at the Institute for Policy Research, Northwestern University, US. ER - TY - GEN T1 - Expanding the notion of critical examination in science education: The role of self-examination, compassion and narrative imagination in students' comparison of cow's and oat milk A1 - Wiblom, Jonna A1 - Andrée, Maria A1 - Rundgren, Carl-Johan LA - eng KW - socioscientific controversies KW - critical examination KW - narrative imagination KW - martha nussbaum KW - world citizenship KW - science education KW - naturvetenskapsämnenas didaktik AB - The overarching interest of this study is how science education, when it connects students emotionally to a topic, may contribute to cultivating democratic citizenship in a globalised world. The urge for joint global actions and a mutual sense of responsibility for achieving a sustainable future need to be balanced with consideration for inequalities, accountability and differences in agency among people around the world. This raises questions of what citizens need to know, do and feel in order to respond to the contemporary and future needs of a broader humanity. This study explores how Martha Nussbaum’s notion of 'world citizenship' (1997) may be used to expand the understanding of critical examination of socioscientific controversies in science education. We analyse how groups of upper secondary science students engage in a critical examination of cow’s and oat milk production and consumption from multiple perspectives. The study provides examples of how critical examination of science may be recognised not only in terms of traditionally valued forms (such as source critique) but also as a way to: critically examine norms, traditions and personal habits around milk; recognise oneself as bound to others by ties of concern for human and environmental wellbeing; imagine pathways to a sustainable future; and make moral judgements on the milk cow’s right to life. Establishing science education practices that allow for students’ own constructions of closeness and care rather than rhetoric and resolution in examining tensions and otherness plays an important role in practicing 'world citizenship'. ER - TY - CONF T1 - Citizen Education in national school policy documents in Sweden T2 - NFPF NERA Symposium: Research on Moral values and participation in school practice and Policy documents,2005 A1 - Olson, Maria PY - 2005 LA - eng KW - education KW - citizen KW - national school KW - political KW - economic KW - cultural citizenship AB - Swedish compulsory school is commissioned by the government to bring up democratic citizens. This assignment is articulated in current national policy documents of education. The ways in which this assignment is defined and described on this policy level can be highlighted in terms of what citizens that are desired for the schools to educate. In a historical perspective, the citizen-educating assignment of the schools can be traced back to the introduction of the first elementary school of Sweden, 1842. Ever since, the assignment has been formulated and reformulated in different ways in different times, related to the political -needs- experienced in the vital societal and historical situation in which it is produced, received and applied. In my presentation I aim to highlight the current definitions and descriptions of this assignment in the early 1990ies, the time in which the contemporary policy documents for the Swedish compulsory school are produced. I attempt to do this in terms of what citizenship dimensions that tend to become visible in this current Swedish policy language, and what dimension that can be considered as dominant. Three citizenship dimensions can be outlined as central in the political educational understanding of the schools- assignment to bring up democratic citizens in Sweden: An economic- and working life-oriented dimension, a political dimension and a cultural dimension. Among these three the economic and working life-oriented citizenship dimension can be regarded as dominant for the current political understanding of the upbringing of citizens of Swedish schools. Some aspects of this domination are briefly sketched. ER - TY - JOUR T1 - Att utmana bilden av systemet - elever läser visualiseringar av samhällssystem T2 - Nordidactica SN - 2000-9879 A1 - Tväråna, Malin A1 - Jägerskog, Ann-Sofie A1 - Björklund, Mattias A1 - Carlberg, Sara A1 - Gottfridsson, Patrik A1 - Juthberg, Therese A1 - Kenndal, Robert A1 - Kåks, Bodil A1 - Losciale, Marie A1 - Sahlström, Per A1 - Strandberg, Max PY - 2024 VL - 1 IS - 14 SP - 112 EP - 138 LA - swe PB - : Karlstads universitet KW - visual literacy KW - models KW - system thinking KW - social science education AB - Visuella modeller används i samhällskunskap för att beskriva centrala samhällssystem och strukturer som hör till ämnets kanon. Samtidigt saknas kunskap om elevers förmåga att läsa och använda dessa representationer. I studien undersöktes hur elever på mellanstadiet, högstadiet och gymnasiet förstod två olika flödesscheman över det samhällsekonomiska kretsloppet och det demokratiska systemet. 22 transkriberade gruppsamtal analyserades med hjälp av fenomenografi och variationsteori. Kritiska aspekter som identifierades rör urskiljandet av flödesschemat som en helhet snarare än många delar, att se relationerna mellan modellens enheter som ömsesidiga, att förstå att det representerade systemet är konstruerat och inte naturgivet samt att urskilja att det representerade systemet står i relation till externa faktorer. Resultaten utgör didaktiska utgångspunkter för undervisning som utvecklar elevers förmåga att läsa och använda modeller i diskussioner om komplexa samhällssystem. ER - TY - CONF T1 - Young people and democratic education: On formal schooling, student initiatives, class and gender A1 - Beach, Dennis A1 - Lundahl, Lisbeth A1 - Öhrn, Elisabet PY - 2010 LA - eng KW - active citizenship KW - democratic education KW - lärarutbildning och pedagogiskt yrkesverksamhet AB - This paper introduces the symposium Active citizenship for whom? On democratic education in the upper secondary school, from a national Swedish project that set out to explore democratic education in various upper secondary school programmes. The aim of the paper is to provide a context for the empirical results from the project, by presenting central themes, concepts, discussions and results in the area of democratic education in upper secondary and secondary education. Citizenship and democracy in formal schooling and young people’s initiatives to influence and pursue these issues in school and also other settings are two central themes explored in the paper. In particular, we bring together research on the teaching of citizenship and democracy with research focussing on the attempts of young people to influence and make a difference in school and other parts of society. The paper also provides an overview to the design of the research project and the relations between the empirical papers that are to be presented at the symposium. ER - TY - BOOK T1 - Media literacy education. Nordic perspectives PY - 2010 LA - eng PB - Nordicom, Göteborgs universitet KW - media literacy KW - education KW - children KW - young people KW - youth AB - Digital culture offers different relationships with media to the ones that have existed earlier. Globally, enhancing media literacy is related to aspects of Human Rights, especially to the Rights of the Child. During recent years, there have been important policy efforts for developing media literacy education around the world. This publication belongs to an effort bringing the Nordic studies on media literacy education in a global sight. Current definitions of media literacy and evaluations of educational case studies are presented in the form of thirteen articles written by Nordic academic experts. The articles present, for example, discussions on media literacies in a historical and cultural context and the construction of media literacy as a civic competence. Moreover, texts on educational case studies discuss instructional issues but deal with classroom research and curricular issues as well. This book in published in cooperation with the Finnish Society on Media Education Contents: Introduction. Insights to Nordic research on media literacies (Sirkku Kotilainen & Sol-Britt Arnolds-Granlund). Part I. Children, young people and media literacies: Media literacy and education. The past, present and future (Ola Erstad), Children and young people in a changing media environment: Some challenges (Ingunn Hagen), Conceptual considerations in media education (Sol-Britt Arnolds-Granlund), Media literacy as a focal practice (Reijo Kupiainen & Sara Sintonen), and Constructing media literacy as a civic competence (Niina Uusitalo). Part II. Media literacy education – developments in the Nordic countries: Civic media education supports a public voice for youths (Sirkku Kotilainen & Leena Rantala), Mapping filmmaking across contexts. Portraits of four young filmmakers in Scandinavia (Øystein Gilje, Lisbeth Frølunde, Fredrik Lindstrand & Lisa Öhman-Gullberg), Media education – between theory and practice (Ole Christensen & Birgitte Tufte), Creativity in media education. Merging different mindsets (Stefán Jökulsson), Media literacy in the Estonian national curriculum (Kadri Ugur & Halliki Harro-Loit), Teachers using an expanded text concept and media pedagogy for children with dyslexia (Karin Forsling), Finnish media education and the Israeli-Palestinian conflict. What did we learn on the crossing borders project? (Mari Maasilta), and Global mediagraphy. A teaching method in media education (Soilikki Vettenranta). Final words: Future sights: International media literacy education. A Nordic viewpoint (Per Lundgren). ER - TY - JOUR T1 - Med samhället i centrum – Medborgarskapsutbildningen och samhällskunskapsämnets relevans T2 - Nordidactica SN - 2000-9879 A1 - Blanck, Sara A1 - Lödën, Hans PY - 2017 VL - 2017 SP - 28 EP - 47 LA - swe PB - Karlstad : CSD Karlstad KW - medborgarskapsutbildning KW - samhälle KW - samhällskunskap KW - samhällsanalytiskt tänkande AB - The aim of this article is to suggest "society" and "social analytical thinking" as the core concepts for the social science (Swedish: samhällskunskap) subject. Thus, the article contributes to the ongoing research debate on social science education by exploring the question whether social science is at risk of losing its position as the central citizenship subject in Swedish school. This risk is problematized and discussed. The authors argue that the relevance of the social science subject matter would be clarified and strengthened by making "society" and "social analytical thinking" into the core concepts of the subject. The proposal means that the scientific disciplines (i.e., political science, sociology, economics and law) that contribute to the social sciences subject by relating to these concepts can clarify the discipline-specific knowledge and perspectives that are considered crucial for a society to be formed and survive. The article also discusses community engagement and what may be a relevant level of ambition for compulsory citizenship education, from the perspective of the citizen as "a reflective spectator". The possibilities to develop the pupils' community, or social, engagement is illustrated by means of current Swedish classroom research on teachers' use of concepts and social analytical thinking in teaching. ER - TY - JOUR T1 - Interdisciplinaritet – en udfordring til fagdidaktikken T2 - Nordidactica SN - 2000-9879 A1 - Christensen, Torben Spanget A1 - Hobel, Peter PY - 2014 VL - 2014 LA - dan PB - Karlstad : CSD Karlstad KW - school subjects KW - interdisciplinarity KW - social science education KW - elementary and secondary school KW - fag KW - interdisciplinaritet KW - samfundsfagene KW - grundskole og ungdosmuddannelser AB - This editorial outlines a theoretical, general didactical framework for analysing demands for interdisciplinarity that we see arising in the school system, and why they occur. It also outlines a theoretical, subject specific didactically framework for analysing challenges school subjects are facing when meet with the requirement of interdisciplinarity. The intention is to provide a theoretical framework for understanding the theme of interdisciplinarity in Social Science Education in primary and secondary education and also to set a frame which cuts across the questions taken up in the various articles of this issue. It thus provides a scaffold for transverse reflections on general and subject specific didactic problems related to interdisciplinarity in primary and secondary education and in teacher training programmes. We also give short introductions to how each article in Nordidactica 2014:1 contributes to the theme of interdisciplinarity. For more adequate introductions we refer to the abstracts of the articles themselves. ER - TY - JOUR T1 - Do You Have a Complaint?: Promoting Individual Rights in Education T2 - Scandinavian Journal of Public Administration SN - 2001-7405 A1 - Carlbaum, Sara PY - 2016 VL - 4 IS - 20 SP - 3 EP - 26 LA - eng PB - Göteborg : School of Public Administration KW - complaint systems KW - individual rights KW - voice KW - school choice KW - education AB - In this paper, I explore and discuss potential changes in the constructions of citizenship and state-individual relationships in Sweden in reference to increased regulation and the use of formally filed complaints in the Swedish education system. While several studies have examined issues associated with school choice and student influence, few have considered complaints as an aspect of the 'will to empower' and the construction of an active citizenship. In this paper, I discuss the motivations behind providing complaint systems via an analysis of official government documents, laws, statutes, reports and web materials. Drawing from citizenship literature and exit/voice theories, the analysis shows that complaints have continuously been reinforced through legislation, regulation and the introduction of Child and School Student Representative (CSSR) for equal rights and Swedish Schools Inspectorate (SSI) via student rights arguments and rule of law mechanisms. Legal discourse, the expansion of law and an increased use of complaints indicate a juridification of politics. This juridification could reinforce individualised perceptions of citizenship and education as a private good that is inherent in school choice and marketisation. An emphasis on student rights and complaints tends to result in contract relationships between the individual and state that risk de-politicising education and motivations for and participation in collective action for a common good. ER - TY - CONF T1 - Human Rights, Citizenship and Empowerment A1 - Lindström, Lisbeth PY - 2011 LA - eng KW - education AB - The current study seeks to enrich our understanding of citizenship behaviour in the setting of meeting places for youth such as youth clubs, by identifying the main factors that may enhance this behaviour among youth leaders. Of special interest is if youth leaders or similar staffers’ empowerment can serve as a mediator between young people’s expectations about influence and participation and the development of their citizenship. Of interest are both empowering processes as well as empowered outcomes. The method used is a questionnaire sent out to young people visiting youth clubs and similar meeting places for the young. In the study, were found that in youth clubs and similar meeting places for youth, empowering processes take place and furthermore that they have possibilities to develop their citizenship. Youth clubs and similar meeting places can be environments for shared possibilities for citizens. To conclude, human, rights, citizenship and empowerment embrace aspects and outcomes concurrently. Keywords: Youth Clubs, Human Rights, Citizenship, Empowerment ER - TY - CONF T1 - Opening the Echo Chamber: The Role of Perspective Taking in Political Education T2 - NOFA7 Abstracts A1 - Sandahl, Johan PY - 2019 SP - 192 EP - 192 LA - eng PB - Stockholm : Stockholm University KW - social science education KW - perspective taking KW - controversial issues KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - Public discourse is increasingly polarized when it comes to contemporary political issues and the modern democratic agora of social media has been described as an “echo chamber” where we tend to find our own comfort zones of established truths rather than having our horizons widened (Bauman & Obirek, 2015, p. 126). Consequently, this polarization can be seen in classrooms where political discussions and topics surface within social science education (Sandahl, 2018/2019, in press). Traditional teaching offers important arenas for deliberation (Hess, 2009) but can be as homogenous as filter bubbles online, particularly in highly segregated urban school settings. One way of challenging students’ closed narratives is to engage in and practice perspective taking (Sandahl, 2015), a second order concept engaging with different cultural and ideological understandings of political issues. This study examines a classroom intervention in an upper secondary school and the aim of the paper is to examine how perspective taking can help students open closed narratives about political issues. The data consists of classroom observations, students’ logs and follow-up interviews in focus groups. The results suggest that perspective taking through role play can influence students’ understandings of standpoints other than their own and increase their engagement in class. ER - TY - CONF T1 - "Education and Post-institutional Citizenship at a Total Institution – the Example of Folåsa 1865 – 1948" T2 - ISCHE 45 - Natal(De)Coloniality and Diversity in the Histories of Education A1 - Norburg, Ulrika PY - 2024 LA - eng KW - education KW - post-institutional citizenship KW - total institution AB - This presentation is about the importance of education for post-institutional citizenship. Empirin is taken from a Swedish institution over a ninety-year period: Folåsa. The result shows that the students gained formal qualifications and probably also valuable knowledge in connection with their stay. The institution was in many ways a total institution in Goffman's sense and it is easy to interpret notes on offenses and punishments based on a Foucaultian analysis of power. At the same time, it is possible to see traces of the subjectification that Biesta believes teachers should give to their students. Teachers had a central role in the students' lives and could decide on their own how the teaching would be designed, which learning materials would be used and how the content of the teaching could be adapted based on what could be interpreted as individualized teaching. With the help of courses on citizenship and social life, students would be trained to become independent individuals and be able to be part of society, and thus with Biesta's concept, subjectivized. It gives indications that teaching was not only part of the institution's everyday routines, but that the individual's ability and needs were given importance for future citizenship. The idea of ​​a post-institutional citizenship seems to have been present in the content and implementation of the teaching. All the time that was spent on education was aimed both at a functioning institutional day-to-day with clear routines and at creating good conditions for an active adult citizenship in society. ER - TY - CONF T1 - Early childhood education and learning for sustainable development and citizenship A1 - Hägglund, Solveig A1 - Pramling, Ingrid A1 - Tallberg Broman, Ingegerd PY - 2007 LA - eng KW - sustainable development KW - citizenship AB - Since the end of the 1980:s when OECD published the Brundtland report, in which the concept of sustainable development as a critical global issue was introduced, the role of education for global survival has been frequently discussed and explored, by politicians as well as researchers. In the report, sustainable development is defined as “…development that meets the needs of the present without compromising the ability of future generations to meet their needs”. In school curricula and practice, efforts have been made to include material and issues related to, for example, climate changes and nature resources in teaching and learning. Surprisingly little attention has however been paid to in what way and on what premises early childhood education may and should be involved. In our paper we will discuss some issues related to this. We will particularly bring forward and try to identify in what way preschool education can be seen as having a specific role in, and as carrying specific resources for, education for sustainable development. We will also discuss how the concept of learning in early education contexts can be related to sustainable development. As we see the concept of sustainable development as closely linked with citizenship, we will also consider this issue. Recent and on-going political transformations within the educational system in Sweden as well as planned and earlier research will serve as frames for our presentation. ER - TY - JOUR T1 - Den paketerade valfriheten: om framtidsvägen för den svenska gymnasieskolan T2 - Nordic Studies in Education SN - 1891-5914 A1 - Bergh, Andreas A1 - Arneback, Emma PY - 2010 VL - 2 IS - 30 SP - 116 EP - 129 LA - swe PB - Oslo : Universitetsforlaget KW - educational policy KW - quality KW - performativity KW - upper secondary school KW - citizenship education KW - education AB - The main purpose of this article is to focus what meanings the concept of quality is given in the political development of Swedish upper-secondary school. By using Quentin Skinner’s speech-act theory comparisons are made between the meanings formulated in the early 1990s and the now current investigation Framtidsvägen (SOU 2008:27). The result shows consequences for the goal- and result oriented steering system as well as changes in the perspectives of citizenship education and ideolology. ER - TY - JOUR T1 - Skolornas institutionella karaktär och elevernas medborgarkompetens: en jämförelse av olika kommunala och fristående skolor över tid och rum T2 - Statsvetenskaplig Tidskrift SN - 0039-0747 A1 - Amnå, Erik A1 - Arensmeier, Cecilia A1 - Ekman, Joakim A1 - Englund, Tomas A1 - Ljunggren, Carsten PY - 2010 VL - 1 IS - 112 SP - 23 EP - 32 LA - swe PB - Lund : Fahlbecka stiftelsen KW - civic education KW - iccs KW - iea KW - institutional theory KW - controversial issues KW - class room analyses KW - education KW - statskunskap KW - politikvetenskap AB - Institutional Settings and Civic Education: A Comparative Study of Different Types of Publicand Private Schools.Since the 1990s, the Swedish school systemhas become increasingly more diversified. Decentralization, the introduction ofprivate schools, the challenge of globalization and increased ethnic diversity amongpupils have contributed to an increasingheterogeneity.This project analyses the prospects for civiceducation in different institutional settings and contexts, in both public and private schools. Using unique survey data1999 and 2009 we ask which effects differentinstitutional settings have on ”citizen competences”, i.e. civic engagement, political efficacy, knowledge about democracy and political issues, and democratic values and tolerance.The project breaks down into three distinct but interrelated parts. The first deals with changes over time in young Swedes' civic competences. The second subproject focuses on the way and consequences when controversial issues are taught in different schools and institutional settings. The third sub-project adds acomparative perspective by analyzing similarities and differences among young people and schools in Sweden, Norway, Denmark, Finland and England. ER - TY - THES T1 - Medborgarskap som demokratins praktiska uttryck: - diskursiva konstruktioner av gymnasieskolans elever som medborgare A1 - Carlsson, Lena PY - 2006 LA - swe PB - Växjö University Press KW - democracy KW - citizenship KW - critical discourse analysis KW - reforms KW - policy KW - communication KW - education KW - pedagogics AB - Abstract Carlsson, Lena (2006). ). Medborgarskap som demokratins praktiska uttryck i skolan. Diskursiva konstruktioner av gymnasieelever som medborgare. Citizenship as the practical expression of democracy at school. Discursive constructions of upper secondary pupils as citizens. School and education have a specific status owing to their task to educate young citizens and further their development. It is thus possible to regard schools as a type of public sphere, where individual and private matters are transcended. According to the curriculum for the secondary school system, the professional school staff´s task is two-fold insofar as they should mediate both knowledge and democracy. In this doctoral thesis the focus is placed on how and by what means education can contribute to young members of society finding their place and coping with their roles as citizens in a democratic society. The overall aim of this thesis is to present a deeper interpretation of the meanings and consequences of teachers´ speech concerning upper secondary pupils as citizens. More specifically, the aim is to empirically problematise and theoretically reconstruct pedagogical discourses on citizenship as practical expressions of demoracy in the context of education. Two central terms, which are thus highlighted are democracy and citizenship. Both Durkheim and Dewey provide significant theoretical points of departure, which are drawn upon in this thesis. Bourdieu contributes with perspectives on the ideological role, which institutions of education play in legitimising already existing societal orders. Foucault poses questions about power and knowledge. Habermas’ emphasis is placed on the discursive rationality expressed in verbal communication, which serves as an overall perspective for this thesis. Thus, in terms of methodology language constitutes the most central tool. Analyses are made in three stages. Reforms and policy are supposed to have been created within a central discursive framework and are therefore examined by way of analytical perusal of a) post-war education policy texts and b) current national policy documents concerning the Business and Administration Programme in upper secondary education. The third stage involves analysis of c) eight conversations from the professional school staff’s discursive practice by applying critical discourse analysis as a methodological tool. Four separate discourses have evolved, each pointing to different perspectives on human beings, knowledge and society: a discursive perception which is directed towards traditional values, a second perception which has communication and democracy as its superior ideal, and yet another discourse is directed towards trade and industry while, finally, one more discourse which is mainly characterised by a protective attitude towards pupils. Finally, how these contradictory as well as concordant discourses dictate the conditions and frameworks for the sort of citizenship which is constructed and constituted in the pedagogical practice is discussed, and thus how school as a public sphere may be understood in a more profound way. Key words: democracy, citizenship, critical discourse analysis, discursive constructions, reforms, policy, communication. ER - TY - THES T1 - ATT RYMMAS INOM SITT FRIUTRYMME: Om samhällskunskapslärares tolkning, anpassning och undervisning A1 - Karlefjärd, Anna PY - 2011 LA - swe PB - Karlstads universitet KW - civics KW - civics teaching KW - civics didactics KW - street-level bureaucrats KW - autonomy KW - knowledge base KW - comprehension KW - transformation KW - subject didactics KW - ämnesdidaktik AB - The aim of this study is to explore and analyze experienced teachers understanding, as well as transformation, of the school subject civics. The study has focused on the content, methods, and evaluation of the education taking place in the class room as described by the teachers themselves. Teachers’ autonomy, within the education setting, and their knowledge base is the point of departure when assessing teachers understanding and transformation of the subject. A further aim of the study has also been to make visible, where possible, the role of a personal knowledge base in this transformation process. The findings of this study are based on interviews with teachers teaching civics at upper secondary level in various parts of Sweden. These findings show that it is possible to discern that teachers’ general dictum about content, methods, and evaluation are very much alike. The findings further show that when teachers describe their daily transformation of civics the most visible knowledge is their pedagogical content knowledge, knowledge of learner and their characteristics and knowledge of educational context. One conclusion that can be drawn from this study is that when autonomy and knowledge base is combined, then it is here one find that teachers’ general comprehension about the school subject civics seems to be very similar. However, when it comes to daily transformation within the classroom, then the subject transformation is modified to fit the learners, the school context, and sometimes to the teachers’ well-being. From this one can draw the conclusion that comprehension and transformation need not always go hand-in-hand. ER - TY - CONF T1 - The image of youth citizenship T2 - Abstracts A1 - Lindström, Lisbeth A1 - Tebelius, Ulla PY - 2010 SP - 263 EP - 264 LA - eng KW - education AB - Citizenship is a central theme in the government's involvement in leisure. Youth citizenship and leisure have much in common as authorities have seen leisure as a way to foster young people to decent citizens. This paper is about aspects of citizenship as well as of representative and participatory democracy. Method used is textual analyses of ten Swedish local councils expressed aims for leisure and youth citizenship formulated on their homepages. Based on research one can notice that local councils offer different types of citizenship. Facilities for creativity are offered which give the youths opportunity to participate as individuals. Established assemblies are seen which work within a formal democratic frame but in which those participating only represents them selves. Organized chat pages on the internet and possibilities to search for funds for individual projects are as well often seen. Finally organized meeting places such as youth clubs with a representative forum based on collective interests are frequently established. One conclusion that can be drawn from research is a picture of young peoples executing their democratic rights as a collective body by official democratic means and through formalized channels. On the other hand, another conclusion that also can be drawn from the research is a picture seen on local council's homepages of young peoples seeing their political activities and commitments in highly personal terms. ER - TY - THES T1 - Det beslöjade rummet: Ideologiska samhällsbilder i grundskolans samhällskunskap A1 - Sandin, Lars PY - 2015 LA - swe PB - Mittuniversitetet KW - civics KW - compulsory school KW - curriculum KW - hermeneutics KW - ideology KW - mul­tiple case study KW - policy document analysis KW - social imaginary. AB - A veiled space - Ideological Images of Society in Swedish Compulsory School CivicsLars Sandin This study deals with the ideological dimension of education in the Swedish compulsory school [grundskolan]. By focusing on the images of the social world which are configured in the content of education, the study pays attention to the reproduction of an ideological dimension which is latent in our social imaginary. The theoretical problem was formulated as a question about if, and in what form, critical knowledge content is offered as part of the reproduction of the social imaginary that takes place in education. The empirical aim was to interpret the images of society configured in policy documents and teaching practice in compulsory school civics [samhällskunskap] with regard to how the differentiation of social space appears in these images. A hermeneutic approach was used. In the first of the two parts of the study, a number of policy documents – curricula and syllabi – were interpreted. In these documents, the differentiation of social space was found to be made visible selectively. The gender dimension and the dimension termed “cultural diversity” were highlighted, while the link between social differences and the uneven distribution of resources could only be glimpsed sporadically. A clear pattern of individuality could also be interpreted. The second of the two parts of the study was designed as a multiple case study. In this, the teaching of two teaching contents in civics, politics and economics, were studied as two separate cases. Three different images of society could be interpreted: a rationalist, a functionalist and a socio-political image. Of these, only the socio-political image offered a transparent view into the differentiated social space. However, the socio-political image was given a weak and unclear legitimacy in the teaching. The dominance of the rationalist and functionalist images were related to traditions that embed the teaching of civics. In the discussion the results from the two parts of the study were taken together and related to the problem. Among other things, the results were interpreted as an example of a conflict between contemporary reproduction and historical reproduction in education. ER - TY - CONF T1 - Exploring Dimensions of Objectivity and Subjectivity in The Formal Curriculum of Social Studies in Swedish Compulsory School T2 - NOKSA 2024, Nordic Conference in Social Studies Didactics, UCL University College in Odense, April 11th-12th A1 - Tilhon-Lindén, Fredrik PY - 2024 LA - eng KW - curriculum KW - knowledge KW - social science education KW - analytical philosophy of education KW - is-ought problem AB - This doctoral research project uses the Social Philosophy of John R. Searle (1995, 1997) to explore the ontology and epistemology of the Social Studies syllabus of Swedish compulsory school. In the Swedish public discourse about education, there is a well-established, albeit questionable, view of Swedish education as dominated by a relativistic epistemology (Henrekson & Wennström, 2019; Wikforss, 2020 among others). This perspective becomes particularly intriguing when examining the Social Studies subject, which delves into the boundaries between facts and opinions, reality and vision and the objective and the subjective. Given Searle’s view that all social institutions are mind-dependent, i.e. ontologically subjective, does the current Social studies syllabus (Swedish National Agency for Education, 2022) prescribe learning of epistemically objective knowledge or does it adopt an ‘Anything Goes’ approach? The preliminary findings of this research project reveal a predominant presence of epistemically objective propositions in the syllabus, with a noticeable absence of epistemically subjective ones. In other words; all propositional knowledge (Ryle, 1949) that should be taught according to the syllabus is either true or false in relation to facts in the world – and not in relation to value systems (opinions, feelings, attitudes etc). While challenging the perception of Swedish education as epistemically relativistic, the results evoke the timeless question of whether education should aim to impart specific values onto students or not. This research project utilizes the findings of a Searlean philosophical analysis to address various perspectives on normativity in Social Studies education, as explored by scholars such as Christensen och Grammes (2020), Gustavsson (2014), Reinhardt (2016) and Sandahl (2018). ER - TY - JOUR T1 - Forum Theatre: A way to promote active citizenship. T2 - TmačaART Magazine A1 - Österlind, Eva PY - 2008 VL - 39 IS - 10 SP - 44 EP - 51 LA - eng PB - Mostar : Center for Drama Education of Bosnia and Herzegovina KW - education KW - utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner KW - educational sciences in arts and professions AB - The Culture House Lätting is a local Swedish organization working with young persons who are unemployed or do part of their secondary education as apprentices in art work. One of the methods used by Lätting is Forum Theatre. Supported by the European Commission, Lätting created a project to increase active citizenship among young people from so called remote areas. Four workshops were held with participating youth organizations from four(five) countries and the process was carefully documented. A brief presentation of the project and its outcomes is followed by a discussion concerning evaluation. ER - TY - CONF T1 - The image of the Swedish citizen: A study of how the notion of citizen emerges in textbooks on the basis of ethnicity, gender and class T2 - Innovative Practice and Research Trends in Identity, Citizenship and Education A1 - Nielsen, Laila PY - 2014 LA - eng PB - London : CiCe Childrens Identity & Citizenship in Europe, Erasmus Academic Network KW - identity KW - citizenship KW - education AB - This paper explores how the image of the citizen emerges in current used textbooks of social sciences for Swedish students in upper secondary school. From the schools’ governing documents, it appears that the Swedish school system has the responsibility to prepare students for democratic citizenship. Policy documents presents a picture of "the abstract learner" who through the “right” knowledge and skills shall be prepared for a future democratic citizenship as adults. Hereby, citizenship appears as a state to be achieved in which the student is abstracted from their contexts of ethnicity, gender and social class. In the light of recent years' socio-economic and political changes in Sweden, earlier research has shown that such social ties do have a significant impact on the extent to which students succeed in school. Given this inconsistency between directives of the school's governing documents and the increasing importance of students' social context, it is interesting to examine how the image of citizen from the perspective of ethnicity, gender and class emerges in the school textbooks of social studies. Despite the growing importance of new technologies and alternative teaching methods, the textbook retains a central role for the content of teaching in Swedish schools. The issues of democracy and citizenship are today also prominent in a European context. To draw attention to the relationship between national and European notions of citizenship is an additional objective of the study to present a contribution to compare the image of the Swedish citizen with the image of the English citizen and of the Spanish citizen. ER - TY - JOUR T1 - Samhälle och individ – En undersökning i samhällskunskapsdidaktik om elevers förståelse av nyhetshändelse T2 - Nordidactica SN - 2000-9879 A1 - Olsson, Roger PY - 2021 VL - 2021 IS - 11 SP - 57 EP - 86 LA - swe PB - Karlstad : CSD Karlstad KW - citizenship education KW - current events KW - students´understanding KW - societal and individual perspectives on current events KW - samhällskunskap AB - This article is the result of a study in citizenship education didactics, conducted in a class at an elementary school (14-15 year old students) and with an aim to examine students’ understanding of current events. The ability to balance societal perspectives on one hand and individual perspectives on the other hand, while interpreting current events, is perceived as a central civic democratic ability and an important dimension in citizenship education such as samhällskunskap. The ability to understand current events has been considered to be an ability to put societal and individual perspectives on the causes, consequences and the responsibility on and for events. Students’ understanding has been studied using a survey and focusgroup interviews. In addition a limited change was made in the teacher's ‘coverage of weekly news’. The ambition was to tentatively test conditions in order to examine the learning effects of news coverage in a more rigorous way in future studies. The result shows that the students mainly have an individual-based understanding when it comes to the cause of events, and a socially-based understanding when it comes to the responsibility to solve problems of events. One conclusion is that students often lack a more complex societal understanding. An important point is however that students understanding seldom exceeds the information provided by the media about an event. Here, teaching has an important role to play. Another point is that students’ understanding of current events is a difficult phenomenon to examine. In addition to the the news content itself, the understanding expressed by the students can be affected by several factors such as data collection method, critical political events in the outside world and the design of the activity‘coverage of weekly news’. We need further studies in order to express valid statements about influential factors for learning during the acitivity ‘coverage of weekly news’.  ER - TY - CONF T1 - Measuring quality, learning, and knowledge in the knowledge society: Paper presentation at the Nordic European Research Association, March. Reykjavik, Iceland A1 - Snyder, Kristen M A1 - Fredriksson, Ulf A1 - Taube, Karin PY - 2004 LA - eng KW - quality KW - education KW - knowledge KW - indicators KW - benchmarks KW - oecd KW - pisa KW - eu AB - The quality movement has stimulated changes in teaching, learning, and school development. Changes in policy and pedagogy have occurred at the local, national, and international levels, focusing on �quality indicators� for measuring student learning, and new methods and paradigms in assessment. Recent data collected from the PISA study has stimulated further discussion about quality in education across countries, while the EU Commission has supported the development of a benchmarking process to facilitate quality development in European schools. This fundamental emphasis on quality and self-assessment, in a context of globalization and citizenship education, has stimulated an ideological debate about what it means to measure quality, learning and knowledge in the knowledge society. Set within the context of the discussion about quality within the EU and OECD, and the potential ideological paradox, this presentation focuses on the use of comparison data from PISA and the European Education Quality Benchmark System (2EQBS) to provide educators with tools for addressing quality in schools. Specifically we will show ways in which schools can adapt the principles and philosophies of quality to serve as a guide for building learning environments that support youth development in the knowledge age, rather than merely addressing inspection standards ER - TY - THES T1 - Governance of Career Guidance: an enquiry into European policy A1 - Bengtsson, Anki PY - 2016 LA - eng PB - Department of Education, Stockholm University KW - governmentality KW - governance KW - career guidance KW - career management KW - michel foucault KW - entrepreneurial KW - policy KW - active citizenship KW - civic competence KW - self-management KW - europe KW - education AB - The overall aim of this thesis is to enquire into and problematize the governance of career guidance and how individuals’ career management is constructed within EU policy. The empirical material consists of European policy documents produced during 2000-2015. The two central research questions explore (1) how European career guidance is made governable, and (2) how individuals’ career management is constructed and governed. The Foucauldian governmentality perspective and the analytic method of problematization is utilized. The analysis focuses on the compositions of normative forms of reason, discursive practices and techniques by which governing is exercised and knowledge is produced. The thesis is based on four articles, three of which concern career guidance and career management. The fourth article concerns education of citizenship. The analysis shows that the formation of a policy space for comparison of national systems of career guidance is significant for making European career guidance amenable to governance. It is mobilized by governing practices for involvement of institutional actors and the construction of standards of performance. This form of governance becomes effective on the condition that institutional actors use and produce knowledge and practices about what works in career guidance, and this implies self-control and constant monitoring. It is a complex process of producing self-regulation of career guidance adjustable to change and innovation in which both standardization and modulation are inbuilt. Moreover, this is dependent on the interplay of governance and self-government. Knowledge and practices shape career management as an individual competence, which each individual is assumed to achieve. The use of guidance techniques supporting this design and self-regulating practices contributes to responsibilizing individuals to achieve this competence. Knowledge of individuals’ management of their careers includes civic competence. This led me to extend my use of the theoretical framework to investigate how knowledge of civic competence is constructed in European policy documents concerning teacher education from 2000 to 2012. My analysis shows that presumptions of teaching civic competence support the production of the active and learning subject. ER - TY - THES T1 - Skolans demokratiuppdrag i dilemmatiska rum: Lärares didaktiska överväganden om elevers inflytande A1 - Henriksson Persson, Anna PY - 2025 LA - swe PB - Dalarna University KW - didactic considerations KW - pupils’ influence KW - democratic education KW - compulsory school KW - years 4 to 6 KW - dilemmatic space KW - complexity KW - social studies education KW - value-oriented aspirations KW - didaktiska överväganden KW - elevers inflytande KW - skolans demokratiuppdrag KW - grundskola KW - mellanstadium KW - dilemmatiska rum KW - komplexitet KW - samhällsorienterande undervisning KW - värdeambitioner AB - This study broadly examines the relationship between education and democracy. More specifically, its aim is to develop knowledge about the complexity inherent in the school’s democratic mission, with a particular focus on teachers’ didactic considerations concerning pupils’ influence in social studies education in Swedish compulsory school, Years 4–6. The empirical material of this study consists of transcribed interviews in which teachers reflect on when and how student influence can be implemented, what decisions students might be allowed to influence, how and why such influence should be encouraged or limited. The concept of dilemmatic space, as formulated primarily by Bonnie Honig, is employed to analyse the data, enabling the complexity of the teaching profession to be made visible. In addition, two educational–philosophical points of departure have been formulated and subsequently used in the analytical process. The first, “Cultivation and education for democracy”, is inspired by selected texts by Martha Nussbaum, while the second, “Subjectification and education in democracy”, is developed through the work of Gert Biesta. The findings of the study indicate that the teachers’ considerations revolve around aspirations for structural clarity, a sense of security, pupils’ well-being, and what constitutes well-designed teaching arrangements. By conceptualizing these considerations, it becomes possible to make teachers’ complex value-oriented aspirations and positions intelligible. These aspirations are closely linked to what is perceived as valuable to prioritise. The conceptualization of teachers’ value-oriented aspirations helps to illuminate that teachers carry these ideals and aspirations, and that they often must navigate multiple value aspirations simultaneously. Although these value-oriented aspirations are desirable, they give rise to practical dilemmas and tensions. Within these tensions, positions emerge that can be understood as contextually situated judgments in time and space. The tensions require teachers to position themselves in the moment to be able to act. Drawing on the findings of this dissertation, I argue that conceptualising teaching as a dilemmatic space — informed by the school’s democratic mission wherein pupils' influence is integral — can enhance our understanding of the inherent complexity of a democratic education. ER - TY - CONF T1 - Teaching traditions and learning in physical education and science education: A double symposium at ECER 2015 A1 - Almqvist, Jonas PY - 2015 LA - eng KW - comparative didactics KW - physical education KW - science education KW - curriculum studies AB - Within institutionalised educational activities one of, if not the, most important factor for students’ learning is the teacher’s manner of teaching. In this symposium we will present the framework and some of the results from a project where we are identifying teaching traditions – manners of teaching that many teachers use – within science education and physical education and analysing the pros and cons of each of the traditions regarding learning. In other words, the project focuses on the institutional dimension of learning, by identifying limits and possibilities for learning offered by different teaching traditions. The results of this research will then, from the perspective of cooperative engineering (Sensevy et al 2013), be tested in use together with practicing teachers in order to evaluate their potential for helping teachers cope with important didactic choices in planning, realizing and evaluating their teaching.The project builds on a comparative didactics approach (Caillot 2007; Mercier, Schubauer-Leoni & Sensevy 2002) in combination with a pragmatic perspective on teaching and learning. The ambition is to search for as many different teaching traditions as possible in order to optimize the possibility to find effective and fruitful teaching approaches. Therefore, the project includes participants from various contexts in three countries; France, Sweden and Switzerland.Teaching is only possible through the process of inclusion and exclusion of content (Englund 1986). The term privileging, coined by Wertsch (1998), explicate the fact that also the learning process includes choices (cf. Almqvist & Östman 2006). The term draws attention to the fact that participants in the learning process valuate and judge certain artefacts, meetings, questions, and so forth, as reasonable and fruitful, while others, though fully conceivable, are ignored or disregarded.The privileging that takes place during meaning-making directs learning in a certain direction and toward certain content (i.e. Wickman & Östman 2002) and is limited by the institutional "boundaries" in which knowledge, teaching and learning unfold. Focusing on the didactical aspects of education, we search for the connections between selective traditions (cf. Östman 1996, Quennerstedt 2006), teachers’ manners of teaching (cf. Lundqvist et al 2012) and students’ privileging (cf. Almqvist & Östman 2006). These three concepts deal with the fact that activities as education, teaching and learning are constituted by selection of content and teaching strategies.In our analyses we are interested to find out what role encounters with the teacher has for students’ privileging and learning. Especially we are interested to find out which role the manner of teaching has for students’ learning of habits of privileging and what effect certain habits have for the learning outcome. The learning of specific habits of privileging is occurring in the interplay between students’ earlier knowledge and experiences, the interaction with peers and the manners of teaching (Lundqvist et al 2012).Studies in comparative didactics may be productive in that they contribute with knowledge about different ways of the teaching and learning of specific subject content (Caillot 2007). The differences and similarities identified in the studies will help to describe teaching learning in each school subject more precisely and thereby generate new knowledge about different school subjects. In order to maximize the finding of different teaching traditions we make i) investigations in four subjects – physics, chemistry, biology and physical education and health – in Sweden, France and Switzerland and ii) comparative investigations within these four subjects between the three countries and iii) comparative investigation between these four subjects and between countries.ReferencesAlmqvist, J., Östman, L. (2006). Privileging and Artifacts: On the use of information technology in science education. Interchange, 37(3): 225-250Caillot, M. (2007). The Building of a New Academic Field: the case of French didactiques. European Educational Research Journal, 6(2), 125-130.Englund, T. (1986). Curriculum as a political problem. Changing educational conceptions, with special reference to citizenship education. Lund: Studentlitteratur/Chartwell-Bratt.Lundqvist, E., Almqvist, J., & Östman, L. (2012). Institutional traditions in teachers’ manners of teaching. Cultural Studies of Science Education, 7(1), 111-127.Mercier, A., Schubauer-Leoni, M. L., & Sensevy, Gérard. (2002). Vers une didactique comparée. Revue Française de Pédagogie, 141(Numéro thématique), 5-16.Quennerstedt, M.  (2006). Att lära sig hälsa. Örebro Studies in Education 15.Sensevy, G., Forest, D., Quilio, S. & Morales, G. (2013). Cooperative engineering as a specific design-based research. ZDM, The International Journal on Mathematics Education, 45(7), 1031-1043Wertsch, J. V. (1998). Mind as action. New York, Oxford University Press. Wickman, P.-O., & Östman, L. (2002). Learning as discourse change: A sociocultural mechanism. Science Education, 86; 601-623.Östman, L. (1996). Discourse, discursive meanings and socialization in chemistry education. Journal of Curriculum Studies, 28 (1); 37-55. ER - TY - CONF T1 - Literary didactics for citizenship education: A Cross-European Textbook Analysis A1 - Hultin, Eva A1 - Wiklund, Matilda PY - 2025 LA - eng AB - Strengthen democracy through citizenship education has been a common goal in European countries since the wake of World War II and is still a prioritized educational goal in the EU policy as well as in individual European countries (see i.e. Euridice, 2012). During the last decades, philosophers and researchers in the field of literature didactics have emphasized that the teaching of literature should have a central role in citizenship education. They have argued that reading and discussing literature, both in and out of school, comprise a democratic potential (i.e. removed for review, 2024 a,2024b, 2024c; Sundström Sjödin, 2019; Nussbaum, 1998; Alkestrand 2016; Rosenblatt, 1995). The democratic potential of literature has often been derived from literature itself, as literature often has instigated discussions on pressing political and social issues in society (Nussbaum, 1998; Alkestrand 2016; Rosenblatt, 1995). Furthermore, discussions on literature in school, where students may explore different interpretations of the literary texts, have also been pointed out as a possible democratic practice in school (removed for review, 2024 a and 2024b; Rosenblatt, 1995). Additionally, it has been accentuated that meeting fictitious worlds and characters may offer the reader recognition, empathy, and understanding of other human beings’ different life conditions (Nussbaum, 1998; Rosenblatt, 1995; Alkestrand, 2026). Thus, this study is placed in this research field of literary didactics focusing on citizenship education. We anchor our theoretical understanding of citizenship education in Gert Biesta’s writing on citizenship education’s three functions: qualification, socialization, and subjectification (2010). Qualification refers to the preparation for further studies and work life. Socialisation focuses on the preparation of citizens-to-be for the successful entering into an already existing socio-political order, whereas subjectification concerns the way that democratic subjectivity is developed by engagement in political processes.The aim of the study is to explore how textbooks on literature, from different European contexts, encourage teachers and students to democratic approaches to literature readings and discussions in school. The guiding research question of the study is: What democratic functions can the analytically discerned democratic approaches in the textbooks be understood as?With this textbook study, we also want to widen the European field of literature didactics focused on citizenship education as such studies are scarce there. One exception is Caroline Graeske’s study on democratic values and gender in literary textbooks, where she shows how a heteronormative discourse is dominant in the textbooks (2010). Otherwise, textbooks studies in literature didactics have rather focused on other issues as the writing subject in literary texts (Pull, 2019), legitimations of the study of literature in textbooks (Dahl, 2015), and conceptions of knowledge and literature in textbooks for vocational students (Lilja Waltå,2016). It also lacks studies with a European perspective on literature textbooks, which this study will contribute with.Of interest are also some textbook studies of other school subjects. Eilard (2008) has examined how primary school reading books in social science since the 1960s have represented gender, ethnicity and age. She shows how some texts position the reader as passive while others open up for active reader subjects. Bronäs (2000) examines Swedish and German textbooks and shows how students are positioned as ignorant, passive, irresponsible and disengaged (cf. Wicke, 2019). Other studies in the same field have focused power and ideological discourses in textbooks. (Nordmark, 2015, Johnsen ,2001, Apple, 1991).Theoretically, we draw on Curriculum Studies and Biestas notions on the three functions on citizenship education (see above). Curriculum Studies offers an understanding of textbooks as a contextual factor that, together with other contextual factors, constitute conditions for pedagogical and policy enactments in the classroom (Ball et al, 2012).Methodology, Methods, Research Instruments or Sources UsedIn the study we make use of a qualitative text analysis method to examine literature textbooks from different European contexts, focusing on the analytically discernable democratic functions. We conduct the qualitative text analysis in three steps. Step one, which is inductive, consists of a familiarization with the material (textbooks) and discerning passages of meaning that can be related to democratic values. Step two is deductive where we analyze the result of step one using Biesta’s functions (qualification, socialization, and subjectification) as analytical foci. In the first and second step, we analyze every textbook separately. In the third step, we analyze the results from the second step in comparative terms, in order to visualize similarities and differences regarding democratic functions in the textbooks.The following textbooks are part of our material:German and Austrian textbooks Deutsch auf einen Blick! Epochen der deutschen Literatur by M. Hille, published 2023, 602 p. Königs Lernhilfen: Epochen der deutschen Literatur by M. Yomb, published in 2018, 95 p. English textbooks GCSE English. Language and Literature – for the Grade 9-1 Exams by C. Boulter, E. Crighton, and J. Perry, published 2016, 220 p. International A Level. English Literature. Oxford University by A. Beard, P. Bunten, and G. Elsdon, published 2016, 256 p. Swedish textbooks Svenska 1,2 och 3 – En komplett handbok by E. Hedencrona and K. Smed-Gerdin, published 2022, 374 p. Metafor – Svenska för gymnasiet 1, Metafor – Svenska för gymnasiet 2, and Metafor – Svenska för gymnasiet 3 by J. Edvardsson, published in 2017-2021, 256 p. (1) , 416 p. (2) , and 142 p. (3).The textbooks have been selected by following criteria. Firstly, the textbooks should target literature education for students between the years 16-19. Even though the textbooks meetthis criteria, we are aware of the differences in the school systems between the countries. The English students at that age are more specialized at that stage of education than the students in German or Swedish schools. Literature education in senior highschool in German and Austria is profiled towards theoretical programs whereas literature education in Swedish senior highschool is directed towards both vocational and theoretical programs. Secondly, the textbooks should include instruction and not only a selection of literary text (at least questions related to the literary text). Thirdly, their publication year should not be older than ten years.Conclusions, Expected Outcomes or FindingsFirstly, the analysis shows that the Swedish and English textbooks contain literary and narratological concepts and analytical approaches and make use of both contemporary literature and canonical, historical literary texts. The Swedish textbooks also have sections of literary history (Epochs and historical canonical texts), which is the main part of the German textbooks.Secondly, the analysis shows that qualification and socialization are the dominant functions in all textbooks. All textbooks deal with so-called core content of literature science (as literary concepts; advanced analytical approaches; valued and at times canonical, literary texts), and thereby offer the students qualifications for further studies or work life. At the same time the textbooks’ content can be understood in terms of socialization as they socialize the students into society’s cultural heritage and into the literary practice of literature science. The thereby offered democratic functions are discernable in the content itself but more specifically in how the students are addressed in the books through tasks and questions. Only the German textbooks contain examples of questions that may open for subjectification, as the students are asked to explore the literary texts in terms of their political, aesthetical, and social value of today. However, socialization and qualification are dominant even in the German textbooks.In conclusion, all textbooks include advanced, relevant literary knowledge that offer opportunities for the students to socialize and qualify; at the same time, they lack offers to subjectification for the students. Biesta stresses the importance of a citizenship education that balances the three functions, as education without subjectification may end up instrumental without room for students to explore their own interest, preferences in the subject-matter but also in society. Therefore, the textbooks analyzed do not encourage teachers to enact a balanced citizenship education through the literary studies in school.ReferencesAlkestrand, Malin (2016). Magiska möjligheter: Harry Potter, Artemis Fowl och Cirkeln i skolans värdegrundsarbete.Diss. Makadam förlag. Biesta, G.G. (2010). Good Education in an Age of Measurement - Ethics, Politics, and Democracy. Paradigm. Bronäs, A. (2000) Demokratins ansikte: en jämförande studie av demokratibilder i tyska och svenska samhällskunskapsböcker för gymnasiet. Diss.Stockholm: Lärarhögskolan. Dahl, C. (2015). Litteraturstudiets legitimeringar - analys av skrift och bild i fem läromedel för gymnasieskolan. Diss. Göteborg university. Eilard, A. (2008) Modern, svensk och jämställd. Om barn, familj och omvärld i grundskolansläseböcker 1962 – 2007. Diss. Malmö University. Hille, M. (2023) Deutsch auf einen Blick! Epochen der deutschen Literatur. München: Stark Verlag GmbH, 41p. Removed for review (2024a) Removed for review (2024b) Removed for review (2024c) Beard, A., Bunten, P. & Elsdon, G. (2016). International A Level. English Literature. Oxford University Press, p. 256. Boulter, C., Crighton, E. & Perry, J., eds. (2016) GCSE English. Language and Literature – for the Grade 9-1 Exams. CPG Books. Coordin ER - TY - CONF T1 - Students’ narrative action in social science teaching in Swedish upper secondary schools – a call for increased attention to students’ storytelling as conditions for the renewal of society and of social science teaching T2 - NOFA9 Education, knowledge and Bildung in a global world A1 - Olson, Maria A1 - Blennow, Katarina PY - 2023 SP - 101 EP - 101 LA - eng PB - Vaasa : Åbo Akademi University KW - social studies KW - teaching KW - upper secondary students KW - narratives KW - storytelling KW - social science education KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - Taking on a narrative analysis of social studies teaching carried out in Swedish upper secondary schools (Blennow & Olson, in press), the aim of the presentation is revealed: to stress the need to pay (increased) attention to the contextual and situated limits and openings of the conceivable repertoire of legitimate stories of social studies in the Swedish context and its related research. In focusing on students' unique situated and collective interweaving of their 'own' experiences with established cultural and political knowledge repertoires, we wish to make a case for the potential involved in this storytelling: a renewal of society and of students’ ways of acting and being in society. If meagre attention is provided to this interweaving, we argue that there is a danger that this renewal of society as well as of social studies education will get lost, or at least disturbed, in an undesirable way. The narrative analysis on which the presentation is based was based on is a) field notes from classroom observations of every social science lesson for approximately six weeks in each class, in a medium-sized city in southern Sweden, and b) 36 transcribed interviews with social studies teachers and students. The theoretical-analytical grid in the analysis was the sociologist Czarniawska’s (2004) narrative theory, where the students’ storytelling attempts at sense making and action in encounters with the subject matter content was approached in terms of emplotments. In the analysis, Frank's (2015) ethnographic advice, to be widely inclusive at this stage, ‘cultivating reflexive uncertainty about which stories will eventually be most useful’ (2015, p. 39), was followed. Through the analysis, the 'repertoire of legitimate stories' about society in social studies teaching and students' attempts at sense making and action through their own social studies storytelling was rendered visible. The analysis rendered visible to what extent and in what ways the students insert cultural narratives into the subject matter teaching repertoire through their own subject storytelling. Out of the analysis, the transformational potential of these encounters, i.e., the emplotments, concerning society and students' ways of acting and being in society. Furthermore, it indicates the limits and openings of social studies teaching itself as a matter of predetermined ‘truth telling’, that is, as already-established socio-political knowledge repertoires. ER - TY - CHAP T1 - Bridging 4.7 with Secondary Teachers: Engaging critical scholarship in Education for Sustainable Development and Global Citizenship T2 - Teacher Education for Sustainable Development and Global Citizenship A1 - Pashby, Karen A1 - Sund, Louise PY - 2019 SP - 99 EP - 112 LA - eng PB - : Routledge KW - education ER - TY - THES T1 - Samhällsguide, individualist och moderator: Samhällskunskapslärares professionella förhållningssätt i betygsättningsrelaterat arbete A1 - Karlsson, Annika PY - 2011 LA - swe PB - Karlstads universitet KW - civics KW - teaching KW - dilemma KW - grading KW - assessment KW - pck KW - democratic training KW - citizenship education KW - professional attitudes AB - The aim of this study is to highlight civics teachers’ professional attitudes to grade related work in Samhällskunskap A (Civics), a compulsory course at upper secondary school. The methods employed are qualitative interviews and a compilation of tasks forming the basis of assessment in the current course. To gain a greater understanding of teachers’ grading difficulties, grading related dilemmas and strategies to deal with them have been identified. These are divided into three groups; dilemmas connected to the steering documents, dilemmas involving teachers’ own convictions, and dilemmas related to the school subject in question. Both dilemmas and strategies are mainly generic and the overall purpose expressed in the strategies is to help manage a demanding job situation. The professional attitudes reflect three areas of teacher work. The first is PCK aspects of assessment where teachers emphasize fact deepening tasks (faktafördjupare), news discussions and written tests (nyhetsdiskutant), a varied basis of assessment (samhällsguide), or pupils’ involvement through PBL and seminars (katalysator). Concerning the exercise of grading authority, teachers act as informal observers of pupils in the classroom, bureaucrats who clearly inform pupils of the grading criteria, professionals who are dependent on the cooperation with colleagues, and individualists who work alone. The development of democratic competence displays the teacher as a moderator who focuses on having pupils problemising and questioning social issues, as a co-operator who regards pupils as customers, or as a deliberator who emphasizes a permitting and open climate for discussions. ER - TY - CONF T1 - Knowledge and justification in education for democracy and active citizenship T2 - Abstracts A1 - Backman, Ylva PY - 2010 SP - 213 LA - eng KW - education AB - Primary schools, as well as universities, are avenues for learning. The gaining of new knowledge is significant to both of these educational institutions, no matter whether it regards spelling out a new word or recognizing how many percent of the universe that consists of dark matter. In this paper I discuss the relationship between issues in epistemology and learning. In Plato's dialogue Teaitetos he presents what is often called the "classical analysis of knowledge". According to this analysis, to have knowledge of a proposition is to have a true, justified belief about that proposition. This analysis has been criticised by for instance Gettier (1963) and restated in different versions. For instance, some versions excludes the truth condition, while the justification condition is often considered necessary for knowledge. In this paper I wish to remain fairly neutral regarding what constitutes sufficient conditions for knowledge, but I do focus on the relevance of justification in knowledge, learning and education for democracy and active citizenship.According to Kurfiss (1988), critical thinking, which is relevant to Swedish school curricula, is defined in terms of justification. Hence, justification seems relevant also to critical thinking and critical dialogue, which in turn is relevant to school. According to Longino (1990), a relevant property of a transformative critical dialogue (in scientific practice) is that it is not authoritarian. Hence, the status of a presented argument ideally does not depend on age or title of the person uttering an argument, but rather on the strength of the argument. I argue that this kind of critical dialogue is also relevant for learning democracy and active citizenship, as well as for the attaining of propositional knowledge in ordinary educational settings. ER - TY - CONF T1 - “It’s Important to get into the Community” – Students’ Voices on Disciplinary Literacy, Opportunities and Challenges in a Linguistically Diverse Classroom A1 - Waagaard, Viktoria PY - 2024 LA - eng KW - disciplinary literacy KW - linguistically diverse classroom KW - opportunities KW - challenges KW - civics KW - ämnesliteracy KW - språkligt heterogena klassrum KW - möjligheter KW - utmaningar KW - samhällskunskap AB - “It’s Important to get into the Community” – Students’ Voices on Disciplinary Literacy, Opportunities and Challenges in a Linguistically Diverse ClassroomStudent 1: It's important [to focus on language] to get into the community, like, to be able to come in and talk to neighbours and like ...Student 3: Otherwise you feel like... so alone and strange. The traditional approaches to education are today both challenging and challenged. An important task for schools, in a society with diverse and unexpected demands on students, is reflective and linguistic competence including reasoning (Skolverket, 2022). The aim of this study is to contribute with knowledge about opportunities and challenges in civics, with a focus on language-oriented content teaching and disciplinary literacy, in the case of students with a foreign language background. The research question is:·       What opportunities and challenges, related to language and disciplinary literacy in civics, can be identified in the case of students with a foreign language background?Students need explicit support in the classroom (Cummins, 2015; Hajer, 2018), since learners' literacy backgrounds are very diverse (Cummins, 2015). Schools therefore have a crucial role in supporting understanding of language and content, especially for students with a foreign language background. Explicit teaching with a focus on subject words and disciplinary thinking tools might support students reasoning (Waagaard, 2023). The interviews were analyzed through thematic content analysis (Braun & Clarke, 2006) where opportunities and challenges were identified. Semi-structured interviews (Kvale & Brinkmann, 2014) with 11 secondary school students with a foreign language background were conducted in connection with civics lessons. The civics teaching was based on reading fiction related to the current work area. The results show that a focus on subject words and disciplinary thinking tools (cf. Sandahl, 2015) can support students’ understanding of language and content. Reflection time, teacher support and well-thought-out group division seem to favor students’ comprehension and reasoning. Some of the students with a foreign language background however felt they had to "work much harder" than students with a Swedish language background (cf. Waagaard, 2023).In today's often time-pressured world, students need access to tools to support language comprehension and reflective reasoning. A focus on disciplinary literacy (subject words, social science thinking tools) can be a way to support multilingual students to gain access to a diverse and unexpected community, in Sweden as well as in a Nordic context.ReferencesBraun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.Cummins, J. (2015). Language differences that influence reading development: Instructional implications of alternative interpretations of the research evidence. In: Handbook of Individual Differences in Reading, 241–262. Routledge.Hajer, M. (2018). Teaching content through Dutch as a second language: How ‘Language Oriented Content Teaching’ unfolded in mainstream secondary education. Dutch Journal of Applied Linguistics, 7(2), 246–263.Kvale, S., & Brinkmann, S. (2014). Den kvalitativa forskningsintervjun. Studentlitteratur.Sandahl, J. (2015). Medborgarbildning i gymnasiet. Ämneskunnande och medborgarbildning i gymnasieskolans samhälls- och historieundervisning. [Doktorsavhandling, Stockholms universitet].Skolverket. (2022). Läroplan för grundskolan, förskoleklassen och fritidshemmet: Lgr22.Waagaard, V. (2023). Ämnesliteracy i samhällskunskapsämnet. Ett ämnesspecifikt bidrag till ett språk- och kunskapsutvecklande arbetssätt. [Doktorsavhandling, Uppsala universitet]. ER - TY - CONF T1 - Education, Odontology and Social work: Interactive and continous assessment for development of professional competence A1 - Hartsmar, Nanny A1 - Malmberg, Claes A1 - Christersson, Cecilia A1 - Hallstedt, Per-Axel A1 - Högström, Mats A1 - Nikolaos, Mattheos PY - 2007 LA - eng PB - NFPF Turku, Finland KW - assessment KW - authentic scenarios KW - professional KW - citizenship KW - social cultural KW - heterogeneity KW - simulation AB - Abstract What do dentists, social workers and teachers need to know in order to succeed in working in a culturally heterogeneous society? In addition to developing the competence within the subject field they need to improve their ability to act in situations where different kinds of citizenship are expressed contingent on time, contexts and reference groups. Every professional needs to reflect upon and being able to handle the fact that “our norms are human and historical rather than immutable and eternal” (Nussbaum 1997, p.52). Professionals working in care, education and health must be able to handle “real life scenarios” which are connected to social cultural and ethnic variation, as well as gender. The effect of globalization has over the last decades created a new attention to politics concerning identity and citizenship (Giddens 1991). As Wenger (1998) points out, educational institutions are multifaceted organisms consisting of related interacting sub-communities. Concepts like ‘periphery’ and ‘centre’ (Giddens 1984, Labrie 1999, Giampapa 2004), will be adequate to use when analysing how students interact and negotiate their identities. The aim of the project is to use assessment in developing students’ professional competence during their courses of studies for qualification as social workers, teachers and dentists in a culturally heterogeneous society. The difficulty of uniting theory and practise into a cohesive whole is solved by the use of “simulated” authentic situations. The students describe professional activity in their work-placement reports. These are also described by the teachers. They are used in self-assessment, group discussion and examination. The situations are characterized partly by specific theoretical knowledge and partly by the obscure. In practice, the concept means that the students describe, analyse and act, compare their own handling of the situation with others’ and articulate their need to further develop their competence. Access to a learning management system (LMS) means that everything is documented and easy to search through. ER - TY - CONF T1 - Equivalence and "freedom of choice" - Consequences of a changed Policy practice in Sweden T2 - ECER EERA Enacting Equity in Europe: Towards a comparison of equitable practices in different local contexts,2004 A1 - Olson, Maria PY - 2004 LA - eng KW - education KW - equivalence KW - policy KW - democracy KW - citizenship KW - humanities and social sciences AB - Equivalence is regarded as a central concept in contemporary Swedish educational policy. Hence, the concept of -equivalence- plays an important role in educational policy-making practice in Sweden. One important aspect in this policy-making is to determine the schools- assignment to bring up democratic citizens. In the 90s equivalence is challenged by another concept, -freedom of choice-. This challenge has consequences for the understanding of what citizen to bring up in the Swedish schools. In this paper I will try out some possible outcomes of a changed conceptual framework in the educational policy practice, when it comes to the political understanding of a democratic citizenship in Sweden. ER - TY - CONF T1 - Power, Citizenship & Individual Development Plans A1 - Vallberg Roth, Ann-Christine A1 - Stoltz, Pauline PY - 2007 LA - eng KW - citizenship KW - individual development plans AB - Power, Citizenship & Individual Development Plans Individual Development Plans (IDP) are plans made by teachers, parents and children to target specific parts of the development of an individual child. The plans should not be confused with grades, which children in the Swedish education system do not receive until the age of fifteen, in future possibly from the age of seven. Rather IDPs are aim oriented plans and strategies to stimulate the development of the child. IDPs are compulsory according to the Swedish Compulsory School Ordinance from 2006. The aim of the study is to describe and discuss how power relations between teachers, parents and children work within the processes of the formulation of IDPs. Also, how these plans could be understood against the background of the education for democratic citizenship of children. Before 2006 children did not receive any grades before the age of fifteen. Instead they had individual development talks which over the years have been framed in different ways. They could be called parental talks, ‘quarter of an hour talks’ or individual development talks, but the overall aim of these talks was to discuss the development of a child between teacher and parent or between teacher, parent and child. Usually these talks were in the form of information about the previous development of a child from the teacher to the parents and the child. With the introduction of Individual Development Plans the idea was to produce plans which did not only assess but also formulated aims for the future development of a child. It also involved ideals of a possible influence of the child and its parents in formulating these aims. Power relations became thereby in focus in a different way from before. Earlier there was a very specific view upon the ways in which the development of a child could be described, discussed and stimulated. That is, not by means of grades formulated in terms of figures or letters but rather by means of lengthy information through words and narratives. Despite the form of a talk, this was in practice often a one-way information from the teacher to the parents and their child. What happened with the introduction of IDPs was the strengthening of an ideal in which teachers would have less of a say and parents and notably children would gain more influence in these talks. Also and more importantly, the plans are more future and goal oriented than the previous form of talks. In practice this has not always worked out. This is where our research comes in. ER - TY - CONF T1 - To choose tomato ketchup: using scientific knowledge in everyday life T2 - Abstracts, Active Citizenship A1 - Sjöström, Jesper PY - 2010 SP - 10 EP - 11 LA - eng KW - decision-making KW - risk assessment KW - active citizenship KW - health education KW - environmental education KW - naturvetenskapernas didaktik KW - science education AB - Teaching of general science for all in school can be motivated both because it has the potential to give all citizens knowledge about our surrounding world and how science as an enterprise is working, and because it can give all citizens knowledge useful in decisions both as private persons (e.g. in the role of consumers) and in the democracy. It is mainly in decisions about health and/or environment, in a broad sense, where knowledge in and about science is useful (Ratcliffe & Grace 2003). The competence of making well-grounded decisions is often called “action competence” (Mogensen 1997). This term has been developed in democracy education and stands for students’ ability to act both on an individual and a societal level. It can be described by social, value-based, personal and knowledgeable aspects (Breiting et al. 1999, p. 47). This paper is about the science based choices we have to do as consumers when choosing between different similar products. Often it is possible to choose an ecological product instead of the normal one, but it can also be for example a healthier product due to a higher degree of fibers. A group of individuals representing the general public has been asked to select in which order they would like to serve tomato ketchup to children and to give their motivation to why. They were asked to place four almost identical ketchup bottles (one kilogram and the same trademark) in order of preference. The four bottles to choose between were the following: • Normal tomato ketchup (60% tomato purée) • Ecological tomato ketchup (75% tomato purée) • Tomato ketchup with less sugar and salt (85% tomato purée) • Tomato ketchup with no added sugar (80% tomato purée; sucralose is used as sweetener) Choosing ketchup is of course about decision-making. As a background one has to do – more or less well-informed – cost-benefit analysis and risk assessments. To be active as a citizen and to be able to make well-grounded decisions one has to be literate about at least health and environmental issues. There are several knowledge dimensions when choosing between the four bottles of ketchup. Below is shown some of these knowledge aspects: • The problem of sugar consumption and its connection to caries, fatness, diabetes etc. • The problem of salt consumption and its connection to e.g. hypertension • Antioxidants (mainly lycopene, the red color of tomatoes, which has been considered a potential agent for prevention of some types of cancers, particularly prostate cancer) • Additives (e.g. the artificial sweetener sucralose (with E number E955), which has been accepted by several national and international food safety regulatory bodies, but has – like other most artificial sweeteners – been questionized. Sucralose belongs to a class of compounds known as chlorocarbons and measurements by the Swedish Environmental Research Institute have shown that wastewater treatment has little effect on sucralose. There are no known eco-toxicological effects at the levels measured so far, but because sucralose is only slowly degraded in nature, there is a risk of continuously increasing levels.) • Cultivation of tomatoes and vegetables used for the production of sugar and acetic acid • Traces of biocides In addition to these aspects, of course also other aspects are important, such as product costs, taste, habits etc. At the conference results from the empirical study will be presented. With a basis in the empirical study the ability of the public to do risk-benefit analysis about chemical substances will be discussed. Questions about why this competence is something that every active citizen should have, and what teachers can do to support the development of the competence, will also be raised. References Breiting, Sören; Hedegaard, Kristian; Mogensen, Finn; Nielsen, Kirsten; Schnack, Karsten (1999) Handlekompetence, interessekonflikter og miljöundervisning. Odense Universitets-forlag. Mogensen, Finn (1997) “Critical thinking: a central element in developing action competence in health and environmental education” Health Education Research, 12(4):429-436. Ratcliffe, Mary; Grace, Marcus (2003) Science Education for Citizenship – Teaching Socio-Scientific Issues. Open University Press, Maidenhead. ER - TY - JOUR T1 - Samfundsfag - et senmoderne fag? T2 - Nordidactica SN - 2000-9879 A1 - Spanget Christensen, Torben PY - 2011 VL - 1 SP - 1 EP - 25 LA - dan PB - Karlstad CSD KW - social studies KW - civics KW - didactics of subject matters KW - postmodern KW - citizenship education KW - competences in social studies KW - samfundsfag KW - demokratisk dannelse AB -  This article is about social studies (civics) as a school subject in Danish secondary and upper secondary school, especially with focus on what the subject contributes to the students in terms of development of citizenship (democratic Bildung) and in terms of general preparation for college and university studies. The subject curriculum show clear signs of a postmodern identity. The term postmodern refer to a globalized society challenging the absolute authority of the state. The state is under pressure of two interconnected and partly conflicting tendencies, namely globalization and individualization, leading to problems of state governance that cannot be solved in the traditional way, by strengthening the state and citizen loyalty. On the contrary, the situation calls for a high level of self governing on the part of the citizens and a high level of cooperation in the international society between states and between citizens in NGO’s. This sets a new task to social studies. The presented analysis of the social studies curriculum demonstrate how postmodern features are evident by the priority given to aims of student self governance and student self reflection opposed to a more traditional aim of loyalty to the state, by the implicit status given to democratic norms and democratic behavior opposed to explicit pointing out the right democratic norms and behavior, and by the emphasis on inductive methods opposed to deductive methods. It is argued that the postmodern identity of the social studies subject can be traced back to the early 1960’ties and even further back to anti authoritarian reactions to Fascism and Nazism in the 1930’ties and the 1940’ties. A comparison of two important textbooks (1917 and 1945) show how social studies changes focus from a legal to a sociological focus comprising postmodern features. It is further showed how these postmodern features develop in the social studies subject from the 1950’ties till today’s curriculum.It is concluded that the most important general aims (citizenship/ general bildung)of today’s social studies subject is to develop the students ability to connect social science knowledge on one side with societal development and own possibilities to act on a democratic basis in society, ability of self governance and ability of normative reflection. In addition the higher (optional) levels of subject gives a social science based preparation for college and university studies. ER - TY - CONF T1 - One to One goes to school: The mediatization of education and the forming of media citizenship A1 - Forsman, Michael PY - 2016 LA - eng KW - mediatization KW - citizenship KW - one to one KW - kritisk kulturteori KW - critical and cultural theory AB - Over the last few decades the Swedish K12 system has undergone a series of implementations of new information and communication technology [ICT] (Hylén 2011, Söderlund 2000). One current aspect of this structural transformation are projects with so called One to One (1:1), meaning that teachers and students alike get their personal laptop or tablet computer to use for daily work inside/outside school.The roots of the 1:1 movement are American but it hit Sweden about 10 years ago, and has since then been well documented and discussed (Fleischer 2013, Grönlund 2014, Kroksmark 2013, Tallvid 2015). One dimension of the 1.1 advocacy are some very influential politico- economical actors packaging the One to One-venture in claims about the relentlessness of digitalization and the benefits (even magic) of educational technologies as problem solution and the necessary road ahead. Often this discourse is linked to OECD-statistics and an urge for a development of “objective indicators of digital competency”, combined with strains of “progressive pedagogics” and notions of multimodality and formative learning (Hattie 2012, Kress 2010). Among the buzzwords one finds: digital natives, network society, communica- tion, innovation, digital literacy, participatory media and life long learning.Concurrent with this top-down implementation of digital media into the everyday life of the Swedish school system there is another process of digitalization and mediatization that is more of bottom-up; as students and their teachers are increasingly dependent on and tethered to ubiquitous media services (c.f. Turkle 2011) in their everyday life, also when it comes tolearning or teaching duties. It is thus accurate to say that the Swedish school system of today is “moulded by the media” (Hepp 2013) and that “media is everywhere” and “everything is media” (c.f. Deuze 2012, Livingstone 2009, 2015) also in this section of everyday life in con- temporary society (Kaun & Fast 2014),.Schools have always been media spaces (c.f. Couldry & McCarthy 2004) and teaching and learning are inexorably linked to different forms of media technologies. It is also well known that the relations between media use for formal educational purposes inside school (books, black boards etc.) and children’s optional usage of media and popular culture outside school is a complex matter (Buckingham 2007, Drotner 2008, Hall & Whannel 1964, Postman 1993). Still, my point not is to position different media technologies and media cultures in relation to each other, nor to contribute to the ongoing pedagogical discussion about “digital literacy”, but rather to discuss how media technologies and the preconceptions surrounding them constitutes a “cultural technology” (Bolin 2012, Miller 2007, Winthrop Young 2013) for fostering not only labor and consumers but also what I refer to as “media citizens (c.f. Dahlgren 2011, Schudson 1999).It is in order to understand and historicise this process that I enter the terrain of mediatization theory (Hepp & Krotz 2014 Hjarvard 2013, Lundby 2014). I start my paper by discussing mediatization both as a general “meta-process” (Krotz 2007) and as something with specifici- ty within the educational system (Breiter 2014). I then relate this to some of the critique that has been directed towards the current digitalization of education − for propagating a neoliber- al and instrumental view on education that makes schools financially and pedagogically de- pendent on corporations like Google, Apple, Intel etc. and others within the growing edu-tech industry (Buckingham 2007, Selwyn 2014).Hereby I want to address digitalization of education as a formal and an informal re- conceptualization of the curriculum; not only understood as steering documents but as a pre- vailing logic and undercurrent (Popkewitz 2015) with implications for the fostering a new form of media citizen (Bennet 2008, Hartley 2010, Mihailidis 2014, Ratto & Bohler 2014).In the final part of my paper I link this discussion to some empirical findings made within a EU-financed school development project, where teacher’s in one Swedish and one German school simultaneously made the shift to 1:1, and where the logics of mediatization and a new understanding of teaching, learning and media citizenship was noticeable.ReferencesBennett, W Lance (2008), ”Changing citizenship in the digital age”, Civic Life Online, Cambridge: MIT Press Bolin, Göran (2012) (ed.). Cultural technology. The shaping of culture in media and society, New York:Routledge.Breiter, Andreas (2014). ”Schools as mediatized worlds”. In Hepp, A. & Krotz F (eds.). Mediatized Worlds.Culture and Society in a Media Age, London: Palgrave & Macmillan.Buckingham, David (2000). After the death of childhood. Growing up in the age of electronic media, Cam-bridge: Polity Press.Buckingham, David (2007). Beyond technology. Children ́s learning in the age of digital culture, Cambridge:Polity Press.Couldry, Nick & Anna McCarthy (2004). MediaSpace: place, scale and culture in a media age, London:Routledge, 2004.Dahlgren, P (2011). “Mediated Citizenships: power, practices, and identities “, Int. J. Electronic Governance,Vol. 4, Nos. 1/2  ER - TY - THES T1 - Hur ska du bli när du blir stor?: en studie i svensk gymnasieskola när entreprenörskap i skolan är i fokus A1 - Lindster Norberg, Eva-Lena PY - 2016 LA - swe PB - Umeå universitet KW - citizenship KW - entrepreneurship in school KW - upper secondary school KW - governmentality KW - education AB - The general aim of this thesis is to examine and explain how education fosters future citizens when Swedish upper secondary schools work actively with entrepreneurship in school. Toward this aim, two research questions are asked: How are students governed and how do students govern when focus is on entrepreneurship in school? How do teachers relate to entrepreneurship in school? The study took place in a school development program with a focus on teachers developing their abilities and working with entrepreneurship in schools. Four studies presented in four articles form the cornerstones of the thesis. The empirical data was collected during 2013– 2014 in three of the participating schools. Different methods were used. The first step was reading and analysing policy documents, followed by observations in the classrooms, interviews with the teachers with the help of performance maps, and interviews with the students in gendered focus groups. In total, 14 teachers and 90 students were involved in the study. The schools were geographically spread and represented both public and independent schools. For this study an abductive approach was used, which means that the empirical data were collected and first studied unbiased. Various theoretical models were chosen to find answers to the specific research questions; thus, a connection between the theory and the empirical data was made.The first article examines whether a citizen with entrepreneurial abilities is fostered in school when the concept of entrepreneurship has a place in the curriculum. This article also analyses the curriculum (Gy11) and more specifically what can be read under the heading The Task of the School. The main result from this study shows that students are emphasising entrepreneurial abilities over other abilities. The second article draws a comparison between John Dewey’s ideas of progressive education from the early 1900s and the teaching methods that have come to be advocated for developing student ́s entrepreneurial abilities. The main purpose of progressive education is to foster a democratic citizen; here I could observe that techniques for teaching entrepreneurship are comparable to progressive education, but the purpose is not the same. The purpose of entrepreneurship in school is primarily to foster individuals who are active and responsible for their own future.Michael Foucault's concept of governmentality is the focus of article three, which explores how students are governed and shaped when entrepreneurship in school is emphasised, and it explores whether boys and girls are governed in different ways. The analysis of the result indicated that the students were governed in three different ways in the three school contexts, and girls and boys were governed in different ways both among the schools and within the schools.The fourth article addresses how the teachers relate to entrepreneurship in schools in light of new reforms, marketization, more regulation and the demands of being an entrepreneurial teacher. The result shows three narratives: the cool teacher, the stressed teacher, and the frustrated teacher, each handling entrepreneurship in school in different ways.This thesis shows that the entrepreneur has come to be presented as a hero and entrepreneurship as a solution to cope with challenges—to the global economy, but also for coping with ourselves and our own lives. It also shows that fostering a democratic citizen is subordinate to fostering citizens with entrepreneurial abilities, as the regime of truth is to become the entrepreneur. The students are both governed and governing toward that direction. And even if teachers have different ways of approaching entrepreneurship in schools, the will to be the entrepreneurial teacher and to foster entrepreneurial citizens is clear.  ER - TY - THES T1 - Landskapet som lärobok: Regionalitet och medborgarfostran i Jämtland kring sekelskiftet 1900 A1 - Fransson, Per PY - 2010 LA - swe PB - Sekel förlag KW - regionality KW - region discourse KW - jämtland KW - landscape views KW - national identity KW - social integration KW - education KW - citizenship KW - concept of hembygd KW - history of tourism KW - public exhibitions KW - use of history KW - cultural heritage KW - landscape and gender KW - regionalitet KW - hembygd KW - turism KW - turismhistoria KW - kulturarv KW - landskap KW - history subjects AB - This thesis examines the relationship between regionality and societal integration at the turn of the 20th century from an historical and pedagogical perspective. The national identity project of the time that made national unity its overarching goal and that imagined the nation as a homogenous entity, also institutionalised regional distinctiveness. How did the agents of the time handle the conflict between the regionally particular and the nationally general? What is analysed here is the publicly constructed and mediated “regionality”, which is to say the production of meanings about a region and the projection onto it of expectations and ideas. A discourse on Jämtland has been demarcated, which is analysed alongside other contemporary discourses, including class and gender. All of these discourses were rooted in the concept of “societal”. The conception showed that the development of the societal whole was primary in relation to other interests. Defined as “societal”, formerly excluded identities could be made participants in the building of the nation. Empirical examination is given to how “Jämtland” and “the Jämtlandic” were defined in the regional press, in the framework of general education, and by the Swedish Tourist Association, regional societies, institutions and so forth. The study shows that at the turn of the 20th century, regionality very much functioned as a means to territorially anchor more general ideas and notions that inheredin the modernisation and democratisation of society. With the objective of attaining a higher degree of national integration, a regional distinctiveness was constructed that was nationally complementary and that served as a metaphorfor subordinated participation in society. From grand, majestic panoramas, historical myths, traditional local handicrafts and provincial flowers a symbolic distinctiveness was created, but with the aim of establishing genuine national unity. Society was to be described and understood from particular and individual viewpoints, so that the individual could develop a sense of the general and so that society’s fundamental values were not undermined by his liberation. Jämtlandic regionality that has been identified in the study can thus be regarded as a supra-ideological institution. What came to be regionalised was something more fundamental than the artefacts of cultural heritage that people and institutions believed themselves to be rescuing from modernisation: it was the nation’s territoriality. The concept of hembygd represented a “spatialisation” of the societally coded concept of citizenship, and helped to tie this concept to the individual’s own lifeworld. More than anything else, regionality indicateda perspective on reality. If it was possible to obtain an overview of a regional context from a local vantage point or an individual locally crafted artefact, it was also possible to conceive of the larger national framework of which this region formed a part. The regional denoted the link between the private and the public, between the individual and his abstract national affiliation. ER - TY - JOUR T1 - Theorizing participatory intensities: A conversation about participation and politics T2 - Convergence. The International Journal of Research into New Media Technologies SN - 1354-8565 A1 - Jenkins, Henry A1 - Carpentier, Nico PY - 2013 VL - 3 IS - 19 SP - 265 EP - 286 LA - eng KW - citizenship KW - convergence culture KW - critical theory KW - democracy KW - education KW - fandom KW - literacy KW - participation AB - This conversation started in Prague, the Czech Republic, during a panel moderated by Irena Reifova at the symposium 'On Empowered and Impassioned Audiences in the Age of Media Convergence'. The event was organized by the Faculty of Social Sciences at Charles University. The text contains a series of discussions. First, there is a conversation about the nature of the participatory democratic utopia and participatory culture and how groups take (or do not take) advantage of the affordances of new and emerging media. It also emphasizes the political nature and potential of popular culture and touches upon its connection to institutionalized politics. Three other key areas are mentioned: the role of different cultures of leadership, the significance of organizations in structuring participatory processes, and the need to enhance civic learning, providing more support for participatory cultures. This is combined with an interlocking discussion about the definition of participation and how it is tied up with power. It covers the differences between participation and interaction, engagement, interpretation, production, curation, and circulation. Finally, there is an underlying strand of discussion about the role of academia, focusing on the relationship between critical theory and cultural studies, the need to deconstruct our own frameworks and the question of which language to use to communicate academic research to the public. ER - TY - CONF T1 - On children's right to pluralism in education T2 - NERA (Nordic Educational Research Association) 2011 congress in Jyväskylä, Finland March A1 - Englund, Tomas PY - 2011 LA - eng KW - children's right to education KW - parental right to educational authority KW - education AB - The starting points of this paper imply a use from one article (Englund 2010) published within the project (Education as a citizenship right – parents’ rights, children’s rights or …..) in which the parental right to educational authority is questioned. Using deliberative democracy as an ideal I am putting the question if it is possible to create a deliberative democracy without future citizens growing into a pluralist, deliberative culture developing deliberative capabilities, with schools serving as crucial intermediate institutions. It is within common schools that encounters between different cultures, different value orientations etc. can take place and classrooms as weak publics can be created. However, this kind of development seems less plausible with the renaissance of what can be called liberal patriarchalism now legitimizing the growing use of parental right to educational authority[1], at the same time neglecting children’s right to a pluralist education. In my paper I will try to analyze the components of this dilemma by relating it to an ongoing discussion on citizenship education questioning in what perspective this citizenship education shall be seen, in a perspective of societal reproduction of from a perspective of each child’s rights to a pluralist education.[2]Depending on in what perspective this question is seen we find different outcomes. [1]The liberal, private-law paradigm privileges individual freedom, e.g. parental right to educational authority and civil rights at the same time subordinating political and social citizenship rights (Marshall 1949/1964, Habermas 1996). Among philosophers of education, William Galston (1991, 2002, 2005) is an outspoken proponent to parental right to educational authority. [2]William Galston (1991) poses two dilemmas about parental rights and education. The first of these arises from conflict between the proper ends of civic education in a liberal society and the values that some parents will want to honor in the way they rear their children; the second arises from conflict between how basic interests of the child are understood by the wider society and the dissident views of some parents (cf. Callan 2006)  ER - TY - RPRT T1 - Medborgarkunskaper i sikte: nordisk jämförelse och fördjupad analys av svenska elevers svårigheter i ICCS 2009 A1 - Arensmeier, Cecilia PY - 2012 LA - swe PB - Skolverket KW - samhällskunskap KW - medborgarkunskap KW - civic education KW - samhällsdidaktik KW - statskunskap AB - Den som inte förstår viktiga samhällsfrågor, har svårt att följa nyheter och debatt. Då begränsas också möjligheten att agera som medborgare - att påverka politik och samhälle. I den internationella undersökningen ICCS 2009 undersöktes 14-åringars kunskaper om demokrati och samhälle. I denna fördjupade analyspresenteras de svenska elevernas kunskapsprofil i jämförelse med andra nordiska länder. Studien belyser dessutom, medhjälp av nya intervjuer, särskilda svårigheter för de svenska eleverna. Med koppling till samhälllsdidaktisk forskning diskuteras bland annat hur begreppsförståelse och förståelse för samhälleliga principer, förmåga att urskilja frågeställningar, läsförmåga och språkförståelse i hög grad påverkar elevernas prestationer i ICCS. ER - TY - JOUR T1 - Bedömning som ett kunskapsideologiskt ställnings­tagande: lärares bedöm­ningsstrategier och samhällskunskaps­ämnets laborativa, analytiska och avgränsade kunskaps­innehåll T2 - Nordidactica SN - 2000-9879 A1 - Berg, Mikael PY - 2020 VL - 2020 SP - 109 EP - 133 LA - swe PB - Karlstad : CSD Karlstad KW - assessment practice KW - assessment strategies KW - subject didactics KW - social science didactics KW - social science concepts KW - subject-specific education KW - ämnesdidaktik KW - utbildning och lärande AB - During the last decade, the Swedish research field has gained an increasing interest in what knowledge content to use in the subject of social science. However, less interest has been given the didactical questions on how and what relates to each other in constructing knowledge content. The aim of this article is, therefore, to explore how teacher’s assessment strategies relate to selecting knowledge content. The method used is semi-structured interviews with four experienced secondary school teachers on how they work with assessment. The results show three assessment strategies, which are reasoning, systematic and correcting assessment strategies. In different ways, the assessment strategies then relate to several knowledge content positions. Firstly, to a more tentatively and elaborating position with focus on the student’s questions. Secondly, to an analytical and progress-oriented position with focus on disciplinary concepts. Finally, to a more definitive and orienting position with focus on democratic values. Therefore, I argue that we need to pay more attention to the didactical question of how and what relates to understanding the complexity in constructing a knowledge content.                                                                                                                     ER - TY - JOUR T1 - Graderande granskning och förklarade glapp: Svensk historie- och samhällskunskapsdidaktisk forskning om lärares bedömningspraktik 2009–2019 T2 - Nordidactica SN - 2000-9879 A1 - Berg, Mikael A1 - Persson, Anders PY - 2020 VL - 1 SP - 18 EP - 44 LA - swe PB - Karlstad : CSD Karlstad KW - assessment KW - assessment practice KW - subject didactics KW - history didactics KW - social science didactics KW - utbildning och lärande KW - education and learning KW - subject-specific education AB - During the last decade there has been an increasing interest in the Swedish research field concerning assessment in schools, especially with focus on the school subject’s history and social science. The aim of this article is therefore to explore what perspectives that have being used by researchers in the Swedish field of history and social science subject didactic, when investigating teacher’s assessment practice. The method used in the article is a text analysis of 13 Swedish thesis and articles that deal with teacher’s assessment practice within the Swedish field of history and social science subject didactics between 2009 and 2019. The result shows that there an overwhelming part of the studies deals with examine teacher’s assessment practice. Another dominant trend is to explain the variations in teacher’s assessment practice. Overall the result shows that there is a lack of studies which begin with teachers subject specific experiences and also a lack of studies with a policy critical approach. To try to capture the complexity in assessment we therefore argue in the light of the result that there is a need of both a theoretical and cumulative broadening of the Swedish research field concerning teacher’s assessment with focus on the school subject’s history and social science. ER - TY - CONF T1 - To develop teaching on social issues: content selection and transformation in social studies education in upper elementary school, year 4-6 A1 - Bladh, Gabriel A1 - Kristiansson, Martin A1 - Stolare, Martin PY - 2017 LA - eng ER - TY - CONF T1 - Emerging Visual Literacy through Enactments by Visual Analytics and Students T2 - 6th international Designs for Learning conference A1 - Bodén, Ulrika A1 - Stenliden, Linnéa PY - 2018 SP - 23 LA - eng PB - Bergen KW - visual literacy KW - visual analytics KW - k12 students KW - socio-material relations KW - social science education KW - didactic design AB - This paper aims to explore how visual literacy emerges when visual analytics and students enact in social science secondary classrooms. Interacting with visual technology likely demands new forms of literacy as various dimensions of complexity emerge in such learning activities, where reading become a way to impose order and relevance on what is displayed. However, there is a lack of research how these visual processes emerge. By applying a socio-material semiotic approach, the interactions between teachers, students and a visual analytics application are followed. The paper clarifies what might strengthen or weaken the socio-material relations at work in emerging visual literacy. This design-based study was conducted in five classes in three secondary schools in Sweden, with 97 students. The visual analytics application introduced was Statistics eXplorer. Each class were followed two to three lessons by a video recording program that captured both the students and the actions at the computer screen. The socio-material analyses show that the enactments between the visual analytics and the students were both strengthened and weakened by different social as well as material forces. The actions were directed by visual properties as movement, highlighting and color. Connecting to the students these often produced a quick vision or a "locked" vision. The paper argues for close didactic alignment and deeper knowledge of how the visual interface attracts human (students’) attention and how students’ visual literacy ablilites may emerge in that relation. ER - TY - JOUR T1 - Rörelsehindrade ungdomars fritid T2 - Nordisk tidsskrift for specialpedagogikk SN - 0048-0509 A1 - Brodin, Jane A1 - Fasth, Åsa PY - 2001 VL - 1 SP - 1 EP - 13 LA - swe PB - Oslo : Föreningen för spesialpedagogikk KW - fritid KW - ungdomar KW - rörelsehinder KW - education KW - civics KW - child and youth science AB - Fokus är på rörelsehindrade ungdomars fritidsverksamheter ER - TY - JOUR T1 - Introduction 2013:1 Globalization and School Subjects T2 - Nordidactica SN - 2000-9879 A1 - Broman, Anders A1 - Hobel, Peter A1 - Christensen, Torben Spanget PY - 2013 VL - 2013 LA - eng PB - Karlstad : CSD Karlstad KW - globalization KW - school subjects KW - citizenship education KW - education ER - TY - CHAP T1 - Democracy building and adult education: A case of Russia T2 - Die Zukunft des lebenslangen Lernens A1 - Bron Jr, Michal PY - 2002 SP - 317 EP - 330 LA - eng PB - Frankfurt am Main : Lang KW - civics KW - östersjö- och östeuropaforskning KW - baltic and east european studies KW - politik KW - ekonomi och samhällets organisering KW - politics KW - economy and the organization of society ER - TY - JOUR T1 - Kanon eller inte kanon? En enkätstudie bland samhällskunskapslärare i årskurs 7–9 T2 - Nordidactica SN - 2000-9879 A1 - Bäckström, Pontus A1 - Öberg, Joakim PY - 2021 VL - 2021 IS - 11 SP - 20 EP - 56 LA - swe PB - Karlstad : CSD Karlstad KW - samhällskunskap KW - samhällskunskapsdidaktik KW - ämneskanon KW - ämnestradition KW - social studies KW - civics KW - subject didactics AB - The aim of the present study is to investigate whether social studies in compulsory school grades 7–9 can be perceived as having a clear canon regarding subject content, methods, used sources and examination methods. Previous research has suggested that social studies is unclear, vague and that it lacks a subject canon. The results of the present study points in both directions. On the one hand, the study shows that there is a clear core of content around which lower secondary social studies teaching revolves and a common foundation regarding how this content is mainly conveyed and examined. On the other hand, the study shows that there is also great variation between different teachers, variation that can be partly explained by the teachers' preferences. Different teachers seem to have different preferences when it comes to how they teach, what methods and sources they use and how sections are examined. For example, there are significant correlations between how teachers who use group-based methods also use group-based examinations. An important factor for the variation between teachers can be traced to gender. At group level, we see differences regarding male and female teachers based on subject matter, methods, sources and examination methods. In general, there is a common core for most social studies teachers, regardless of gender, but female teachers tend to cover a broader subject content, use a wider array of methods and sources and more varied forms of examination. ER - TY - CHAP T1 - Educational Research in Citizenship Competences T2 - The Department of Education at Stockholm University A1 - Chang Rundgren, Shu-Nu A1 - Edman-Stålbrandt, Eva A1 - Gynther, Per A1 - Hagerman, Frans A1 - Håkansson, Michael A1 - Ignell, Caroline A1 - Tebano Ahlquist, Eva-Maria PY - 2022 SP - 158 EP - 177 LA - eng PB - Stockholm : Bokförlaget Atlas KW - education ER - TY - JOUR T1 - Exploring a young person's images of responsibility for others: a significant question for a living democracy T2 - International Journal of Learning SN - 1447-9494 A1 - Edling, Silvia PY - 2007 VL - 7 IS - 14 SP - 171 EP - 178 LA - eng KW - citizenship KW - social responsibility KW - political systems KW - images KW - living democracy KW - social justice KW - responsibility KW - education ER - TY - THES T1 - Redskap för lärande?: Återkoppling i samhällskunskap på gymnasiet A1 - Grönlund, Agneta PY - 2011 LA - swe PB - Karlstads universitet KW - feedback KW - formative assessment KW - civic didactics KW - civic KW - social studies KW - upper secondary school KW - återkoppling KW - formativ bedömning KW - samhällskunskap KW - samhällskunskapsdidaktik KW - gymnasiet AB - This dissertation explores written and oral feedback in different contexts. The study is based on interviews with five Swedish teachers in Civics and on observations of their way of giving feedback in the classroom. Furthermore, teachers’ comments on the students’ written tasks were examined.Feedback from the teacher to the student has been classified into the categories: Focus on task, Focus on grade, Focus on learning process and Focus on self-regulation. According to previous research feedback with focus on process and self-regulation is the most powerful tool for enhancing learning. The result shows that the feedback which was given on written tests and written tasks was not favourable for enhancing learning. Feedback in a written log and during work in class was more effective. In the context where teacher gave oral feedback when giving back the written texts both grades and learning process appeared to be in focus.Activity theory has influenced the analysis of variation in feedback and of obstacles and possibilities for developing formative feedback. In order to explain the variation I discuss the form of the task, the nature of the subject and the fact that feedback is given in both a formative and a summative discourse.In the formative discourse, where the teacher acts as a promoter, I find good possibilities for developing formative feedback. Open tasks, feedback towards abilities and a direct relation between the student and the subject matter appeared in this discourse. A summative discourse, where examination and grades characterized the feedback, has been interpreted as an obstacle for development of a more formative practice. In that discourse the teacher acts as a mediator between the student and the subject matter. ER - TY - CHAP T1 - Marxism and Human Rights against Capitalism T2 - Encyclopaedia of Marxism and Education A1 - Hedlund, Daniel A1 - Nilsson, Magnus PY - 2022 SP - 435 EP - 452 LA - eng PB - : Brill Academic Publishers KW - human rights KW - democracy KW - advocacy KW - welfare states KW - marxism and law KW - civil society KW - human nature KW - citizenship KW - progress KW - sweden KW - humanism KW - state KW - prostitution KW - sex work KW - education ER - TY - RPRT T1 - Tolerance and Cultural Diversity Discourses in Sweden A1 - Hertzberg, Fredrik A1 - Roth, Hans-Ingvar PY - 2010 LA - eng PB - EUROPEAN UNIVERSITY INSTITUTE, FLORENCE KW - sweden KW - recognition KW - tolerance KW - multiculturalism KW - policy KW - welfare state KW - citizenship KW - saami KW - roma KW - muslims KW - sub-saharan africans. KW - education ER - TY - JOUR T1 - Virtuella simuleringar som metod i ekonomisk kunskap T2 - Nordidactica SN - 2000-9879 A1 - Hilli, Charlotta PY - 2017 VL - 2017 SP - 46 EP - 70 LA - swe PB - Karlstad : CSD Karlstad KW - social studies education KW - economical knowledge KW - simulation KW - virtual learning environments KW - economic education KW - education AB - Students often perceive economic concepts as abstract. Virtual simulations may enhance students’ conceptual knowledge by allowing them to interact with various objects while learning content. The aim of this study was to understand the role of cultural resources in virtual simulations in social studies. Data were collected through interviews with thirteen Finnish upper-secondary school students 17–18 years old who took three distance-learning social studies courses using simulations in Second Life. The results imply that symbolic and human mediators were important for promoting discourses on social studies among the participants. The simulations of course content encouraged the participants to perform a range of activities (e.g. reflecting and analysing discourses in social studies). However, it is unclear how well the students understood theoretical or macro-discourses on the economy. Although this sample was small, and the study was experimental in nature, the results suggest that human mediators who actively question and challenge students are important in virtual simulations. ER - TY - CONF T1 - Early childhood education and learning for sustainable development and citizenship A1 - Hägglund, Solveig A1 - Pramling Samuelsson, I PY - 2007 LA - eng KW - education ER - TY - CHAP T1 - Förändringar i skolans organisation och styrning T2 - Skolan som politisk organisation A1 - Jarl, Maria A1 - Kjellgren, Hanna A1 - Quennerstedt, Ann PY - 2007 SP - 23 EP - 47 LA - swe PB - Malmö : Gleerup KW - education KW - civics ER - TY - JOUR T1 - Teoretisanja o intenzitetu participacije: razgovor o participaciji i politici [Theorizing participatory intensities T2 - Media and Communication / Mediji i komunikacije. International scientific journal of media, communication, journalism and public relations SN - 2336-9981 A1 - Jenkins, Henry A1 - Carpentier, Nico PY - 2014 VL - 1 SP - 19 EP - 48 LA - eng KW - citizenship KW - convergence culture KW - critical theory KW - democracy KW - education KW - fandom KW - literacy KW - participation KW - participatory culture KW - participatory democratic utopia ER - TY - CHAP T1 - Skolan som värdeförmedlare T2 - Skolan som politisk organisation A1 - Kjellgren, Hanna PY - 2007 SP - 121 EP - 144 LA - swe PB - Malmö : Gleerup KW - education KW - civics KW - educational science ER - TY - JOUR T1 - Minority identity and identity maintenance in Georgia T2 - Working Papers, Department of Linguistics, Lund University A1 - Kock Kobaidze, Manana PY - 1999 IS - 47 SP - 149 EP - 168 LA - eng KW - minority KW - citizenship KW - ethnic identity KW - language KW - education KW - mother tongue ER - TY - JOUR T1 - Samhällskunskapsämnet och dess ämnesmarkörer på svenskt mellanstadium – ett osynligt eget ämne som bistår andra ämnen T2 - Nordidactica SN - 2000-9879 A1 - Kristiansson, Martin PY - 2014 VL - 2014 SP - 212 EP - 233 LA - swe PB - Karlstad : CSD Karlstad KW - civics-didactics KW - civics KW - social studies KW - middle school KW - subject-markers KW - samhällskunskapsdidaktik KW - samhällskunskap KW - samhällsorienterande undervisning KW - grundskolans mellanstadium KW - ämnesmarkörer AB - Based on interviews with teachers about their social studies teaching in Swedish middle schools (age 10-12), the characteristics and contents of civics, as one of the subjects in social studies, is interpreted related to the concept of "subject markers". The interviews show that civics is vague and incoherent. Yet, the teachers teach about a similar content but whose parts are unclear and not clearly interconnected. Hence, civics remains unclear and incoherent, reinforced by its outer unclear boundaries. Based on this interpretation, questions of the visibility of civics as a distinct school-subject have occurred which have led to the formation of the concept of "subject-markers". Its function is to make the subject visible. The concept has been differentiated in order to highlight different aspects of visibility and shows that the presence, or lack of, and the interactions between the various types of markers makes civics invisible as a distinct subject. More than operating independently, it tends to be pulled apart mostly assisting other school-subjects, especially geography and history. These subjects appear to be far more clear, coherent and visible as distinct subjects within social studies. ER - TY - CONF T1 - Social studies in primary school- communicating values or teaching substantive knowledge? T2 - NOFA7 Nordic Conference on Teaching and Learning in Curriculum Subjects. Stockholm University, 13 - 15 May 2019, Abstracts, p. 138 A1 - Lilliestam, Anna-Lena PY - 2019 LA - eng KW - subject didactics KW - social science education KW - primary school KW - interview ER - TY - RPRT T1 - School-based Prevention and Intervention Measures and Alternative Learning Approaches to Reduce Early School Leaving A1 - Nouwen, Ward A1 - Van Praag, Lore A1 - Van Caudenberg, Rut A1 - Clycq, Noel A1 - Timmerman, Christiane PY - 2016 LA - eng PB - University of Antwerp KW - education KW - social policies KW - childhood KW - citizenship KW - gender KW - migration and ethnic relations ER - TY - THES T1 - Värdegrund, demokrati och tolerans. Om skolans fostran i ett mångkulturellt samhälle A1 - Nykänen, Pia PY - 2008 LA - swe PB - Filosofiska institutionen, Göteborgs universitet KW - citizenship education KW - culture KW - curriculum KW - deliberation KW - democratic education KW - dewey KW - habermas KW - kymlicka KW - multicultural education KW - tolerance ER - TY - THES T1 - Prov och bedömning i samhällskunskap: En analys av gymnasielärares skriftliga prov A1 - Odenstad, Christina PY - 2011 LA - swe PB - Karlstads universitet KW - test KW - assessment KW - social science KW - didactic KW - curriculum KW - prov KW - bedömning KW - samhällskunskap KW - ämnesdidaktik KW - läroplan KW - kunskapssyn KW - ämnessyn KW - trappstegstänkande KW - studie- och yrkesförberedande program AB - This study focuses on tests and assessment in social science in the upper secondary school in Sweden. Testing has an effect on how students learn and on the information and knowledge they retain. Different forms of examination encourage different styles of learning and the type of test used also influence the perception students have on a subject. From a didactical perspective, based on a curriculum theory, the aim of this study is to examine teacher constructed tests and to analyze the construction and different reflections on the school subject social science. The tests analyzed are compared with the content of the formal curriculum. The findings indicate that the tests contain only a few of the goals in the formal curriculum. The curriculum does not seem to have a major influence on the setting of the test and its content. It is rather some kind of subject tradition that appears in the examinations. The dominant subject fields are political science and economics. Three subject profiles were found in the tests. The students are expected to orientate themselves with the subject and learn some basic facts. However, there are also questions which give the students opportunities to analyze different phenomenon and discuss several issues. The tests vary, for example in theoretical programs the content requires students to use the factual knowledge rather than rote learning. The questions are more theoretical and advanced compared with the tests that have been used within vocational programs. ER - TY - CONF T1 - [Work in progress] What can WIL learn from citizenship education?: The ambiguous space of insider understanding and outsider objectivity T2 - Proceedings of WIL’25 A1 - Piper, Laurence A1 - Dahlquist, Karl PY - 2025 SP - 178 EP - 180 LA - eng PB - Trollhättan : University West KW - work-integrated learning KW - citizenship education KW - arbetsintegrerat lärande ER - TY - THES T1 - Att ta sig an världen: Lärare diskuterar innehåll och mål i samhällskunskapsämnet A1 - Sandahl, Johan PY - 2011 LA - swe PB - Karlstads universitet KW - civics KW - social studies KW - civic teaching KW - social studies teaching KW - civic didactics KW - social studies didactics KW - first order concepts KW - second order concepts KW - democratic socialisation KW - civic literacy KW - subject didactics KW - ämnesdidaktik AB - The focus of this investigation is civics in the Swedish upper secondary school. In addition to subject matter, civics is also an agent for democratic socialisation. The study explores and analyses the reflections of six teachers on their teaching about globalisation. These reflections, or voices, are researched through interviews and classroom observations. The starting point is the teachers’ description of content and goals in their teaching. The overall aim is to identify and analyse first and second order concepts in their teaching and analyse the relationship between the concepts and democratic socialisation.Despite the strong position of civics as one of the main subjects in school curricula very little research has been done. By focusing on one substantial case, globalisation, this study tries to reach beyond the various topics covered in civics. In order to understand civics teaching the researcher use the history didactic terms of first and second order concepts to find a new way to explore and understand civics.Manifested in the teachers’ voices are ideas on how to organise, analyse, interpret and critically review discourses in society. The second order concepts of civics found in the teachers’ voices are social science perspectives, social science causality, social science inference, social science evidence and social science abstraction.In order to reach their goals in civics the teachers underline the importance of using second order concepts. When pupils work more scientifically they develop a way of thinking about society and they have to challenge their set opinions about different topics. Therefore, the second order concepts are important for achieving civic literacy.   ER - TY - CHAP T1 - Bridging political polarization in Swedish schools: Disciplinary knowledge as panacea or cul-de-sac? T2 - La educación cívica en España. Y en perspectiva internacional A1 - Sandahl, Johan PY - 2022 SP - 307 EP - 325 LA - eng PB - Madrid : Konrad Adenaur Stiftung - Marcel Pons KW - social science education KW - democracy education KW - disciplinary knowledge KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education ER - TY - CONF T1 - Recognition, adult education and citizenship A1 - Sandberg, Fredrik PY - 2015 LA - eng ER - TY - JOUR T1 - Teachers' and Student Teachers' View of Being a Teacher: Comparative Case Studies in England, Finland and Sweden T2 - Canadian Social Sciences A1 - Sandström Kjellin, Margareta A1 - Stier, Jonas A1 - Asunta, Tuula PY - 2009 VL - 3 IS - 5 EP - 3 LA - eng KW - attitudes and values KW - citizenship education KW - cross-national case studies KW - teachers’ voices. KW - education ER - TY - JOUR T1 - Values in practice: teachers' and student teachers' understanding of a desired classroom dialogue T2 - Research in Higher Education SN - 0361-0365 A1 - Sandström Kjellin, Margareta PY - 2009 IS - 4 EP - 4 LA - eng KW - attitudes and values KW - citizenship education KW - cross-national case studies KW - teachers' voices KW - education ER - TY - BOOK T1 - Skolor som politiska arenor: medborgarkompetens och kontrovershantering : internationella studier PY - 2010 LA - swe PB - Skolverket KW - civic education KW - iccs KW - politisk socialisation KW - ungdomar KW - medborgarkompetens KW - kontroverser KW - politiskt delagande KW - skolan KW - medborgarfostran KW - medborgarbildning KW - education KW - statskunskap AB - Villkoren för skolans demokratiuppdrag har förändrats. Det offentliga huvudmannaskapet har utsatts konkurrens från privata initiativ och en ökad kulturell mångfald har konfronterat skolan med nya utmaningar.Vad betyder detta för skolans möjligheter att bidra med demokratisk utveckling hos skoleleverna?I den här forskarantologin presenteras en fördjupad analys av svenska elev-, lärar- och skoldata från den internationella utvärderingen ICCS 2009. Rapporten innehåller beskrivande analyser av förutsättningarna för skolor och lärare att hantera kontroverser och av vad eleverna har för medborgarkompetens.Avslutningsvis görs även preliminära försök att förklara de mönster som präglar svenska elever, lärare och skolor när det gäller medborgarkompetens. ER - TY - CONF T1 - Pupils’  voices about citizenship education: a comparative study from Finland, Sweden and the United Kingdom A1 - Stier, Jonas A1 - Sandström Kjellin, Margareta A1 - Einarsson, Tanja A1 - Davies, Trevor A1 - Asunta, Tuula PY - 2007 LA - eng ER - TY - BOOK T1 - The State, Civil Society and the Citizen: Exploring relationship in the field of adult education in Europe PY - 2009 LA - eng PB - Lang KW - international education KW - internationell pedagogik KW - civics ER - TY - JOUR T1 - Hva, hvordan, hvorfor? En studie av norske lærere og elevers erfaringer med lekser i samfunnsfag T2 - Nordidactica SN - 2000-9879 A1 - Trysnes, Irene A1 - Skjølberg, Katja PY - 2020 VL - 2020 SP - 36 EP - 59 LA - nor PB - Karlstad : CSD Karlstad KW - home work KW - social science didactics KW - youth AB - The issue of homework is highly debated in both Norwegian and international context. The effect of homework is disputed among researchers. Some argue that students achieve increased learning outcomes from spending time on homework, while others focus on homework as a contributing factor to increasing inequality. In this article, we explore students’ and teachers’ experiences with homework in social studies. We base our study on a survey among secondary school students and interviews with 16 teachers in Norway. Our results indicate that students in general share a more positive view on homework than the teachers. While the teachers worry that homework is too time-consuming and often is given as a form of compensation for what they did not “get through” during school hours, the students report learning outcomes from homework, especially if it is followed up with feedback. However, we find that students are rarely given any feedback on their homework, and that it is often characterized by fact-oriented assignments with a strong focus on the textbook.  ER - TY - THES T1 - Teknik och politiskt handlande: Rationalitet och kritik i den samällsorienterande undervisningen A1 - Westlin, Anders PY - 2000 LA - swe PB - Acta Universitatis Upsaliensis KW - education KW - social studies education KW - technology KW - rationality KW - political action KW - discourse analysis KW - critical pragmatism KW - post-structuralism KW - curriculum theory AB - This thesis is a content analysis of discursive meanings of technology in the Swedish comprehensive school, with a specific focus on social science. The primary aim is to analyse moral and political aspects of the relation between individual and technology in interpretations of the content of teaching. Different technology-discourses are developed concerning their conditions for criticism and political action, which makes a specific interpretation of the problems of democracy a central framework of the thesis. Social values, interests and endeavours are thereby related to the constitution of students´ social identities in instruction. The study consists of discourse-analyses of social science textbooks and the Swedish national curricula, focusing rationality, values and power related to technology, indicating different consequences in political action terms. Aiming to specify the action-aspects of the technology discourses (as discourse-practices) a historical inquiry of curricula is made, which shows a certain parallel between three gruops of discourse-practices: epistemological, transformative, and colonising. In an instruction context, different conditions for discussions of technology and technological change, as well as for the assignment of authoritative positions, arise from the three groups. Implications for instruction of the parallel discourse-practices are discussed in terms of poly-perspectivity, challenging any selective tradition of teaching regarding the individual-technology-relation. Thereby, the fulcrus of instruction is regarded as a contingent situation, involving continual suspicion and readiness to re-conceptualise standpoints. Full responsibility for mutual recognition follows, making moral implications of instruction crucial. Critical conversations are one way of designating an effort to come up to these demands. ER - TY - BOOK T1 - Theme: Rhetorical Education and the Democratic Mission of the School: Preparing Students for Academic and Civic Life PY - 2018 LA - eng PB - Utbildning & Demokrati, Örebro University KW - language arts education KW - education AB - This issue of Utbildning & Demokrati features essays and articles inspired by a conference that took place in 2017 at Örebro University, Sweden. The conference brought together researchers in rhetoric, literacy, and education to explore how rhetorical education—inspired by the rhetorical tradition and modified and updated for education in the twenty-first century—can enhance language arts teaching today. ER - TY - CONF T1 - Digital citizenship in teacher education – Exploring conceptualizations in a postdigital era T2 - Networked Learning 2022 A1 - Örtegren, Alex PY - 2022 SP - 348 EP - 357 LA - eng KW - digital citizenship KW - postdigital KW - teacher education KW - networked learning AB - In a postdigital era, an increasingly important dimension of citizenship is digital citizenship, which is reflected for instance by digital civic engagement, fake news, and disinformation, not least during the Covid-19 pandemic. Teacher education (TE) prepares student teachers for the fostering of citizens in K-12 schools, and various conceptualizations of digital citizenship appear in educational research that could inform TE practice. This paper explores two common conceptualizations of digital citizenship in educational research, Ribble’s nine elements of digital citizenship and Choi’s four-category model, and critically examines how these reflect digital citizenship in a postdigital era, including potential implications for TE. The paper shows that neither conceptualization fully reflects digital citizenship in a postdigital era although Choi’s model mirrors some characteristics, for instance a blurredness between binaries such as “online” and “offline”, and a multi-faceted understanding of citizenship and digital technologies. Critically analyzing digital citizenship is important as the conceptualizations informing TE may impact the preparation of future teachers to teach for digital citizenship in a postdigital era. ER - TY - CONF T1 - Hopes and Anticipations within research of AI in Education A1 - Jober, Anna A1 - Player-Koro, Catarina PY - 2021 LA - eng KW - ai KW - education KW - teacher education and education work KW - lärarutbildning och pedagogisk yrkesverksamhet AB - The digitalization of the school has been an ongoing process for over 50 years. Often, investments in digital technology have been argued for in relation towards the future, mainly to a future society and working life where new knowledge (linked to the new digital technology) is needed. However, the expectations associated with digital technology have rarely been met and the recurring initiatives have, after evaluations, been followed by a debate on failure, which is not infrequently directed at the school and its staff (Eriksson-Zetterqvist et al., 2006). The concept of disruptive innovation taken from marketing theory has been used by Christo Sims (2017) to describe this phenomenon. There are signs that AI in education (AIED), is the next major digital innovation directed to schools, discursively described as a disruptive innovation with great potential for improving, changing and streamlining education (Sims 2017). This presentation reports from a literature review that aims to explore the discourses that surround AIED and the hopes that are put into education through AIED. The literature review will focus on research from the last decades in the area of AIED, to investigate the hopes and anticipations tied to AI or put it another way what problems AI should solve in relation to schools and education? Methodologically, the literature review will start with a systematic analysis of peer-review articles that will quantify the articles in different categories. The results and the conclusions in the articles will thereafter be analysed with a theoretical framework labelled by Bacchi (2012) as a “What’s the problem represented to be” – analysis. Expected finding could be related to the fact that digitalisation of education has more than many other fields within been influenced by big corporate edu-business (Ideland, Jobér, & Axelsson, 2021; Lundahl, 2016; Player-Koro, Bergviken Rensfeldt & Selwyn, 2018; Rönnberg, 2017; Williamson, 2015) one hypothesis is therefore that financial arguments could be found rather than possibilities for AIED to increase equality, democracy, and diversity (Dixon-Román et al., 2019; Hsratinksy et al., 2019; Selwyn et al., 2020; Williamson, 2018; 2015a,b). Another hypothesis is that citizenship and democracy have become commodities, something to trade within the ed-tech business rather than improving fundamental values as stated in the steering documents. The results from the analyses will be related to the Nordic context and the Nordic steering documents and what they state regarding digitalization in general and AI and algorithms in general. The conclusion focuses on what kind of figurations and narratives that are brought forward in the research in order to identify further research needs but also discuss how this might shape and form the future ed-tech field. ER - TY - JOUR T1 - Citizenship education, national identity and political trust: The case of Sweden T2 - Nordidactica SN - 2000-9879 A1 - Lödén, Hans PY - 2014 VL - 2014 SP - 116 EP - 136 LA - eng PB - Karlstad : CSD Karlstad KW - citizenship education KW - national identity KW - political trust KW - democracy AB - The challenging effects of globalization upon the nation-state have been a recurrent theme in the social science discourse since the 1990’s. Nationally organized education is also seen as challenged by new demands originating from globalization. In this article it is argued that ‘nation-state’ and ‘national identity’ are highly relevant concepts when discussing a citizenship education that seeks to develop a civic ethos with, potentially, a global reach. It is further argued that the understanding of such an ethos would benefit significantly from incorporating the role of political trust since trust has been identified as a main feature of the social capital that makes democracy work. Three themes are brought together: national identity and identification, the importance for democracy of political trust and the challenges citizenship education face when carried out in a national context but intended to manage issues that go far beyond the reach of the nation-state. The importance of citizenship education is discussed using recent research on the Swedish citizenship education classroom. ER - TY - CONF T1 - Education as a potential for creating mutual trust: schools as sites for deliberation A1 - Englund, Tomas PY - 2008 LA - eng KW - potential of education KW - universal institution KW - mutual trust KW - social capital KW - benhabib KW - education AB - In recent decades, the concept of social capital as basic for the sustainability of democracy and economic growth has had an enormous impact on the social scientific debate, primarily through the works of Robert Putnam (1993, 2000). Despite its vagueness and the difficulties involved in operationalizing it, the concept expresses a distinction that is of significance for the maintenance and depth of democracy in different societies. At the same time, I am not (as many others) convinced by the overarching thesis which Putnam puts forward concerning the fundamental role of associations and social networks in the creation of social capital.In my article I will apply and develop further the views and the critique of Putnam put forward by Bo Rothstein (2005), relating to the role of what are termed universal institutions, and primarily of one such institution, the general school system, in creating social capital. In an analysis of under what conditions mutual trust is created, Rothstein (2005) argues that it develops through extensive interaction with others, and mainly with others who are not of the same category as oneself. Multicultural societies have to create arenas for social encounters where this interaction can come about. A general, non-segregated educational system, from pre-school to university level, offers such an arena when not segregating on the basis of ethnicity and social class (cf. Yamagishi 2001). An educational system of that kind can, referring to Hardin (2002), be seen as an example of an (at least) thin universal institution. However, universal institutions are not just difficult to establish, they also tend to be weak and are thus, as we all know, often at risk of being dissolved. There are always different particular interests that tend to challenge universal institutions on the ground that their own group or category is being singled out for special treatment or put at a disadvantage by existing institutions of this kind. Schools within an educational system based on particularism – like the one that has developed in Sweden during the last twenty years as a challenge to a more universal system one, a particularly based school system which is established in many countries since a long time ago – tends to reify given group or cultural identities and implies a failure to interrogate the meaning of cultural identity. At the same time I see this potential of interrogation as central for the sustainability and development of democracy and crossing borders in multicultural societies of today.With Seyla Benhabib (2002) I will distinguish between democratic and multicultural theorizing “without disputing that most multiculturalists fully support democratic practices and institutions. The emphasis as well as the ordering of our principles are different. Most democratic theorists welcome and support struggles for recognition and identity/difference movements to the degree to which they are movements for democratic inclusion, greater social and political justice, and cultural fluidity. But movements for maintaining the purity or distinctiveness of cultures seem to me irreconciliable with both democratic and more basic epistemological considerations” (Benhabib 2002 p. ix).In my contribution I will take a closer look on both the potential and the vulnerability of universal institutions and more specifically of the general education system as a universal institution when it comes to an interplay with the multicultural situation. Questions needed to be asked are if and in what way the educational system can be compared with other societal institutions important for the sustainability of democracy. Can the educational system by being an arena for social and cultural encounters contribute to create trust, and in the long run social capital, among the members of society?The second area I will try to analyse and comment is the current state of the political philosophical and / or educational debate about how the general education system (as a universal institution or otherwise) could operate today and in the future within multiculturalist societies, and what preconditions the different views on this subject imply in terms of creating social trust, social intelligence and social capital.References:Benhabib, Seyla (2002): The Claims of Culture. Equality and Diversity in The Global Era. Princeton: Princeton University press.Hardin, Russell (2002): Trust and Trustworthiness. New York: Russel Sage Foundation.Putnam, R. (1993). Making Democracy Work: Civic Traditions in Modern Italy. Princeton:Princeton University Press.Putnam, R. (2000). Bowling Alone. The Collapse and Revival of American Community. New York: Simon & Schuster.Rothstein, Bo (2005): Social Traps and the Problem of Trust. Cambridge: Cambridge University Press.Yamagishi, Toshio (2001): Trust as a form of social intelligence. In Karen Cook (ed.): Trust in Society, pp. 121–147. New York: Russel Sage Foundation. ER - TY - THES T1 - Att ha barn med är en god sak: Barn, medier och medborgarskap under 1930-talet A1 - Lindgren, Anne-Li PY - 1999 LA - swe PB - Linköping University Electronic Press KW - history of childhood KW - childhood and media KW - media history KW - notions of citizenship KW - swedish folkhem and welfare state KW - democratisation KW - nationalism KW - education KW - barndom KW - medborgarskap KW - medier KW - folkhemspolitik KW - nationell identitet KW - interdisciplinary research areas KW - tvärvetenskapliga forskningsområden AB - Denna avhandling handlar om hur samhället presenterades för barn via skolradion och Folkskolans barntidning under 1930-talet. I avhandlingen granskas hur såväl barnen som medierna i sig gjordes till redskap i den ideologiska striden om välfärdsstatens förändring och innebörder under 1900-talet. Studien handlar om innehållet i medierna och de om de aktörer som utformade program och texter. Vilka aktörer ville ha med barn och varför blev barn användbara i striden om skolradions innehåll och utformning? Vad fanns det för likheter och skillnader i sättet att tilltala och beskriva barn i de båda medierna? Ett viktigt resultat i avhandlingen är hur genus och etnicitet relaterades till barn i skapandet av en svensk folkhemsidentitet. ER - TY - CHAP T1 - The News Evaluator: Evidence-based innovations to promote digital civic literacy T2 - Youth and News in a Digital Media Environment A1 - Nygren, Thomas A1 - Brounéus, Fredrik PY - 2018 SP - 19 EP - 28 LA - eng PB - : Nordicom KW - fake news KW - digital civic literacy KW - education KW - media and information literacy KW - digital tool KW - news feed KW - curriculum studies ER - TY - CONF T1 - Negotiating Identity and citizenship in teacher education T2 - Teaching Citizenship A1 - Hartsmar, Nanny PY - 2005 SP - 141 EP - 146 LA - eng PB - : London Metropolitan University. (Ed. Ross, Alistair) KW - identity KW - teacher education AB - The first term of Teacher Education at most Universities in Sweden has, since 2001, nearly always been a period in which students study in mixed groups: they will have had different graduation profiles, from Pre School to FE College, and will also be mixed by their choice of subject. This is because students are expected to work in and with heterogeneous groups, which is one of the main principles of the Swedish Teacher education reforms. The correlation between parental social background and educational choice is well known: higher parental socio-economic status predicts a higher level of education for their children. In the current case, where students studying traditionally academic education, such as for being a FE College teacher, studying in the same program as Pre-school teachers, it is interesting to understand what happens to teacher identity. The aim of this paper is exploratory and twofold. Firstly we want to study the background variables of who the new teachers are. Secondly we want to analyse how they express their identity in interactions. To do this, we used two different instruments; a quantitative for the study of a large group and a qualitative smallscale study of four students. ER - TY - THES T1 - Idrott, borgerlig folkfostran och frihet: Torsten Tegnér som opinionsbildare 1930-1960 A1 - Haslum, Rolf PY - 2006 LA - swe PB - Acta Universitatis Stockholmiensis KW - the social arena KW - the sports arena KW - middle-class civic education KW - parallelism KW - unicity KW - freedom KW - democracy AB - The aim is to illustrate the opinion former Torsten Tegnér’s view of sport, culture and society, the nature of the influence he exerted primarily through his own professional magazine, Idrottsbladet, a liberal-conservative sports journalist’s attitude in confrontation with other social attitudes and some questions of principle and debates that were topical during the period within Swedish sport. Five thematic chapters demonstrate how Tegnér reacted to developments within sport that were due to social changes.Above all, the research demonstrates that the values he wished to communicate principally dealt with a healthy soul in a healthy body for the benefit and happiness of both the individual and society. Secondly, he wished to convey the culture of the middle classes. In the background, the concept of freedom was a constant overarching ideology. His reactions to the developments can be seen in the light of his passion for sport as beneficial, his family’s combination of liberalism and respect for traditions and their expectations of him, his understanding of democracy and a touch of post-Romanticism. His passion for freedom led to his political involvement against Nazism and Communism in particular.Tegnér’s means of influencing are viewed from a power perspective. As a well-qualified intellectual, by means of a significant symbolic capital, with Idrottsbladet’s position and as ‘a one-man civic educator’, he was one of those who, in the opinion of the philosopher Antonio Gramsci, were particularly important in a social power game. It is particularly interesting that his circle of readers seems to have overwhelmingly consisted of working-class youngsters. ER - TY - CONF T1 - Linguistically diverse students’ perceptions of difficulties with reading and understanding texts in civics T2 - AILA 2023 Applied Linguistics in Lyon, France A1 - Rinnemaa, Pantea PY - 2023 LA - eng KW - civics KW - l2 students KW - literacy abilities KW - disciplinary literacy abilities KW - prior knowledge KW - civics learning AB - Conference theme: Diversity and social cohesion in a globalized world. In civic education, the reading of texts in textbooks is crucial, and it is reasonable to think that the students’ possibilities to understand the content of the texts plays a role in their learning in civics. The aim of this study is to explore what difficulties and possibilities second language students in grade nine, perceive when reading texts in civics. This knowledge is important to develop, to be able to work scaffolding in the classroom when civics is taught. The data is based on thirty-six Think Aloud conversations about two textbook texts in civics with eighteen L2 students in grade nine. With support from previous research conducted within the fields of literacy and content area learning, a four-field model is developed to demonstrate that the four key components of a) literacy abilities, b) disciplinary literacy abilities, c) prior knowledge, d) content area knowledge, and their interaction with each other are central for supporting L2 students’ civics acquisition and literacy development. The four-field model is used as the analytical tool and conceptual framework for analyzing the participants’ verbal reports. The analysis of the student’s verbal reports indicates that the participants reported difficulties mainly are related to: (a) a high degree of new vocabularies, including both civics-specific terms and everyday words (b) dense content, (c) long text passages, (d) few or hidden clues, (e) ambiguous pictures, and (f) insufficient prior knowledge about the main topic. The following resources are raised by L2 students as meaningful for their understanding of the texts in civics: previous civics knowledge, civic teachers’ explanations, knowledge acquired from other school subjects (e.g., history and Swedish), classroom discussions, and discussions at home. ER - TY - CHAP T1 - Research in active democratic citizenship, civil society and adult learning across countries T2 - Adult Education and Democratic Citizenship IV A1 - Schemann, Michael A1 - Bron Jr, Michal PY - 2001 SP - 9 EP - 14 LA - eng PB - Kraków : Impuls KW - international education KW - internationell pedagogik KW - civics ER - TY - CONF T1 - A Forgotten Potential of the Past - Home Economics as Citizenship Education. A1 - Hjälmeskog, Karin PY - 2000 LA - eng KW - education ER - TY - CONF T1 - Citizenship competence of refugee students in the Greek educational system: Teachers’ views and perspectives T2 - Intercultural Education on the Move: Facing Old and New Challenges Conference Proceedings A1 - Patsis, Panagiotis PY - 2022 SP - 244 EP - 249 LA - eng KW - intercultural education KW - refugee education KW - semi-structured interviews KW - immigration KW - citizenship competence KW - teachers’ perspectives AB - The study purpose is to understand how citizenship is interpreted in Greek primary school, with the purpose to compare and identify prioritized aspects of intercultural education in primary school refugee students. The project is based upon the principles of Intercultural education that aims to create equal opportunities for students from different backgrounds. It follows the qualitative approach and uses semi-structured interviews with 10 primary school teachers that work with refugee students. The interviews depicted an ethnocentric approach in education. Also, issues related with racist attitudes of different agents inside and outside education,lack of proper infrastructure, and other structural issues. ER - TY - THES T1 - A Battle over Children: Nonformal Education in Norwegian Uniformed Children's Organisations, 1910-1960 A1 - Nodeland, Tuva Skjelbred PY - 2023 LA - eng PB - Acta Universitatis Upsaliensis KW - youth and childhood KW - youth movements KW - social and cultural history KW - 20th century KW - civic education KW - political socialisation KW - norway. KW - utbildningssociologi KW - sociology of education AB - A Battle over Children investigates how children became targets of political education in different uniformed children’s organisations in Norway between 1910 and 1960. Following the introduction of the Scout movement to Norway in 1910, a range of competing uniformed children’s organisations developed. Soon, Christians, communists, social democrats and national socialists were all competing for influence over Norwegian children through uniforms, rituals and loyalty oaths, adventure and outdoor life.The thesis explores what this nonformal education phenomenon can tell us about the incorporation of children into the political mass culture of the twentieth century. The emergence of uniformed children’s organisations helped reinforce and spread the idea of children as a group that could be mobilised for various social, religious and political aims. The aim of the thesis is to explain how this process of politicisation developed in Norway between 1910 and 1960. The thesis analyses how the process changed over time and was conditioned by larger political and social shifts.Inspired by Antonio Gramsci’s concept of hegemony, the thesis places the organisations as participants in a civil-society battle to shape children’s political identities. Drawing on archival material, newspapers, parliamentary debates and membership magazines, the analysis charts the development of the organisations’ battle through four chronological phases. The analysis shows how the politicisation of children between 1910 and 1960 was driven by important conflict lines in Norwegian society such as tension between the labour movement and organised Christianity. It shows how the consolidation of compulsory schooling made it all the more important for groups to secure the reproduction of values they could not be sure their children would gain in school.The findings question ideas of early-twentieth-century childhood as an innocent and protected state isolated from political life. In this research tradition, youth movements tend to be understood as disciplinary tools to make children socially useful, but not as an expression of youth’s political involvement. Instead, I argue for the need to consider how children practically engaged with politics in spaces constructed for them by adults. Taking Norway as a case of a liberal, democratising state, my study suggests that such societies in many ways behaved in similar ways to societies that developed state organisations to shape children’s political identities, only that the process took place as a battle for consent on the civil society arena rather than as a state-driven process. ER - TY - JOUR T1 - Schools and Democratic Socialization: Assessing the Impact of Different Educational Settings on Swedish 14-Year Olds’ Political Citizenship T2 - Politics, Culture and Socialization SN - 1866-3427 A1 - Ekman, Joakim A1 - Zetterberg, Pär PY - 2011 VL - 2 IS - 2 SP - 171 EP - 192 LA - eng PB - Leverkusen : Verlag Barbara Budrich KW - political socialization KW - civic education KW - political citizenship KW - school KW - iccs KW - sweden AB - This article investigates the role of schools in fostering political citizens – i.e. providing them with the competencies and skills needed to realize their status as political actors in a democratic society. We pay attention to three dimensions of political citizenship: internal political efficacy, political literacy, and political participation. Drawing on the Swedish part of the 2009 International Civic and Citizenship Study (ICCS), we analyze the impact of four school-related factors on the development of the political citizenship of 3,464 Swedish 14-year olds. The student information is paired with school data (a school questionnaire), in order to assess the effect of different school contexts; and we have access to official statistics (census data) which provides us with reliable information about the socioeconomic status of the students. The analysis demonstrates that there is only one school factor that seems to have a distinct impact on the development of the political citizenship of 14-year olds: the socioeconomic embeddedness of the school. As a result, the article suggests that the development of political citizenship is determined less by what goes on in the classroom and more by the composition of the students that populate a school. ER - TY - CONF T1 - (Neo-)nationalism as a challenge for democracy and coherence: Historical and present perspectives on social science and history education in Nordic countries T2 - NoFa X: The10th Nordic Conference on subject didactics. May 7-9, 2025, in Odense, Denmark A1 - Olofsson, Hans PY - 2025 LA - eng KW - nationalism KW - neo-nationalism KW - civics KW - history education AB - Historically, right-wing nationalistic and anti-democratic movements have gained relatively little support in the Nordic region. Instead, a consensus-oriented “democratic nationalism” was nurtured by almost all social and political forces in the 1930: s (Kayser Nielsen, 2009). During postwar period this development was for long supplemented with internationalism, as seen in a strong support of the UN- system. The political concord was also strengthened by the emergence of a broad welfare system. After the end of cold war an increasing globalising process – including many immigrants – gave place for an idea of a multicultural, universalist society (Hylland Eriksen, 2014). Despite this very broadly sketched picture, there was a slow but distinct rise of neo-nationalistic political parties from the 1960: s and onwards. In the first two decades of the 21st century these parties eventually broke the cordon sanitaire and got real political influence (Bergmann, 2020). All this has an increasing impact on schools in the Nordic countries where the curricula still contain several goals that mirrors the long history of democratic nationalism, internationalism and universalism. That is specifically the case for the syllabuses in social studies and history. This development is likely to be an arena for political struggle in the years to come. It also includes challenges from students with right-wing, racist attitudes that teachers in an everyday setting must handle in their classrooms (Mattson et al, 2024). In my part of the symposium, I will discuss this problem with some examples from previous research (Olofsson, 2024). I will also briefly present NDFN (Nasjonalisme, Demokrati og Fellesskap i Norden [Nationalism, Democracy and Coherence in Nordic region]). This is a newly started subject didactic research network that aims to address these questions in comparative studies of teacher education, official documents, teaching materials and public debates in (hopefully) all Nordic countries.References: Bergmann, E. (2020). Neo-Nationalism: The rise of nativist populism. Springer International Publishing. Eriksen, T.H. (2014). Globalization: the key concepts. (Second edition). New York: Bloomsbury Academic. Kayser Nielsen, N. (2009). Bonde, stat og hjem: nordisk demokrati og nationalisme - fra pietismen til 2. verdenskrig. [Peasant, state and home: Nordic democracy and nationalism - from Pietism to World War II] Aarhus: Aarhus Universitetsforlag. Mattsson, C., Andreasson, J. & Johansson, T. (2024). En resa till hjärtlandet: landsbygd, vardagsrasism och skolans demokratiska uppdrag. [A journey to the heartland: rural areas, everyday racism and the democratic mission of schools] Göteborg: Makadam. Olofsson, H. (2024). Nationalism som ”dålig klang” eller ”att gilla sitt land”? Om ett politiskt laddat grundbegrepp i högstadiets historieundervisning. [Nationalism as ‘a bad sounding’ or ‘liking your country’? On a politically charged basic concept in secondary school history teaching] In Kvande, L. & Olofsson, H. (eds.) Begreper om og i samfunnet: Teori, empiri og analyse av begrepsforståelse og - læring i samfunnsfag. [Concepts about and in society: Theory, empiricism and analysis of conceptual understanding and learning in social studies] Oslo: Universitetsforlaget. https://www.universitetsforlaget.no/begreper-om-og-i- samfunnet ER - TY - CONF T1 - Formation of respectable citizens: precarious work and uncertain futures in a f-cked up world A1 - Dahlstedt, Magnus A1 - Sandberg, Fredrik A1 - Olson, Maria A1 - Fejes, Andreas A1 - Rahm, Lina PY - 2016 LA - eng KW - adult education KW - class KW - work KW - citizenship KW - futures KW - utbildning och lärande KW - education and learning AB - Drawing on research on gender and class and especially on the work of Beverly Skeggs we analyse adult educational student’s stories of their future occupations and future lives. We argue that these narratives of the future are both gendered and class specific. The results shows that there are echoes from the past, where the working class focused on being diligent, caring, modest and respectable. There is also a gender difference among the working class students, where women picture their future occupations in relation to having children and a family. For the working class female students their future occupations are further often connected to working with people, i.e. as care workers, teachers or for instance physiotherapist – i.e. work that involve caring in one way or another. Different results are seen in the analysis of middle class students that are more likely to focus on their individual self-realisation, where the futures are grander and not so much connected to a specific time and space. Another important result is that the working class students are modest in the narratives of their future occupations. Imagined occupations would mean a certain amount of social mobility, but rather modest ones. ER - TY - JOUR T1 - Parochial education in a global world? Teaching history and civics in Lebanon T2 - Nordidactica SN - 2000-9879 A1 - Bahous, Rima A1 - Nabhani, Mona A1 - Rabo, Annika PY - 2013 VL - 1 IS - 3 SP - 57 EP - 79 LA - eng PB - Karlstad : CSD Karlstad KW - civics KW - lebanon KW - future citizen AB - This exploratory article is based on a research project which runs from 2011 to 2013 that examines how global processes are expressed in educational policies and pedagogical texts in Lebanon, Sweden and Turkey by focusing on school subjects like civics, history, geography, and religion. In this text we discuss the development of education in Lebanon, the development of history and civics after the civil war, and on opinions about these school subjects in order to make a preliminary analysis of how the future Lebanese citizen is depicted in policies, curricula, and textbooks. Lebanon is interesting because of its unique education system in which foreign international institutions rather than national ones have the task of preparing individuals for a globalized world. Material for the study were collected from a sample of curricula used in private and public or national schools for history and civics/citizenship education in grade 8 as well as interviews and conference proceedings and conversations with activists, teachers and principals. We also reviewed findings of relevant empirical studies conducted in Lebanon. Our data collection was guided by three questions: how is the right citizen depicted in the Lebanese material? How is the relationship between national and global perspectives treated in guidance documents and pedagogical texts? What civic rights and obligations are given attention and what individuals are included/ excluded? Our preliminary findings imply that there is no consensus on the importance of teaching a unified history and civics book and subjects in Lebanon. Other findings indicate that private and international schools have a greater impact than national schools on preparing Lebanese students as future citizens.  ER - TY - THES T1 - Building futures through Refugee Education: Aspirations, Navigation, and (Non- )citizenship A1 - Aden, Hassan PY - 2023 LA - eng KW - future-building KW - aspirations KW - navigation KW - and (non)-citizenship KW - refugee education KW - camp AB - This study explores how Somali secondary school and graduate-level youth in Kenya’s Dadaab camps attempt to build their futures through education, despite challenges posed by their non-citizen status. Using ethnographic data, the study specifically analyses the educational journeys, aspirations, and experiences of these refugee youth, shedding light on the everyday practices and dynamic strategies they employ to pursue their goals and manage obstacles. The study demonstrates how secondary school youth actively pursue educational aspirations, which they believe can enable them to exit the camps and potentially overcome their non-citizen status – through routes such as the resettlement-based scholarships for post-secondary education in Canada. Anchoring in their hopes in education, these students leverage various social resources, networks, and strategies to cope with challenges facing their education and aspirations, while simultaneously reflecting on various pathways to navigate post-graduation crossroads. Graduate-level youth, faced with limited opportunities, often adjust their aspirations to align with the available options to move forward, such as scholarships or incentive- (as opposed to wage-) paying jobs in the camps. More and more graduate youth opt to return to Somalia in seek of better employment opportunities, despite the potential security risks. The study also underscores the intergenerational solidarity and support system that emerge as academically successful refugee youth establish and manage nationally accredited schools, significantly contributing to students’ performance in national exams and the quality of education overall. By examining refugee youths’ enterprise of future-building through education within the context of long-term camps –characterised by perpetual precarity and uncertainty due to inhabitants’ exclusion from citizenship rights, freedoms, and advantages – this study provides theoretical insights into the complex and dynamic interplay among aspirations, navigational strategies, and non-citizenship status. ER - TY - THES T1 - Meningar om uppsatsskrivande i högskolan A1 - Hagström, Eva PY - 2005 LA - swe PB - Örebro universitetsbibliotek KW - higher education KW - student writing KW - thesis writing KW - student writing handbooks KW - pragmatism KW - textual analysis KW - education AB - This dissertation is about the writing of theses in Swedish higher education. The aim is to construct meanings about thesis writing from different kinds of texts. The meanings are answers to the overall question about what good teaching can be in relation to thesis writing, and to what extent handbooks on writing can enhance such teaching. The dominant meaning constructed from handbooks on thesis writing is that writing is about following certain rules and closely connected to this meaning is the idea that writing can be taught as a separate ability. Focus is on the abilities of the individual student. A consequence of this meaning is that handbooks can be of use. The dominant meaning constructed from research on thesis writing is that writing takes place in a context, and that the teaching must concentrate on the content of the subject. When students understand the subject they will also be able to write. Focus is on what the institution can do to support students. The consequence of this meaning is that there is no need for handbooks in the teaching of writing. Important aims of Swedish higher education are being neglected in most texts on writing, i.e. critical thinking, students’ influence over the education, the possibilities of all categories of students participating in higher education, students’ personal development, education and citizenship. These issues, however, are frequent in other texts on higher education, and in the last part of the dissertation the question of thesis writing is brought to these broader contexts. The dissertation takes pragmatism as its theoretical starting point. The construction of meanings and their consequences, as well as the insistence on the two roles of education being of use to the individual as well as to society, come from pragmatism. So does also, following Dewey, the belief that what students do in education must have significance, not only in future, but as it takes place. ER - TY - CHAP T1 - Student Participation and Influence in Education: Possibilities and Challenges T2 - Successful Approaches to Raising Attainment and Tackling Inequity A1 - Alerby, Eva A1 - Bergmark, Ulrika PY - 2016 SP - 168 EP - 182 LA - eng PB - Livingston : Education Scotland KW - education AB - Education is one way for society to promote active engagement and participation as forms of civic responsibility. The decline in academic achievement in schools in Europe, and particular in Swedish schools, can be addressed through working with issues related to teaching, where student participation is an important part.In this article, we aim to illustrate and exemplify how student participation can be described and understood as a continuous process that includes both students’ influence over formal decision-making and student active education. The content of the text emerges from a research overview (Swedish National Agency for Education, 2015), in which current research about student participation and influence in schools was collected, illuminated, analysed and discussed.The article illustrates existing challenges and opportunities identified in educational research, relating to students’ influence over decision-making processes and students being active in their education. The article concludes with a few thoughts about the future, including how student voices are becoming a clearer part of school improvement. Furthermore, we discuss the need for staff training, organisational conditions for developing participation work and the importance of further educational research that will highlight student participation and influence.  ER - TY - RPRT T1 - Language, democracy and education in Africa A1 - Brock-Utne, Birgit PY - 2002 LA - eng PB - Nordiska Afrikainstitutet KW - south africa KW - tanzania KW - democracy KW - education KW - language policy KW - languages of instruction KW - globalization AB - This publication comprises two papers, both written during January and February 2002 when the author was a guest researcher at the Nordic Africa Institute (NAI). In the first paper, "The Language Question in Africa seen in the Context of Globalisation, Social Justice and Democracy", the language question is looked at through the eyes of a social and political scientist. The choice of an official language in Africa is viewed as a question of social class, of power. What social classes profit from the continued use of European languages in Africa? Who benefits? Who loses? The focus here is not only on language use in education but also on language use in the courts and in the political domain, especially in South Africa. Examples are mostly drawn from South Africa and Tanzania, where the author is conducting two research projects in the area of language and education. The second paper, "The Battle over the Language of Instruction in Tanzania", describes two further research projects in which the author is currently involved. In this paper, the author focuses on the question of the language of instruction through the eyes of an educationist. The paper builds on recent research conducted in Tanzania by the author and her Tanzanian Master's degree students. ER - TY - THES T1 - Blir du anställningsbar lille/a vän?: Diskursiva konstruktioner av framtida medborgare i gymnasiereformer 1971-2011 A1 - Carlbaum, Sara PY - 2012 LA - swe PB - Umeå universitet KW - citizenship KW - discourse KW - education policy KW - upper secondary education KW - gender KW - class KW - ethnicity KW - feminism KW - postcolonialism KW - intersectionality KW - sweden KW - statskunskap AB - School is one of the most important institutions society has for fostering its future citizens. Education policy can be seen as an important arena for the discursive struggle over the meaning of education, not only what it is for, its goals and purposes, but also its deficiencies. Education policies are not mirrors of reality but include a power dimension in describing the problems to be solved. Thus, a specific question or a particular phenomenon is given a certain value and meaning. The different articulations involved in represen­tations of problems construct certain subject positions of citizenship which are not open for everyone. This makes it essential to deconstruct these gendered, racialized and classed subject positions. In the same way as in the beginning of the 1990s, the Swedish school system is currently facing changes. The most recent reform of upper secondary education, implemented in 2011, needs to be viewed in a historical perspective. This thesis analyses discursive continuity and change with regard to representations of the problems, goals and purposes of upper secondary education during the period 1971-2011. Focus is also placed on changes and continuities in how the good future citizen is constructed and in what ways gender, class and ethnicity are produced in these constructions. The theoretical framework is inspired and informed by discourse theory, feminist theory and theories on citizenship. Adopting this approach, I analyse government policy documents concerning upper secondary education reforms. The analysis shows not only changes, but also the importance of continuities in the dominating discourses of a school for all (1971-1989); a school for lifelong learning (1990-2005); and a school for the labour market (2006-2011). A shift from integration to differentiation is revealed in which the silencing of signifiers, such as democracy, equality and multiculturalism, lead to a risk of unequal opportunities for people to politicize their experience and situation. The previous demands for retraining and flexibility, for emancipation and lifelong learning are marginalised in favour of employability, skill supply and entrepreneurship. The constructions of good future citizens as consumers become instead constructions of citizens as products for business and growth. A male productive worker and male entrepreneur are constructed, privileging a white middle class. Neo-liberal and neo-conservative influences, reinforce the individual’s responsibility to become included in what is constructed as a desired citizenship. ER - TY - CONF T1 - Creating responsible citizenship and professional responsibility through deliberative communication in higher education A1 - Englund, Tomas PY - 2008 LA - eng KW - education AB - How can higher and professional education contribute to the development of responsible citizenship and professional responsibility? In recent discussions on the role of the educational system, the idea of ”deliberative communication” has been brought into focus. The idea of deliberative communication is closely related to the idea of deliberative democracy (mainly developed by political scientists in US and by Jürgen Habermas) and stands for communication in which different opinions and values can be set against each other in educational settings. It implies an endeavour by each individual to develop his or her view by listening, deliberating, seeking arguments and valuing, coupled to a collective and cooperative endeavour to find values and norms which everyone can accept, at the same time as pluralism is acknowledged. Current advocates of deliberation stress the presence of different views or arguments, which are to be put against each other. Two or more different views on a subject are proposed by persons who confront each other, but with an openness in the argumentation. Deliberative processes especially emphasize socialization to responsible citizenship and that the exercising of a citizenship must be in focus. Within higher education deliberative communication might explicitly be used to develop professional responsibility and analysing consequences of different ways of solving problems. To what extent are and can universities become public spaces for encounters dealing with controversial questions of how to solve different problems and analyse different ways of professional acting? Can universities recreate their selective traditions, “institutionalize dissensus”, and “make the university a site of public debate” through deliberative communication? ER - TY - CHAP T1 - Teaching and learning for critical scientific literacy: communicating knowledge uncertainties, actors interplay and various discourses about chemicals T2 - Science Education Research and Education for Sustainable Development A1 - Sjöström, Jesper A1 - Stenborg, Emelie PY - 2014 SP - 37 EP - 48 LA - eng PB - : Shaker Verlag KW - science education KW - chemistry education KW - chemicals education KW - risk society KW - chemicalisation KW - critical-democratic citizenship KW - scientific literacy KW - chemical literacy KW - media literacy KW - socio-scientific issues KW - socio-chemical issues KW - science communication KW - chemistry communication KW - chemical risks KW - chemical society KW - discourses KW - bildung AB - The modern society can be described as a globalized risk society characterised by increasing complexity and unpredictable consequences of techno-scientific innovations and production. One example is the “chemicalisation” of our society, bodies and nature. In order to manage this, society needs educated citizens who are able to understand the complexity of the world and make value-based decisions – in both their private and professional lives. For example critical-democratic citizens – with “Bildung” – are able to value information about environmental chemicals and chemical risks. One arena with great potential for enabling critical-democratic citizenship is education. This chapter describes and problematizes teaching and learning about risk-related chemicals, such as additives, contaminants, pollution and various environmental chemicals. Such socio-chemical issues is a type of socio-scientific issues (SSI). Chemicals Education is suggested to be based on a “chemicals education triangle”, with the following three corners: (1) the nature of chemical risks, (2) the interplay between actors in “the chemical society”, and (3) pluralism and awareness regarding various “chemical discourses”. The communication inside and outside the science/chemistry classroom about the interplay between chemistry and society can be analyzed and discussed based on such a triangle. ER - TY - CONF T1 - Learning to Be(come) A Good European: A Critical Analysis of the Official European Union Discourse on European Identity and Higher Education T2 - 1st International Conference Europe in Discourse: Identity, Diversity, Borders A1 - Johansson, Jonna PY - 2016 SP - 121 EP - 121 LA - eng PB - Athens : Hellenic American University KW - identity KW - higher education KW - culture KW - citizenship KW - neo-liberalism AB - During the year 2007, the European Union could look back at fifty years of collaboration, which began with the signing of the Treaty of Rome in 1957 and which has developed from being mainly economic in character to incorporating a political as well as a social dimension at the European level. In 2007 the European Union also commemorated the twentieth anniversary of Erasmus, its higher education mobility programme. It is this relatively new political dimension which I have been interested in investigating in my research. More precisely it is the political construction of a common European identity which is analysed using a critical discourse analysis approach.The major aim of this research has been twofold. The first aim has been to investigate how the European is constructed in the discourse contained within the official European Union policy documents. I have been interested in analysing the various structures, in the form of ideas and norms which are used in order to cons truct ‘the European’. In this sense This research is a study of the power of modern government. I am influenced by Foucault and his concept of ’governmentality’ which can be linked to his other concepts of ’conduct of conduct’ and ’conduct of the self’. Is being a European something we are or something we become? I argue that there is an increase in normative soft power where ‘The Good European’ is not something ‘you’ are but something ‘you’ become by being a responsible active citizen who partake in higher education as a lifelong learning project. The second aim has been to explore whether the role of higher education, as constructed in the official European Union discourse, is given a similar identity-making role as education is argued to have in the nationstate according to the theory on national identity. I argue that there are three version of European identity construction, i.e. cultural, civic, and neo-liberal, with their own relationship to highe r education, present in the empirical material analysed, consisting of official European Union documents. Through the use of critical discourse analysis I illuminate the power which resides in the language in the discourse analysed. Thus, I have been interested in investigating how the official European Union discourse on European identity and higher education works to both include and exclude individuals. © 2016, Hellenic American University ER - TY - THES T1 - Hjärnövermättning och hjärtehunger: bildningsideal och pedagogiska visioner i Emilia Fogelklous författarskap 1902–1931 A1 - Wikström, Charlott PY - 2023 LA - swe PB - Umeå universitet KW - emilia fogelklou KW - womens history KW - edutopias KW - progressive education KW - bildung-ideals KW - popular education KW - religious education KW - 1900s KW - sweden KW - historia med utbildningsvetenskaplig inriktning KW - history of education AB - Emilia Fogelklou (1878–1972) was an author and pedagogue in twentieth century Sweden. She was a teacher mainly in the field of religious education and was involved in progressive schools such as Gothenburg co-educational school (Göteborgs högre samskola), Birkagården folk high school (Birkagårdens folkhögskola) and the Female civic school (Kvinnliga medborgarskolan). In 1902, Fogelklou experienced a spiritual awakening (Verklighetsupplevelsen) which led to her conviction that it was possible to find a pedagogy that could help the individual to get in contact with an inner divinity.The aim of this thesis is to deepen the understanding of Fogelklou’s pedagogical ideas between 1902–1931 by examining her collected writings in relation to contemporary ideas. In three chapters, her pedagogical presuppositions, main pedagogical principles, and ideas about religious education in practice are analysed. The two research questions are: How does Fogelklou’s view of education relate to previously formulated Bildung-ideals? How can her pedagogical ideas be characterised? Theoretically, the study employs two perspectives. Firstly, the study draws on Bildung-ideals (neohumanistic Bildung, self-Bildung and civic-Bildung) from the first half of the twentieth century in Sweden, and relates these to Fogelklou’s ideas. The results are related to the Bildung-ideals (neohumanistic Bildung, self-Bildung and civic-Bildung) that previous research has identified in Sweden during the first half of the 1900s. Secondly, the study applies concepts from theories of utopianism and edutopianism.Methodologically, the study makes use of contextualisation and comparison. Three contextual levels are considered: the individual, the textual, and the broader culture context. The analysis explores the contexts in which Fogelklou was engaged and presents new perspectives on her outlook, particularly with regard to her visionary pedagogical concepts.This thesis finds that Fogelklou’s thinking was characterised by a religiously marked edutopia. In the thesis, this distinctive pedagogical feature is labelled a “spiritual Bildung-ideal”. This ideal differs from the Bildung-ideals that have been identified in previous research, both in terms of the ideological basis as well as in ideas about teaching methods and materials.  ER - TY - THES T1 - Learning to Be (come) A Good European: A Critical Analysis of the Official European Union Discourse on European Identity and Higher Education A1 - Johansson, Jonna PY - 2007 LA - eng PB - Linköping University Electronic Press KW - identity KW - higher education KW - 'unity in diversity' KW - 'european dimension' KW - language KW - citizenship KW - activity KW - mobility KW - neo-liberalism KW - competitiveness KW - 'knowledge economy' KW - flexibility KW - 'lifelong learning' AB - During the year 2007, when this thesis was completed, the European Union could look backat fifty years of collaboration, which began with the signing of the Treaty of Rome in 1957and which has developed from being mainly economic in character to incorporating a politicalas well as a social dimension at the European level. In 2007 the European Union alsocommemorated the twentieth anniversary of Erasmus, its higher education mobilityprogramme. It is this relatively new political dimension which I have been interested ininvestigating in this thesis. More precisely it is the political construction of a commonEuropean identity which is analysed using a critical discourse analysis approach.The majoraim of this thesis has been two-fold. The first aim has been to investigate how the European isconstructed in the discourse contained within the official European Union policy documents. Ihave been interested in analysing the various structures, in the form of ideas and norms whichare used in order to construct ‘the European’. The second aim has been to explore whether therole of higher education, as constructed in the official European Union discourse, is given asimilar identity-making role as education is argued to have in the nation-state according to thetheory on national identity. I argue that there are three version of European identityconstruction, i.e. cultural, civic, and neo-liberal, with their own relationship to highereducation, present in the empirical material analysed, consisting of official European Uniondocuments. Further, this thesis is also a study of the power of modern government. I arguethat there is an increase in normative soft power where ‘The Good European’ is notsomething ‘you’ are but something ‘you’ become by being a responsible active citizen.Through the use of critical discourse analysis I illuminate the power which resides in thelanguage in the discourse analysed. Thus, I have been interested in investigating how theofficial European Union discourse on European identity and higher education works to bothinclude and exclude individuals. ER - TY - THES T1 - Samhällsfrågor som didaktiskt begrepp i samhällskunskap på gymnasieskolan: En potential för undervisningen A1 - Morén, Göran PY - 2017 LA - swe PB - Karlstads universitet KW - social issues KW - social studies KW - upper secondary school KW - samhällsfrågor KW - samhällskunskap KW - gymnasieskolan KW - utbildning och lärande AB - Undervisningen i samhällskunskap på gymnasieskolan ska enligt anvisningarna i ämnesplanen bedrivas ”med utgångspunkt i samhällsfrågor”. Vad innebär det? I denna licentiatuppsats diskuteras ämnet samhällskunskap och dess potential, analyserat utifrån samhällsfrågor som didaktiskt begrepp. Studien är en sammanläggning av tre artiklar som bygger på tre studier. I den första studien analyseras begreppet samhällsfrågor i styrdokument över tid. Den andra studien bygger på en enkät som 74 gymnasielärare i samhällskunskap besvarat. Den tredje studien är slutligen en intervjustudie med sju av de lärare som medverkat i enkätstudien. Studiens design medger en successiv förflyttning av fokus från struktur till aktör.När analysen riktas mot samhällsfrågor som didaktiskt begrepp framträder samhällskunskapsämnet som ett ämne som är öppet för det oväntade och som låter såväl aktuella händelser som elevers genuina frågor forma ämnet. I uppsatsen diskuteras argument för att undervisning som sker med utgångspunkt i samhällsfrågor kan motverka ett instrumentellt förhållningssätt till ämnet.Göran Morén är verksam som lärarutbildare vid Högskolan Dalarna. Han har tidigare erfarenhet som samhällskunskapslärare i gymnasieskola. Sedan 2013 har han ingått i forskarskolan Skolnära, ett samarbete mellan Karlstads universitet och Högskolan Dalarna. ER - TY - JOUR T1 - Making absences present: Language policy from below T2 - Multilingual Margins SN - 2221-4216 A1 - Kerfoot, Caroline PY - 2020 VL - 1 IS - 7 SP - 69 EP - 76 LA - eng KW - bilingual education KW - language policy KW - coloniality KW - linguistic citizenship KW - southern theory KW - decolonization KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education KW - linguistics KW - lingvistik KW - education in languages and language development KW - utbildningsvetenskap med inriktning mot språk och språkutveckling AB - A commentary on the Special Issue ‘Grassroots participation and agency in bilingual education processes in Mozambique’. This Special Issue continues the decolonial task of making absences present: of bringing into the frame the linguistic and other knowledges traditionally excluded from educational policy and curricula, and pointing the way to more ethical and equitable forms of knowledge exchange among community members, learners, teachers, researchers, and state actors. ER - TY - JOUR T1 - Constructing of citizenship at Swedish preschools T2 - International Journal of Humanities and Social Science SN - 2220-8488 A1 - Lindström, Lisbeth PY - 2014 VL - 6 IS - 4 SP - 10 EP - 25 LA - eng PB - : Center for Promoting Ideas KW - education AB - The purpose of my research is to make visible, highlight and illuminate preschool teachers’ perception of what abilities they perceive children have possibilities to develop during their stay at preschools. Theories of citizenship are used as a theoretical framework. The research was conducted by using a questionnaire that was sent out to 13 local municipalities in the region of Norrbotten in the north of Sweden. Five in-depth interviews were also held. The results from the questionnaire showed an overall positive response from the respondents to almost all of the statements presented in the questionnaire. The positive responses that the preschool teachers and other staff gave to most of the statements in the questionnaire will be an important platform of knowledge for the development of active citizenship, although these positive responses still need to be critically analyzed and further investigated. The results from the in-depth interviews gave, in some parts, the same results as the questionnaire did. However, in the interviews, some critical aspects were highlighted such as: preschool teachers’ lacking time for the pedagogical mission stated in the curriculum; larger groups of children enrolled in the preschools can develop stress among children; and, finally, difficulties to get replacement staff to some preschools, which can be perceived as stressful by ordinary staff. Based on the research results, it is argued that children enrolled in Swedish preschools have the possibilities to develop as active citizens, and consequently develop active citizenship. However, a critical factor is the tendencies of the amount of larger groups of enrolled children in preschools, which, in turn, can delay the possibilities for the children to negotiate their citizenship on a daily basis. ER - TY - CONF T1 - The Voice of History and the Message of National Curriculum: Recontextualizing History to a Pedagogic Discourse for Upper Secondary VET A1 - Ledman, Kristina PY - 2014 LA - eng KW - education policy KW - history education KW - vocational education KW - upper-secondary education KW - curriculum AB - In 2009 the Swedish liberal conservative Government proposed a reform of Swedish upper-secondary school. The Government Bill stressed the importance of making history a compulsory subject with reference to a multicultural society and globalisation. History teaching would contribute to the pupils’ enhanced understanding of past and present society and prepare them for active and critical citizenship (Govern. Bill 2008/09:199). As a consequence, history was made compulsory in upper secondary vocational education and training (VET) tracks. A characteristic of the reform was that it increased division between academic and VET tracks, thereby breaking a 40 year trend of integration. VET and academic post-compulsory education had become unified in one upper secondary organisation, ‘gymnasium’ in1971. The integration between academic and VET tracks has since 1991 been constituted by a common core of general subjects: civics, religion and general science – but not history (Govern. Bill 1990/91:85). The gradual increase of general subjects was partly based on the idea of a knowledge economy, with a workforce in lifelong learning to promote long term economic growth. In 2011, the time in the curriculum allocated to general subjects was reduced in favour of more vocational education. Moving in another direction was history that was made compulsory with arguments about citizenship education and expectancies of contribution to social cohesion and critical thinking proficiencies (Author forthcoming). The introduction of history in post-compulsory VET curriculum might come across as an anomaly in a general international trend of instrumentality and vocationalism in curriculum (eg. Wheelahan 2010). By examining the construction of the history syllabus for VET I want to contribute to the understanding of the distribution and recontextualisation of potentially powerful knowledge to students in educational pathways preparing for more of manual work and less powerful social positions. In this study of transition and transformation of knowledge from the field of history to a history course for the VET curriculum the central theoretical concepts originate from Bernstein (2000). With the model of the pedagogic device as a framework, I present an examination of the struggle of power and control over the ‘what’ and ‘how’ in the construction of the history syllabus for VET. The aim is eventually to address the question of the VET students’ potential of access to powerful knowledge through history education. To examine the process of curriculum making, I pose the following questions. What, from the field of knowledge production, is recontextualized in the history course for VET? How can we define the pedagogic code that the history syllabus communicates? What is open for negotiation and changeable in the process of curriculum making? Who can exert influence, i.e. what is the relationship between the official recontextualising field (ORF) and pedagogical recontextualising field (PRF), knowledge production field and reproduction field? Bernstein makes a distinction between esoteric and mundane knowledge discourse, and argues that the distribution of abstract and theoretical knowledge is a precondition for democracy (Bernstein 2000, Wheelahan 2010). With this in mind, a compulsory history course might seem as a promise of more powerful forms of knowledge in upper-secondary VET. However, in order to assess the potential of history education VET we must look at the context of the reform, and not the least, on the pedagogic code of the history syllabus for VET.MethodThe analysis is based on archived material from the working group responsible for the history subject in the 2011 reform, found in the archive of the Swedish National Agency for Education (NAE). The NAE, on behalf of detailed instruction from the Government, constructed the new ‘gymnasium’, defining the content and educational goal of different tracks and the curriculum for different subjects. The reform work process left behind drafts, minutes and response from reference schools, individual teachers, organisations and authorities with critique on the ongoing reform. I accessed the full archive in person and scanned all documents concerning the history curriculum and the different history course syllabi. Through the material I am able to track the different drafts of the history curriculum and the response and critique communicated from external agents in the process. It is also possible to see considerations and discussions going on within the group through minutes and internal PM. The analysis was made in three main stages. First, all material concerning the history syllabus for VET was excerpted. In a second stage, the different drafts produced in the reform process were of the analysed from the question of strength of classification and framing respectively, considering external as well as internal power and control. The relative strength between knowledge production (discourses from the field of history), the ORF (Government officials and ministries, NAE), PDF (e.g. history educators in an outside academia) and reproduction arena (discourse from teachers and pupils) constitutes a third stage of analysis.Expected OutcomesFrom the analysis some preliminary results can be drawn. In the construction process, struggle over the pedagogic history discourse occurs concerning: 1) how contemporary the time period studied can be without ‘history’ becoming weaker as a category, 2) the meaning of generic skills in history education, and 3) to what degree a postmodern approach should have a place in history teaching for VET. Voices in the process, from the different fields, agree that history for VET should not encompass as abstract knowledge discourses as the history course for academic tracks. The suggestion from ORF that content should be bound to the specific history of the profession and labour market is withdrawn after heavy critique from actors from the field of history, as well as from the pedagogic practice. However, the ORF/PRF appears to have the final say in defining the ‘what’ in the pedagogic discourse of history, favouring the generic and postmodern, at times contrary to the discourse voiced by the field of history. The framing of the knowledge is not open for negotiation. The control of the ‘how’ is positioned outside of the process where historians, history educators and history teachers have access and can exert influence. The history curriculum and the syllabi for the courses is regulated by a template for definitions, outline of learning goals, central content and grading criteria relaying the message of the reform. The pedagogic code can be defined as C(+)/F+ and the context as foremost (neo) conservative and instrumental. History education for VET becomes a pedagogic discourse of history that emphasises critical thinking skills and knowledge of a not so distant past that has a more direct explanatory value to contemporary society.ReferencesBernstein, Basil (2000). Pedagogy, symbolic control and identity: theory, research, critique (London, Taylor & Francis).Government Bill (2008-09:199) Högre krav och kvalitet i den nya gymnasieskolan (Higher demands and Quality of New Upper Secondary School) (Stockholm, Ministry of Education).Government Bill (1990-91:85) Växa med kunskaper-om gymnasieskolan och vuxenutbildningen (Growing With and By Knowledge - on upper secondary and adult education) (Stockholm, Ministry of Education).Wheelahan, Leesa. (2010). Why knowledge matters in curriculum: a social realist argument. (Abingdon, Oxon, Routledge).Skolverket (Swedish National Agency for Education), Arkiv, Projekt: Gymnasieskola i reformering (Upper secondary school under reform) Project Dnr 2009:520, Dnr 2009:537 ER - TY - THES T1 - Learning To Be(come) A Good European: A Critical Analysis of the Official European Union Discourse on European Identity and Higher Education A1 - Johansson, Jonna PY - 2008 LA - eng PB - Linköping University Electronic Press KW - identity KW - higher education KW - european dimension KW - competitiveness KW - knowledge economy KW - language KW - citizenship KW - activity KW - mobility KW - neo-liberalism KW - flexibility KW - lifelong learning KW - unity in diversity KW - flexibilitet KW - språk KW - medborgarskap KW - identitet KW - högre utbildning KW - enighet i mångfald KW - europeisk dimension KW - aktivitet KW - livslångt lärande KW - rörlighet KW - neoliberalism KW - konkurrenskraft KW - kunskapsekonomi AB - During the year 2007 when this thesis was completed the European Union could look back at fifty years of collaboration, which began with the signing of the Treaty of Rome in 1957 and which has developed from being mainly economic in character to incorporating a political as well as a social dimension at the European level. In 2007 the European Union also commemorated the twentieth anniversary of Erasmus, its higher education mobility programme. It is this relatively new political dimension which I have been interested in investigating in this thesis. More precisely, it is the political construction of a common European identity which is analysed using a critical discourse analysis approach. The major aim of this thesis has been two-fold. The first aim has been to investigate how the European is constructed in the discourse contained within the official European Union documents. I have been interested in analysing the various structures, in the form of ideas and norms which are used to construct 'the European'. The second aim has been to explore whether the role of higher educated, as constructed in the official European Union discourse, is given a similar identity-making role as education is argued to have in the nation-state according to the theory on national identity. I argue that there are three versions of European identity construction, i.e. cultural, civic, and neo-liberal, with their own relationship to higher education, present in the empirical material analysed, consisting of official European Union documents. Further, this thesis is also a study of the power of modern government. I argue that there is an increase in normative soft power where 'the Good European' is not something 'you' are but something 'you' become by being a responsible active citizen. Through the use of critical discourse analysis I illuminate the power which resides in the language in the discourse analysed. Thus, I have been interested in investigating how the discourse analysed works to both include and exclude individuals. ER - TY - JOUR T1 - Adult education for democracy in Europe T2 - International Journal of University Adult Education SN - 0074-3992 A1 - Bron Jr, Michal A1 - Wojciechowska-Bron, Agnieszka PY - 1990 VL - 3 IS - 29 SP - 66 EP - 84 LA - eng KW - civics ER - TY - JOUR T1 - Freedom and Market Economy in Education: Too High a Price? T2 - Acta Sueco-Polonica SN - 1104-3431 A1 - Bron Jr, Michal PY - 1994 VL - 2 SP - 99 EP - 107 LA - eng PB - Uppsala : Seminariet i Polens kultur och historia KW - civics ER - TY - CONF T1 - On the need of citizenship literacy: a normative view A1 - Englund, Tomas PY - 2009 LA - eng KW - education ER - TY - JOUR T1 - Society’s response to environmental challenges: citizenship and the role of knowledge T2 - In Factis Pax A1 - Lundholm, Cecilia PY - 2011 VL - 1 IS - 5 SP - 80 EP - 96 LA - eng KW - education ER - TY - GEN T1 - Ordförråd och begrepp inom ämnet samhällskunskap A1 - Tväråna, Malin PY - 2016 LA - swe PB - Skolverket KW - samhällskunskap KW - samhällskunskapsdidaktik KW - ordförråd KW - begrepp KW - didactic science for teachers and teaching professions KW - didaktik med inriktning mot lärararbete och lärarprofession ER - TY - CONF T1 - Bevakning av nyheter i svensk samhällskunskap A1 - Walkert, Michael A1 - Jakobsson, Martin PY - 2022 LA - swe KW - samhällskunskap ER - TY - THES T1 - Att skriva, tala och tänka samhällskunskap: En studie av gymnasisters lärandeprocess A1 - Wesslén, Karin PY - 2011 LA - swe PB - Institutionen för nordiska språk KW - language KW - linguistic demands KW - upper secondary education KW - appropriate KW - linguistic tools KW - the discourse of social science KW - explicit teaching KW - object language – metalanguage KW - linguistic operations KW - knowledge structures KW - subject-related concepts KW - text activity KW - the structuring of knowledge KW - level of reasoning KW - språk KW - språkliga krav KW - gymnasium KW - gymnasial utbildning KW - appropriera KW - språkliga redskap KW - språkliga verktyg KW - samhällskunskapsdiskurs KW - samhällskunskap KW - explicit undervisning KW - objektspråk KW - metaspråk KW - språkliga operationer KW - kunskapsstruktur KW - ämnesanknutna begrepp KW - textaktiviteter KW - strukturering av kunskap KW - utvecklat resonemang KW - scandinavian languages AB - This study is based on the presumption that language is fundamental to the construction of knowledge. In addition, linguistic demands are incorporated in the policy documents of the upper secondary edu­cation of Sweden; students shall, during their education, be given the opportunity to appropriate certain linguistic tools. The purpose of this thesis is to investigate how teachers and students in upper secondary education manage and utilize the discourse of social science in both speech and writing. More specifically, two classes are studied during three terms. The teachers’ ability to organize and support the students vocally and in written is examined, so are the effects of the teaching on students’ writing. The origin of the study is constituted by a sociocultural stance provided by Vygotskij, Bakhtin and Halliday. A combination of a functional perspective on language and a cognitive is probed, where the study is comparative in nature consisting of an experimental class and a control class. The importance of language for the creation of knowledge has been communicated to the teachers of the experimen­tal class, with provided complementary subject didactic literature. This literature offers support for teachers to augment the use of explicit teaching and enhance student awareness of how conceptual structures mould social science. Qualitative analyses are performed on the basis of teacher-student dialogue and written tasks by a group of selected students. The ana­lytical tools object language – metalanguage, linguistic operations and knowledge structures are developed for the purpose of processing data, and have been combined with the tools activity analysis, subject-related concepts and text activity. The results from the analyses display no difference in the handling of the discourse of social science between the experimental class and the control class. The teachers of the experimental class, like the teacher of the control class, are primarily utilizing object language where knowledge structures are visible, as opposed to a combination of object language – metalanguage. Furthermore, they exhibit diminutive use of dialogue in their teaching. The students of both classes, on their hand, demon­strate an equal progress in textual development. This study concludes that the experimental class has not been provided with sufficiently explicit support to advance in the struc­turing of knowledge and in level of reasoning. A more efficient support to teachers to manage these analytical tools would, in all probability, give them, and through this the students, an increasingly profound insight into structuring of text activities, the meaning and signalling of linguistic operations, the construction of subject-related concepts and, most importantly, how these three tools are interrelated. ER - TY - CHAP T1 - On the complexity of relationships between the State, civil society and the citizen within adult education T2 - The State, Civil Society and the Citizen A1 - Guimarães, Paula A1 - Bron Jr, Michal A1 - Castro, Rui Vieira de PY - 2009 SP - 15 EP - 28 LA - eng PB - Frankurt am Main : Lang KW - international education KW - internationell pedagogik KW - civics ER - TY - CONF T1 - Artificial intelligence in Nordic K-12 education: implications of materials and resources for digital citizenship formation T2 - Nordic educational research association (NERA) conference 2023 A1 - Örtegren, Alex A1 - Velander, Johanna PY - 2023 LA - eng KW - digital citizenship KW - digital competence KW - k-12 KW - pedagogics and educational sciences AB - Digital technologies, such as artificial intelligence (AI), increasingly permeate societal contexts, impacting how citizens interact, for example, through datafication and algorithms supported by AI (Hintz et al., 2019). Citizens, therefore, need to develop digital citizenship which includes knowledge and skills to engage critically with AI (Vuorikari et al., 2022). Aspects of digital citizenship are present in Nordic K-12 curricula (Christensen et al., 2021), and while teaching AI in education has broadly drawn attention (Holmes & Tuomi, 2022), it is still unclear what knowledge and skills teachers need to focus on to help young citizens develop their digital citizenship in relation to AI (cf. Markauskaite et al., 2022). In response, numerous frameworks and materials for teaching AI have been developed, which could provide teachers with guidance. In a Nordic context, this paper aims to analyze materials and resources that could influence K-12 teachers’ work of teaching AI as an aspect of the digital competence young people need to develop as part of their digital citizenship. This is done by a close reading of the European Union framework DigComp 2.2 and the Swedish National Agency for Education’s supportive materials available teachers to operationalize the teaching of AI. Using Touretzky et al. (2019) as an analytical node, the paper examines the discursive construction of AI-related knowledge and skills that young citizens need and how teachers can operationalize these through available policy and support materials. The early results highlight tendencies to present AI as a threat to democracy which is why citizens need relevant knowledge and skills. This often reflects instrumentalism rather than a holistic understanding of digital technologies in society or what AI can do. The paper thus highlights the need for teachers to engage with these materials critically. Given the potential implications for citizenship formation, such critical engagement becomes important in a Nordic context, where educators tend to conceptualize digital citizenship in different ways (Örtegren, 2022).ReferencesChristensen, I. R., Biseth, H., & Huang, L. (2021). Developing Digital Citizenship and Civic Engagement Through Social Media Use in Nordic Schools. In H. Biseth, B. Hoskins, & L. Huang (Eds.), Northern Lights on Civic and Citizenship Education: A Cross-national Comparison of Nordic Data from ICCS (pp. 65-92). Springer Nature Switzerland AG.Hintz, A., Dencik, L., & Wahl-Jorgensen, K. (2019). Digital citizenship in a datafied society. Polity Press.Holmes, W., & Tuomi, I. (2022). State of the art and practice in AI in education. European Journal of Education.Markauskaite et al. (2022). Rethinking the entwinement between artificial intelligence and human learning: What capabilities do learners need for a world with AI? Computers and Education: Artificial Intelligence, 3, 1000056.Touretzky, D., Gardner-McCune, C., Martin, F., & Seehorn, D. (2019). Envisioning AI for K-12: What Should Every Child Know about AI?. Proceedings of the AAAI Conference on Artificial Intelligence, 33(01), 9795-9799.Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens with New Examples of Knowledge, Skills, and Attitudes. Publications Office of the European Union.Örtegren, A. (2022). Digital Citizenship and Professional Digital Competence – Swedish Subject Teacher Education in a Postdigital Era. Postdigital Science and Education, 4(2), 467-493. ER - TY - CONF T1 - International education imperatives and the era of ethical practice: a Swedish higher education case study example. T2 - CONGRESS2014 A1 - Hellstén, Meeri PY - 2014 LA - eng KW - ethical internationalization KW - global education KW - other research area KW - annat forskningsområde AB - As internationalization of higher education (HE) reaches a forty-year trajectory point, its community of scholars recognize an ever present fragmentation in the field. Four decades of worldwide conceptual and pedagogical incentives have not yielded consensus about successful policy to practice implementation (Ninnes & Hellstén, 2005), nor of its impact upon intercultural understanding (Marginson & Sawir, 2012) or language gains (Grin, 2012). Indeed, the overall advantages of internationalization as a measure of coercive responsiveness to the social justice and civic needs imposed by globalization, remain uncertain.  The outcome of such to date is an uneven distribution of HE provisions on account of the recent world economic crises. The responsiveness of international higher education (HE) to current global flows in employability, mobility and competitiveness has been articulated in national, regional and local level policy guidelines over the past decades. The Swedish government has recently formulated international dimensions in public HE policy, as a need to inform intercultural diversity and innovation, and as a crucial feature of academic provision in the 21st Century (HSV, 2008; European Unit, 2000; Minister of Education, Research and Culture, 2005). One consensus account is a recent collaborative forum initiated by the Swedish Research Council (VR), introducing international mobility as an Action plan strategy (VR, 2012). At the public policy level however, internationalization remains caught in the conflict between the degree of internationalization and academic quality, breaking the assumption that merely having international policies in place provides for higher academic excellence.  The ethical element of implementation of international policies remains a valid imperative, as addressed in the current contributions in the collection of this symposium. This paper reports one aspect of a Swedish case study, as based on survey data from one public HE institution. Surveys were collected from students in three academic discipline areas, education, humanities and sciences on the responses of the international education system and upon the processes affecting its actors. The survey data is discussed from the perspective of identifying processes that provide alternatives to profit-seeking, unethical, and market driven internationalization approaches, and in relation to the body of the larger international empirical research consortium data framework. ER - TY - CHAP T1 - [Comments on a paper by] Peter Mayo: Towards a process of tranformative adult education. A Maltese case study T2 - :] Adult Education and Democratic Citizenship A1 - Bron Jr, Michal PY - 1995 SP - 116 EP - 119 LA - eng PB - Wroclaw : Wud. UWr KW - civics KW - international education KW - internationell pedagogik ER - TY - CONF T1 - How to use education to foster a civic culture and cultivate democratic habits: limits and potentials T2 - Nordic education in a democratically troublesome time - Threats and opportunities A1 - Englund, Tomas PY - 2019 SP - 48 EP - 54 LA - eng PB - Örebro : Örebro University KW - education ER - TY - CONF T1 - Swedish Education Policy on Active Citizenship: Fulfilment of self T2 - Lifelong Learning and Active Citizenship A1 - Olson, Maria PY - 2010 SP - 297 EP - 305 LA - eng PB - London : CiCe KW - humanities and social sciences KW - humaniora-samhällsvetenskap AB - 'Active citizenship' is a concept currently used in the supranational educational policy of the European Union. While alluding to a potential to promote democracy and human rights this policy seems to be increasingly influenced by neo liberal tendencies. In this article Swedish education policy is taken as a case in order to highlight how the concept of active citizenship education is handled in this ‘local’ national policy setting in Europe. It is argued that Swedish education policy on citizenship is marked out by a neo liberal orientation as regards the depiction of citizenship, where the envisioned ‘active’ citizen can be described as one marked out by a consuming attitude for self-making. To this end, Sweden appears to respond to supranational EU demands quite well as regards its education policy on citizenship. Nevertheless the 'neo' in Swedish education policy on citizenship is unsatisfactory, I argue, as it tends to gloss over important notions of citizenship and citizenship education necessary to consider in our times. ER - TY - CONF T1 - In the Conjunction of Conflicting Discourses: Learning democracy and citizenship in a neoliberal educational era A1 - Nordberg, Marie PY - 2010 LA - eng KW - democracy KW - citizenship KW - democracy training KW - neoliberalism KW - school KW - discourse KW - classroom research KW - ethnography KW - poststructuralism KW - other research relevant to teachers education KW - genusvetenskap AB - Democracy and citizenship have since long been taught and trained in Swedish schools and are today exaggerated in the Swedish curriculum as important tasks for teachers. This includes fostering of common humanistic and democratic values and equality, as well as the forming of democratic organisations, pedagogical methods and relations in the individual schools. But what happens in everyday situations when democracy training and values education are confronted with new conservative pedagogic leadership models and a neoliberal performance and market oriented educational management model and other conflicting discourses? This paper, which is informed by post-structural feminism and post-Marxism discourse analysis (Gramsci 1981, Laclau & Mouffe 1985/2001), takes an empirical point of departure in ethnographical classroom research in an upper secondary school and in a primary school. In the analysis two situations are discussed with regard to how the democracy and citizenship training is effected and regulated by the new economic and market oriented education management model, the performance paradigm, the new patriarchal leaderships models and the new conservative education policy. The aim is to describe how teachers in Swedish schools today increasingly are placed in a position where they are forced to negotiate and handle pupils democracy and citizenship training in a conjunction of conflicting marketing, democracy and childhood discourses. In one part of the paper three different citizenship and democracy concepts are critically scrutinized and compared: Habermas consensus model, Englunds deliberative democracy model and Laclau & Mouffes plural democracy model. Furthermore are pupils possibilities to agency in those concepts critically discussed. The concepts are also discussed in relation to the teachers actions, and the discourses about citizenship and democracy taught in situations observed. The results show that pupils today on the one hand are taught democratic principles and are encouraged to act and protest, discuss problems, be observant and critically question injustice and inequality. On the other hand are pupils as well as teachers and headmasters today increasingly silenced and disciplined through the hegemony of the performance paradigm and the democracy and citizenship concepts conjuncture with the new economical educational management and new patriarchal discourses. ER - TY - CONF T1 - Dewey, Democracy and the Nation State Education: Paper presented at the symposium Postnationalism and Cosmopolitanism: Implications for Leadership and Curriculum-Making A1 - Wahlström, Ninni PY - 2017 LA - eng KW - democracy KW - cosmopolitanism KW - dewey KW - nationalism KW - education AB - Dewey closes one of his texts with the words “what we want and need is education pure and simple” (Dewey 1938). But even if we might agree, what does this mean for education today in a context of transnational policy reforms and national/ local diversity? Drawing on Dewey’s essay “Creative Democracy – The Task Before Us” (1939), this paper addresses the meaning of democracy and education in a globalized world, characterized by national pluralism and interdependence on the one hand and increasing nationalism on the other hand. The purpose of the study is to theorize and problematize the political, economic and cultural citizenship that is presupposed/proposed in authoritative policy texts transnationally and nationally. For this purpose, four different country reports from the transnational Organisation for Cooperation and Development (OECD) focused on the Swedish school, as well as the Swedish State’s responses to the issues raised in the OECD reports, are analyzed. The theoretical framework includes Dewey’s philosophical concept of "experience", understood in terms of “transactional realism” that underpins his conceptions of both democracy and education (Dewey 1916a, 1938), Dewey's interpretation of nationality (Dewey 1916b), and, finally, the concept of "rooted cosmopolitanism" (Appiah 2007, Hansen 2011, Bernstein 2000, Wahlström 2016) as a basic concept for contextualizing human interconnectedness. ER - TY - CHAP T1 - [Comments on a paper by] Mieczyslaw Malewski: The vision of a 'good state' in the practice of adult education in Poland T2 - Adult Education and Democratic Citizenship A1 - Bron Jr, Michal PY - 1995 SP - 94 EP - 96 LA - eng PB - Wroclaw : Wyd. UWr KW - civics KW - international education KW - internationell pedagogik ER - TY - CHAP T1 - Återkoppling - ett redskap för lärande i samhällskunskap T2 - Forskning av och för lärare A1 - Grönlund, Agneta PY - 2012 SP - 65 EP - 77 LA - swe PB - Karlstad : Karlstad University Press KW - samhällskunskap AB - Återkoppling har visat sig vara en av de faktorer i undervisningen som är mesteffektiv när det gäller att stärka elevers lärande. På senare år har återkoppling röntintresse som en viktig aspekt i den bedömning som genomförs i syfte att stödjaelevernas lärande, den formativa bedömningen.1Som del i bedömningsprocessen beskrivs återkopplingsgivande som svårt ochtidskrävande. Återkoppling i form av skriftliga kommentarer eller i dialog medeleven kan vara ett mycket verkningsfullt redskap för lärande men kan denmöjligen också vara ett slöseri med tid? Vad krävs för att återkoppling skallfungera som ett redskap för lärande? Frågor av detta slag bildar den bakgrund somformat studiens syfte: att utforska återkopplingsgivande i samhällskunskap pågymnasieskolan.Hur ser lärares återkoppling i samhällskunskap på gymnasiet ut? Skiljer sigåterkopplingens kvalitet åt beroende på i vilket sammanhang den ges? Hur kanåterkopplingspraxis i samhällskunskap förklaras? I artikeln redovisas resultat från Agneta Grönlunds licentiatuppsats Redskap för lärande? Återkoppling isamhällskunskap på gymnasiet. ER - TY - BOOK T1 - Undervisa i samhällskunskap: en ämnesdidaktisk introduktion A1 - Ekendahl, Ingegerd A1 - Nohagen, Lars A1 - Sandahl, Johan PY - 2015 LA - swe PB - Liber KW - subject learning and teaching KW - ämnesdidaktik AB - Undervisa i samhällskunskap är en ämnesdidaktisk introduktion till undervisning och lärande i skolämnet samhällskunskap. Med utgångspunkt i vardagsnära beslutssituationer synliggörs hur ämnesdidaktiken kan fungera som en reflektionsarena för läraren inför de frågor och utmaningar som samhällsundervisningen ställer. ER - TY - BOOK T1 - Forskning av och för lärare: 14 ämnesdidaktiska studier i historia och samhällskunskap PY - 2012 LA - swe PB - Karlstads universitet KW - subject didactics KW - civics KW - social studies KW - teacher KW - ämnesdidaktik KW - samhällskunskap KW - lärare AB - I denna bok berättar fjorton forskande lärare om sina forskningsresultat.Resultaten handlar om bland annat betyg och bedömning, om prov och deras betydelse, om interkulturell undervisning, hur man kan intressera pojkar på yrkesprogram för politik och om lärarens position mitt emellan styrdokument och klassrumsverklighet. Lärarna är alla förre detta studenter från Forskarskolan i historia och samhällskunskap (FLHS) inom Lärarlyftets första omgång 2008-2010.Genomgående för de fjorton bidragen är att de tar utgångspunkt i lärarens vardag och verklighet. Forskarutbildade lärare är därmed en viktig faktor för att knyta samman skola och forskning. Knytningen mellan skola och akademi är nödvändig om skollagens skrivning att utbildningen i den svenska skolan ska vila på både vetenskaplig grund och beprövad erfarenhet ska bli verklighet. I boken argumenteras också för att forskarskolor för yrkesverksamma lärare, som fortsätter sin lärargärning efter avslutad forskarutbildning, är ett viktigt medel för att knyta skola och akademi närmare varandra ER - TY - RPRT T1 - Education as a countermeasure against disinformation A1 - Nygren, Thomas A1 - Ecker, Ullrich K H PY - 2024 LA - eng PB - Forskningsinstitutet för psykologiskt försvar, Lunds universitet KW - disinformation KW - media and information literacy (mil) KW - critical thinking KW - digital civic literacy KW - education as countermeasure KW - desinformation KW - medie- och informationskunnighet (mik) KW - kritiskt tänkande KW - digital medborgarkompetens KW - utbildning som motmedel KW - curriculum studies ER - TY - CONF T1 - Provkunskap. Vilka kunskaper som testas i samhällskunskap A1 - Jansson, Tobias PY - 2010 LA - swe KW - samhällskunskap ER - TY - JOUR T1 - Another Japan is Possible: New Social Movements and Global Citizenship Education by Jennifer Chan T2 - Pacific Affairs SN - 0030-851X A1 - Ogawa, Akihiro PY - 2009 VL - 4 IS - 81 SP - 636 EP - 637 LA - eng KW - social movements KW - japan KW - ngos KW - education KW - japanology KW - japanologi ER - TY - CONF T1 - Professional Learning Communities for Transformative Education: Facilitating Student Learning for Problematizing and Engaging with Unsustainable Actions A1 - Olsson, David PY - 2022 LA - eng KW - professional learning communities KW - education for sustainable development KW - environmental and sustainability education KW - transformative learning KW - pluralistic tradition KW - social practice theory KW - subject-specific education KW - ämnesdidaktik AB - The UNESCO-led Global Action Programme on Education for Sustainable Development emphasizes the need to improve teachers’ capacities to facilitate education that transforms our actions. From the perspectives of pluralistic and transformative education, such capacity building should enable teachers to facilitate democratic education processes through which students learn to problematize and engage with unsustainable actions from different perspectives. However, education research indicates that transformative education often is reduced to behavioral perspectives that set the focus on attitudes, choice and behaviors at the expense of systemic critique. To offset this blind- spot, research suggests that social practice theories provide a basis to develop transformative learning to problematize and engage with systemic issues. In this paper, I argue that the collegial and collaborative approach of professional learning communities has much to offer in this regard, both to develop teachers’ capacities for suchtransformative education and to increase the chances that it improves student learning. To substantiate this argument, this paper employs a participatory action research approach to create professional learning communities in which I, as a researcher, carry out collaborative inquiries with teams of teachers in upper-secondary civics education. The purpose of this is to develop processes and content that increase teachers’ capacities to facilitate transformative student-learning underpinned by social practice theories. Importantly, these processes and content could then be adapted and used in schools beyond the particular contexts of this study. The processes and content developed here could thus contribute to improve teachers’ capacities and student learning in ways that answer UNESCO’s call for an education that transforms our actions. ER - TY - CONF T1 - Existential Democracy - A Way to nurture Hope for Global Democratic Education? T2 - Disciplined Inquiry A1 - Olson, Maria PY - 2009 LA - eng KW - citizenship KW - global KW - democracy KW - existential KW - humanities and social sciences KW - humaniora-samhällsvetenskap AB - We live in times of search for an education that can transcend national, ethnical, religious and cultural borders. As it seems, contemporary education is to be found in despair. Or at least found to be unsatisfactory in relation to new challenges in the contemporary world. The aim of this text is to deepen the prospect of the potential of education, regarding what might seem almost like a visionary educational objective - to provide for a global democratic citizenship. The core issue in the text is to surface what appears as insufficiencies in present democratic citizenship education. The urge is to draw upon some feasible features of an alternative to these insufficiencies. Drawing on Stanley Cavell-s notion of voicing and language, I will suggest an altered understanding of democracy and of a democratic citizenship that may direct the mission of democratic education in another way. What is needed for a compelling democratic education, I will argue, is an existential orientation. In order to make my argument, I will use Swedish Education policy as a case in point. ER - TY - JOUR T1 - Media Literacy Education - A discussion about Media education in the Western countries, Europe and Sweden T2 - Clearinghouse - Alliance of Civilizations - Media education - Resources A1 - Oxstrand, Barbro PY - 2010 LA - eng KW - nformation KW - media KW - literacy KW - sweden KW - europe KW - youth KW - student KW - education KW - society KW - school AB - Media Education is perhaps even more important today as more and more students have practical access to a variety of media both at home and in school. There is a need to develop new skills and competencies that allow users and consumers “information literate”. Media literacy has tended to focus on cultural expressions and has a critical dimension that information skills are lacking. Recently, however, information literacy has become increasingly linked to issues of democracy and active citizenship. In late 2000-century the concepts often migrate internationally and education for all media now subsumed under the name Media (Literacy) Education. The media and information literacy are increasingly linked to issues of democracy and participatory citizenship. Media and information literacy has come to the fore, and are fundamental parts of the work to achieve a media and information society capable of promoting a professional, sustainable society. ER - TY - CONF T1 - Political Cultures as Context of Civic and Citizenship Education T2 - 7th IEA International Research Conference: Researching education, improving learning A1 - Rånge, Max A1 - Sandberg, Mikael PY - 2017 SP - 51 EP - 51 LA - eng KW - trust KW - institutions KW - schools KW - multilevel analysis AB - The overarching aim in this paper is to contextualize civic and citizenship education practices, something which promises to settle an old social scientific dispute about the sources of trust in institutions: Is trust in institutions rooted in social psychology, culture and socioeconomic factors, or is it a response to institutional performance? Here, we analyze ICCS 2009 (International Civic and Citizenship Education Study) data at student level (approximately 140,000 students) in 37 countries and territories merged with the 2009 Quality of Government dataset that includes the World Values Surveys (WVS) national aggregates on trust and confidence. We also added MaxRange institutional data for 2009. First, a regression tree analysis is made, second a series of orindary least squares (OLS) regressions, and third, a structural equation model. Results strongly support the institutional performance theory and further explains the interaction between the political institutions and the political culture. In fact the former make possible the latter, so that attitudes and participation may be critical to established institutions while taking part in them. Influences on trust in institutions thus exist on all three levels investigated: institutional, cultural and individual-psychological. However, the interacting political-institutional and political-cultural influences dominate. ER - TY - JOUR T1 - Svenskämnet och demokratiuppdraget: Lärares syn på litteraturundervisning som demokratiarbete T2 - Utbildning och Demokrati SN - 1102-6472 A1 - Borsgård, Gustav PY - 2020 VL - 1 IS - 29 SP - 65 EP - 84 LA - swe PB - : Örebro universitet KW - curriculum KW - citizenship education KW - democracy KW - literature education KW - entrepreneurship KW - litteraturdidaktik KW - litteraturundervisning KW - demokrati KW - värdegrund KW - medborgarfostran KW - mätbarhet KW - literature AB - This article focuses on the possibility of integrating citizenship education in Swedish language coursesafter the reform of Swedish upper secondary school in 2011. The studyis based on qualitative interviews with eight Swedish language teachers.All subjects answered questions about their views on literature educationin connection to citizenship education. The study shows that teachers canuse their interpretation of the written curriculum as a way of appropriating, refusing or negotiating with the governing policies. In several cases,teachers choose to downplay the relevance of the written curriculumand base their pedagogical choices on their own experience as teachersinstead. The study also examines the teachers’ views on democracy andentrepreneurship in education, and shows how tests and administrativeduties can influence the teachers’ pedagogical choices. ER - TY - JOUR T1 - Changing conceptions of literacies, language & development: Implications for the provision of adult basic education in South Africa T2 - Working Papers in Urban Language and Literacies A1 - Kerfoot, Caroline PY - 2025 LA - eng PB - London KW - adult basic education KW - adult literacy KW - agency KW - citizenship KW - critical applied linguistics KW - development KW - multilingualism KW - reflexivity KW - resemiotisation KW - voice KW - tvåspråkighet KW - bilingualism AB - This text is the introduction to a thesis by publication which was published in 2009. The thesis prefigures several contemporary debates in multilingual language and literacy education, notably southern and decolonial approaches which advocate theorising from and with praxis, the collaborative construction of knowledge, and a troubling of normative conceptions of language, semiosis, and citizenship.The thesis aimed to contribute to the growing body of knowledge on the circumstances under which adult education, in particular adult basic education, can support and occasionally initiate participatory development, social action and the realisation of citizenship rights. It traces developments in adult basic education in South Africa, and more specifically literacy and language learning, over the years 1981 to 2001, with reference to specific multilingual contexts in the Northern and Western Cape.The thesis is based on four individual studies, documenting an arc from grassroots work to national policy development and back. Study I, written in the early 1990s, critically examines approaches to teaching English to adults in South Africa at the time and proposes a participatory curriculum model for the additional language component of a future adult education policy. Study II is an account of attempts to implement this model and explores the implications of going to scale with such an approach.  Studies III and IV draw on a qualitative study of an educator development programme after the transition to democracy. Study III uses Bourdieu’s theory of practice and the concept of reflexivity to illuminate some of  the connections between local discursive practices, self-formation, and broader relations of power. Study IV uses Iedema’s (1999) concept of resemiotisation to trace the ways in which individuals re-shaped available representational resources to mobilise collective agency in community-based workshops.The thesis summary provides a framework for these studies by locating and critiquing each within shifts in the political economy of South Africa. It reflects on a history of research and practice, raising questions to do with voice, justice, power, agency, and desire. Overall, this thesis argues for a reconceptualisation of ABET that is more strongly aligned with development goals and promotes engagement with new forms of state/society/economy relations. ER - TY - CONF T1 - Chemistry Education for Citizenship and Sustainability A1 - Sjöström, Jesper PY - 2013 LA - eng AB - Chemistry is considered abstract, difficult and unpopular by many students. One reason is that traditional school chemistry is weakly connected to everyday life, technology, society, chemical research, and history and philosophy of science (Van Berkel, 2005). Chemistry education research has shown that if chemistry is placed in relevant everyday-life contexts, more students appreciate it (Eilks & Hofstein, 2013). What does it mean to teach chemistry for citizenship and sustainability, or in other words, what characterizes ESD-driven chemistry education? It includes not only content knowledge in chemistry, but also knowledge about chemistry, both about the nature of chemistry and about its role in society (Sjöström, 2011). Some important aspects are the synthesizing (and therefore technological) nature of chemistry and its ethical and environmental consequences (Sjöström, 2007). The public needs to be literate both in and about chemistry to be able to be actively involved in product choices and democratic processes. Mahaffy (2004) has suggested a tetrahedron model based on Johnstone’s (1991) chemical triangle. The latter represents the formal aspects of chemistry teaching (macro, submicro, and symbolic) and the top of the tetrahedron represents a human element. I have suggested the following subdivision of the top (starting from the bottom): (1) applied chemistry, (2) socio-cultural context, and (3) critical-philosophic approach (Sjöström, 2011). Especially the latter approach is important for understanding uncertainties, and balancing benefits and risks of chemistry and its applications. In the poster I will present and relate some examples of my research in progress to the general perspective on chemistry education, i.e. chemistry education for citizenship and sustainability. In one study we analyses thematic and contextualised chemistry videos, aimed for use in chemistry classrooms. Another study concerns the science informed argumentation of teacher students when choosing between different products, where the products have important differences regarding health and environmental aspects. Product choices are suggested to be used in ESD-driven chemistry education as authentic and everyday life socio-scientific issues. A third study is about “chemicals education”, which includes understanding the term “chemical”, natural vs. synthetic substances, doses, learning about “the chemical society” and appropriate teaching methods, such as use of authentic media and cooperative learning. References: Eilks, I. & Hofstein, A. (Eds.) (2013) Teaching Chemistry – A Studybook, Rotterdam: Sense Publishers. Johnstone, A. H. (1991) “Why is science difficult to learn? Things are seldom what they seem” Journal of Computer Assisted Learning, 7, 75-83. Mahaffy, P. (2004) “The Future Shape of Chemistry Education” Chemistry Education: Research and Practice, 5(3), 229-245. Sjöström, J. (2007) “The Discourse of Chemistry (and Beyond)” HYLE – International Journal for Philosophy of Chemistry, 13(2), 83-97. Sjöström, J. (2011) “Towards Bildung-oriented chemistry education” Science & Education, online first, doi 10.1007/s11191-011-9401-0 Van Berkel, B. (2005) The structure of current school chemistry. A quest for conditions for escape, PhD Thesis, Utrech University. ER - TY - JOUR T1 - Intercultural Approaches and “Diversified Normality” in Music Teacher Education: Reflections from Two Angles T2 - Action, Criticism and Theory for Music Education SN - 1545-4517 A1 - Carson, Charles A1 - Westvall, Maria PY - 2016 VL - 3 IS - 15 SP - 37 EP - 52 LA - eng PB - St. Louis, MO : Mayday Group KW - intercultural approaches KW - musical diversity KW - music education KW - marginalization KW - music teacher education KW - ethnomusicology KW - musikvetenskap med musikpedagogisk inriktning KW - musicology esp. musical education AB - In this article we argue for sustained and contextualized exposure to a variety of musics as a valuable means of developing intercultural approaches in music education as well as in teacher education, approaches which integrate more norm-critical perspectives. Musical diversity in music education concerns issues of participation, citizenship and interaction, not just a presence and representation of differences. It is also about how institutions need to change to reflect the diversity of the society in which we now live, leading to both broadened knowledge, and broadened interest in music. Music education needs to consciously be developed in such a way that it reflects—and is a dynamic partof—the society we live in today. ER - TY - CONF T1 - OCTOPUS in EDUCATION: new models of welfare – new demands on the teachers' profession A1 - Aili, Carola A1 - Hjort, Katrin PY - 2009 LA - dan AB - In the Nordic countries the Welfare State has a broad political base, but the meaning given the concept of welfare appears to be changing. The welfare state is not only talked about in terms of common responsibilities towards citizens in need of help or as a duty to protect citizenship and civic rights. Welfare is also talked about as a “service” directed to the individual and as an investment to insure the best possible development of national competitiveness in a global world. This transformation or displacement brings new demands on the knowledge and competence professionals need to be able to manage their daily work. Drawing on empirical examples from research projects looking into everyday school work in Pre-school, Elementary school and Secondary school in Denmark and Sweden this study claims that the welfare state transformation introduces fields of tensions that teachers have to cope with. In this context raise new questions of professionalization understood as building up new bases of knowledge, developing new strategies for work organisation and time management and creating new spaces for ethical or democratic reflections. The paper draws on empirical examples from 4 research projects studying teachers work in Pre-school, Primary School and Secondary school in Denmark and Sweden. ER - TY - CONF T1 - Liberal Christianity in religious education textbooks as civic education A1 - Liljestrand, Johan A1 - Thalén, Peder PY - 2026 LA - eng AB - According to the national curriculum, Swedish RE is supposed to be non-confessional. The purpose of this contribution is to highlight recurring patterns of liberal theology in Swedish RE textbooks and, in light of this, discuss the intended curricular division between confessional and non-confessional RE. The article takes two previous studies by the authors (Liljestrand, Carlsson & Thalén 2021; Liljestrand, Carlsson, Jonsson & Thalén 2025) as starting point to describe a tendency in contemporary textbooks for lower secondary and upper secondary schools to favour Christianity with liberal theological interpretations. We describe the themes we have been able to identify and provide some examples from the textbooks. In the article, we also discuss how this trend can be understood in terms of the ambition to educate citizens in accordance with the prominent values in Swedish curricula. Based on the presentation in the textbooks, teaching about (liberal) Christianity, through its value-conveying task, is assigned a role that dissolves the sharp division between confessional and non-confessional religious education. This dissolution concerns both the conveying of values in itself and the liberal theological tendency that can be distinguished in the teaching books. ER - TY - RPRT T1 - Kritiskt tänkande och källkritik: undervisning i samhällskunskap PY - 2020 LA - swe PB - Skolforskningsinstitutet KW - curriculum studies AB - I den forskning som ingår i översikten beskrivs några särskilt viktiga aspekter av undervisningen som har betydelse för elevers lärande av kritiskt tänkande i samhällskunskap:• lärarledning• ett väl valt innehåll• stödstrukturer.Flera studier uppmärksammar betydelsen av att lärare leder och utformar undervisningen på ett genomtänkt sätt. Det innebär exempelvis att läraren aktivt leder samtal så att de stämmer till eftertanke, reflektion, ifrågasättande och beaktande av perspektiv som eleverna inte känner till eller för fram på egen hand. Undervisningen kan med fördel innehålla elevaktiva moment där elever arbetar självständigt eller i grupp, men då utifrån tilldelade perspektiv eller inramat av fastlagda arbetsformer.En viktig aspekt av lärarledning handlar om att välja ut och arbeta med ett väl valt innehåll i undervisningen. Samhällskunskapens anknytning till aktuella eller lokala frågor framhålls i flera studier som något som kan utnyttjas i undervisningen för att hjälpa elever att identifiera problem, urskilja perspektiv, värdera information och se olika tänkbara lösningar. Inte minst omdiskuterade och konfliktfyllda samhällsfrågor med olika och kontrasterande perspektiv kan stimulera lärandet. Lärare kan genom sitt val av innehåll stimulera elever till ett ämnesspecifikt och ämnesdisciplinärt förhållningssätt. Inom denna ram kan sedan elevaktiviteten vara stor.En central aspekt som återkommer i flera studier är hur betydelsefullt det är att lärare använder stödstrukturer för att stärka elevers kritiska tänkande. Stödstrukturer kan bestå av tydliga instruktioner för hur eleverna ska arbeta eller modeller för hur saker ska presenteras, men de kan också utgöras av vägledning från läraren i konkreta situationer, exempelvis stöd i form av ändamålsenliga och genomtänkta frågor. Stödstrukturer används för att stödja elever i deras bedömningar och slutsatser men kan successivt plockas bort, i takt med att eleverna lär sig och kan tillämpa dem i fler och nya sammanhang. ER - TY - BOOK T1 - Reflex 123: Samhällskunskap för gymnasieskolan A1 - Almgren, Hans A1 - Höjelid, Stefan A1 - Nilsson, Erik PY - 2012 LA - swe PB - Gleerups Utbildning AB ER - TY - BOOK T1 - Reflex Bas Grundbok: Samhällskunskap för gymnasiesksolan A1 - Almgren, Hans A1 - Höjelid, Stefan A1 - Nilsson, Erik PY - 2012 LA - swe PB - Gleerups Utbildning AB ER - TY - THES T1 - Samhällskunskap som skolämne: målsättningar, kursinnehåll och arbetssätt på den grundläggande skolans högstadium A1 - Bromsjö, Birger PY - 1965 LA - swe PB - Sv. bokförl. KW - samhällskunskapsundervisning ER - TY - JOUR T1 - Samhällskunskap som skolämne T2 - Stockholm Library of Curriculum Studies SN - 1403-4972 A1 - Bronäs, Agneta A1 - Selander, Staffan PY - 2002 VL - 10 SP - 75 EP - 84 LA - swe ER - TY - BOOK T1 - Reflex A-kurs bas: Samhällskunskap för gymnasieskolan A1 - Höjelid, Stefan A1 - Almgren, Hans A1 - Nilsson, Erik PY - 2008 LA - swe ER - TY - BOOK T1 - Reflex A-kurs plus: Samhällskunskap för gymnasieskolan A1 - Höjelid, Stefan A1 - Almgren, Hans A1 - Nilsson, Erik PY - 2008 LA - swe PB - Gleerups förlag, Malmö ER - TY - BOOK T1 - Reflex ABC: Samhällskunskap för gymnasieskolan A1 - Höjelid, Stefan A1 - Almgren, Hans A1 - Nilsson, Erik PY - 2008 LA - swe PB - Gleerups förlag, Malmö ER - TY - BOOK T1 - Reflex B- och C-kurs: Samhällskunskap för gymnasieskolan A1 - Höjelid, Stefan A1 - Almgren, Hans A1 - Nilsson, Erik A1 - Skärstrand, Lenah PY - 2008 LA - swe PB - Gleerups förlag, Malmö ER - TY - BOOK T1 - Reflex PLUS: Samhällskunskap för gymnasieskolan A1 - Höjelid, Stefan A1 - Almgren, Hans A1 - Nilsson, Erik PY - 2011 LA - swe PB - Gleerups ER - TY - CONF T1 - Science and Technology Education for citizenship T2 - Paper presented at Nordic Research Symposium on Science Education, Linköping, 16-17 June, 2011. A1 - Olander, Clas PY - 2011 LA - eng ER - TY - CHAP T1 - Walking the Tightrope: The Case of Swedish Civics Education T2 - Democratization and citizenship discourses in the Mena region A1 - Sandahl, Johan PY - 2014 SP - 169 EP - 184 LA - eng PB - Stockholm : Swedish Research Institute in Istanbul KW - subject learning and teaching KW - ämnesdidaktik ER - TY - RPRT T1 - Kritiskt tänkande och källkritik: undervisning i samhällskunskap PY - 2020 LA - swe PB - Skolforskningsinstitutet AB - SammanfattningEn viktig uppgift för lärare i samhällskunskap är att stärka elevers kritiska tänkande och källkritik. För att lyckas med detta behöver lärare få tillgång till forskning om hur under­ visningen inom detta område bäst utformas i praktiken. I takt med skolans digitalisering finns det också behov av kunskap om hur undervisningen kan utformas för att stärka elevers källkritik i mötet med olika typer av digital information.En systematisk översikt sammanställer forskning av högsta relevans och kvalitet, som svar på en viss fråga vid ett visst tillfälle. Den fråga som vi i denna översikt besvarar är:Hur kan undervisning utformas för att stärka elevers kritiska tänkande och källkritik inom samhällskunskap?I översikten definierar vi kritiskt tänkande inom samhällskunskap som förmågan att tolka, granska och värdera olika typer av information om samhällsfrågor för att på ett analytiskt sätt kunna urskilja och förstå olika perspektiv, konsekvenser och samband. Vidare förutsät­ ter kritiskt tänkande förmågan att urskilja, utveckla och ifrågasätta sina egna och andras bedömningar och slutsatser, samt att kunna använda och förklara information, analyser och argument i resonemang om samhällsfrågor. Med utgångspunkt i den här definitionen är källkritik en viktig del av kritiskt tänkande i samhällskunskap.ResultatÖversiktens resultat beskriver hur undervisningens utformning påverkar elevers lärande och deras möjligheter att utveckla olika förmågor.Undervisningens utformningDe studier som ingår i översikten visar att det finns olika sätt att utforma undervisning i samhällskunskap med syfte att stärka elevers kritiska tänkande. I översikten står tre typer av undervisning i fokus:diskussionsbaserad undervisningtextbaserad undervisningmultimediabaserad undervisningDiskussionsbaserad undervisning går huvudsakligen ut på att lärare och elever interagerar i muntlig diskussion i klassrummet. I textbaserad undervisning ligger tonvikten på elevers arbete med texter. Det kan handla om att elever läser och skriver texter eller kommente­ rar varandras texter. I multimediabaserad undervisning arbetar elever med olika typer av audiovisuell information eller med digitala verktyg.Elevers lärandeFör att lära sig att tänka kritiskt i samhällskunskap behöver elever både tillägna sig ämnes­ kunskaper och utveckla ett antal förmågor i relation till dem. I de studier som ingår i översikten undersöks hur undervisningens utformning kan påverka elevers lärande och möjligheter att utveckla de förmågor som ingår i kritiskt tänkande.Källkritisk förmågaKällkritisk förmåga inom samhällskunskap innebär att kunna tolka, granska och värdera olika typer av information om samhällsfrågor. Det tydligaste fokuset på elevers lärande av källkritiska förmågor återfinns i studierna om multimediabaserad undervisning. I forsk­ ningen synliggörs betydelsen av att ge elever olika typer av stöd. Det kan bland annat handla om strategier för att granska information på internet, såsom att använda flera oberoende källor parallellt. Lärare kan också skapa möjligheter för elever att mötas och samarbeta kring digital information. Att använda videoklipp och annan audiovisuell information i undervisningen kan ge eleverna möjlighet att få en mångfacetterad bild av en samhällsfråga, men de behöver stöd för att kunna tolka, granska och värdera materialet. Att använda olika typer av informa­ tion från lokalsamhället i undervisningen kan skapa en närhet till källan.När lärare utgår från texter i undervisningen finns det goda möjligheter att styra elevers arbete mot att fokusera på att bedöma trovärdighet och tillförlitlighet i källmaterial. Lärare kan bland annat styra undervisningen mot att bedöma originalkällor eller låta elever träna på att bygga egna texter. Diskussionsbaserad undervisning används i källkritiskt avseende för att uppmuntra elever att tolka och bedöma trovärdigheten i påståenden om samhällsfrågor.Analytisk förmågaAnalytisk förmåga inom samhällskunskap innebär att kunna urskilja och förstå olika pers­ pektiv, konsekvenser och samband i samhällsfrågor. När elever upplever ett genuint behov av att resonera kritiskt och känner självförtroende och trygghet, finns goda möjligheter att de genom diskussioner kan utveckla sin analytiska förmåga. Några studier visar att analytiska övningar med fördel kan kombineras med kreativa och praktiska övningar.Elever som arbetar med texter kan behöva stöd av läraren i ett inledande skede för att lära sig hur exempelvis experter inom ett område analyserar en text och dess beståndsdelar. Att visuellt strukturera argumenten i en text kan vara ett sådant stöd. I studier om under­ visning med inslag av arbete med multimedia lyfts betydelsen av att läraren introducerar ämnesspecifika sätt att ta sig an information för att urskilja och förstå olika perspektiv, kon­ sekvenser och samband. Stöd för att identifiera eller jämföra perspektiv kan byggas in i digitala lärresurser men bör också ges av lärare i form av vägledning och frågor till eleverna.Självreflekterande förmågaSjälvreflekterande förmåga inom samhällskunskap innebär att kunna urskilja, utveckla och ifrågasätta bedömningar och slutsatser om samhällsfrågor. Flera studier beskriver hur elevers förmåga till självreflektion kan stärkas av diskussionsbaserad undervisning. Elever kan ta inspiration av lärares sätt att ställa frågor så att de också i diskussioner kan utmana varandras sätt att tänka. Om eleverna diskuterar i mindre grupper eller i par kan de reflektera över sina egna påståenden i dialog med en klasskamrat. Frågor som uppmuntrar eleverna att använda sina egna resonemang på andra exempel möjliggör att eleverna reviderar sina slutsatser.Textbaserad undervisning kan ge eleverna möjlighet att reflektera över sina egna bedöm­ ningar i förhållande till ett textinnehåll. När lärare ger elever i uppgift att urskilja och förklara de perspektiv som skrivs fram i en text utmanas de att reflektera över vad de själva tycker och tänker om olika perspektiv. Genom att använda exempel som eleverna kan relatera till det omgivande lokalsamhället, stimuleras de också att reflektera över sin egen roll i förhållande till dessa exempel. Att elever får producera och reflektera över egna texter kan också stärka den kritiska självmedvetenheten.ArgumentationsförmågaArgumentationsförmåga inom samhällskunskap innebär att kunna använda och förklara infor­ mation, analyser och argument i resonemang om samhällsfrågor. Flera studier beskriver värdet av diskussionsbaserad undervisning för att stärka elevers argumentationsförmåga. När elever får diskutera i helklass, i mindre grupper eller i par kan de utveckla sin förmåga att använda analyser och argument i resonemang i samspel med varandra. Diskussioner i mindre grupper eller par kan vara gynnsamt för att skapa trygghet och självförtroende i argumentation.För läraren gäller det att hitta en bra balans mellan att leda diskussionerna och att ge elever större frihet, samt att ge eleverna stöd att strukturera sina argument. En viktig roll för läraren är också att rama in diskussionerna, styra eleverna mot ämnesinnehållet och belysa speciellt viktiga aspekter. Att lärare ställer utmanande frågor till eleverna är gynnsamt för att utveckla deras argumentation. Att arbeta med texter inom ett ämnesområde är värdefullt för att utveckla ämnesspecifika kunskaper samt för förmågan att argumentera inom ett specifikt område. Elever kan också öva upp sin argumentationsförmåga genom att göra inlägg i digitala forum om de får tydlig återkoppling på sina inlägg.Viktiga aspekter i undervisningenI den forskning som ingår i översikten beskrivs några särskilt viktiga aspekter av under­ visningen som har betydelse för elevers lärande av kritiskt tänkande i samhällskunskap:lärarledningett väl valt innehållstödstrukturerFlera studier uppmärksammar betydelsen av att lärare leder och utformar undervisningen på ett genomtänkt sätt. Det innebär exempelvis att läraren aktivt leder samtal så att de stäm­ mer till eftertanke, reflektion, ifrågasättande och beaktande av perspektiv som eleverna inte känner till eller för fram på egen hand. Undervisningen kan med fördel innehålla elevaktiva moment där elever arbetar självständigt eller i grupp, men då utifrån tilldelade perspektiv eller inramat av fastlagda arbetsformer.En viktig aspekt av lärarledning handlar om att välja ut och arbeta med ett väl valt inne­ håll i undervisningen. Samhällskunskapens anknytning till aktuella eller lokala frågor fram­ hålls i flera studier som något som kan utnyttjas i undervisningen för att hjälpa elever att identifiera problem, urskilja perspektiv, värdera information och se olika tänkbara lösningar. Inte minst omdiskuterade och konfliktfyllda samhällsfrågor med olika och kontrasterande perspektiv kan stimulera lärandet. Lärare kan genom sitt val av innehåll stimulera elever till ett ämnesspecifikt och ämnesdisciplinärt förhållningssätt. Inom denna ram kan sedan elev­ aktiviteten vara stor.En central aspekt som återkommer i flera studier är hur betydelsefullt det är att lärare använder stödstrukturer för att stärka elevers kritiska tänkande. Stödstrukturer kan bestå av tydliga instruktion ER - TY - JOUR T1 - Vocational knowing and the content in vocational education T2 - International Journal of Training Research SN - 1448-0220 A1 - Lindberg, Viveca PY - 2003 VL - 2 IS - 1 SP - 40 EP - 61 LA - eng KW - education AB - What is the object of activity for teachers in vocational education, i.e. whatis the content that vocational teachers want their students to learn? Whatcan the answer indicate about vocational education as a social practice,compared to the social practice of apprenticeship? The article is based onsequential interviews with twelve teachers from five vocational programs.In the interviews, the teachers relate the content of vocational education tovocational knowing, but vocational knowing and knowing in school are notthe same thing. Vocational knowing is described as a situated judgement,consisting of a vocational language for the content of the vocation (tools,materials, methods, techniques, planning and ethics) and experience ofworking with these. Tacit knowing is essential in the interaction betweenthese two aspects. Knowing in school can be described as having developedthe abilities for further learning in different contexts. The main areaconcerns preparation for the vocation, whereas the others concern furtherlearning more specifically (in the vocation, in higher education and inretraining) and citizenship. The results are discussed in relation to learningand knowing in learning vs. in producing practices. ER - TY - CHAP T1 - The civic and the civil in professional education T2 - The transformation of children's services: Examining and debating the complexities of inter/professional working A1 - Allan, J PY - 2011 SP - 141 EP - 153 LA - eng PB - : Sense Publishing KW - teacher education and education work KW - lärarutbildning och pedagogisk yrkesverksamhet ER - TY - CONF T1 - Deliberative Communication in Negotiations of doing Education: A study of Educators in Teacher Education for Early Childhood Education A1 - Nilsson, Emelie PY - 2023 LA - eng AB - This paper concerns a doctoral project focusing on educators’ cultural conceptions of the student within teacher education for early childhood education (TEECE) at a Swedish University. As a part of the project this specific paper explores how educators do education through negotiations in the processes of planning, discussing and constructing the different parts of the TEECE, focusing on the role of deliberative communication in these processes. As an educator in higher education (HE) in general and professional (teacher) education in particular, one can speak of limitations for the possibilities of educating autonomous future professionals, when instrumental rationality is highly valued (Ball & Olmedo, 2013; Bornemark, 2018; Biesta, 2011). HE and teacher education are commonly considered to be limited by a neoliberal governance which limits educators’ possibilities for educating future professional teachers (Lenz Taguchi, 2005; Levinsson, Norlund & Beach, 2020). The neoliberal governance is criticized and problematized, not least in relation to give the students space to be and act (Ibid.). Based on this, educators have a complex role to navigate this landscape of different interests of what HE is and could be.Habermas theory of democracy (Habermas, 1996a; 1996b) is an important departure point for the project. Based on this theory, the necessity of communicative action, deliberative democracy and the concepts of private and public good (Dyrdal Solbrekke & Sugrue, 2020) is put in the foreground. Communicative action is expressed as a necessity to underline the subjects’ part in a democratic society (Carlheden, 2002) and one can say that this is a theory in which the private and public sphere is linked together. It means that the private autonomy and the public are each other's prerequisite (Ibid.). Based on this theoretical perspective, the paper focuses on the educators in the process of planning, discussing and constructing the TEECE, and discusses what good education is and could be in HE and TEECE. Englund (2008) and Dyrdal Solbrekke & Surgue (2020) argue for the need of HE to be that public spere where deliberation is an aim and where public debate is desirable.  In this paper, autonomy is an important concept when understanding educators’ role as subjects at universities. One fundamental aspect for understanding how education is done and discussed among the informants/educators is that “[f]reedom is rather something that needs to be realized in a social community” [my translation] (Carlheden, 2002:50). Deliberative communication (Englund, 2006) is recognizable for its focus on for pluralistic communication including “[…] listening, deliberating, seeking arguments and valuing, coupled to a collective and cooperative endeavor to find values and norms which everyone can accept, at the same time as pluralism is acknowledged.” (Englund, 2008:103). This concept makes it possible to explore how educators handle their autonomy when doing education and if there is room for deliberative communication. The concept also underlines educators’ autonomy in the organization of TEECE.  MethodA five-month long critical ethnography (CE) was completed at one university hosting TEECE. The ethnographic fieldwork was carried out in various collegial contexts among a group of educators and their everyday, formal and informal work. The fieldwork includes observations of collegial settings, for example, teacher team meetings related to courses or the program as a whole; conversations with educators, both formal and informal; group discussions; documents and policy documents such as education plans, course plans and study guides; websites, where the TEECE programs are presented at different universities. Which situations and settings to focus on in the observations was quite quickly identified due to the researcher’s experience from the field. In parallel with observations and informal conversations, conversations of a more formal nature were carried out. Primarily, field notes were used to collect empirical material, but it also includes recordings from the formal conversations and written reflections submitted to me based on group discussions among the informants. In the field of CE there are different traditions and ideas on what CE entails (se for example Tomas, 1993;Carspecken,1996;Willis & Tondman, 2000; Beach & Vigo-Arrazola, 2021;Madison, 2011). However, one common idea is that CE enables the researcher to study power as an obvious part of all social relations. The ambition is to undress this power and power imbalance in order to question the power relations, contribute to change and adopt an emancipatory interest of knowledge (Habermas, 1996a; Alvesson & Sköldberg, 2008). The aim for me as a researcher in this project was to take part in the environment and the language at the field of study. The informants and their interactions were of interest as well as the rhythm of the field itself. Observation of the field can be seen as a prerequisite in ethnographically oriented studies (Hammersley & Atkinson, 2019;Coffey, 2018; Crang & Cook, 2007) where the culture is in focus and CE enables the researcher to take an active part in the field and to question what can be perceived as culturally accepted norms. In parallel to this active role, the informants were continuously invited to contribute to the creation of the empirical material. The material was not collected but rather created together with and in interaction with the field (Ibid.). The researcher's role as well as the informants, has thus been important in the construction of the collected material (Beach & Vigo-Arrazola, 2021; Tomas, 1993; Willis & Trondman, 2000).Expected OutcomesAt the time of writing this abstract the analysis is not fully completed but is intended to be, by the time for the presentation. However, preliminary results shows that educators are balancing their right for good working conditions with their pedagogical intentions, in favor of their own needs and working conditions. The educators negotiate what kind of requirements and perspective they can, should and wish to have in relation to for example policy documents and different kinds of IT-systems. This is probably the most common context when deliberative communication appears. Other aspects that are discussed, but not at all in that extent, are pedagogical visions, intentions and or strategies. The results also shows that different circumstances condition what kind of communication becomes possible. Deliberative communication is not always possible due to time where for example, deadlines and bureaucratic praxis are in the foreground. For example, the need to be careful with one's own time and one's own energy is very prominent and frequently used. And it is something that they argue from when they express limitations in relation to time. On a general level, the results show how educators’ room for action and their possibilities for deliberative communication, are two main factors that condition how educators do education and how they negotiate the education they are working with. The results will contribute a perspective on how and in what way educators’ autonomy and room for action appears in their doing of education and when navigating what HE is and could be.References Alvesson, Mats & Sköldberg, Kaj (2008). Tolkning och reflektion: vetenskapsfilosofi och kvalitativ metod (2:a uppl.). Lund: Studentlitteratur. Ball, Stephen J & Olmedo, Antonio (2013) Care of the self, resistance and subjectivity under neoliberal governmentalities, Critical Studies in Education, 54(1), 85-96. Beach, Dennis, & Vigo-Arrazola, Maria Begoña (2021). Critical Ethnographies of Education and for Social and Educational Transformation: A Meta-Ethnography. Qualitative Inquiry, 27(6), 677–688. Biesta, Gert (2011). God utbildning i mätningens tidevarv. (1. uppl.) Stockholm: Liber. Bornemark, Jonna (2018). Det omätbaras renässans: en uppgörelse med pedanternas världsherravälde. Första upplagan Stockholm: Volante. Carlheden, Mikael (2002) Fostran till frihet - Skolans demokratiska värdegrund ur ett habermasianskt perspektiv. Utbildning & Demokrati 2002, 11(3), 43-72. Carspecken, Francis Phil (1996) Critical Ethnography in Educational Research, A Theoretical and Practical Guide, London: Routledge. Dyrdal Solbrekke, Tone & Sugrue, Ciaran (2020) Leading higher education as and for public good: Rekindling education as praxis. London: Routledge. Englund, Tomas (2006) Deliberative communication: a pragmatist proposal, Journal of Curriculum Studies, 38(5), 503-520. Englund, Thomas (2008) The university as an encounter for deliberative communication, Creating cultural citizenship and professional responsibility. Utbildning & Demokrati 2008, 17(2), 97–114 Habermas, Jürgen (1996a). Kommunikativt handlande: texter om språk, rationalitet och samhälle. (2. uppl.) Göteborg: Daidalos. Habermas, Jürgen (1996b). Between facts and norms: contributions to a discourse theory of law and democracy. London: Polity Levinsson Magnus, Norlund Anita & Beach Dennis (2020) Teacher Educators in Neoliberal Times: A Phenomenological Self-Study. Phenomenology & Practice, 14(1), 7-23. Madison, D. Soyini (2011). Critical ethnography, method, ethics, and performance. SAGE Taguchi, Hillevi Lenz (2005). Getting personal: how early childhood teacher education troubles students' and teacher educators' identities regarding subjectivity and feminism. Contemporary Issues in Early Childhood, 6(3), 244-255. Thomas, Jim (1993). Doing critical ethnography. Newbury Park: Sage. ER - TY - BOOK T1 - Teaching with Gender. European Women’s Studies inInternational and Interdisciplinary Classrooms. A book series by ATHENA:: Teaching Empires. Gender and Transnational Citizenship in Europe PY - 2009 LA - eng PB - Centrum för genusstudier & Athena KW - gender KW - empire KW - teaching KW - citizenship KW - europe KW - postcolonial AB - How to deal with gender, women, gender roles, feminism and gender equality in teaching practices? The ATHENA thematic network brings together specialists in women’s and gender studies, feminist research, women’s rights, gender equality and diversity. In the book series ‘Teaching with Gender’ the partners in this network have collected articles on a wide range of teaching practices in the field of gender. The books in this series address challenges and possibilities of teaching about women and gender in a wide range of educational contexts. The authors discuss pedagogical, theoretical and political dimensions of learning and teaching on women and gender. The books contain teaching material, reflections on feminist pedagogies, practical discussions about the development of gender- sensitive curricula in specific fields. All books address the crucial aspects of education in Europe today: increasing international mobility, growing importance of inter disciplinarity and the many practices of life-long learning and training that take place outside the traditional programmes of higher education. These books will be indispensable tools for educators who take seriously the challenge of teaching with gender. (For titles see inside cover) ER - TY - RPRT T1 - Radical friluftsliv and green transition: Argaladei’s 1970s as an inspiration for environmental education A1 - Sandell, Klas A1 - Öhman, Johan PY - 2025 LA - eng PB - ESERGO, Örebro universitet KW - education AB - The essay begins by highlighting some characteristics of the recurring discussions about the environmental educational possibilities of nature encounters. We situate this within the social climate of the 1970s with its discussion of alternatives to the prevailing model of development and where, among other things, deep ecological perspectives were important. Against this background, we then delve into a case study of the outdoor association Argaladei during the 1970s, with the motto "friluftsliv [outdoor life] is a lifestyle". Based on the association’s combination of social criticism, outdoor life and pedagogy, we highlight some central themes that we suggest offer possible inspiration for our current need for civic support for a green transition to more sustainable model of development. ER - TY - JOUR T1 - Konference Gender and Citizenship in a Multicultural Context T2 - Czech Sociological Review SN - 1210-3861 A1 - Górska, Magdalena A1 - Uhde, Zuzana PY - 2007 VL - 4 IS - 43 SP - 874 EP - 878 LA - cze KW - gender KW - citizenship KW - multiculturalism AB - Na přelomu srpna a září 2006 se konala největší trienální evropská konference genderového výzkumu European Gender Research Conference, která byla letos zaměřena na téma genderu a občanství v multikulturním kontextu. Šestý ročník konference organizovaný pod záštitou organizace ATHENA (Advanced Thematic Network in Activities in Women´s Studies in Europe), AOIFE (Association of Institutions for Feminist Education and Research in Europe) a Centra ženských studií a Fakulty mezinárodních a politických studií Univerzity v Lodži se poprvé konal ve střední Evropě v polském městě Lodži, což se také projevilo ve vysoké účasti výzkumnic a výzkumníků ze zemí střední a východní Evropy. Tato lokalizace konference zároveň symbolicky vytvořila prostor pro diskusi otázek a problémů týkajících se jak samotné situace postsocialistických společností, tak specifických výzkumných problémů spojených s otázkami mezinárodní spolupráce na teoretické a empirické úrovni.  ER - TY - CONF T1 - Citizenship Education and Sexual and Reproducttive Health and Rights: Questions of Identity, Values and Participation T2 - Programme and Abstract Book A1 - Liljefors Persson, Bodil A1 - Andersson, Irene PY - 2018 SP - 52 EP - 52 LA - eng PB - : Cicea and Citized KW - identity KW - compulsory school KW - srhr KW - teacher education KW - #metoo AB - This paper takes its departure from an investigation of Sexual and Reproductive Health and Rights, SRHR, in teacher education programs throughout Sweden in 2016. It was a research mission from the Public Health Agency of Sweden. A survey of 875 syllabuses from all universities in Sweden was analysed through methods of qualitative textual analysis. The aim was to explore if and in which subject syllabuses SRHR as a knowledge area was visible. The theory behind is that syllabuses are composed according to the theory of constructive alignment. The result shows major differences between various universities regarding the field of knowledge of SRHR in different syllabuses, as well as in different educational programmes and levels. In the quantitative part graphs show a cluster of indicators with a high number of occurrences in the syllabuses. Some of these indicators are; ethics, gender, democracy, norms, norm criticism and core values, convention on the rights of the child, human rights, discrimination and offensive treatment. During the autumn in 2017 a social movement called #metoo, with subgroups, has gotten worldwide attention and has had a great impact in Sweden regarding sexual abuse. In connection to this, demands have been raised that sexuality and relation education must much more visible in compulsory school as well as in teacher education. It is clear that the #metoo movement has contributed to ongoing debate regarding the knowledge area SRHR. We will discuss the controversial issues connected to identity and values among engaged citizens thus touch on the relation between formal and informal learning in connection to the importance of media in citizenship education. KW: identity, compulsory school, SRHR, teacher education, #metoo ER - TY - JOUR T1 - Civic Catechisms and Reason during the French Revolution T2 - Forskning om Europafrågor SN - 1402-6368 A1 - Velicu, Adrian PY - 2002 LA - eng PB - Göteborg KW - french revolution KW - catechism KW - education KW - idéhistoria ER - TY - CONF T1 - Consumer Attitude for Self-Making - The ´Neo´ in Swedish Education policy on Active Citizenship and Worries about it A1 - Olson, Maria PY - 2010 LA - eng PB - CiCe KW - education AB - Educating for active citizenship is a pressing issue in educational policymaking in the European countries, not least in the current neoliberal climate defined by economic and social change and by calls from different quarters for increased pluralism. Growing demands from the European Union on its member states to provide for active citizens through education fuels this task. In this text, Swedish education policy will be taken as a case in order to highlight how this issue is being handled in this ‘local’ national policy setting in Europe. It is argued that the Swedish educational citizen fostering agenda is marked out by a neo liberal orientation as regards the depiction of citizenship, where the envisioned ‘active’ citizen can be described as one with a consuming attitude for self-making. To this end, Sweden appears to respond to supranational demands quite well as regards citizenship education. Nevertheless the 'neo' in Swedish education policy on citizenship is worrying, I argue, as it tends to gloss over important notions of citizenship and citizenship education necessary to consider in our times. ER - TY - JOUR T1 - Early childhood education and learning for sustainable development and citizenship T2 - International Journal of Early Childhood A1 - Hägglund, Solveig A1 - Pramling Samuelsson, Ingrid PY - 2009 VL - 2 IS - 41 SP - 49 EP - 63 LA - eng KW - education for sustainable development KW - esd KW - early childhood education KW - ece AB - Since the end of the 1980:s when OECD published the Brundtland report, in which the concept of sustainable development as a critical global issue was introduced, the role of education for global survival has been frequently discussed and explored, by politicians as well as researchers. In school curricula and educational practice, efforts have been made to include material and issues related to, for example, climate changes and nature resources in teaching and learning. Surprisingly little attention has however been paid to the question of the way (and on what premises) early childhood education might (and should) be involved. In this article we discuss some aspects of early childhood education with a bearing on its role in education for sustainable development. The fact that early childhood education belongs to the larger educational system means that global political and economical issues are involved when planning and conducting education for sustainability in pre-school as much as in the rest of the educational system. Recent changes in Swedish educational policy, characteristic traits in pre-school pedagogy and the pre-school child as learner of sustainability are commented upon and discussed. ER - TY - GEN T1 - Cross-professional Issues in Citizenship Educatun, Democracy and Identity Formation: CiCe Guidelines A1 - Minarovicova, Katarina PY - 2004 LA - eng PB - London Metropolitan University KW - cross-professional KW - democracy KW - "citizenship education" KW - identity KW - children KW - pedgogical work AB - The boklet adresses cross-professional issues of concern in citizenship education and in relationship to childrens identity formation. The discussion and guidlines are of interest in teacher training and other professional training. The authors constitute a cross-disciplinary and multi-national group of higher education teachers, engaged in the CiCe Thematic Network. ER - TY - CONF T1 - Bildung-oriented science education for citizenship and sustainability A1 - Sjöström, Jesper PY - 2018 LA - eng KW - education for sustainability KW - critical-reflexive bildung KW - vision iii AB - The presentation will be about a science education aiming at citizenship and sustainability. My point of departure is a version of “Bildung”, which emphasizes relations, contextual knowledge and philosophical values. Bildung is a multifaceted North European philosophical and educational tradition. After describing the meaning of Bildung and its historical roots, I will focus on a version called critical-reflexive Bildung (Sjöström, 2017). It was developed based on e.g. Wolfgang Klafki’s ideas of Bildung for emancipation and solidarity and a critical-constructive teaching of relevant subject knowledge (Sjöström et al., 2017). I will ask what a science education based on critical-reflexive Bildung could look like (Sjöström, Eilks & Zuin, 2016) and give some illustrating examples. For example I will refer to a Didaktik-model oriented towards science teaching based on a socio-critical and problem-oriented approach (Sjöström, Rauch & Eilks, 2015). Furthermore, I will discuss the implications of critical-reflexive Bildung on our views of scientific literacy. I will argue for a Vision III of scientific literacy and STEM education (Sjöström & Eilks, 2018). It is a critical orientation, which in addition to conceptual knowledge also emphasizes understanding of the nature of science (NOS) and the interplay between science-technology-society-environment (STSE), as well as engagement in socio-political actions. Science education based on critical-reflexive Bildung integrates cognitive and affective domains, includes complex socio-scientific issues (SSI), and has an ambition to make moral-philosophical-existential-political alternatives visible. Relations are emphasized as well as a collective responsibility for our common world. ER - TY - CONF T1 - Pass or Fail in the Swedish school?: A historical perspective on citizenship, diversity and social justice T2 - Identities and Citizenship Education A1 - NIelsen, Laila PY - 2013 SP - 213 EP - 225 LA - eng PB - London : CiCe KW - citizenship KW - equity KW - social justice KW - historical perspective KW - diversity KW - school policy AB - The article aims to discuss the school's education for citizenship and democracy in light of the economic crisis in the early 1990s and the subsequent depletion of the Swedish welfare state. Increased economic inequality, exclusion and marginalization of the school as well as in society in general raise the question about the school equivalency. The discussion sets out from a theoretical approach and a historical perspective to visualize how the meaning and policies of citizenship and democracy have changed and further to make comparisons between the experiences from the Swedish popular movement, the welfare state social engineering and the current challenges in multicultural Sweden. The article concludes with a discussion of need to (re) introduce a class perspective on democracy and education for citizenship in Swedish schools. ER - TY - CONF T1 - Understanding self-reflexivity and personal responsibility in higher education A1 - Ljunggren, Carsten A1 - Unemar Öst, Ingrid PY - 2008 LA - eng KW - education AB - The purpose of the study from which this paper emanates is to investigate and discuss how aspects of professional and civic responsibility in higher education can be motivated in terms of self-reflexivity. The research questions are: What kinds of arguments are provided by social theory and educational policy regarding the role of higher education and self-reflexivity? Which specific cultural life styles for students and institutions are established through the different arguments? What are the concepts and views suitable for a theory of self-reflexivity in higher education? In the paper we draw on mainly Dewey’s concept of individuality and on arguments promoting the university as an open reflexive institution supporting students’ autonomy. By discursive text analysis, we study the arguments provided by social theory and Swedish educational policy (1990-2006). Our findings show that social theory stresses the critical role of higher education and provides arguments for a self reflexive life style. Educational policy tends to stress the economic role of higher education and thereby promotes a more instrumental life style. However, our analysis indicates that the educational policy area simultaneously represents a complex net of interwoven and ambiguous aims, which makes it impossible to reduce higher education to an institution living or promoting only one life style. ER - TY - THES T1 - Mellan samtid och tradition: folkhögskolans identitet i kursutbudets yrkesinriktning A1 - Landström, Inger PY - 2004 LA - swe PB - Linköpings universitet KW - folk high school KW - popular adult education KW - social and educational change KW - democracy KW - structuration and agency KW - life politics KW - course politics KW - vocational courses KW - vocational training KW - vocational roles KW - identity KW - self identity KW - existential rationality KW - folkhögskolor KW - yrkesutbildning KW - sverige KW - education AB - In this thesis the vocational orientation of the courses offered - as an expression of the folk high school's self-identity- is analysed. The point of departure was that what the folk high school do, is a way to show what it wants to be and, therefore, reflects what it is. Focus is on how the folk high school meets with contemporary tasks and demands in different areas of society. The research objects are, the folk high school as type of school (a total of 147 schools) and a sample of ten individual schools with different ownership. The study is about what the offered courses reveal about the folk high school's reflections and conclusions as regards its future activities in relation to its history and contemporary society.The theoretical framework of the thesis is built on the sociologist Anthony Giddens 'Theory of Structuration' and the concepts of structure and agency. Reflections about the surrounding world and the contributions the schools' want to make in society is assumed to result in a more or less conscious strategy for the future, the folk high school's course politics as it is expressed in action. The identity has been interpreted in vocational roles as they appear in course contents. The word 'vocation' is used in almost the same sense as Giddens defines 'work'.Self-identity was analysed from three different kinds of texts and with one question for each. In the first perspective focus is on official investigations and political decisions, in the period 1970-2000. What role in society is imposed upon the folk high school in contemporary educational policies? In the second perspective all courses offered at all folk high schools in 1972 and 2000 are studied, in order to present a picture of the overall pattern of vocational orientation. In the third perspective the course politics of the ten selected folk high schools are investigated, from the start of the respective schools, and in relation to what each school thinks it 'is'- with different owners and in its particular geographical situation.One overriding conclusion is that the characteristics that make the identity of the folk high school seem unclear and paradoxical are the very same that constitute the self-identity of the folk high school as being complex and multifaceted. The self-identity seems paradoxical when the vocational orientation presents itself as both preserving traditions and answering to today's needs. In other words, the school 'does what it has always done' (is conservative) and at the same time 'captures new needs and tasks' (is flexible).The folk high school's role and uniqueness in what they actually do can be understood as what I have called 'contemporaneous civic functionaries'. Their profiles emerge when flexibility is based on history. I want to designate 'existential rationality' to the motivating mechanism that seems to at the same time force changes and lean on own experiences. Expressing contemporary self-identity is grounded in the individual tradition as motivationbased values, cultural and geographic conditions. ER - TY - RPRT T1 - Samhällskunskapsämnet och det kraftfulla kunnandet: Lärarstudenternas förståelse av ämneskunnande i samhällskunskap och möjliggörande undervisningsstrategier A1 - Sandahl, Johan PY - 2020 LA - swe PB - Centrum för universitetslärarutbildning, Stockholms universitet KW - lärarutbildning KW - lärarstudenter KW - samhällskunskap KW - kraftfullt kunnande KW - disciplinärt kunnande KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - Lärarstudenter i samhällskunskap ska samtidigt lära sig sitt ämne och reflektera över vad det kunnande består i då de själva ska lära ut ämnet till elever. Tidigare forskning visar att studenter i liten utsträckning får ta del av det disciplinära kunnandet på ett systematiskt sätt, särskilt i början av sin utbildning. Detta projekt adresserar studenternas förståelse av ämnesinnehållet i samhällskunskap och de inslag som undervisningen måste adressera för att öka studenternas förståelse av disciplinärt kunnande. Utgångspunkten är det utbildningssociologiska begreppet ”kraftfullt kunnande” (powerful knowledge, se Young, 2008) som använts för att stimulera studenternas reflektioner kring vad ett kunnande i samhällskunskap innebär. Projektet undersöker studenternas (n = 34) förförståelse som sedan använts för att designa undervisning inom ramen för studenternas ämnesdidaktiska utbildning. Eftertesterna visar att studenternas reflektioner utvecklas, men att undervisningsdesignen skapade nya problem i relation till kunskapsbegreppet. ER - TY - CONF T1 - Recontextualization processes of policy into national curriculum from a perspective of equity and citizenship education – a Swedish perspective T2 - Education and Transition. Contributions from Educational Research. ECER 2015, European Conference on Educational Research, Budapest, September 7-11, 2015 A1 - Wahlström, Ninni PY - 2015 LA - eng KW - transnational policy KW - equity KW - citizenship education KW - pedagogics AB - In the last decade there has been considerable focus on transnational policy discourse, especially within the European Union (EU), on how major national curriculum reforms can change the conditions of learning and knowledge in school. A main theme in the European policy discourse is the need for efficiency in instruction linked with the rights of all students to learn and to achieve the goals set up by school, but the ways in which the actual reforms are shaped differ between the different European countries.  In this paper the aim is to explore the following two questions in relation to the most recent curriculum reform in Sweden (Lgr 11): How can the question of curriculum knowledge be understood from a perspective of equity? Who is the 'good citizen' as it emerges from the curriculum content?From a background of understanding curriculum as imbedded in wider transnational policy movements, the first question is examined by suggesting a framework for exploring the trajectories between equity policy and different types of curricula with implications for what counts as knowledge, drawing on the capabilities approach developed by Amartya Sen (1999) and Martha Nussbaum (2000). The other question is analysed by using two typologies for social studies and educating for democracy (Wahlström 2014). Drawing on the two analyses, supplemented with a questionnaire addressed to teachers concerning their view of the current curriculum, the preliminary results point at a predominantly instrumental view of knowledge also within humanities, a citizenship ideal in terms of 'the reasoning citizen', and less space for teachers' and students' to influence teaching content in the subject of social studies.ReferencesBiesta, Gert (2013): Responsible citizens: citizenship education between social inclusion and democratic politics. In Mark Priestley & Gert Biesta (Eds.):  Reinventing the Curriculum. New Trends in Curriculum Policy and Practice, pp. 99-116. London and New York: Bloomsbury.Nussbaum, Martha C. (2000) Women and Human Development. The Capabilities Approach. New York: Cambridge University Press.Sen, Amartya (1999) Development as Freedom. Oxford: Oxford University Press.Unterhalter, Elaine & Brighouse, Harry (2007) Distribution of what for social justice in education? The case of education for all by 2015. In M. Walker & E. Unterhalter (Eds)Amartya Sen’s Capability Approach and Social Justice in Education, pp. 67-86. New York: Palgrave Macmillan.Wahlström, Ninni (2014): The changing role of the state in a denationalized educational policy context. In Andreas Nordin & Daniel Sundberg (Eds.): Transnational Policy Flows in European Education: the Making and Governing of knowledge in the Education Policy Field, pp.159-182. Oxford Studies in Comparative Education, vol 42, no 1. Oxford: Symposium Books.Wahlström, Ninni (2014): Equity – policy rhetoric or a matter of meaning of knowledge? Towards a framework for tracing the ‘efficiency-equity’ doctrine in curriculum documents. European Educational Research Journal 13(6), 731-743. ER - TY - CONF T1 - ESD and citizenship in the private and public sphere: Eco-School teachers' and instructors' views on actions as teaching content in ESD A1 - Stagell, Ulrica A1 - Almers, Ellen A1 - Askerlund, Per PY - 2014 LA - eng KW - esd KW - action KW - teacher KW - eco-school KW - citizenship AB - The Nordic countries, although different, have strong traditions of democratic education as collective solutions of the upbringing of individual citizens. ESD as a multinational response to problems of global concerns which aim at educating citizens capable of facing challenges of today and tomorrow, embody a tension between education as fostering into common values and education as liberation. The Action competence perspective manifest this tension in the division of different acting as behaviours or actions. With the premise that actions are an essential part of ESD aiming at developing students' action competence, this study seeks to explore actions as teaching content in ESD and examines Swedish Eco-School teachers' and instructors' views on the appropriateness of including different sustainability-promoting actions in their teaching practices. The position of teachers and instructors as potential obstacles for the inclusion of different action alternatives for sustainability in education, makes it relevant to ask questions about their views on including different actions in teaching practice.Different views were explored in interviews with 24 Eco-school teachers and 9 instructors, in which they were asked to clarify their positions on the appropriateness of including different sustainability-promoting actions in their teaching practices. The reasoning were analysed qualitatively in a content analysis. Preliminary results show differences in teachers' and instructors' views. Where teachers tended to explain potentially controversial direct actions in the private sphere as inappropriate with references to the question of privacy of students and parents, instructors tended to view the same actions as starting-points for desired discussions in the educational situation. Also, instructors to a higher degree motivated the appropriateness by the different actions' importance for sustainability.The discussion concerns teaching that addresses the individual's moral responsibility in the private sphere at the same time different action strategies for the democratic change of social structures tend to be excluded. ER - TY - CONF T1 - Andraspråkslevers förståelse av texter i samhällskunskap- svårigheter och möjligheter T2 - Nationella nätverket för svenska med didaktisk inriktning, SMDI konferens november 2022 i Lund, Sverige A1 - Rinnemaa, Pantea PY - 2022 LA - eng KW - andraspråkelever KW - texter KW - samhällskunskap KW - literacyförmågor KW - ämnesliteracyförmågor KW - förkunskaper AB - Temat för konferensen var Språk och litteratur – en omöjlig eller skön förening? Syftet med den här studien är att undersöka svenska som andraspråkselevers perspektiv och uppfattningar om de utmaningar och möjligheter som de upplever i samband med läsning av läromedelstexter som ingår i samhällskunskap. Eftersom läromedelstexter i regel används som en viktig lärresurs i samhällskunskapsundervisning, diskuteras andraspråkselevernas utmaningar och möjligheter genom att be eleverna att läsa två utvalda läromedelstexter och tänka högt om innehållet medan de läser. Följande forskningsfråga besvaras i studien: vilka svårigheter och möjligheter ger eleverna uttryck för i sina läsupplevelser och vilka strategier använder de för att hantera svårigheterna? Det teoretiska ramverket och det analytiska verktyget i studies består av en fyrfältsmodell. Modellen visar att samspelet mellan fyra komponenter: a. literacyförmågor, b. tidigare språk- och ämnesförkunskaper, c. ämnesliteracyförmågor, och d. ämneskunskaper i samhällskunskap är viktigt för andraspråkselevers språk- och ämneskunskapsinlärning i samhällskunskap. Med hjälp av Think Aloud (TA) som metod har det varit möjligt att ta fasta på elevernas spontana tankar under och efter läsning av texterna. TA kompletterades med enskilda intervjuer där eleverna mer djuplodande diskuterade om de aspekter i texter som underlättade eller försvårade förståelsen av innehållet. Resultatet av trettiosex TA-samtal med arton andraspråkselever från tre olika grundskolor inom Göteborgs kommun visar att majoriteteten av eleverna tycker att det är svårt att skilja mellan literacyförmågor och ämnesliteracyförmågor. Svårigheterna med texterna beskrivs av eleverna enligt följande: a. många abstrakta och svåra ord (både ämnesspecifika och vardagliga ord), b. långa och informationsrika textpassage, c. få eller dolda ledtrådar i texten, d. otydliga bilder, e. obekant ämne i texten, och f. textens struktur och utläggning. Meningsfulla resurser för att tillgodogöra sig textinnehållet är enligt eleverna goda kunskaper i svenska, tillräckliga förkunskaper, val av texter med bekanta ämnen, samhällskunskapslärarens förklaringar samt klassrumsdiskussioner om texternas innehåll. ER - TY - CHAP T1 - Obučenie vzroslych demokratičeskoj graždanstvennosti - zadača graždanskogo obščestva? T2 - Graždanskoe obrazovanie i prosveščenie naselenija A1 - Åberg, Pelle A1 - Bron Jr, Michal A1 - Milana, Marcella PY - 2013 SP - 258 EP - 284 LA - rus PB - Sankt-Peterburg : Politehnika-servis KW - civics KW - international education KW - internationell pedagogik ER - TY - BOOK T1 - Ämnesdidaktiska insikter och strategier: Berättelser från gymnasielärare i samhällskunskap, geografi, historia och religionskunskap PY - 2009 LA - swe PB - Karlstad University Press KW - subject didactics KW - ämnesdidaktik KW - samhällskunskap KW - geography KW - geografi KW - religious studies and theology AB - Studiens syfte är att beskriva lärares arbete ur ett ämnesdidaktiskt perspektiv samt utveckla analytiska redskap för förståelse av lärares arbete inom sitt undervisningsämne. 15 erfarna lärare har intervjuats. I särskilda kapitel skisseras läroplansutveckling och forskningsläge för undervisning i samhällskunskap, geografi, historia och religionskunskap. Utförliga intervjuer med erfarna lärare redovisas för vart och ett av ämnena. Intervjuerna fokuserar på hur lärarna beskriver sina ämnesdidaktiska erfarenheter och de insikter som utvecklats under en mångårig lärargärning. Hur har deras undervisning förändrats under närmare 40 år i yrket? Vilka råd har de erfarna lärare att ge lärarstuderande och nya lärare? När lärarna utformar sitt sätt att undervisa, vilka frågor och perspektiv står då i centrum? Vilka likheter och olikheter framträder i lärarnas svar? Lärarnas biografiska berättelser visar stora likheter, även mellan de olika ämnena. Lärarna beskriver stora förändringar i sin undervisning. Tidiga år i yrket beskrivs som ”traditionell och läroboksberoende undervisning”, medan undervisning sent i karriären beskrivs med uttryck som ”variation, flexibilitet och elevorientering”. Lärarna har genom reflektion över undervisningserfarenheter och fortbildning fördjupat både sina ämneskunskaper och sin förmåga att möta olika elever. Lärarna uttrycker en rad ämnesdidaktiska insikter, inte i forskningens specialtermer, utan i vardagsspråk och genom metaforer.  Termen ämnesdidaktiska strategier prövas för lärare som uppvisar en förhållandevis stabil, erfarenhetsbaserad orientering i sin undervisning. ER - TY - JOUR T1 - Demokratiutbildningens didaktik: internalisering, tänkande och handlande T2 - Nordidactica SN - 2000-9879 A1 - Piepenburg, Sebastian A1 - Arensmeier, Cecilia PY - 2020 VL - 1 SP - 115 EP - 136 LA - swe PB - Karlstad : Karlstads universitet KW - democratic education KW - civic education KW - democracy KW - samhällsdidaktik AB - This article discusses democratic and citizenship education with the ambition of linking theoretical insights from several fields of research to practical teaching. Perspectives on education, citizenship, politische Bildung, democratic theory and power, provides theoretical input. These perspectives are combined into three ideal-typical approaches to democratic education, emphasizing different aspects: democratic internalization, democratic acting and democratic thinking. We argue that practical teaching should utilize all three positions. Ultimately, a comprehensive didactic model is developed in order to visualize the relationship between the approaches. The model provides a bridge between theoretical and practical aspects of democratic education, which is useful for both teaching and research. ER - TY - JOUR T1 - Schools, Democratic Socialization and Political Participation: Political Activity and Passivity among Swedish Youths T2 - Nordidactica SN - 2000-9879 A1 - Ekman, Joakim PY - 2013 VL - 1 SP - 1 EP - 11 LA - eng PB - Karlstad : CSD Karlstad KW - political participation KW - civic engagement KW - civic education KW - political passivity KW - school socialization AB - The present text is based on a key note lecture (‘Civic Education, Democracy and Political Participation’) delivered at the symposium Globalization of School Subjects – Challenges for Civics, History, Geography and Religious Education, Karlstad University, 13–14 December, 2012. Drawing on recent developments in research on political participation and civic engagement, the text starts out with a discussion about different ways of understanding political passivity. Subsequently, the text turns to a brief analysis of ways in which schools may provide young people with political skills and competencies needed in a democratic society. Three dimensions of political citizenship are highlighted: political efficacy, political literacy, and political participation; and the analysis focuses on the impact of a number of different school-related factors on these three ‘citizenship competencies’. ER - TY - CONF T1 - Ironies of democracy: Civic mandates in the United States, Sweden, and India A1 - Mitra, Dana A1 - Bergmark, Ulrika A1 - Brezicha, Kristina A1 - Kostenius, Catrine A1 - Serriere, Stephanie PY - 2013 LA - eng KW - education KW - health science ER - TY - THES T1 - Hur kan ekonomi göras begripligt?: En studie om villkor för kraftfull ekonomiundervisning i samhällskunskap A1 - Modig, Niclas PY - 2023 LA - swe PB - Karlstads universitet KW - social studies KW - powerful knowledge KW - pedagogical content knowledge KW - teacher education KW - samhällskunskap KW - lärarutbildning AB - This thesis seeks to understand what constitutes important economics knowledge from a disciplinary perspective and how such knowledge is recontextualized in textbooks and teacher training to become teachable to social studies students in Sweden’s upper secondary schools. It consists of four substudies: two covering disciplinary economics knowledge and two covering preservice social studies teachers. The first and second substudies focus on disciplinary economics knowledge. The first substudy, which was based on an online questionnaire for Swedish economics scholars at higher education institutions, shows that six economics terms/principles are especially important for people to understand. Such knowledge may be considered powerful economics knowledge. The second substudy demonstrates that there are great variations in the extent to which powerful economics terms appear in Swedish social studies textbooks and in how the language used shifts between everyday and scientific language. There is a risk that not all learners are given equal preconditions to develop economics knowledge through social studies textbooks. The third and fourth substudies focus on how preservice social studies teachers develop the ability to teach economic knowledge and show that students’ individual pedagogical content knowledge (PCK) depends on theoretical and practical studies. Students are unconfident about their economics knowledge, which may negatively affect their willingness and ability to teach economics when they become in-service social studies teachers.Overall, there appears to be a problem with the recontextualization of economics knowledge in Swedish social studies textbooks and with economics education for preservice social studies teachers. This may negatively affect economics education. As a result, it is important to strengthen preservice social studies teachers’ economics knowledge through increased economics content during teacher training. The importance of imparting powerful economics knowledge and shifting between everyday and scientific language in textbooks and during teaching needs to be highlighted for policymakers, textbook authors, and teacher educators.  ER - TY - JOUR T1 - Drama – viktig resurs eller hämmare för undervisningen i samhällskunskap? T2 - Nordidactica SN - 2000-9879 A1 - Möllenborg, Evelina A1 - Holmberg, Kristina PY - 2014 VL - 2014 SP - 97 EP - 115 LA - swe PB - Karlstad : CSD Karlstad KW - civics KW - drama KW - discourse analysis KW - upper secondary school KW - samhällskunskap AB - The aim of this article is to discuss and problematize how teachers in civics in upper secondary school construct drama, and how it relates to teaching, and students’ knowledge formation in civics. A study like this is important as the aesthetic subjects are becoming more prominent in young people’s everyday life at the same time as school by recent reformations is increasing the adjustment to efficiency and measurability. The theoretical framework is built on discursive psychology, which emanates from social constructionist and poststructuralist theory. Data consists of interviews with four upper secondary teachers in civics. Findings show that drama can be a valuable resource for teaching and learning civics, but also a problem when it comes to assessment. The position of the student as an object, teaching as entertainment and the domination of text is also discussed and problematized. Findings are considered as problematic as drama in civics, in relation to assessment, rather enhances a text-focused three-subject school than offering an alternative challenge ER - TY - CONF T1 - Elevers uppfattningar av två olika visuella modeller i samhällskunskap A1 - Tväråna, Malin A1 - Jägerskog, Ann-Sofie A1 - Björklund, Mattias A1 - Strandberg, Max A1 - Carlberg, Sara A1 - Kenndal, Robert A1 - Juthberg, Therese A1 - Sahlström, Per A1 - Losciale, Marie A1 - Gottfridsson, Patrik A1 - Kåks, Bodil A1 - Rosengren, Jenny PY - 2021 LA - swe KW - visuella representationer KW - samhällskunskap KW - flödesschema KW - plotdiagram KW - fenomenografi KW - undervisning KW - subject learning and teaching KW - ämnesdidaktik ER - TY - CHAP T1 - The changing Role of the State in a Denationalised Educational Policy Context T2 - Transnational Policy Flows in European Education A1 - Wahlström, Ninni PY - 2014 SP - 159 EP - 182 LA - eng PB - Oxford : Symposium Books KW - discursive institutionalism KW - denationalisation KW - education policy KW - education AB - In this chapter the focus is on the changing role of the state and of citizenship education in a transnational landscape of educational policy. Drawing on Sassen and Schmidt it is argued that a denationalized conception of education means a transformed role of the state, rather than an elimination of its influence. The analysis from the Swedish example suggests that the role of the Swedish state has been transformed from an ‘enabling’ state to an ‘influencing-liberal’ state within a field of education policy. Even when the policy discourse is shaped in international cooperation with intergovernmental organisations it is recontextualised into national curricula in specific and selective ways. In the Swedish case this means that citizenship education in the most recent curriculum can be characterised as “social studies taught as social science”, based on human rights. In sum, the result shows that education in the Swedish context in the beginning of the 2000s can be conceptualised as a denationalised- instrumental conception of education.     ER - TY - RPRT T1 - Publicly Funded Islamic Education in Europe and the United States A1 - Berglund, Jenny PY - 2015 LA - eng KW - islamic education KW - muslim schools KW - islamic religious education KW - social cohesion KW - islamophobia KW - historical studies KW - historiska studier AB - Islamic religious education in the United States and Europe has become a subject of intense debate after Muslims raised in the West carried out attacks against their fellow citizens. People worry their governments are doing too little or too much to shape the spiritual beliefs of private citizens. In a new analysis paper, Jenny Berglund explains the differences in publicly funded Islamic education in nine European countries and the United States. Berglund lays out the religious education framework of each country and explains the state policies governing the teaching of Islam in public schools. State involvement, Berglund writes, ranges from sponsoring religious education in public schools to forgoing it entirely. The policies vary according to the national political culture of each country, as well as the historical and religious norms that shape public perceptions and debates over religious education. In Germany and Austria, many public schools teach Islam to Muslims as a subject within a broader religious curriculum in which parents can choose their students’ religious courses. In the United Kingdom and Sweden, public schools teach Islam as an academic subject, and train teachers through comparative religious studies departments in universities. French and U.S. public schools do not teach religion, although students can lean about Islam in subjects such as art, history, or literature.Despite the diversity of these approaches, Berglund notes three good practices that apply across the board:Establishing rigorous academic standards of training for teachers of religious education courses.Providing factual textbooks informed by academic scholarship, both for Islamic religious education and non-confessional school subjects that teach about Islam. Building upon current curricular and pedagological best practices through international exchange and dialogue of scholars.By adopting these practices, Berglund argues, governments can further their citizens’ knowledge of important aspects of the human experience and promote inclusive citizenship and respect. ER - TY - BOOK T1 - Science Learning and Citizenship.: Part 5 : nature of science, history, philosophy, sociology of science PY - 2012 LA - eng PB - E-book proceedings of the ESERA 2011 conference, Lyon France ER - TY - CONF T1 - The right to deliberate T2 - NERA 2007  Philosophy of education network A1 - Englund, Tomas PY - 2007 SP - 11 LA - eng KW - deliberation KW - communication KW - education as a citizenship right KW - education AB - Is it possible to say that everyone, every pupil or student in school, should have the right to be able to, or perhaps to have the right to develop his or her ability to deliberate? On what grounds, if any, could this be maintained? What kind of (citizenship) right should this be referred to?   I will try to develop an answer to these three, closely related, questions by referring to, first, the discussion on citizenship rights that can be led back to Thomas Marshall (1949) and his development on civil, political and social citizenship rights and to some of the critique to his theory put forward by Bryan Turner, Anthony Giddens and others seeing the development of these rights within a theory of modernization. In a second stage I will supplement this critique by launching Dewey’s Democracy and Education (1916) as a starting point for a communicative rationale within this perspective of modernization. In a further development and critique of the Marshall-scheme I am presenting the ideas put forward by Jürgen Habermas and his argumentation for communicative rights as basic for political rights seeing every human being as a potential author of law. This also means coming back considering what Marshall call education as a social right and what Habermas calls welfare rights – rights creating equal opportunities for each citizen to participate in political processes.   ER - TY - JOUR T1 - Assesing the meeting places of youth for citizenship and socialization T2 - International Journal of Social Sciences and Education SN - 2227-393X A1 - Lindström, Lisbeth A1 - Öqvist, Anna PY - 2013 VL - 2 IS - 3 EP - 2 LA - eng KW - education AB - The purpose of this article is to describe, explore and discuss whether meeting places for youth such as youth clubs support their citizenship in terms of gender equality, influence and participation. The following questions were of interest; what is the overall aim of the local councils regarding these clubs and meeting places? What kind of activities do they offer and what kind of citizenship do they support? The result shows that these places are more attractive to boys than to girls. Furthermore, these meeting places can, if developed, be places for the development of youth citizenship from the perspective of integration, gender equality and participation. ER - TY - CONF T1 - Digital Citizenship and Professional Digital Competence in a Postdigital Age: Teacher Educators' Views and Potentialities T2 - Scuola Democratica (2021). Book of Abstracts of the International Conference of the journal Scuola Democratica. Reinventing Education, Rome, 2-5 June, Associazione “Per Scuola Democratica” A1 - Örtegren, Alex A1 - Olofsson, Anders D. PY - 2021 SP - 343 EP - 343 LA - eng PB - Rome : Scuola democratica KW - teacher education KW - digital citizenship KW - digital competence KW - postdigital KW - democracy AB - Educating future citizens is part of teachers’ work for which student teachers need skills and knowledge. Digitalization in society places new demands on teacher education institutions (TEIs) and teacher educators (TEs) because it is changing citizenship and the democratic landscape. Young people’s civic engagement is becoming increasingly more digital while challenges to democracy are augmented, for instance post-truth disinformation campaigns, digital surveillance, and ‘echo chambers’.This paper reports from a postdigital perspective on the early results of a case study of TEs’ conceptualizations of digital citizenship at seven TEIs spread geographically across Sweden. Based on semi-structured interviews with 16 TEs who teach a module on democracy and education mandatory for all student teachers (General Education Studies, first semester), this study examines TEs’ views of digital citizenship and the professional digital competence (PDC) required for TEs to teach for digital citizenship. The results show that TEs generally agreed that the digitalization of society impacts how school is to foster democratic citizens and that this requires specific dimensions of TE and teacher PDC. Digital citizenship tended to be narrowly conceptualized as pertaining to source criticism while other aspects such as skills and knowledge for democratic participation, critical engagement, and online security were expressed less often. Although many TEs agreed that it is important to address digitalization in relation to the democratic assignment, they were uncertain in regard to if, how, and when TEIs prepare student teachers accordingly. When asked about digitalization as part of student teachers’ mandatory module on democracy and education, this was addressed coincidentally, if at all. TEs also viewed lack of time as a problem, citing subject matter, time allotted, and no clear demands on teacher PDC specifically relating to citizenship or the democratic assignment among the National Teacher Program Goals. Thus, although TEs generally believe they have an important role in preparing student teachers for the democratic assignment in in a digitalized school, it is unclear what dimensions of TE and teacher PDC this requires, and different emphases may impact TEI equivalence and subsequently pupils’ citizenship formation. Therefore, TEIs need to ensure that TEs have the PDC needed to include questions of digital citizenship in their teaching. The study also suggests that TEs need to be involved in continuous professional development (CPD) in PDC and digital citizenship in relation to questions concerning for instance course content, teaching, and program structure.These results echo another case study by Lindfors, Pettersson & Olofsson (2021) presented in this paper, which focuses on how TEs view conditions to ensure that student teachers graduate with the PDC needed to work in a digitalized school. This study shows that TEs need CPD in PDC for the dual didactic task of teaching to teach, including the ability to help student teachers position the teaching profession in relation to digitalization in postdigital society. In this regard, TEI leadership and policy support are important, which mirrors the importance of TE CPD in PDC and review of course content and program structure identified by the first study. ER - TY - CONF T1 - Honour-related violence and oppression: a controversial issue in educational contexts T2 - Programme and abstract book A1 - Andersson, Irene A1 - Liljefors Persson, Bodil PY - 2013 LA - eng KW - honour-related violence KW - controversial issues KW - gender KW - citizenship education KW - sex education KW - co-existence KW - diversity AB - In relation to the much noticed honour killings in Sweden the government and the Swedish National Agency for Education have initiated research and also educational initiatives for headmasters and teachers in schools on the subject. We have in cooperation with the Swedish National Agency for Education developed syllabuses and organized short term courses around “Honour-related violence and oppression” and “Sexuality education, relations and values” for mainly headmasters, teachers, students, nurses and counselors working in schools. In light of these experiences we see a great need for developing a knowledge area in social studies subjects on honour-related problems for compulsory school as well as for higher education. Therefore we have initiated a research project with the aim of addressing this challenging question. Useful theoretical perspectives focus on gender, diversity, power, othering and culturalization, as well as inclusion, co-existence and citizenship. Research questions include the overall need for education in these issues in relation to various levels of educations and to various school subjects. Another question focuses on how to develop a research based content of knowledge grounded in an ethical awareness and sensitiveness regarding this controversial issue in social studies subjects. Apart from developing a knowledge area the project strives to highlight good experiences from schools that have experiences working with this issue. Preliminary results from questionnaires and interviews will be analyzed and discussed in this paper. ER - TY - CONF T1 - Social capital supporting males: Findings from a community action research project in Sweden T2 - Papers for the April 29th 2005 conference Neighbourhoods and Social Capital. Jointly hosted by Centre for Research on Social Inclusion, Macquarie University & the City of Ryde A1 - Mattsson, Matts PY - 2005 LA - eng KW - civic society KW - social capital KW - community work strategies KW - education AB - Some characteristics of civic society and social capital made it quite difficult to bring about change in the local community of Gullänget. Gullänget is located in the northern part of Sweden. A community development project was carried out aiming at strengthening civic society and participatory democracy. Initiatives related to females, youngsters, children, care and public sector were very hard to realise. Initiatives related to males, industry, housing and market economy were favoured by the community ethos called the spirit of Hägglund. Experiences from this project generate reflections on civic society, social capital and community work strategies. Social capital proved to be a phenomenon integrated with the local power structure which was in certain aspects quite suppressive. ER - TY - CONF T1 - Canon, Culture and Democratic Education: Consequences for Muslim Identity Formation in Sweden and the Netherlands. Paper for the panel on ‘Normative Political Theory and Public Policy’ on the ‘Workshops in Political Theory – Fourth Annual Conference’ at Manchester Metropolitan University, United Kingdom, 3 – 5 September, 2007 A1 - Stoltz, Pauline PY - 2007 LA - eng KW - culture KW - democratic education KW - national identities KW - muslims KW - sweden KW - the netherlands KW - canon AB - In 2006 both the Netherlands and Sweden had public debates over the possible introduction of a canon in education. In the Netherlands this concerned the introduction of a canon of history and culture which was subsequently introduced in 2007; in the case of Sweden it concerned a literary canon which was not introduced. Both debates should be seen against the background of the controversial presence of Muslims in these societies. The article takes as its starting point Benhabib’s observation that strong or mosaic multiculturalism often is mired in futile attempts to single out one master narrative as more significant than others in the constitution of personal identities (Benhabib, 2002, p 16). A canon could be seen as such a master narrative. I raise the question whether a canon is a proper means to promote the democratic inclusion and equality of Muslim children in European polities. Using Torres statement (2006) that canons and cultures are not in principle opposed, but have a difficult time cohabiting, I discuss what should be shared in education. Rather than focusing on national identity I emphasize the citizenship of children. I argue that the recognition of (majority and minority) cultures should be seen against the expansion of democratic inclusion, greater social and political justice and cultural fluidity. Such recognition can be solved by means of an education for democratic citizenship and a focus on personal and moral development in ways which do not require the tool of a canon as part of education legislation. ER - TY - JOUR T1 - Att snickra medborgarskap? T2 - Nordisk kulturpolitisk tidskrift SN - 1403-3216 A1 - Turunen, Annika PY - 2015 VL - 2 IS - 18 SP - 219 EP - 232 LA - swe PB - : Högskolan i Borås KW - democracy KW - citizenship KW - popular education KW - handicrafts KW - woodwork KW - ethnography KW - demokrati KW - medborgarskap KW - folkbildning KW - hantverk KW - snickeri KW - etnografi AB - Syftet för artikeln är att studera snickrandets medborgarskap som det tar sig uttryck i det sociala umgänget på en snickarkurs för seniorer inom institutionaliserad folkbildning i Finland (kallat «kansalaisopisto» på finska, «medborgarinstitut» på svenska). Folkbildning anses bidra till en fungerande demokrati genom sina kollektiva och deltagarorienterade verksamhetsformer och sitt innehåll. Målet med artikeln är att bidra med kunskap om hur detta ideal förverkligas och hur deltagandet i verksamhet inom den institutionaliserade folkbildningen kan förstås som uttrycksformer för medborgarskap. Studien har utförts som en etnografisk fältstudie med forskaren som en av deltagarna på kursen. Kursen pågick under 15 veckor, tre gånger i veckan. Gruppen består av tolv män och en kvinna i åldrarna mellan 60 och 80 år. Forskaren har strävat efter att bli en del av gruppen på dess villkor och att analysera och tolka verksamheten utgående från dess egna utgångspunkter. Snickrandet bland seniorerna i denna studie organiseras som en arbetsgemenskap. I denna gemenskap kan man agera som medborgare utgående från en gemensam värdegrund. Dessa värderingar tar sig uttryck som en strävan mot att uppfylla ett skötsamhetsideal för att kunna upprätthålla en handlingsberedskap som produktiv medborgare. ER - TY - JOUR T1 - Att närma sig Mellanöstern genom fiktionsläsning – gymnasieelever läser Yasmina Khadras Sirenerna i Bagdad T2 - Forskning om undervisning och lärande SN - 2000-9674 A1 - Ågerup, Karl PY - 2023 VL - 2 IS - 11 SP - 6 EP - 29 LA - swe PB - : Stiftelsen SAF i samverkan med Lärarförbundet KW - teaching and learning KW - high school KW - curriculum KW - l1 KW - global citizenship KW - iraq KW - fiction KW - global rättvisa KW - gymnasiet KW - interkulturell förståelse KW - litteraturundervisning KW - mellanöstern KW - svenska KW - litterarturdidaktik KW - literature KW - education AB - With the aim of examining how literary texts can be used to reach curricular goals relating to global citizenship education and intercultural understanding, a reader study was conducted with ninety-two high school students around Yasmina Khadra’s The Sirens of Baghdad, a novel about an aspiring terrorist in Iraq. A twenty-seven-item survey was conducted, covering nine aspects of learning and engagement. The results suggest that the novel produced high levels of transportation, contextualized understanding, and identification with the protagonist’s emotions. No significant undesired effects, such as an appetite for violence, were observed. The underlying hypothesis that the studied type of fictional narratives are suitable for upper secondary education was tentatively confirmed, but more research is needed to generalize the findings. The present study has contributed to developing methods for such continued research. ER - TY - CONF T1 - Argumentation and Critique in Science Citizenship Education and Scientific Literacy: Symposium on Literacy and Didactics: Perspectives, Practices and Consequences I A1 - Andrée, Maria A1 - Lundegård, Iann PY - 2012 LA - eng PB - EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION KW - naturvetenskapsämnenas didaktik KW - science education AB - How citizenship education should be designed and what it should aim for is debated. The Swedish national curriculum describes the democratic mission for the compulsory school as imparting respect for human rights, fundamental democratic values and preparing students to responsibly participate in societal life. This mission is to be implemented in all school subjects. Here, we aim to shed light on how these ideas are expressed in the curriculum documents for science education in compulsory school in terms of argumentation and critique. We perform an analysis of the national syllabuses and commentary materials and also discuss the results from educational philosophy perspectives. First, we scrutinize the idea of developing students’ abilities to engage in argumentation, argumentation as means to reach consensus and argumentation as dissensus and agonism from a radical democratic perspective. Second, we scrutinize the idea of critique as expressed in the documents in relation to what has been described as a neo-liberal discourse of independence and integrity. We summarize our findings in what we suggest to be a tension between consensus and agonism. We point to affordances and constraints in the curriculum documents concerning possibilities of bringing together argumentation and critique in what we call critical deliberative education. ER - TY - THES T1 - Folkbildning för demokrati : Colombianska kvinnors perspektiv på kunskap som förändringskraft A1 - Nyberg, Eva PY - 2011 LA - swe KW - popular education KW - empowerment KW - participation KW - human rights KW - gender KW - citizenship KW - democratization AB - This thesis explores popular education as a tool for social change and democratization. The aim is to investigate the relation between popular education, empowerment and democratization by studying the meaning of a popular education project to women's life and participation in a local context. The focus is on women's participation as a human right, and the empirical study is carried out in Colombia within a popular education project for democracy. As a groundwork for the empirical study, research from the fields of popular education, civil society and its political movements, and finally development work for democracy is presented with emphasis on the Latin American context. three theoretical perspectives are used as analytical tools for the study. These are put in a framework of empowerment, a concept which here refers to capacity to act for change. Paulo Freire's conciousness rising pedagogy is discussed in terms of cultural oppression, and in connection to the circumstances in Colombia. Martha Nussbaum's theory The Capabilities' Approach is used as an articulation of the practical import of human rights. both freire and Nussbaum analyze unequal power structures in society as the main obstacle for democratic development, but while Freire focuses on class Nussbaum sees gender as the core problem. They both argue for education that provides people with knowledge and capabilities in order to be able to participate in the development of society as active citizens. this has much in common with the third perspective presented, which is based on Latin American feminist research and a reinterpretation of the concept of citizenship. The authors argue that citizenship, if discussed from a universal rights perspective, can be used to challenge the authoritarian, patriarchal political culture and social structure of the continent. It can also bring women's problems and interests on to the official political agendas. The empirical study is based on three rounds of interviews with 31 women in total. The first round of interviews was made when the women participated in the popular education project for the first time, and a second one year later. this second interview study followed up on the effects of the participation on both a personal and a more collective level. The data material was analyzed on three levels: a discursive, a social relational and an institutional level. The results are presented in three chapters, where the first details the introductory interviews, the second the follow up study, while the third analyzes the results in terms of a process of development. On the discursive level, the result shows development in argumentative capacity as well as a deepened understanding of democracy, power- and gender structures. This is related to a positive result also on the social relational level. The women claim respect for their rights and have taken new positions in the social interaction and official political discussions in the villages. They say that there has been a change in attitudes and norms around power, gender, relations and political participation. According to the women, this change can be attributed to the universal rights agenda and the gender perspective on which the education is built. On the institutional level, there is a more scattered picture. One concrete outcome though, is a dialogue table in San Pedro for discussions between citizens and politicians. so far it has succeded to bring higher education to the community. ER - TY - CONF T1 - Cultural citizenship through musical dialogues: aspects of democracy, inclusion, equality and situated common sense A1 - Ferm, Cecilia PY - 2015 LA - eng KW - musikpedagogik KW - music education AB - In the current Swedish society differences regarding who have the right to internalize and use artistic forms of expression are growing. Where a citizen is coming from, socially and geographically, more and more determines her tools for handling life. A variety of steering documents state that all Swedish youngsters should have the right to learn and use artistic forms of expression. At the same time the demands on equal assessment and grading are growing stronger in Sweden, which force teachers to put efforts on documentation and grading, instead of musical learning. The aim of the paper is to present and discuss possibilities for pupils to develop Cultural Citizenship through music in the school situation where different views of equality are competing. Are musical dialogues involving all pupils in Swedish schools? Can the pupils express their thoughts and ideas, and are they heard and listened to, do they all really get the chance to internalize music as a form of expression? The presentation will discuss to what extent it is possible to conduct democratic inclusive music education towards Cultural Citizenship in the current time of increasing documentation, assessment and grading demands. To come close to the phenomena of Cultural Citizenship in the music educational setting, and to offer theoretical tools for understanding and reflection, the philosophies of Hannah Arendt, and Simone de Beauvoir will ER - TY - CONF T1 - General knowledge in vocational education A1 - Ledman, Kristina PY - 2012 LA - eng AB - The 2011 reform of national curriculum of Swedish upper secondary school decreases time for compulsory general subjects in the vocational educational programs– Swedish from 200 to 100 credits, civics from 100 to 50 and aesthetic elective from 50 to none. History on the other hand moves in opposite direction when made compulsory, constituting a minimum of 50 credits in all programs. The study aims to create a wider understanding of the role ascribed to general knowledge in vocational education for youth by investigating the development of curricula from 1948 to present time by to illuminating the ideas and notions concerning general subjects. What is articulated about the purpose and function of the subjects? How do the ideas develop over time - concerning the composition, the time designated and the expectations of the learning outcomes of different subjects promoting general knowledge? Which images of vocational students’ need, ability and interest – and the need from society and employers – concerning general knowledge are formulated in the material? A set of government commission reports, terms of reference for the commissions, reports by the Ministry of Education and parliamentary records concerning the organisation of vocational education constitute one set of primary sources. Another set of sources are made up of periodicals for vocational schools (Tidskrift för praktiska ungdomsskolor samt Tidskriften för yrkesutbildning). The purpose of including the periodicals is the possibility of inquiring how the proposals of increased general subjects in the curriculum were perceived by the organisation representing the producers of vocational education. Were the increases applauded or criticised? Ideal categories, e.g. “empowerment and emancipation”, “human capital and supply of labour” and “decreased social stratification”, constitutes the theoretical framework for analysis and serves as a dimensional backdrop by which a pattern of the ideas that have governed the decisions can be made visible. ER - TY - CONF T1 - Textanalys - ett sätt att bygga ett innehållsligt fält för Homo Democraticus? T2 - Samhällets diskurser [Discourses of Society], 2001 A1 - Olson, Maria PY - 2001 LA - swe KW - methology KW - textanalysis KW - discourses KW - education KW - schools KW - democratic citizenship KW - sweden KW - humanities and social sciences KW - humaniora-samhällsvetenskap AB - Aiming to study societal discourses, we need adequate methodological tools. That is analytical ways of seeing and doing in order to clarify the task of scientific interest. One way of doing this is to study the field of education, more precisely, national schools´ assignments to bring up democratic citizens. In this paper I suggest some methodological ways of seeing and doing, in order to bring about such studies. ER - TY - CONF T1 - The 'freedom of choice challenge' on equivalence - and the Swedish schools' assignment to bring up democratic citizens T2 - A Nordic Dimension in Education and Research - Myth or Reality? A1 - Olson, Maria PY - 2005 LA - eng KW - education KW - citizen KW - national school KW - political KW - economic KW - cultural citizenship KW - humanities and social sciences KW - humaniora-samhällsvetenskap AB - Among the different meanings of equivalence in Swedish Education policy in the 1990ies, one can be related to the concept of -freedom of choice-. Even though this relation doesn't contribute to a replacement of the historically more unambiguous meaning of equivalence, it coexists with it and represents a constant tension to it. This tension can be described in terms of a -freedom of choice challenge- on equivalence. In this text I aim to highlight this tension in relation to the Swedish schools-assignment to bring up democratic citizens in the early 1990ies. The question I try to answer is how can the freedom of choice challenge be considered to stand out in the political understanding of the schools- up bringing of democratic citizens in Sweden in the early 1990ies? I take my point of departure in some nationally encompassing Education policy texts. ER - TY - CONF T1 - Digital citizenship in teacher education: Social science teacher educators navigating the age of AI A1 - Örtegren, Alex PY - 2025 LA - eng KW - digital citizenship KW - social science teacher education KW - professional digital competence AB - Democracy and citizenship education are key priorities across European education systems, with schools and teacher education playing vital roles in preparing young people for participation in society (Raiker et al., 2019). Artificial intelligence (AI) is becoming increasingly important in this context, making it a key priority for the European Commission (2020) in light of how digital technologies are globally reshaping relationships between democracy, technology, and education (Vuorikari et al., 2022). In European schools, democracy and citizenship are commonly addressed in the school subject social science education. Because this subject is responsive to its societal context (Sandahl, 2018), the changing relationships between democracy and technology place new demands on social science teacher education, with AI as a crucial aspect. Specifically, teacher educators need professional digital competence (PDC) to prepare social science teachers to address democracy related to AI and other digital technologies, which in the literature has emerged as a distinct field known as digital citizenship. While research has highlighted the importance of teacher educators’ PDC in supporting student teachers’ development of knowledge and skills related to digital technologies broadly (Gudmundsdottir & Hatlevik, 2018), less is known about how teacher educators view their PDC and teaching responsibilities related to digital citizenship with a focus on AI (Örtegren & Olofsson, 2024; Velander et al., 2024; cf. Sperling et al., 2024).Through a survey, this mixed-methods paper examines the following research questions: (a) What patterns emerge in how social science teacher educators across teacher education institutions in Sweden view their PDC and teaching responsibilities related to digital citizenship?, and (b) How do social science teacher educators view the role of social science education in addressing AI as part of teaching for digital citizenship? The Swedish context offers insights into broader European trends in digital citizenship education (European Commission, 2021), particularly discussions about teacher educators’ preparedness to address democracy in rapidly evolving societal contexts where technology and social practices influence each other (Cervera & Caena, 2022; MacKenzie & Wajcman, 2005).The paper is theoretically informed by conceptualizations of PDC as dynamic and responsive to societal changes, where teacher educators face a dual-didactic task: teaching both subject content and how to teach that content (Uerz et al., 2018). Reportedly, this dual role is particularly complex in social science education, where content itself is in flux due to rapid sociotechnical developments. This paper thus addresses calls for research on how teacher education institutions across Europe prepare future teachers to address the implications of digital technologies for democracy (Flores, 2023; Örtegren, 2024; Vajen et al., 2023).Methodology, Methods, Research Instruments or Sources UsedThe study employed a convergent mixed-methods design (Creswell & Clark, 2018) where quantitative and qualitative data were collected simultaneously through a web-based survey distributed to social science teacher educators across Sweden’s teacher education institutions. Participants were identified through purposive sampling, with recommendations from 16 program coordinators, directors of studies, and subject directors at Swedish teacher education institutions, identifying 78 teacher educators whose teaching included or could include questions related to digital citizenship.The survey combined closed and open-ended questions, allowing for both broad pattern identification and deeper insights into teacher educators’ views (Creswell & Clark, 2018). The survey design was informed by previous qualitative studies in the Swedish teacher education context (Örtegren, 2022; Örtegren & Olofsson, 2024), with additional questions concerning AI technologies. Quantitative data were analyzed using descriptive statistics in SPSS, while qualitative data from open-ended questions were analyzed using reflexive thematic analysis (Braun et al., 2019) in NVivo to enable an integrated (mixed) interpretation of the results.Conclusions, Expected Outcomes or FindingsInitial analyses suggest that as teacher educators navigate their dual-didactic task related to digital citizenship, particularly concerning AI, differences emerge in PDC and teaching responsibilities. Specifically, the analyses suggest three themes. First, while teacher educators generally acknowledge the importance of addressing digital citizenship in social science teacher education, including AI, there seem to be variations in what aspects they believe should be addressed and how. Initial analyses highlight the dominant role of source criticism, although interpretations of what this means for teaching and learning may vary.Second, the early results indicate that teacher educators’ personal trajectories and institutional contexts influence their approach to teaching for digital citizenship. This includes how previous teaching experience, research interests, and disciplinary backgrounds can shape their understanding of why digital citizenship should be addressed in social science teacher education and the extent to which AI should be incorporated.Third, the initial analyses also point to organizational and personal conditions, and how these can influence teacher educators’ PDC to teach for digital citizenship. Organizational challenges may include maintaining responsiveness to societal and technological change, particularly concerning AI – a key priority in European education policy (European Commission, 2021). Personal conditions are potentially linked to disciplinary backgrounds, reflecting broader European challenges in teacher education, where teacher educators’ preparedness to address emerging technologies like AI varies considerably across institutions and disciplines (Cervera & Caena, 2022).In the European context, these results can inform teacher education research and practice by providing insights into how institutions can better support teacher educators’ PDC development in ways that are responsive to sociotechnical change. This includes understanding how disciplinary backgrounds and institutional contexts shape approaches to digital citizenship, and developing organizational structures that promote both responsiveness to emerging technologies like AI and program cohesion at European teacher education institutions. ER - TY - RPRT T1 - Towards a Shared Understanding of Food Literacy Across Europe A1 - Edwards, Gabrielle A1 - Martin, Alicia A1 - Larsson, Christel PY - 2025 LA - eng PB - EIT Food KW - food literacy KW - food education KW - public health KW - citizenship KW - nutrition KW - sustainability AB - Food literacy goes far beyond cooking or nutrition education. The goal is simple yet ambitious: to build a shared European framework for food literacy that connects health, sustainability, culture, and society. While food literacy has been well established in countries like Australia, Canada, and the UK, this report is the first to contextualise it within the diverse realities of the European Union.The findings highlight that food literacy goes far beyond cooking or nutrition education. It encompasses understanding where food comes from, recognising its social and environmental impact, and empowering citizens to make choices that support both personal well-being and planetary health.From reducing food waste and eating more plant-based meals to supporting fair and sustainable supply chains, food-literate citizens are active participants — not just consumers — in shaping the future of food. The report also showcases inspiring initiatives across Europe, including school-based programmes, national food waste campaigns, and community-led actions that bring food literacy to life. ER - TY - CHAP T1 - Vilka medborgare skulle skolan fostra då? Och nu? Från medborgarfostran för politisk förändring till medborgarfostran för ekonomisk anpassning? T2 - Skolans moraliska och demokratiska praktik A1 - Olson, Maria PY - 2004 SP - 121 EP - 141 LA - swe PB - Linköping : Linköpings universitet KW - swedish school KW - citizenship KW - education policy KW - assignment to bring up democratic citizens KW - 1990ies KW - svenska skolan KW - medborgarskap KW - utbildningspolitik KW - demokratisk medborgarfostran KW - 1990-tal KW - humanities and social sciences KW - humaniora-samhällsvetenskap AB - I denna text ska jag undersöka hur lärarens och skolans roll som medborgarfostrare beskrivs i två tider då demokratin anses befinna sig i kris, 1940-talet och 1990-talet. Detta görs genom en läsning av de rådande styrdokumenten för den svenska skolan i dessa tider.  I läroplaner och andra typer av riktgivande dokument för skolan framträder något av den tids villkor och innebörder av demokrati och av skolans fostransuppdrag i vilket texterna tillkommer. Hur beskrivs skolans medborgarfostrande uppdrag i 40-talets och 90-talets styrdokument? Vilka medborgarkvalitéer lyfts fram som nödvändiga för läraren och skolan att sörja för? Ambitionen i denna text är att sätta dagens läroplan och dess formuleringar för skolans medborgarfostran i relation till efterkrigstidens styrdokument. I syftet att väcka funderingar och vidare diskussioner hos läsaren kring dagens gällande läroplan (Lpo94), tillkommen på 90-talet, med dess framställningar av vilka mål för medborgarfostran som läraren bör arbeta emot. ER - TY - CONF T1 - Critical Education in Vocational Subjects?: Civic Knowledge in Vocational Programmes, Policy Documents and Classroom Practice T2 - ECER 2021 A1 - Rosvall, Per-Åke A1 - Nylund, Mattias A1 - Ledman, Kristina A1 - Rönnlund, Maria PY - 2021 LA - eng AB - The purpose of this paper is to discuss how different ways of organising and teaching in VET can be understood in the tension between ‘social reproduction’ and ‘emancipation’ with regards to classical sociological issues such as class, gender and ethnicity. The paper is based on, and will present a synthesis of, key results from a recently finished four-year research project. The main aim of the project was to investigate the extent and nature of learning processes that can be characterized as civic education in vocational subjects, including work-place learning, in different VET-programmes. Drawing on both curriculum and ethnographic data, this paper discusses how VET can play a role of mainly social reproduction by distributing different types of knowledge with different powers to students depending on class (Nylund et al, 2017), gender (Ledman, et al, 2018) and ethnicity (Rosvall et al, 2019), preparing students for different roles in the labour market and as citizens. However, the paper also discusses the many variations in the VET-contexts studied (cf. Nylund et al, 2019; Rönnlund et al, 2019). Examples of inter alia when and how students got access to (different forms of) ’ctitical thinking’ though different ways of organizing teaching will be discussed. We will also discuss how different ways of teaching prevented or promoted different types of questions, and conveyed different socialising ‘messages’ on how to behave, with implications for the kind of citizenship preparation the students were offered. These analysis, including the great variations between how teaching was organised in the ER - TY - CONF T1 - The mobile preschool as a potential for children's active citizenship? A1 - van der Burgt, Danielle A1 - Gustafson, Katarina A1 - Melander, Helen PY - 2016 LA - eng KW - mobile preschools KW - mobility KW - informal learning KW - citizenship AB - Urban childhoods and children's mobility are changing as spaces for children are decreasing in Swedish cities. Increased urban and school segregation has led to divided cities where children from different backgrounds and neighborhoods seldom meet. Hence, both adults' and children's capacity to move is socially differentiated. In this paper, we explore a new phenomenon in Swedish education: the mobile preschool, which is argued to have a potential for overcoming/bridging these differentiations. Mobile preschools are located in buses that on daily basis travel in and around the city to provide children with new learning environments.Scholars argue that mobility is a human capability, i.e. mobility is seen as a positive freedom or a dimension of human flourishing, and therefore as intrinsic to human wellbeing. For example, children's active participation in spaces of the city is key to their wellbeing. It provides opportunities for children's physical activities as well as opportunities to develop spatial competence in navigating the city. Also, their active participation in the city is a way for children to claim their rights and access to the city, enhance their sense of citizenship. These issues connect children's mobility to social justice, i.e. a capabilities perspective on city mobility. In a recently started ethnographic study we critically investigate the ways in which mobile preschools allow children to navigate, participate in and learn from, different spaces of the city. This presentation reports preliminary findings on children's mobility as capability and their implications for social justice in relation to children's agency and citizenship. ER - TY - CONF T1 - Går det att höja kvaliteten och effektivisera examination i samhällskunskap? A1 - Bergh, Daniel A1 - Williamsson, Viktoria PY - 2016 LA - swe PB - Karlstads universitet KW - examination och bedömning KW - samhällskunskap AB - Examination utgör en central del i våra utbildningar, inte desto mindre verkar det vara ovanligt med djupare reflektioner över kvaliteten i dessa.Det projekt som vi vill dela med oss av här är ett pågående utvecklingsprojekt som har till syfte att  analysera examinationen i samhällskunskap inom ämneslärarutbildningen. Redovisningen baserar sig på en kvantitativ analys av hur väl en salsskrivning i samhällskunskap 1 på ämneslärarprogrammet tjänar sitt syfte, d.v.s. fungerar tentamen bra som examination betraktat? Hur skulle den kunna göras bättre?En central fråga rör om tentamens svårighetsgrad verkar vara anpassad till den studentgrupp som avses. Om några frågor skulle visa sig vara för enkla – alla studenter klarar frågorna - hjälper ju inte dessa oss med att mäta studenternas kunskaper. På motsatt sätt kan man tänka sig att några frågor är alldeles för svåra, d.v.s. inga studenter klarar av frågorna.  Analysen visar bl.a. att:Genom att formulera väl övervägda frågor i förhållande till aktuella lärandemål skulle den insats och tidsåtgång som krävs för bedömning av tentamen kunna göras mer effektiv med ökad kvalitet, och studenter utsätts inte för onödiga frågor. ER - TY - THES T1 - Kroppens medborgarfostran: Kropp, klass och genus i skolans fysiska fostran 1919-1962 A1 - Lundquist Wanneberg, Pia PY - 2004 LA - swe PB - Historiska institutionen KW - state formation KW - the democratic welfare state KW - civic education KW - physical education KW - ling gymnastic KW - sport KW - body KW - class KW - gender KW - history subjects AB - The problem forming the basis of this study is why Ling gymnastics, a product of the early 19th Century, was constantly practised in Swedish state-run schools during the 1950s despite the fact that, from the beginning of the 20th Century, it had been questioned by scientists and faced stiff competition from sport. The thesis approaches the question in relation to the state and the body. Ling gymnastics was conducted in the state school system and the target was the body. The establishment of elementary schools, in 1842, is seen as the starting-point for the building of a modern Swedish bureaucratic educational state incorporating the whole country. Mass education helped to integrate all the citizens into the state and offered an opportunity to eliminate the differences and conflicts that belonged to the old society. However, it was also possible to establish new ones. Up until 1962, there existed in Swedish compulsory schooling namely two parallel school systems, the elementary school and the secondary school, which targeted different categories of pupils. The aim of the thesis is to examine the role of physical education when it came to raising citizens in the democratic welfare state established and expanded during the research period, 1919 until 1962, when the socially differentiated school system was replaced by nine years of comprehensive schooling. The main question is, from a class- and gender perspective, what type of citizens were to be raised by the subject “gymnastics with games and sport” (as it was known during that period), both in terms of physique and character, and with which subject-matter was this going to happen – gymnastics or sport? The study has shown that the reason why Ling gymnastics lasted so long was that it was needed until the introduction of comprehensive schools. The establishment of the democratic welfare state required a new population. However, since it was not intended, at that time, for the population to be uniform, tools were needed, with whose help it was possible to mould citizens with both common and different features. One tool was physical education that comprised two forms of physical training, Ling gymnastics and sport, which, from the educational point of view and for sorting purposes, possessed various qualities. Thus, when comprehensive schools were introduced, interest in Ling gymnastics waned, partially because the subject had become more physiological, but also because the subject’s task was modified. When the bodies Ling gymnastics had helped to develop were no longer a target and a partially new form of character education was desired, Ling gymnastics had served its purpose. On the other hand, special women’s gymnastics, which was launched at the beginning of the 20th Century, had not had its day. This gymnastics was still needed to raise girls into women, however, in a rhythmical and physiological form. Even the gymnastics the boys were to have contained characteristics from the earlier boys’ gymnastics in the form of apparatus work and weight training. The difference was that it had become more powerful training and had been supplemented by circuit training and fitness testing. However, Ling gymnastics, in the shape of independent, constructed movements carried out to instructions in accordance with planned daily exercises, had disappeared. ER - TY - JOUR T1 - On young people’s experience of systems in technology T2 - Design and Technology Education: an International Journal SN - 1360-1431 A1 - Svensson, Maria A1 - Zetterqvist, Ann A1 - Ingerman, Åke PY - 2012 VL - 1 IS - 17 SP - 66 EP - 77 LA - eng KW - technological system KW - technology education KW - phenomenography KW - citizenship AB - Immersed in a technologically complex world, young people make sense of a multi-faceted set of events in everyday life. This article investigates the variation in how Swedish young people experience technological systems and is based on interviews focusing three systems concerning transport, energy and communication – contextualised in relation to bananas, electricity, and mobile phones. A phenomenographic analysis results in five qualitatively distinct categories, describing different ways of understanding technological systems: Using single components, Using the system output, Influencing the system, Interacting with the system, and Integrating the system. The results support that different ways of understanding technological systems implies different ways of understanding the complex nature of technology. The results also point to possible ways of developing teaching for technological citizenship. ER - TY - CONF T1 - Environmental education as epistemological imperialism: How Swedish exceptionalism is constructed through the Otherness Machinery T2 - Abstract list of WEEC 2015 A1 - Ideland, Malin A1 - Malmberg, Claes PY - 2015 LA - eng PB - : WEEC KW - critical race theory KW - discourse analysis KW - environmental and sustainabiity education KW - education for sustainable development KW - lärande för hållbar utveckling KW - inclusion/exclusion KW - textbook analysis KW - textanalys AB - Introduction: Sustainable development is often described as a global project, including everyone everywhere in the fight for a better ‘common future’. The aim of this paper is to problematize this inclusive project through an analysis of how good intentions in Environmental and Sustainability Education (ESE) construct and maintain differences between ‘Us’ and ‘Them’. We are interested in exposing social constructions of normality and otherness in the taken-for-granted good intentions within ESE. Objectives: The analysis focuses textbooks used in Swedish schools, how texts and pictures operate as cogwheels in what we call Otherness machinery, discursively constructing who is ‘normal’ and who is ‘the Other’. We examine how representations of race and nationality construct (un)desirable subjects inside the discourse of ESE. The theoretical framework builds on 1) critical race theory and whiteness studies and 2) theories on double gestures of inclusion and exclusion in education. When trying to help or foster the Orher, we are, at the same time, in a double gesture, constructing the ones in need as abjects, those who ‘need to be saved’ into a specific norm. Methods: The empirical material consists of teaching material about sustainable development: five textbooks in science, civics and geography for primary and lower secondary school and two thematic fact books for school. From the books, we extracted parts that were concerned with sustainable development and environmental issues for a closer analysis. In the analysis of the material, we studied how normality (in this case Swedishness) and Otherness are constructed and who (in terms of the entanglement of race and nationality) is representing what. The question is how Sweden, or ‘We’, is constructed in relation to the Other and what discursive consequences these positions have attached to them. Results: The result is presented through five dichotomies structuring the ESD discourse: Tradition/Civilization, Dirtiness/Purity, Chaos/Order, Ignorance/Morality and Helped/Helping. Through these dichotomies we show how differences between ‘Us’ and ‘Them’ are constructed and maintained in the textbooks about sustainable development and environment. Sweden, and Swedishness, are with help from different - uncivilized or immoral others - constructed as exceptional. We claim that these representations of race and nationality imply a colonial gaze. Conclusion: The paper addresses the risk that a child who engages in the ESE practice come to meet the world with a colonial gaze and an aim to foster the Other into a specific way of living. It discusses how the global project of sustainable development is transformed through a discourse of “Swedish exceptionalism”. In a double gesture of inclusion and exclusion, the rest of the world appears in need of help, development, or – in some cases – higher moral standards. The including ESE project must thus be understood as a colonial, and excluding practice – a form of epistemological imperialism. ER - TY - THES T1 - Explaining Civil Society Core Activism in Post-Soviet Latvia A1 - Lindén, Tove PY - 2008 LA - eng PB - Statsvetenskapliga institutionen KW - civil society activism KW - post-soviet latvia KW - ngo activism KW - women KW - latvian citizenship KW - high education KW - empathy KW - civic literacy KW - role model(s) KW - positive support KW - organizational competence KW - organizational leadership experience AB - Civil society activism in traditional non-governmental organizations (NGOs) is seen as one of the cornerstones of a vibrant participatory liberal democracy in most Western democratic states. Whereas this issue has been explored from a variety of perspectives in a Western context, only limited research has been carried out in a post-Soviet context. This study presents unique survey data on civil society core activism in post-Soviet Latvia addressing the following two main questions: What are the characteristics and factors that influence a person to become a core activist in a civil society organization? How does the post-Soviet Latvian context influence civil society core activism?Two nationwide surveys were carried out among core activists in all sorts of NGOs and for a comparative purpose among the population at large, from which non-activists have been extracted. Through cross-tabulations based on the three comparative dimensions: a) activists in general vs. non-activists, b) fields of interest and c) position in organization, this study indicates that many of the factors proven to be important when explaining civil society core activism in Western contexts also have explanatory power in post-Soviet Latvia. Important factors are an individual’s educational level, empathic ability and level of civic literacy, as well as the presence of activist role models and positive support for the decision to become involved in civil society activism. Citizenship and gender are other important factors, but unlike Western countries women dominate the civil society sector in Latvia. Two new factors are also suggested and tested, showing that the perception that one has the ability to organize activity and prior leadership experience from a communist organization are important for Latvian core activists.Binary logistic regression analysis is further used to test the significance of each of the independent variables alone and in combination with each other, introducing different types of core activists based on gender, motives for activism, intensity of political, charity and recreational activity, as well as the positions they have in their organizations. ER - TY - JOUR T1 - Factors behind low reading literacy achievement. T2 - Scandinavian Journal of Educational Research SN - 0031-3831 A1 - Linnakylä, Pirjo A1 - Malin, Antero A1 - Taube, Karin PY - 2004 VL - 3 IS - 48 SP - 231 EP - 249 LA - eng KW - readers at risk KW - low achievement KW - multilevel modelling KW - comparative assessment KW - international education KW - internationell pedagogik KW - education AB - The initial results of the Programme for International Student Assessment (PISA) indicated that Finnish and Swedish students are among the best readers in all OECD countries. However, the literacy performance of 7% of Finnish and 12% of Swedish students remains at a level which is not sufficient for further studies or active citizenship. This article reports a further comparative study which explores, compares and contrasts, by means of two-level logistic regression models, students' personal, socio-economic and cultural factors and their effects on low as opposed to average reading literacy achievement in Finland and Sweden. The results indicate that the risk of being a low achiever is strongly determined by gender and by several sociocultural factors as well as by students' personal characteristics, attitudes and activities both at and outside school. The constructed model was relatively similar and predicted with approximately equal degrees of probability membership in the risk group in both countries. This lays a solid foundation for joint pedagogic developmental efforts ER - TY - THES T1 - Inflytande och delaktighet för unga vuxna som har intellektuell funktionsnedsättning: - i lokalsamhällets sociala arenor och demokratiska processer A1 - Rosendahl, Jenny PY - 2022 LA - swe PB - Specialpedagogiska institutionen, Stockholms universitet KW - intellectual disability KW - participatory action research KW - citizenship KW - participation KW - situated learning KW - specialpedagogik KW - special education AB - To achieve citizenship, all citizens need to be able to make their voices heard. Policy and practice in the welfare society stress that all citizens should be included, but in reality, young adults who have intellectual disabilities (ID) are often excluded. The overall aim of the thesis was to study how young adults who have ID acquired citizenship. The specific aims were also to study how young adults who have ID experienced influence and participation in a municipality's leisure activities, cultural activities, and democratic processes. The theories used were theories of citizenship, participation, and situated learning. The study was conducted as participatory action research by seven co-researchers and staff. The action Influence Café was organized as a meeting place on three occasions. To support dialogues with the co-researchers, the method Talking Mats was used during the individual interviews, while during the focus group interviews, photographs were used. The co-researchers were seven young adults aged between 16 to 30 years of age who have ID. Five staff from the municipal organization constituted a project group. The co-researchers took part in two single interviews each, three focus group interviews, and three actions. The staff from the municipality took part in a focus group interview and a survey. Field notes were taken during the action process. The results showed that young adults who have ID experienced exclusion in leisure, culture, and democracy activities and had difficulties gaining influence as citizens. When staff from the municipality were given a method and the opportunity to reflect on involving young adults who have ID in decision making, a change in their attitudes towards a more inclusive direction could be achieved. Conversely, when young adults who have ID were allowed to express their thoughts, they experienced a sense of impact on the organization in the municipality. The results indicate that a shift needs to take place, away from the lack of knowledge and abilities of young adults who have ID, towards the knowledge deficits and normative beliefs of those around them. A conclusion that can be drawn from the study is that empowerment and the ability to influence society can be created if young adults who have ID are made visible and begin to be seen as a resource; and thereby they can be allowed to take their place as citizens.Young adults who have ID can participate as co-researchers if the right adaptations are made. To enable influence and participation for young adults who have ID in leisure, cultural, and democracy activities, staff need to have knowledge about prevailing norms, ID, and how an adaptation of activities can take place. The Influence Café method can contribute to increased influence and increased participation in municipal activities for young adults who have ID. The Talking Mats can be used as a method for interviews, but adaptations of the method need to be made based on the design of the study. In future research, more studies need to be based on the theory of situated learning where young adults who have an ID get the opportunity to cooperate with staff in focus on adaptation and knowledge building.  ER - TY - CHAP T1 - Pitfalls in comparative studies: Inherent and self-styled dangers T2 - Comparative Adult Education 2008 A1 - Bron Jr, Michal PY - 2008 SP - 65 EP - 80 LA - eng PB - Frankfurt am Main : Lang KW - international education KW - internationell pedagogik KW - civics KW - other research area KW - annat forskningsområde AB - Every academic endeavour faces a number of problems that have to be dealt with. The goal of this chapter is to raise an awareness of the risks of falling into various traps awaiting researchers in comparative adult education. When pursuing an inquiry, a researcher in comparative studies can encounter three types of problems: (a) Difficulties typical for all research undertakings within the social sciences, such as objectivity, reliability, validity, selection, sustainability, reactivity, interpretation or consistency. Since these methodological difficulties are common to all research in the social sciences, this chapter does not pursue further discussion on the topic. (b) “Obstacles” – the most frequent are the lack of comparable information, variation in the quality and reliability of statistics, lack of uniform definitions, incurrence of travel expenses, communication problems, and the dependency on foreign contributors/information. Obstacles are considered as ‘normal’ because they must be tackled in almost every comparative research undertaking. They cannot be avoided and occur frequently enough to be consid¬ered as inherent to this type of study. Obstacles are often ‘objective’ or ‘exter¬nal’ to a researcher. (c) Pitfalls, however, are a more intricate phenomenon. They are often uncon¬scious mistakes, ignorant assumptions, or self-inflicted misinterpretations. A pitfall is usually a ‘self-styled danger,’ because the problem stems from the limited understanding of a researcher. Thus, a researcher, a team leader, or an editor is ultimately accountable for the pitfall. The objective of this chapter is to increase an understanding of pitfalls in com¬parative research, in order to prevent falling into such traps ER - TY - THES T1 - Teachers' Retention in Tanzanian Remote Secondary Schools: Exploring Perceived Challenges and Support A1 - Boniface, Raymond PY - 2016 LA - eng PB - Linnaeus University Press KW - challenges KW - organizational support KW - remote schools KW - secondary education KW - support KW - teacher retention KW - tanzania KW - education AB - Teacher retention is a global challenge, and many developed and developing countries are struggling to staff and retain teachers in schools, particularly in low-performing, remote, and less desirable areas. In most of these countries, Tanzania in particular, the efficacy of fiscally inclined teachers’ retention strategies continues to be dubious. The aim of this study is to explore teachers’ perceived school level challenges and the support of retaining teachers in remote secondary schools in Tanzania. The study is inspired by a supportive management theoretical framework, particularly Organizational Support, Leader-Member Exchange and Coworkers’ Exchange. It is motivated by a pragmatic knowledge claim. Data were sequentially collected in three phases using interviews and survey questionnaires. A sample included 258 secondary schools teachers from 28 remote schools in the Dodoma region in central Tanzania. Mixed methods data analysis techniques were used.The current study identifies younger males of a well-educated and experienced teaching workforce as being the chief staffing in remote Tanzanian secondary schools. Such a teaching workforce is challenging to retain in remote areas, as it is rarely satisfied with the teaching career and highly susceptible to frequently changing employers and working contexts. Moreover, findings show that teachers perceive problems related to housing, social services, conflicts in schools, the inability to influence changes in schools, the teaching and learning situation and limited opportunities as the chief reasons for not remaining in remote schools. Furthermore, findings show that teachers perceive meaningful retention support as being contextually definitive. The catalyst is high quality exchanges amongst teachers which spearhead the development of intra- and extra-role practices, school citizenship behaviours, intraschool social capital (an investment), all of which could bind teachers together, enhancing performing and supporting each other beyond formal contracts. Such a situation triggers teachers’ beliefs that changes, improvement, adaptability and survival within difficult remote environments is possible, and this consequently influences the intention to voice and/or conversely, to exit. Teachers’ empowerment, justice practices and working voicing arenas are important practices for enhancing retention support, especially in remote areas. ER - TY - CHAP T1 - Educational implications of the idea of deliberative democracy T2 - Habermas, critical theory and education A1 - Englund, Tomas PY - 2010 SP - 19 EP - 32 LA - eng PB - New York : Routledge KW - deliberative democracy KW - deliberative communication KW - citizenship literacy KW - pluralism KW - habermas KW - education AB - The movement towards deliberative democracy has many proponents among American political scientists but one outstanding spokesman in Europe, the German social philosopher Jürgen Habermas, who also has located the idea of deliberative democracy in a broad analytical frame of reference of societal development not just related to democratic theory. He contends that the project of modernity can be seen as unfinished, and that, through communicative action, an on-going normative rationalization is possible. The theory of communicative action that he develops is, thus, a theory of social integration, and further developed into a model for deliberative democracy and a discourse theory of law and democracy.The implications of the model of deliberative democracy for education are not explicit and Habermas can be interpreted in different ways. What can be said is that he places the realization of deliberative policy in the institutionalization of procedures, where an intersubjectivity on a higher level is expected to emerge; public discourses find a good response only under circumstances of broad participation. This in turn requires a background political culture that is egalitarian, divested of all educational privileges, and thoroughly intellectual, according to Habermas. Political autonomy, he says, cannot be realized by a person who fulfils his or her own private interests, but only as a joint enterprise in an intersubjective, shared practice. On this account, the deliberative project could be regarded as the continuation of the project of modernity.While an ongoing deliberative democracy requires citizens with well-established deliberative attitudes and a society that rests on the idea of deliberative democracy is a long-term project, it implies that some institutions are given a central role. A possible way of strengthening deliberative democracy might be to use the educational system for deliberative communication, which is understood as communication in which different opinions and values can be brought face to face with an endeavour to ensure that each individual takes a stand by listening, deliberating, seeking arguments and evaluating, while at the same time there is a collective effort to find values and norms that everyone can agree upon. Five characteristics of deliberative communication are presented and discussed. ER - TY - CONF T1 - Science and Media. Who is learning from socio-scientific issues? A1 - Ideland, Malin A1 - Malmberg, Claes PY - 2009 LA - eng PB - CiCe, Children's Identity and Citizenship in Europe, Institute for Policy Studies in Education, London Metropolitan University KW - citizenship education KW - science education KW - secondary school KW - socio-scientific issues KW - multiculturalism AB - You cannot open a daily newspaper, listen to news on radio or watch TV without meeting numerous examples of topics which include science. They deal with environmental issues, health issues, etc. Such information is often unstructured and ambiguous and poorly contextualized. It raises the question of how young people can be citizens in a complex world, and what role school science has in helping students develop necessary skills, e.g., ability to critically scrutinize information and to make decisions for their personal and professional lives in the future (Ekborg et al. 2009). Working with socio-scientific issues (SSI) is often said to be a successful way to engage pupils in science and make science relevant outside the school context. Work with SSI presupposes, and possibly will develop, students’ competences as problem-solving, information literacy and argumentation. But what pupils does SSI suit? SSI-tasks deal with incomplete information, contain conflicting perspectives and media reports in this field are often biased (Ratcliffe& Grace 2003). This means that pupils need to understand, beside science, the social context to interpret the tasks. They have to be familiar with the public debate (Jarman& McClune2007) Pupils from multicultural schools tend to have lower grades in science than the average (Skolverket2006, Lee & Luykx2007). Language difficulties is not the only reason for the poor results. Also the feeling of exclusion from the Swedish society helps to explain the pattern (Parszyk 1999, Runfors 2003). This indicates that pupils from multicultural schools should have more difficulties working with SSI than pupils from monoculturalschools. They may be lost in translation. The aim is to compare how pupils from multicultural schools and pupils from monoculturalschools experience work with SSI, with focus on scientific citizenship. ER - TY - THES T1 - Debating Swedish: Language Politics and Ideology in Contemporary Sweden A1 - Milani, Tommaso M. PY - 2007 LA - eng PB - Centrum för tvåspråkighetsforskning KW - bilingual education KW - citizenship KW - cda KW - language debate KW - language ideology KW - language legislation KW - language politics KW - language testing KW - social theory KW - sweden KW - bilingualism KW - tvåspråkighet KW - tvåspråkighetsforskning KW - bilingualism research AB - This thesis is concerned with three language debates that reached their most crucial peaks in Sweden at the beginning of the twenty-first century: (i) the debate on the promotion of the Swedish language, (ii) the debate on language testing for citizenship, and (iii) the debate on mother tongue instruction. The main scope of the thesis is to take a theoretically multi-pronged approach to these debates trying to shed light on the following aspects: Why did such debates emerge when they did? Which discourses were available in those specific historical moments? Who are the social actors that intervened in these debates? What is at stake for them? What do they claim? What systems of values, ideas and beliefs – i.e. ideologies – underlie such claims? What are the effects in terms of identities, objects of political intervention, commonsensical knowledge and authority that these discourses and ideologies produce?Taking Sweden as a case in point, the thesis adds to the existing literature another example of how language debates are the manifestation of conflicts between different language ideologies that struggle for hegemony, thus attempting to impose one specific way of envisaging the management of a nation-state in a time of globalisation. In their outer and most patent facets, these struggles deal with the relationships between languages in today’s Sweden, and how the state, through legislation, should – or should not – regulate such relationships in order to (re)produce some kind of linguistic order. However, the thesis also illustrates that when social actors appeal to a linguistic order, they not only draw boundaries between different languages in a given society, but they also bring into existence a social world in which the speakers of those languages come to occupy specific social positions. These linguistic and social hierarchies, in turn, are imbricated in an often implicit moral regime of what counts as good or bad, acceptable or taboo in that society. ER - TY - BOOK T1 - Eleven som subjekt i samfunnsfagene og samfunnsfagenes potensial i elevers liv PY - 2023 LA - nor PB - Oslo University Library KW - social studies KW - nordic region KW - subject teaching KW - geography KW - religious education KW - the student KW - subject KW - formation KW - society KW - world KW - future KW - citizenship KW - samfunnsfagene KW - norden KW - ämnesundervisning KW - samfunnskunnskap KW - historie KW - geografi KW - religions- og livssynsfag KW - eleven KW - subjekt KW - danning KW - liv KW - samfunnet KW - verden KW - framtid KW - medborgerskap AB - Samfunnsfagene i de nordiske landene består av flere fag (samfunnskunnskap, historie, geografi og religions- og livssynsfag) som sammen og hver for seg skal hjelpe barn og unge med å delta i samfunnet på ulike arenaer og måter, for eksempel i arbeidslivet, i kulturlivet og i det politiske liv. Men fagene tematiserer også elevenes eget liv og danning. Samlet sett handler dette om samfunnsfagenes potensial når det gjelder å legge til rette for elevenes muligheter til å ‘være’ og ‘handle’ i verden. Det å sette elevenes muligheter til å ‘være’ og ‘handle’ i og utenfor skolen i sentrum når det gjelder skolens samfunnsfagundervisning, er inspirert av filosofen Hannah Arendt (2004, 2013). Arendt var opptatt av betydningen av det situerte og erfaringsnære for en rik og kvalifisert forståelse av verden og samfunnet, noe som peker mot betydningen av eleven som unikt subjekt i utviklingen av egen fag- og virkelighetsforståelse gjennom skolens samfunnsorienterte undervisning (Persson & Olson, n.d.). I samfunnsfagene er disse prosessene tett koblet til det som skjer i samfunnet og verden både nå og i framtiden.Vårt mål med dette temanummeret er å bidra til å samle og systematisere pågående samfunnsfagdidaktisk forskning i Norden ut fra ulike teoretiske, empiriske og metodologiske innramminger med fokus på eleven som subjekt. Slik ønsker vi å bidra til å bringe det samfunnsfagdidaktiske kunnskapsfeltet videre på en måte som skaper forutsetninger for en fortsatt nordisk kunnskapsutvikling og dialog på feltet.Aktuell forskning i den nordiske konteksten har pekt på behovet for mer kunnskap om hvordan elevenes medborgerskap og rolle som samfunns- og verdensborgere spiller inn i undervisningen, hvordan læreren kobler fagstoffet til elevenes perspektiver og hvordan ulike aktiviteter og arbeidsformer i fag kan bidra til å støtte opp under elevenes eget engasjement, ansvarstagende, historiske og verdimessige forståelse og de ulike formene dette kan ta i elevens liv i og utenfor skolen (Björklund & Sandahl, 2020; Blanck & Lödén, 2017; Blennow, 2019; Börhaug, 2017; Christensen, 2011; Deldén & Törnegren, 2020; Dessen Jankell & Örbring, 2020; Edling, Sharp, Löfström & Ammert, 2020; Ledman, 2019; Mathé, 2018; Olson, 2020; Persson & Thorp, 2017; Sandahl, 2015; Sandahl & Olson, n.d.; Solhaug, 2021; Tväråna, 2019).Mulige temaer kan være, men er ikke begrenset til:Fokus på elevenes livsverden i fagundervisningenLærer- og elevperspektiver på samfunnsfagenes betydning for elevenes rolle som samfunnsborgereKoblinger mellom samfunnsfagene og elevers fritidElevenes muligheter til å utfordre/påvirke undervisning og fagFagdidaktisk teori- og metodeutvikling knyttet til elever som subjekt i samfunnsfageneLærer-, elev- og disiplinære perspektiver på samfunnsfagenes rolle og funksjonDette temanummeret retter fokus mot betydningen av å åpne for og styrke elevers muligheter til å ta plass i verden og samfunnet som selvstendige, unike personer gjennom samfunnsfagene i skolen. Av klar relevans her er også spørsmålet om hvordan elevene tar med seg faglige og verdimessig begrunnede perspektiver, kunnskap og ferdigheter videre i sine liv i og utenfor skolen.I dette temanummeret inviterer vi bidrag som setter fokus på samspill og potensielle spenninger mellom samfunnsfagundervisning og elevenes livsverden. Ved å rette oppmerksomheten mot dette samspillet og disse spenningene, er vår forhåpning å utvikle kunnskap om samfunnsfagenes potensial i å bidra til elevers utvidede muligheter til å ‘være’ og ‘handle’ i verden.Vi ønsker bidrag på skandinaviske språk eller på engelsk. Forfatterne må være innstilt på at aksepterte abstract til temanummeret medfører en forpliktelse til å være fagfelle for en av de andre artiklene sammen med eksterne fagfeller.Om redaktøreneRedaksjonen for temanummeret består av professor Maria Olson (Stockholms universitet og Högskolan Dalarna) og førsteamanuensis Nora E. H. Mathé (Universitetet i Oslo og medlem av redaksjonen i Acta Didactica Norden). ER - TY - BOOK T1 - Adult Learning and Social Participation PY - 1998 LA - eng PB - VWV & ESREA KW - civics KW - international education KW - internationell pedagogik ER - TY - CHAP T1 - In School - and After T2 - Young Peoples' Visions and Worries for the Future of Europe A1 - Amnå, Erik PY - 2019 LA - eng PB - Abingdon : Routledge KW - civic engagement KW - civic education KW - political participation KW - statskunskap AB - The future of the EU largely depends on the extent to which it will survive its young citizens’ everyday evaluations. Essentially, youths are assessing its fairness, efficiency, and trustworthiness to promote a life in which their dreams about such things as happiness, justice, and health can be fulfilled. Simultaneously, the young Europeans closely follow how European governance structure manages to avoid poverty, climate change, corruption, and other societal dysfunctions. ER - TY - CONF T1 - Panel Discussion; ON THE REASONS OF SCHOOLING: ON LEARNING T2 - Panel Discussion A1 - Bowman, Jason E. PY - 2019 LA - eng PB - Glasgow, UK. : Centre for Contemporary Arts KW - radical pedagogy KW - education KW - civic imagination AB - ON THE REASONS OF SCHOOLING // Panel Discussion CCA, Fri 3 May, 2.30 pm, Join us to explore and analyse 'the educational turn' — a tendency in contemporary art in which pedagogical formats and structures appear as artistic or curatorial practices. ER - TY - JOUR T1 - Computer play for children with disabilities T2 - International Journal of Rehabilitation Research SN - 0342-5282 A1 - Brodin, Jane A1 - Jonson, Ulrika PY - 2000 VL - 2 IS - 23 SP - 125 EP - 128 LA - eng PB - : Lippincott Williams & Wilkins KW - computer play KW - children KW - civics KW - child and youth science KW - specialpedagogik KW - special education AB - For all children play is the leading and dominating acticity in childhood and essential in child development. Many children with severe disabilities have limited opportuities to play and need support. The article is a description of the computer play centres and the first three activity years. ER - TY - CHAP T1 - Civil society in Russia: A non-existent phenomenon? T2 - Adult Education and Democratic Citizenship IV A1 - Bron Jr, Michal PY - 2001 SP - 161 EP - 176 LA - eng PB - Kraków : Impuls KW - civics KW - international education KW - internationell pedagogik KW - östersjö- och östeuropaforskning KW - baltic and east european studies KW - politik KW - ekonomi och samhällets organisering KW - politics KW - economy and the organization of society ER - TY - RPRT T1 - Professionellt förhållningssätt. En pedagogisk modell för bedömning av autentiska fall i lärar-, socionom- och tandläkarutbildning. A1 - Christersson, Cecilia A1 - Hallstedt, Per-Axel A1 - Hartsmar, Nanny A1 - Högström, Mats A1 - Malmberg, Claes A1 - Mattheos, Nikos PY - 2008 LA - swe PB - Andrimne forlag og Kommunikasjonshus AS KW - assessment KW - bedömning KW - authentic professional scenarios KW - citizenship education KW - professional education KW - simulation KW - social cultural heterogeneity KW - autentiska professionella scenarier KW - medborgerlig bildning KW - professionsutbildning KW - simulering KW - sociokulturell heterogenitet AB - Projektets syfte är att använda bedömning för att utveckla studenternas professionella kompetens i socionom-, lärar- och tandläkarutbildning. Svårigheten att i utbildningarna förena teori och praktik till en helhet bearbetas genom användningen av simulerade autentiska situationer. Studenterna beskriver professionella händelser. De används vid självbedömning, seminarier och examination. Situationerna är dels starkt laddade med specifik teoretisk kunskap och dels mer otydliga. Studenterna beskriver praktiksituationer, analyserar och handlar, jämför sin egen hantering av en situation med andras och artikulerar sitt behov av kompetensutveckling. Allt dokumenteras på nätplattformen Xpand och är lätt att söka. ER - TY - CONF T1 - Democratic (Govern)mentality: Movement Ideals and National Imaginations in Sweden A1 - Dahlstedt, Magnus PY - 2008 LA - eng KW - adult education KW - citizenship KW - civil society KW - nationalism KW - migration ER - TY - JOUR T1 - Democratic Governmentality: National Imaginations, Popular Movements and Governing the Citizen T2 - The Journal for Critical Education Policy Studies SN - 2051-0969 A1 - Dahlstedt, Magnus PY - 2009 VL - 2 IS - 7 SP - 369 EP - 394 LA - eng KW - governmentality KW - citizenship KW - adult education KW - migrants KW - racism KW - ethnicity ER - TY - CONF T1 - ”Inga afrikaner ska lära oss om demokrati": Aktivt medborgarskap, invandrarskap(ande) och villkorat deltagande A1 - Dahlstedt, Magnus PY - 2008 LA - swe KW - popular movements KW - migration KW - citizenship KW - nationalism KW - adult education ER - TY - CONF T1 - Popular Movements for Whom?: Governmentality, Civil Society and Democracy the Swedish Way A1 - Dahlstedt, Magnus PY - 2009 LA - eng KW - adult education KW - civil society KW - citizenship KW - national imaginations KW - migrants ER - TY - CONF T1 - ”Tycker du att du förtjänar ett hjärta?": Medborgarideal, skolterapi och viljan att styra A1 - Dahlstedt, Magnus PY - 2009 LA - swe KW - education policy KW - citizenship education KW - confession KW - governmentality ER - TY - CHAP T1 - Vilket kemiinnehåll görs tillgängligt i finlandssvenska och svenska klassrum? Kemitexter som redskap för naturvetenskapligt lärande T2 - Resultatdialog 2010 A1 - Eriksson, Inger A1 - Berg, Astrid A1 - Danielsson, Kristina A1 - Ekvall, Ulla A1 - Lindberg, Viveca A1 - Löfgren, Ragnhild A1 - Ståhle, Ylva PY - 2010 SP - 51 EP - 56 LA - swe PB - Stockholm : Vetenskapsrådet KW - kemiundervisning KW - pisa KW - texter och textpraktiker KW - scandinavian languages KW - civics KW - naturvetenskapsämnenas didaktik KW - science education AB - Svenska och finska (och finlandssvenska) elevers naturvetenskapliga prestationer uppvisar markanta skillnader i internationella mätningar som PISA. Mot bakgrund av att Finland och Sverige har ett till synes likartat skolsystem är det inte helt enkelt att förstå varför de finska och finlandssvenska eleverna presterar så mycket bättre än de svenska. Vad är det som skapar sådana skillnader? Många olika förklaringar har förts fram, tex i relation till lärarutbildning. Men vilket kemilärande möjliggörs i svenska och finlandssvenska undervisningspraktiker? Kemiinnehållet i läromedel från Sverige och Finland är i stort det samma och i finlandssvenska skolor fram till 2007 användes ofta svenska läromedel. I projektet genomfördes 20-40h videobandade klassrumsobservationer relaterade till kemiundervisningen i tre skolor vardera i Svenskfinland (2007-08) och Sverige (2009). Observationerna, kombinerade med intervjuer och dokumentationer, fokuserade periodiska systemet och kemiska bindningar. De första analyserna ger en bild av att det finns skillnader i innehållets behandling och vad som karaktäriserar de konstituerade undervisningspraktikerna i de båda länderna. I finlandssvenska skolor fokuseras t.ex. faktareproduktion (memorering), formelskrivning och detaljerade provfrågor, samma läromedel används i alla skolor. I svenska skolor betonas förståelse av vardagsfenomen, diskussioner och prov som skiljer på G, VG och MVG-frågor där G-frågor utgörs av enkla faktakunskaper. Undervisningen i de finlandssvenska skolorna framstår således som mera lika varandra medan undervisningen i de svenska skolorna uppvisar större variation gällande innehållets behandling och klassrumskommunikation. ER - TY - CONF T1 - Powerful algebraic ideas: Early algebraic thinking andactive citizenship T2 - Proceedings from the 12th Congress of the European Society for Research in Mathematics Education (CERME12) A1 - Fred, Jenny A1 - Valero, Paola A1 - Van Steenbrugge, Hendrik PY - 2022 LA - eng KW - early algebra KW - algebraic thinking KW - powerful algebraic ideas KW - socio-political perspective KW - mathematics education KW - matematikämnets didaktik AB - How can powerful algebraic ideas be understood for the combined purpose of developing students’ emergent algebraic thinking and fostering future active citizens? To address this question, we have examined two major research review books on early algebra to investigate the interpretations of “powerful algebraic ideas” that are present in the books as a whole. Skovsmose and Valero’s (2008) four interpretations of powerful mathematical ideas (which focus on the logical, psychological, cultural, and sociological power of mathematics) were used. We show that in the books and book chapters there is a dominance of the logical and psychological interpretations of the power ofalgebraic. Furthermore, the cultural and sociological interpretations appear connected to algebraic thinking as a resource or tool for action in “society”. Advancing new possibilities of expanding the ways in which early algebraic thinking is made powerful for students is a challenge to research.  ER - TY - RPRT T1 - Market and Service Orientation of Public Transportation: Swedish-Indonesian Cooperation Transportation Research and Education 2000 to 2010 A1 - Haglund, Lars PY - 2011 LA - eng PB - Karlstad University KW - public transportation KW - civics AB - This is anaccount of a program of research cooperation within the field of publictransportation. The University of Gajah Mada in Yogyakarta, Indonesian andKarlstad University in Sweden has worked together in this program. The reformedand re-organized systems of public transportation in Sweden and Indonesia havebeen the topics of exchange. The program started around 2000 and has developedover some 10 years. The Service and Market Oriented Research Group (SAMOT) at Karlstad University conducts multidisciplinary and internationally recognized research via active collaboration with trade and industry, public sector players, and universities. In doing so, SAMOT will contribute to the long-term sustainable development of passenger transportation services. ER - TY - JOUR T1 - Lidský kapitál a faktory vyvolávající zmeny v nárocích na nej na soudobých trzích práce: Human Capital and the Factors Causing Changes in Demands for Human Capital in Contemporary Labor Markets T2 - Scientia et Societas SN - 1801-7118 A1 - Klimplová, Lenka PY - 2010 VL - 1 SP - 91 EP - 110 LA - und PB - Praha : Newton Books KW - human capital KW - obsolescence KW - change KW - industrialism KW - post-industrialism KW - fordism KW - post-fordism KW - technological change KW - organization of production KW - labour demand AB - The article aims to present and discuss factors determining the growing importance of human capital in contemporary labour markets. These factors include: economic globalization, international specialization, technological development, a shift from mass production to production of more specialized and individualized goods, a shift from manufacturing production to service economies (de-industrialization, tertiarization) as well as changes in organization of production, de-standardization of employment, and population ageing. Additionally, in Central and Eastern European countries these factors include the transition from centrally-planned to market economies. The article concludes with an analysis of the risk of human capital obsolescence as a consequence of some of the abovementioned factors. ER - TY - JOUR T1 - Monitoring a analýza kvalifikacních potreb ve Švédsku: Monitoring and Skill Needs Analysis in Sweden T2 - Sociální práce/Sociálna práca SN - 1213-6204 A1 - Klimplová, Lenka PY - 2008 VL - 2 SP - 121 EP - 130 LA - und PB - Brno : ASVSP KW - skills KW - needs analysis KW - monitoring KW - labour market KW - sweden ER - TY - JOUR T1 - Nová sociální rizika a reformní trendy evropských sociálních státu v reakci na ne: New Social Risks and Reform Trends of European Welfare States in Reaction on These Risks T2 - Sociální studia SN - 1214-813X A1 - Klimplová, Lenka PY - 2010 VL - 2 IS - 7 SP - 23 EP - 43 LA - und PB - Brno : Fakulta sociálních studií MU KW - central and eastern european countries KW - new social risks KW - reforms KW - welfare states KW - western european countries ER - TY - JOUR T1 - Od industrialismu k postindustrialismu v západních zemích - od starých k novým sociálním rizikum: From Industrialism to Postindustralism in Western Countries - From Old to New Social Risks T2 - Sociálne a politické analýzy A1 - Klimplová, Lenka PY - 2008 VL - 2 SP - 1 EP - 39 LA - und PB - Košice : KSV FVS, Univerzita Pavla Jozef Šafárika KW - welfare state KW - reforms KW - old and new social risks KW - social policy KW - industrialism KW - postindustrialism KW - social partners KW - european union ER - TY - CHAP T1 - Príležitosti a bariéry spolupráce zamestnavatelu a úradu práce z pohledu zamestnavatelu: Opportunities and Barriers for Cooperation between Employers and Employment Offices from the Perspective of Employers T2 - Nová sociální rizika na trhu práce a potreby reformy ceské verejné politiky A1 - Klimplová, Lenka PY - 2010 SP - 140 EP - 158 LA - und PB - Brno : Masarykova univerzita KW - cooperation KW - public-private partnership KW - opportunities KW - barriers KW - employment office KW - employers ER - TY - CHAP T1 - Problémy dalšího odborného vzdelávání v podnicích v Ceské republice: Problems of Continuing Vocational Training in the Czech Republic T2 - Nová sociální rizika na ceském trhu práce. Problémy a politická agenda A1 - Klimplová, Lenka PY - 2008 SP - 81 EP - 98 LA - und PB - Brno : Barrister & Principal, Masarykova univerzita KW - new social risks KW - life-time learning KW - continuing vocational training (cvt) KW - public measures ER - TY - CHAP T1 - Švédská politika zamestnanosti vcera a dnes: Swedish Employment Policy Yesterday and Nowadays T2 - Sociální reprodukce a integrace: ideály a meze A1 - Klimplová, Lenka PY - 2007 SP - 101 EP - 118 LA - und PB - Brno : MU, Mezinárodní politologický ústav a Institut pro výzkum reprodukce a integrace spolecnosti KW - employment policy KW - sweden ER - TY - JOUR T1 - Att undervisa för att förbättra elevers kritiska tänkande i samhällskunskap. T2 - Praktiknära skolforskning - resultat och erfarenheter från nio forskningsprojekt. Skolforskningsinstitutet fördjupar 2024:01. A1 - Larsson, Kristoffer A1 - Andersson, Klas PY - 2024 SP - 74 EP - 80 LA - swe KW - kritiskt tänkande KW - samhällskunskap KW - variationsteori ER - TY - BOOK T1 - Perspektiv på interkulturalitet PY - 2020 LA - swe PB - Södertörns högskola KW - civics AB - Begrepp som interkulturalitet och interkulturell undervisning har länge förts fram som en viktig grund för undervisning och utbildning. Där begreppet mångkultur ofta har kritiserats, bland annat för att essentialisera kulturer och befästa en syn på kulturer som klart åtskilda och statiska har interkulturalitet förts fram som ett alternativ som snarare fokuserar på ömsesidigt samarbete och processer mellan kulturer.Liknande kritik som har riktats mot mångkultur har dock även riktats mot begreppet interkulturalitet. Samtidigt menar många forskare att begreppet inrymmer något viktigt som det är värt att bevara och hålla fast vid men på samma gång hela tiden utveckla och hålla levande. Södertörns högskolas lärarutbildning har i många år haft en interkulturell profil och här diskuterar lärare och forskare begreppet interkulturalitet från en rad olika perspektiv.Författarna tar utgångspunkt i egna erfarenheter av undervisning på lärarutbildningen såväl som i pågående forskningsprojekt. Texterna behandlar vitt skilda områden som vad interkulturalitet betyder för lärarprofessionen, interkulturalitet i relation till de nationella minoriteterna, Sverige som ett mångreligiöst samhälle, interkulturalitet i en specifik lärarsituation samt begreppets historiska rötter. Den gemensamma tråden är dock att de alla diskuterar och reflekterar över vad interkulturalitet kan betyda och hur det kan förstås liksom dess relevans för en utbildning som tar utgångspunkt i alla barns och elevers lika värde och villkor. ER - TY - CHAP T1 - The gender order of knowledge.: Everyday life in a welfare state T2 - Learning/Work. A1 - Rosén, Ulla A1 - Härnsten, Gunilla PY - 2009 SP - 220 EP - 234 LA - eng PB - Cape Town : Human Sciences Research Council KW - gender order KW - social citizenship KW - everyday knowledge KW - tacit knowledge KW - feminist critique KW - education KW - theory of science KW - vetenskapsteori KW - pedagogics ER - TY - BOOK T1 - Do We Really Have to Choose Between Family and Career?: A Need for Reconciling Family and Work Life for Employees with Young Children in Sweden A1 - Samoëlová, Šárka A1 - Klimplová, Lenka PY - 2009 LA - eng PB - LAP Lambert Academic Publishing KW - reconciling family and work life KW - employees with young children KW - gender equality KW - sweden KW - employment policy KW - social policy KW - new social risks AB - There was a clear division of labour between men and women in the past. Men were active in public sphere, while women cared about households, husbands and children in private sphere. How it is organized nowadays when usually both parents are in need to be employed? Unfortunately, women in general have not been liberated from their previous role in private sphere yet, which leads to reproduction of gender stereotypes and gender inequality in society. This monograph examines a need of employees with young children for balancing work and family life and employer's ability to satisfy these needs as well as a role a state as a guarantor of welfare and provider of public policies. Current situation, on the background of current social policies in Sweden, in one concrete organization - Arbetsförmedlingen (employment office) in Falun is researched here. ER - TY - CHAP T1 - Introduction T2 - Patterns of Research in Civics, History, Geography and Religious Education A1 - Schüllerqvist, Bengt PY - 2011 SP - 5 EP - 11 LA - eng PB - Karlstad : Karlstad University Press KW - subject matter didactics KW - civics KW - geography KW - religious education ER - TY - CONF T1 - The role of citizenship and entrepreneurial behavior for youth development: the case of open leisure activities in Sweden A1 - Westerberg, Mats A1 - Lindström, Lisbeth PY - 2011 LA - eng KW - entreprenörskap och innovation KW - entrepreneurship and innovation KW - education ER - TY - CHAP T1 - Hodnocení programu z hlediska partnerství a adekvátního plánování: Programme evaluation from partnership and adequate planning point of view T2 - Úcelové programy na lokálních trzích práce. Jejich význam, potrebnost a realizace A1 - Winkler, Jirí A1 - Klimplová, Lenka A1 - Žižlavský, Martin PY - 2005 SP - 208 EP - 217 LA - und PB - Brno : Masarykova univerzita KW - local partnership AB - The chapter evaluates selected local programs in the Czech labor market in terms of their technical preparedness and in terms of development of local partnerships between stakeholders of the programs. It also discusses diffusion and imitation as mechanisms for transfer of programs from other national contexts into the Czech labor market. It also deals with an importance of the European Structural Funds for the development of those local projects. ER - TY - CHAP T1 - Nová sociální rizika na trhu práce: problémy a (nebo) politická agenda?: New Social Risks in the Labor Market: Problems and (or) Political Agenda? T2 - Nová sociální rizika na trhu práce a potreby reformy ceské verejné politiky A1 - Winkler, Jirí A1 - Klimplová, Lenka PY - 2010 SP - 5 EP - 7 LA - und PB - Brno : Masarykova univerzita KW - risk KW - political agenda KW - social welfare KW - labor market KW - reforms ER - TY - JOUR T1 - Proc jsou zamestnavatelé (ne)spokojení s cinností úradu práce?: Why Are Employers (Dis)Satisfied with Employment Office's Activities? T2 - Sociálne a politické analýzy SN - 1337-5555 A1 - Winkler, Jirí A1 - Klimplová, Lenka A1 - Vrbková, Klára PY - 2008 VL - 1 SP - 39 EP - 71 LA - und PB - Košice : KSV FVS, Univerzita Pavla Jozef Šafárika KW - employment office KW - employers KW - needs assessment KW - clients' satisfaction KW - employment services KW - employment policy ER - TY - CONF T1 - Towards Multiple Approaches on Education for Sustainability: A case study of a Swedish University T2 - 8th World Environmental Education Congress – WEEC 2015, Gothenburg, 29th of June - 2nd of July, 2015 A1 - Ramírez-Pasillas, Marcela A1 - Almers, Ellen A1 - Kjellström, Sofia A1 - Wagman, Petra A1 - Stagell, Ulrica PY - 2015 LA - eng PB - : World Environmental Education Congress (WEEC) KW - education for sustainable development KW - case study KW - collective learning KW - higher education AB - Introduction: While current debates on higher education are concerned with “what are we actually teaching in Education for sustainable development“ (Kopnina and Meijers 2014) or “how can we evaluate what we teach“, there is a lack of research addressing how universities are enabling change and developing new higher education approaches. Dominant educational structures across the world are based on fragmentation rather than connections and synergy to achieve a holistic approaches to education for sustainability (Wals, 2009). Education for sustainability calls for new kinds of collective learning that are centered on a transmissive nature (i.e. learning as reproduction) but rather on a transformative nature (i.e. learning as change). Embodying an active care for sustainability on higher education implies having an education for sustainability that includes socialization for democratic skills and values, and the development of a personal- and collective sense of competence (Chawla and Flanders Cushing, 2007).Objectives: The aim of this paper is to explore how a university create approaches on education for sustainability by engaging – or not its faculty and students, and how such approaches support or not authentic sustainable citizenship. To fulfil this purpose, we rely on theory of situated learning (Lave and Wenger, 1991) and communities of practices (Wenger, 2011) to move beyond static approaches to more dynamic approaches on education for sustainability.Methods: We conducted a case study (Eisenhardt, 1989; Miles and Huberman, 1984; Yin 1984) to investigate how approaches to education for sustainability were changed and built in Jönkoping University. As the study progressed, there was a mixture of inductive and deductive research strategies. This means that theoretical development occurred by combining the perspectives and observation of actors with existing literature. We interviewed strategically chosen persons and analyzed official documents.Results: The study revealed the processes for stimulating education for sustainability in a university that allowed each school to define freely its approach to sustainability. As a result, communities of practices stimulating situated learning were originated at the university. There were a myriad of ‘working’ approaches and degrees of prioritization on education for sustainability. Such approaches emerged following different rationales. In a bottom-up rationale, institutional entrepreneurs/faculty members and students created smaller communities of practices linked to their courses and activities. In a top-down rationale a school included principles promoting sustainability. Finally, a mix rationale moved in-between those approaches.Conclusion: We propose that considering those rationales in a single university promotes communities of practice as well as authentic sustainable citizenship. ER - TY - CONF T1 - Beyond cheating? institutional leaders’ perspectives on generative AI in teacher education: a Swedish national interview study A1 - Olofsson, Anders D. A1 - Lundin, Mona A1 - Lindfors, Maria PY - 2026 LA - eng KW - education AB - Research topic/aim: This study situates teacher education within contemporary Swedish society, permeated by generative artificial intelligence (AI) tools like ChatGPT, including complex algorithmic (dis)information streams and deepfakes (Örtegren & Olofsson, 2024). The study explores how institutional leaders, primarily deans and directors with strategic responsibilities at 20 Swedish teacher education institutions, perceive and respond to generative AI within their institutions, and how they understand their role in creating conditions enabling teacher educators and student teachers to use generative AI in reflective, critical, and ethical ways.  Theoretical framework: This study adopts a postdigital lens. This lens suggests a shift from earlier views of digital technology (e.g., generative AI) as something exclusive and object-like toward a contemporary understanding of it as deeply integrated into society’s cultural and educational practices. It positions the institutional leaders within a broader understanding of the socio-technical systems in which teacher education is constituted (Knox, 2019, p. 368). Methodology/research design: In this national qualitative study, institutional leaders from all Swedish teacher education institutions offering programmes for school years 4–6 (N = 20) were interviewed using a semi-structured format. The participants were identified through their representation in the national body for teacher education, the Teacher Education Convent (in Swedish, Lärarutbildningskonventet). The interviews were conducted between May and August 2025, guided by one theme on “AI in teacher education now and in the future – from a leadership perspective”. A thematic analysis was carried out following Braun and Clarke’s (2019). Expected results/findings: The analysis revealed five main themes reflecting how institutional leaders perceive and respond to generative AI in teacher education as well as how they understand their role in creating conditions to use generative AI in reflective, critical, and ethical ways. The main themes were: (1) Organisational culture, policy and capacity for change, (2) Assessment and examination practices, (3) Professional digital competence and generative AI literacy, (4) Responsibility, democracy, and value systems, and (5) Ethics, data, and the limitations and risks of generative AI. The results underscore the central role of leadership in shaping institutional conditions that support critical, ethical, and pedagogically sound applications of generative AI in teacher education.  Relevance to Nordic educational research: This Swedish study provides the Nordic research community with new and empirically grounded insights into how institutional leadership in postdigital teacher education engages with digitalisation and generative AI. It also offers opportunities for comparative reflection on organisational structures, leadership practices, and ethical considerations in teacher education institutions across the Nordic countries. References:Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2019). Thematic analysis. In P. Liamputtong (Ed.), Handbook of research methods in health social sciences (pp. 843–860). Springer Nature Singapore Pte Ltd.   Knox, J. (2019). What does the ‘postdigital’ mean for education? Three critical perspectives on the digital, with implications for educational research and practice. Postdigital Science and Education, 1(2), 357–370.  Örtegren, A., & Olofsson, A.D. (2024). Pathways to professional digital competence to teach for digital citizenship: Social science teacher education in flux. Teachers and Teaching, 30(4), 526–544. ER - TY - CONF T1 - Future-oriented Methodology: Distinctive horizons for and contributions to new materialist and post-qualitative research methodologies in and from ESE A1 - Nordén, Birgitta A1 - Avery, Helen PY - 2018 LA - eng KW - new materialist methods KW - ess/esd research in action KW - environmental and sustainability education research new materialist KW - esd research KW - sustainability education research KW - eser KW - learning and teaching KW - transitions to sustainability KW - future teachers KW - citizenship KW - interculturality and sustainable development AB - The distinction local-global has been widely discussed in geography and human geography as time-spaced compression, in relation to the conceptual and material changes brought about by virtual realities, and the ability to communicate, act and interact across geographically separated locations. Further dimensions of this discussion have been opened by research on social space, socially constructed space, and at other levels by the challenges of mobility, mass migration, and transnationality. Although these conversations may seem diverse in many ways, they build on an assumption that local-global could mean something as such, in other words a decontextualised and a-historic reification of the concepts. Another shared characteristic is their geneaology which continually derives new layers of meaning, but implicitly or explicitly drawing on origins of conceptualising the local-global as a matter of geographical location. Consequences of such traces can be for instance maintaining the deictic binary of ”here” and ”there”, which in turn feeds into other binaries of in-groups and out-groups, or co-citizens as opposed to the others - the foreigners who need to be understood, empathised with, learned about, collaborated with or not discriminated against. In this conceptual paper, drawing on some of the discussions in ’new materialisms’, we wish to contest some of the assumptions underlying much of the conversation on the local-global binary, and in particular the forms it takes in ESE teaching. We wish to argue that using the distinction local-global can only have a meaning in relation to particular contexts or purposes, and that greater attention needs to be devoted to what implications various conceptualisations have for action-in-the-world. In other words, what affordances do they offer of responsibility, agency or knowledge. In education for sustainability, one of the basic axioms has long been ’act local, think global’. From the angle adopted in this paper, making the distinction local-global means something quite different if we are talking about ESE, if we are talking about climate negotiations in Bonn, or if we are thinking of consequences of globalisation (see Tomas Hylland Erikson, Overheating: An Anthropology of Accelerated Change). Thus in ESE the narrative is frequently that awareness needs to be raised, so that citizens can exert pressure on governments in democratic ways, or buy the right products, or change their lifestyles. Other narratives are gaining knowledge to make informed and wise decisions, or distinguishing between credible information and misinformation. Finally, notions of global citizenship build on international exchanges and gaining understanding of global challenges – that is, the disturbing issues which take place ”out there, in the (rest of the) world. This can also be framed as a difference of scale – individual action locally, which can be ”scaled up” to have an impact globally. Such narratives assume that ”economy” functions according to market mechanisms of supply and demand, or that governance takes place in the fora of national governments. What is omitted in such narratives is that the dominating dynamics follow quite different economic mechanisms, where for instance the strength of currencies, legislation on intellectual property, public procurement or trade agreements play a much more determining role. The other major issue is which technologies are developed, and for which purposes. The basic binary is thus not the difference in location understood in the local (here, this nation) versus global (there, the planet) arenas. Rather, the fundamental difference is between the vast majority of the inhabitants of the planet, and the limited group of people who have access to decisions concerning the conditions for trade, or who can decide on which technologies they believe will give them greater control over resources and future developments. In this sense, the local-global distinction, and the narratives attached to it, can be understood as what Barad terms agential cut (Hollin et al. 2017). Methodology, Methods, Research Instruments or Sources Used This is a conceptual paper, which will draw on some of the conversations being held in the field of 'new materialisms', relevant to the endeavour of supporting transitions to sustainability. The arguments will be illustrated with examples taken from a course on Global challenges taught to future teachers (upper secondary school, n=125) highlighting the complex interaction of the three perspectives of Citizenship, Interculturality and Sustainable Development from a didactic point of view. Conclusions, Expected Outcomes or Findings If ESE aims at transformative change, a conclusion would be that students need knowledge and competences that enable global citizenship in the sense of acting on these closed arenas. This would include a deeper understanding of the economic mechanisms that drive world trade and globalisation. It would also include tools that enable them to estimate consequences of different technological developments. Ultimately, this places the acquisition of a different set of methodologies at the center of ESE. Future teachers are taught in HE courses according to a narrative where a global perspective focuses on people as citizens and in their consumer roles. They are subjectified as actors in society and change agents taking on the global challenges. At the same time, it appears in supervision situations that the students do not have conceptual instruments to evaluate or measure "global challenges on the go". Nor do they have the tools to understand and influence decision-making locally or globally. In this paper, it is argued that sustainability education aims at action-in-the-world, and this in turn depends on unravelling constructions of responsibility, agency and knowledge. From the perspective of agency, "global" could refer to decision-making arenas with global impacts, while local would be understood as arenas that may have such impacts, but where decisions cannot be made. If we adopt the dimension of responsibility instead, or that of knowledge formation, different arenas would be designated as global or local. For various purposes, different dimensions would be significant to include as criteria for distinctions. ER - TY - THES T1 - Läroböcker, demokrati och medborgarskap. Konstruktioner i läroböcker i samhällskunskap för gymnasiet A1 - Wicke, Kurt PY - 2019 LA - swe PB - Göteborgs universitet KW - samhällskunskap KW - läroböcker KW - demokrati KW - medborgarskap KW - diskursanalys AB - Swedish citizenship education is charged with a double mission: socialization and education of democratic citizens. This means that textbooks exist in a field of tension between conveying content as true knowledge and offering it as a perspective amongst others. Critical discourse analysis (CDA) is employed in order to analyse how textbooks navigate between these poles. Thus, the thesis explores how ten textbooks in social science in upper secondary school construct citizenship and democracy as systems of knowledge and beliefs, relationships and subject positions, with special attention given to the question of how they regulate pupils’ civic activities. The analysis of ten textbooks showed that democracy is constructed as liberal, representative government, and that textbooks describe contemporary Swedish government as a truly democratic, rational and effective form of government. Consequentially, citizens are predominantly described as voters, as opposed to politicians. The relationship between voters and politicians was constructed as a relation of trust and a trade-off where voters exchange votes for political decisions in their favor. The relationship between text and readers is partially characterized by subordination, and partially by persuasion. The common denominator is the necessity to reproduce contemporary political structures by means of practicing citizenship - that is, voting – and by identification with existing formal political structures as democratic and superior. Thus, the overall conclusion is that textbooks enact a certain conflict between means and ends. While the end is the reproduction of liberal democracy and liberal, individual citizenship, pupils are requested to transform themselves into supporters of contemporary Swedish democracy, positioning them as not-yet-citizens and not-yet political subjects ER - TY - JOUR T1 - Crossings and Crosses. Religion and Education in Baltic and Barents Borderlands T2 - Sovijus SN - 2351-4728 A1 - Lundén, Thomas PY - 2015 VL - 2 IS - 3 SP - 68 EP - 85 LA - eng PB - Kaunas KW - cross-border relations and cooperation KW - education KW - religion KW - territorial state KW - baltic-barents region KW - östersjö- och östeuropaforskning KW - baltic and east european studies AB - The extent and content of boundary barrier functions can be explained by decisionsmade by the neighbouring states and their implementation on the local level. Withthe sudden changes of government and governance in 1989–1991 in Eastern andCentral Europe, the relation between individual and state changed drastically,from top-down, 'socialist' state-territorially contained relations into a moremultidimensional relationship where democratic bottom-up influences plays a moreimportant role, but where also commercial interests, mediated information andsupra-state ('international') regulation intervene. In the juxtaposition of territorialstates, the difference in jurisdiction between hierarchical levels has led to misfits,asymmetries that negatively impact the possibilities for cross-border co-operation.Using a cultural trait, that of religion as a measure of internal and cross-borderinteraction, the following questions were asked: What is the relation between theterritorial ("nation") state, civil society and education in border towns? Will the localteaching of religion be influenced by the proximity of a different state with anotherset of cultural and jurisdictional norms? The questions were approached withexamples from the teaching of religion, ethics and civics in northeastern Europeanborder areas, involving border twin towns in Norway, Russia, Finland, Estonia,Latvia, Poland and Germany. The present study involved four different academicdisciplines; the study of religion, education, geography and political science.Information about the teaching of religion and ethics was made throughstructured interviews with teachers and principals of selected schools made byassistants fluent in the language(s) of the locality. Questions were also asked aboutthe use of religious and other symbols, the celebration of holidays and other eventsThe study resulted in a general rejection of the hypotheses. Education,especially related to religion, civics and ethics, is almost completely influenced by thehomogeneous territorial jurisdiction of each state. Local civil society plays a minorrole in the teaching. Local religious groups are usually not invited to the schools,and parents show little interest in the teaching contents of school life. The existenceof cross-border migrants is to some extent taken into consideration in languageteaching, but not in civics or religion. While cross-border relations are friendly, theyare rarely intense. ER - TY - CONF T1 - The role of leaders in fostering civic engagement and student voice activities: tales from a democratic school A1 - Mitra, Dana A1 - Serriere, Stephanie A1 - Bergmark, Ulrika A1 - Brezicha, Kristina A1 - Kawai, Roi A1 - Lane, Jennifer A1 - Salopek, Michelle PY - 2011 LA - eng KW - education AB - This symposium examines the question: how can school leaders can foster civic engagement practice throughout the school? The papers examine aspects of this theme within one elementary school: the (perhaps inherent) dilemmas of being a democratic leader, the contexts and conditions that impact the promotion of civic-efficacy in children, the relationship between civic engagement and inquiry-based practices, and the way in which teachers “sense-make” of their leader’s civic-based initiatives. In a time when schools face constant pressure to narrow the focus on test scores, the papers provide important lessons on how leaders can maintain a vision of civic education despite these strong external pressures. ER - TY - BOOK T1 - World Citizenship Education and Teacher Training in a Global Context A1 - Cappelle, George A1 - Crippin, Gary A1 - Lundgren, Ulla PY - 2011 LA - eng PB - CiCe Central Coordination Unit ER - TY - THES T1 - Naturliga medborgare: Friluftsliv och medborgarfostran i scoutrörelsen och Unga Örnar 1925-1960 A1 - Lundberg, Björn PY - 2018 LA - swe PB - Arkiv AB - Avhandlingen Naturliga medborgare undersöker hur frilfutsliv och lägerverksamhet använts som metoder för medborgarfostran i scoutrörelsen och Unga Örnar under perioden 1925–1960. Frågorna som undersökts innefattar hur organisationerna artikulerade ideal om medborgarskap, hur barn och ungdomar skulle fostras till goda medborgare samt mer specifikt hur natur och friluftsliv skulle bidra till att förverkliga det goda medborgarskapet. Resultaten från undersökningen visar att organisationerna förespråkade ett aktivt medborgarskap, och fostran i medborgarskap innefattade därför olika praktiker. Barn skulle lära sig agera som goda medborgare. I scoutrörelsen lades tonvikten på civilt deltagande medborgarskap, medan Unga Örnars fostran har karakteriserats i termer av politisk deltagande. Element av dessa medborgarideal återfanns dock i båda organisationerna. Medborgarfostran har också analyserats ur ett styrningsperspektiv och självreglerande praktiker, där friluftslivet fungerat som ett sätt att lära barn reda sig själva. Med utgångspunkt i begreppet heterotopi har lägren analyserats som platser där ideal om samhälle och natur iscensattes genom deltagarnas aktiva medverkan. Uppmärksamhet har också ägnats åt förändring över tid, bland annat andra världskrigets nyttoinriktade lägerverksamhet och jordbruksarbete samt efterkrigstidens förändringar kring medborgarideal. Avslutningsvis har friluftslivet studerats som både nationell och internationell praktik, där ideal om svenskhet och transnationella gemenskaper samverkade. ER - TY - CONF T1 - Shared life-world: a discussion about the learning pre-school child and active citizenship T2 - Abstracts A1 - Westman, Susanne PY - 2010 SP - 34 EP - 35 LA - eng KW - education AB - It appeared to me as a frightening fact that the children at our pre-school maybe did not see their possibility to influence even though we had tried to open for participation. I understood that in our eagerness we had taken children's perspective for granted. Instead the children had made their own strategy in order to do the best out of the situation... (pre-school teacher). This quotation from a pre-school teacher can be seen as an example of the difficulties when working with participation in pre-school. Research shows that genuine participation is hard to achieve in pre-schools. Although the awareness among pre-school teachers concerning those questions has grown, it is often of small interest from the society to create places where the children have had an opportunity to have a say in matters concerning them or their community. Participation among the children then relies on the pre-school teachers working with them. How can preschool teachers, within pre-school as an organisation, meet children with reciprocity, really listen to them and organize education in pre-school from their perspective? Society and adults often talk in very generalizing words about what a child is, what children like to do or how children learn. This view stems from the development psychology, which has had a great influence in the field of childhood and early childhood education. Images or constructions of the child have changed from a poor and weak child to a competent child. Those images and lasting generalisations tend to sustain limiting obligations which makes truly listening, meeting and participation very difficult. Inter-subjectivity is described as central in human meetings and can be described as our common interaction, negotiation and description of ideas and phenomenon in our every day life. The aim of this paper is to analyse and discuss the life-world as a theoretical concept related to the context of the pre-school, with a special focus on inter-subjectivity and how to understand "the learning preschool-child". I want to highlight the possibility to move from representations and generalisations about the learning pre-school child towards the unique child. I will also argue that the life-world entail the possibility to move from a perspective of "either/or" to a perspective of "both/and", where the relations between for example body and soul, subject and object, individual and social, process and result are intertwined. The theory of the life-world in general, and inter-subjectivity in special, becomes a condition for understanding the other's subjective I - the unique meeting with the unique person in the unique situation. It is therefore important for the pre-school to really take the children's participation into account. To meet the child as a unique person, and to really listen to the same, is a prerequisite to promote an active citizenship for the learning pre-schoolchild and therefore a relevant aspect when creating educational knowledge and new spaces for educational research in the Nordic countries. ER - TY - JOUR T1 - Makt: Relation eller tillstånd?: Om utmaningar i att undervisa om analys av makt i samhällskunskap T2 - SO-didaktik SN - 2002-4525 A1 - Brolin, Krister A1 - Waern, Marie A1 - Cottin, Karina A1 - Mattsson, Anna-Karin A1 - Jägerskog, Ann-Sofie A1 - Tväråna, Malin PY - 2018 VL - 5 SP - 64 EP - 70 LA - swe KW - samhällskunskap KW - makt ER - TY - BOOK T1 - Martha Nussbaum: Ancient Philosophy, Civic Education and Liberal Humanism PY - 2019 LA - eng PB - Södertörns högskola KW - idé- o lärdomshistoria KW - historical studies KW - historiska studier AB - From texts first published in 1972 up to her most recent work, this volume consists of seven articles that discuss Martha Nussbaum’s work focusing on her treatments of ancient philosophy, civic education and liberal humanism. The volume provides a general overview of these three aspects of Nussbaum’s philosophy and raises some concerns and critical questions about specific parts of her work. In addition, the volume is thematically organized; some articles deal with Nussbaum’s readings and uses of ancient philosophers—specifically, Heraclitus, Plato and Aristotle, respectively—while the others examine her views on liberal education, cosmopolitanism, human rights and aging.As one of our time’s most influential philosophers, Martha Nussbaum displays the relevance of philosophy for contemporary political and ethical concerns. Engaging with her philosophical work brings to light some of the most pressing questions of our time. ER - TY - CHAP T1 - What name are we?: Global citizenship education for whom? Response to Madeleine Arnot T2 - Values, religions and education in changing societies A1 - Sporre, Karin PY - 2010 SP - 67 EP - 74 LA - eng PB - Dordrecht, Heidelberg, London, New York : Springer KW - gender KW - citizenship education KW - global ethics KW - epistemology ER - TY - CHAP T1 - Fundamental Questions of Vision: Higher Arts Public Education, Research and Citizenship T2 - Art Futures: Current issues in higher arts education, edited by K. Corcoran, C. Delfos, and F. Solleleveld, pp. 20-29 A1 - Wilson, Mick PY - 2011 LA - eng PB - Amsterdam : ELIA KW - art education KW - europe KW - critique AB - For contemporary cultural practice, the question of education is most often inflected by a critique of the state’s formal apparatuses of education and social reproduction. Dissent is particularly focussed against the imposition of a bureaucratic ‘managerialism’.4 This managerialism is seen as characteristic of the instrumentalised technocratic programme for the state’s role in education and culture. For the purposes of the contemporary state, at both national and European level, education and culture are increasingly apprehended primarily as matters of economic policy, human capital formation and market development. There is however another tendency gaining ground across Europe. This is the re-animation of an older Kulturkampf paradigm which understands the state’s role in education and culture as that of constructing and reproducing a communal vision of cultural identity, ethnic nationalist citizenship and chauvinistic social regulation. Thus we see the demise of the post-WWII North European social democracies as neoliberal centrist and right wing coalitions make pragmatic common cause with various extreme xenophobic and racist nationalistic factions. Within a context where public and media discourses appear evacuated of value constructs other than the reduced terms of economy, celebrity and security/threat, it is hard to estimate the longer term significance of this renewal of Kulturkampf rhetorics from the extreme right. For higher arts educators, there is clearly cause for concern when the work of culture seem set to be squashed between the rock of economic instrumentalism and the hard place of chauvinistic cultural nationalism. ER - TY - CONF T1 - Preparing Teachers of Social Studies in a Postdigital Era – Teacher Educators’ Views of Digital Citizenship and Professional Digital Competence A1 - Örtegren, Alex A1 - Olofsson, Anders D. PY - 2022 LA - eng KW - digital citizenship KW - teacher education KW - social studies KW - professional digital competence KW - postdigital AB - In a postdigital era, the conditions in Europe for digital citizenship further change as digital technologies pervade societal contexts to the degree where they have become embedded, a blur of relationships between the digital and the physical, the online and the offline, technology and social life (Jandrić et al., 2018), which changes how people interact as members of society (Burbidge et al., 2020). Consequently, digital citizenship is not limited to a ‘digital’ sphere but non-linear and interrelated with the material, being one among other integrated dimensions of citizenship (Choi, 2016), and this places new demands on teacher educators’ (TEDs) preparation of social studies teachers to address questions relating to digital citizenship in their teaching.TEDs believe that digital citizenship is important to address in teacher education (TE), and some suggest that social studies TE is where such questions ought to be addressed (Örtegren, forthcoming). Some examples illustrating the importance of digital citizenship are digital civic engagement (Lindgren, 2017), partisanship amplified by social media (Hasen, 2020), and the role of artificial intelligence systems and algorithms in relation to citizenship (Burbidge et al., 2020). Digital citizenship has also been highlighted by the European Union, for instance in citizenship frameworks such as DigComp 2.1 (Carretero et al., 2017), and Sweden has established a commission (Government Directive 2018:88) targeting challenges to democracy in relation to digital technologies which includes educational efforts. TEDs have a key role in preparing student teachers for the fostering of democratic citizens (Raiker & Rautiainen, 2020), and in Sweden, social studies has a long history of addressing citizenship even if the fostering of democratic citizens concerns all school subjects (Sandahl, 2015). Currently, Sweden’s social studies curriculum for upper secondary school covers among others the use of digital technologies for democratic influence (cf. Swedish National Agency for Education, 2018), which reflects how ideals of digital citizenship are present in the Swedish curriculum (Christensen et al., 2021), and the curriculum is a key document for TEDs to consider when preparing social studies teachers. Therefore, teachers of social studies, and by extension TEDs in social studies TE, require professional digital competence, which are profession-based skills and knowledge of digital technologies in education (Lund et al., 2014) in relation to digital citizenship (Choi, 2016).The aim of this paper is to examine Swedish teacher educators’ views of digital citizenship in social studies TE, and the related conditions for TEDs’ professional digital competence to teach teaching for digital citizenship. Previous research has identified a need for TEDs to support student teachers of social studies to develop their understanding of democracy, including implications of different conceptualizations of democracy in social studies for classroom practice (Eriksen, 2018). Similarly, research has shown that TEDs in social studies TE need policy support to develop professional digital competence necessary to fulfill their tasks (Miguel-Revilla et al., 2020). This echoes broader TE research which highlights the importance of continuous professional development in relation to professional digital competence (e.g., Lindfors et al., 2021). Thus, this paper addresses calls for more educational research on teaching for digital citizenship (Christensen et al., 2021) focusing specifically on social studies TE (Örtegren, forthcoming).Method: In Sweden, subject TE prepares teachers for teaching pupils aged 13-19, which requires a Degree of Master (4 to 5.5 years of full-time study, 240-330 ECTS); program length depends on if the students choose the compulsory-school track or the upper-secondary school track. Six of 19 TE institutions in Sweden that prepare teachers of social studies participated, representing variation as to geography, age, and size. By means of purposive sampling, semi-structured interviews were conducted on Zoom at the beginning of the spring semester of 2022 with 14 TEDs, holding various positions, who taught social studies TE that included questions relating to citizenship. Based on prior research, the interviews covered areas such as digital citizenship and professional digital competence to teach for digital citizenship in relation to social studies TE. The manner was similar to in-depth interviewing with follow-up questions and probes, such as ‘What do you think could…?’. The interviews were recorded digitally and transcribed verbatim. Course documents specific to the area of social studies TE taught by the TEDs and the transcriptions were imported into NVivo Release 1.5.1, which was used for search queries, organizing, and coding the data. A Reflexive Thematic Analysis (Braun et al., 2019) was performed whereby the researcher generated themes. This process comprised iterative phases of close-reading and notetaking, coding, merging and grouping codes based on similarity, and subsequently the formation of subthemes and main themes. The analysis of dimensions of professional digital competence needed to teach teaching for digital citizenship drew theoretically from the Professional Digital Competence Framework developed for Norwegian TE (Kelentrić et al., 2017).Expected Outcomes: Initial results indicate an agreement among TEDs that questions relating to digital citizenship need to be addressed in social studies TE. Important reasons include the impact on democracy by algorithms, disinformation, post-truth politics, and broadly challenges to democracy where digital technologies are used or facilitate such processes, for instance by extremist groups or authoritarian regimes. Echoing previous research on digital citizenship in Swedish subject TE (Örtegren, forthcoming), TEDs conceptualize digital citizenship in different ways, which the early analysis suggests are linked to the perceived type of impact on democracy linked to digital technologies. For example, an increase in disinformation necessitates a conceptualization of digital citizenship where important features include searching for information, assessing and comparing sources, and drawing conclusions based on available information. Similarly, these conceptualizations are linked to different dimensions of professional digital competence, and TEDs require professional development in this field. Combined, the span of conceptualizations and the subsequent professional digital competence required may impact TE equivalence in relation to how student teachers are prepared to teach for digital citizenship. This could impact not only the skills and knowledge that future K-12 pupils develop in social studies, but the way future teachers address questions relating to democratic work. Therefore, the early results highlighted by this paper indicate that TEDs need continuous professional development in digital citizenship, and it also echoes previous studies emphasizing the need for professional development in relevant dimensions of professional digital competence (e.g., Lindfors et al., 2021). Moreover, the paper highlights the role of TE policy to promote equivalence regarding digital citizenship in social studies TE, and in this regard, an important question is what conceptualizations such TE policy should promote. These early results could speak to other national contexts where digital citizenship similarly is highlighted as important, for instance in the European Union. ER - TY - CONF T1 - Global challenges in an interdiciplinary subject context: challenges in Teacher Education course development A1 - Sonesson, Kerstin A1 - Bouakaz, Laid A1 - Hartsmar, Nanny A1 - Löfström, Gunilla PY - 2013 LA - eng KW - global challenges KW - interdiciplinarity KW - course development KW - teacher education AB - An interdisciplinary team of lectures at the Teacher Education, Malmö University, are currently developing a new course on intercultural understanding, citizenship and sustainable development. Teacher students training for secondary and upper secondary school will take the compulsory course Global challenges in a subject context, 9 ECTS, during their third year, with start in the autumn 2013. All our teacher training programs, pre-school to upper-secondary school, integrate subject area studies and teacher education. ESD is also integrated in all programs as the Swedish Act on Higher Education claims: Institutions of higher education shall promote sustainable development in their activities … (Chapter 5 §). The students, a mixture of students from all subjects given in the two teacher training programs, will mainly focus on the areas of intercultural understanding, citizenship and sustainability in the context of the student’s subject area during in the course. The learning activities will be among others participatory and inquire based learning. Student written articles in a web magazine and student presentations in a Conference at Malmö University will be the assessments. The new course concept is challenging current paradigms in Swedish teacher training. The participatory approaches and other challenges in developing the course will be presented. ER - TY - CONF T1 - Att förstå och värdera politiskt ansvar genom nyhetsbevakning: extrahering av en samhällskunskapsdidaktisk modell T2 - Book of abstracts-NOKSA 2024 A1 - Jakobsson, Martin A1 - Olsson, Roger PY - 2024 SP - 44 EP - 44 LA - swe PB - : UCL Erhvervsakademi og Professionshøjskole KW - samhällskunskap ER - TY - CONF T1 - Citizenship education in discussions concerning “political” issues A1 - Liljestrand, Johan PY - 2011 LA - eng ER - TY - CONF T1 - Citizenship education, national identity, and political trust: The case of Sweden A1 - Lödén, Hans PY - 2015 LA - eng ER - TY - CHAP T1 - Unpacking postnormativity in religious and civic education: Coming to an early end? T2 - Crossings and crosses A1 - Strandbrink, Peter PY - 2015 SP - 155 EP - 169 LA - eng PB - Boston : Walter de Gruyter ER - TY - CONF T1 - Samhällskunskapsundervisning om samhällsekonomi: Pendling mellan vardag och vetenskap för en djup och sammanhängande kunskap T2 - Book of abstracts-NOKSA 2024 A1 - Walkert, Michael A1 - Jakobsson, Martin PY - 2024 SP - 27 EP - 27 LA - swe PB - : UCL Erhvervsakademi og Professionshøjskole KW - samhällskunskap ER - TY - JOUR T1 - Samhällskunskap i den nya ämneslärarutbildningen - samhällskunskapens innehåll vid 14 lärosäten i Sverige T2 - Nordidactica SN - 2000-9879 A1 - Johansson, Jörgen PY - 2017 VL - 4 SP - 1 EP - 27 LA - swe PB - Karlstad : Centrum för de samhällsvetenskapliga ämnenas didaktik (CDS), Karlstad universitet KW - samhällskunskap KW - ämnesdidaktik KW - ämnesteori KW - vetenskaplig metodologi KW - normativ teori AB - Syftet med artikeln är att analysera samhällskunskapsämnets innehåll i ämnes­lärarutbildningen vid lärosäten i Sverige. Avsikten är att analysera hur man vid olika lärosäten utformat ämnesinnehåll och ämnesdidaktisk integrering i kursplaner. Studien besvarar fyra frågor; I vilken omfattning det förekommer lärandemål i samhällskunskap om (1) faktuell kunskapsöverföring, vetenskaplig metodologi, granskande undersökningar; (2) normativt innehåll; (3) ämnesdiscipliner respektive flervetenskapliga tematiseringar samt (4) ämnesdidaktik. Kursplaner i samhällskunskap från 14 lärosäten har analyserats vid två tillfällen, 2009 och 2015, dvs. före och efter den senaste lärarutbildningsreformen i Sverige. Resultaten visar att det totala antalet lärandemål i samhällskunskapskurserna ökat med 21 % och att detta i hög grad betingas av att statsmakten lagt in fler lärandemål i examensförordningen jämfört med tidigare. Analysen visar (1) att inslagen av ämnesdidaktisk integrering ökat i kursplanerna, (2) att andelen flervetenskapliga tematiseringar minskat, (3) att mängden ämnesteoretiska lärandemål varit oförändrade men fått fler inslag av normativt färgade problemställningar samt (4) att inslagen av vetenskaplig metodologi varit oförändrade. Analysen av kursplanerna indikerar behov av ytterligare analys och ämnesdidaktisk forskning om samhällskunskapsämnet möjligheter gällande bl.a. tvärvetenskaplig integrering, vetenskaplig metodologi samt betydelsen av normativa ansatser. ER - TY - CONF T1 - What is the value of democracy in schools?: a comparison of civic skills’ expectations in the United States, Sweden, and India A1 - Mitra, Dana A1 - Bergmark, Ulrika A1 - Brezicha, Kristina A1 - Kostenius, Catrine A1 - Serriere, Stephanie PY - 2013 LA - swe KW - education KW - health science AB - This paper examines the related concepts of civic skills/engagement and life skills across three national contexts—the United States, Sweden, and India. Within the paper, we explore cross-national issues, trends and terminologies of civic skills (and related terms) in curricular policy. We look at differences in content to explore the goals and vision behind civic skill development in these nations. We also look at the locus of civic skill development—in social studies curricula, national goals, and elsewhere. We specifically ask “what kind of people would be created by the policies document? What are the values undergirding the vision for this guiding document?” We conclude by exploring related challenges educational leaders face in the inclusion of civic skills in the purposes of schooling and subsequent curricular policy. ER - TY - CONF T1 - Visuella modeller i samhällskunskap: Hur gör man? A1 - Jägerskog, Ann-Sofie A1 - Tväråna, Malin A1 - Björklund, Mattias A1 - Strandberg, Max PY - 2023 LA - swe KW - samhällskunskap KW - visuell litteracitet KW - kritisk samhällsanalys KW - undervisningsdesign AB - I samhällskunskapsundervisningen illustreras ofta samhällsfrågor och samhällssystem genom visuella modeller, vilka kan vara svåra för eleverna att förstå (Roberts & Brugar, 2017). Presentationen beskriver resultat från ett treårigt undervisningsutvecklande projekt som undersöker relationen mellan elevers samhällsanalytiska resonemang och användandet av visuella modeller i samhällskunskapsundervisningen. Elever i såväl mellanstadiet, högstadiet och gymnasiet ingår istudien.I studiens första fas undersöktes, med hjälp av fenomenografi och variationsteori, vad elever behöver få möjlighet att urskilja för att kunna föra kvalificerade samhällsanalytiska resonemang med hjälp av några olika visuella modeller. (Jägerskog m.fl., kommande). De kritiska aspekter som identifierades i denna första fas låg till grund för utformandet av de undervisningsinterventioner som genomfördes i studiens andra fas, vilken står i fokus för denna presentation. De resultat som diskuteras i presentationen består av undervisningsprinciper som verkar underlätta elevernas urskiljande av de aspekter som i fas 1 identifierades som kritiska. Designprinciperna identifierades genom analys av transkriberade gruppdiskussioner och filmade lektioner från 17 undervisningsinterventioner med 300 elever i olika åldrar. Den analytiska fråga som ställdes till materialet var: Vilka undervisningshandlingar tycks göra det möjligt för eleverna att urskilja aspekter som är kritiska för att läsa plotdiagram som dynamiska sociala frågor som kan förändras, respektiveatt läsa flödesdiagram som föränderliga och öppna samhällssystem?Resultaten visar att visuella modeller kan öppna upp för ett kvalificerat samhällsanalytiskt resonemang hos elever i såväl de lägre skolåren, som i de högre. För att detta ska ske krävs dock en undervisning som på ett genomtänkt sätt drar nytta av de möjligheter som visuella modeller av samhällsfrågor och samhällssystem för med sig, men som också hanterar de utmaningar som de medför. I presentationen diskuteras och exemplifieras tre designprinciper som verkar stödja elevernas komplexa resonemang om de samhällsfrågor och system som illustreras i modellerna. Dessa designprinciper utgörs av simultanitet, utzoomning och kontrastering. I presentationen diskuteras vad dessa designprinciper får för konsekvenser för undervisningen, men också vad de kan få för konsekvenser för teoridiskussioner om samhällsanalytiskt tänkande och visuell litteracitet. ER - TY - CHAP T1 - Territorial regulation in Cross-Border Proximity: The Teaching of Religion and Civics in the Baltic-Barents Boundary Areas T2 - The New European Frontiers A1 - Lundén, Thomas PY - 2014 SP - 64 EP - 88 LA - eng PB - Newcastle on Tyne : Cambridge Scholars Publishing KW - baltic KW - barents KW - border KW - religion KW - education KW - östersjö- och östeuropaforskning KW - baltic and east european studies ER - TY - JOUR T1 - The Social Studies Subjects and Intersectionality: Multi-Categorical Approaches in Upper Secondary Education T2 - Nordidactica SN - 2000-9879 A1 - Nyström, Daniel PY - 2022 VL - 3 IS - 12 SP - 101 EP - 121 LA - eng PB - Karlstad : CSD Karlstad KW - upper secondary education KW - social studies KW - intersectionality KW - gender mainstreaming KW - anti-discrimination KW - comparative subject didactics KW - subject-specific education AB - This article studies how the social studies subjects – civics, geography, history, and religious education – in Swedish upper secondary education describe and conceptualise the categories of gender, class, ethnicity, and sexuality. The background is that the syllabi stipulate that analytical perspectives based on these categories should be used to interpret subject-specific content. These categories connect implicitly and explicitly to intersectionality theory and to anti-discrimination policy making. Through a text analysis of syllabi and textbooks, the article revolves around the questions: What kind of multi-categorical approach is being constructed in the different social studies subjects? How does that relate to intersectionality theory? Is the purpose of a multi-categorical approach to fight against discrimination? The result shows that there are slightly different emphases being made depending on school subject. History and geography give priority to the category of gender, whereas civics and religious education present a more varied utilisation. All subjects employ a so-called additive intersectional model, where categories are treated separately. Civics and religious education include discussions of both identity constructions and structural factors. Geography and history focus mainly on a structural level. Religious education is the only subject that explicitly discusses intersectionality theory. To the extent that writings with an anti-discriminatory message occur, the message is often that it is important that the individual show respect and tolerance towards others.  ER - TY - JOUR T1 - Samhällskunskap och historia i svensk gymnasieskola: ämnenas roll och relation i diskurs och ämnesplaner T2 - Nordidactica SN - 2000-9879 A1 - Sandahl, Johan PY - 2014 VL - 1 SP - 53 EP - 84 LA - swe PB - Karlstad : CSD Karlstad KW - medborgarkompetens KW - medborgarfostran KW - historiedidaktik KW - samhällskunskapsdidaktik KW - historiemedvetande KW - historiebruk KW - demokrati KW - medborgarskap KW - subject learning and teaching KW - ämnesdidaktik KW - samhällskunskap AB - Abstract: The adoption of new syllabuses in history and social science in the new Swedish curriculum raises questions on the relationship between the two subjects. Social Science and History as school subjects have previously been described as both competing and complementary. The competing aspect has mainly been descibed in terms of citizenship education and the complementary aspect has been described in terms of content, abilities, and temporality. This article discusses how history and social science relate to these four topics in didactic discourse and in the new syllabuses. In the didactic discource both subjects underline the importance of making subject matter useful in life outsideschool. However, the new syllabuses are very differently formulated in this sense. History is closely connected to citizenship education and describes content, abilities and temporality in such a context. Social Science on the other hand downtunes the traditional role as a subject important for citizenship. Instead, focus is aimed at disciplinary thinking and using knowledge to understand social science methods and theories. This development is seen as very problematic and challenging for a meaningful teaching of Social Science in upper secondary school. In response to this challenge, the author proposes interdisciplinary didactic development, especially in developing "dynamic concepts" within Social Science didactics. ER - TY - CONF T1 - Citizenship and Children’s Identity in The Adventures of Nils and Scouting for Boys A1 - Sundmark, Björn PY - 2007 LA - eng KW - citizenship KW - scouting AB - One of the problems facing present-day liberal and multicultural society is how to negotiate identity and nation through education. If national belonging becomes exclusive and territorial, it will alienate those who feel (or are told) that they are not fully qualified citizens. On the other hand, if citizenship is inclusive but meaningless, society is still at risk. Little prevents it from disintegrating into subcultures and interest groups based on ethnicity and religion. Indeed, both assertive exclusion and watered-down inclusion are problematic, for in each scenario identity-formation and citizenship is disconnected from the greater good of the community. Inclusive and meaningful education is one key. In my paper I will appraise two widely different educational approaches to these issues, both of which have been in and out of fashion for a hundred years. I refer to those seminal works of citizenship and children’s identity: The Adventures of Nils (1906-7) by Selma Lagerlöf and Scouting for Boys: A Handbook for Instruction in Good Citizenship Through Woodcraft (1908) by Robert Baden Powell. The two texts are characteristic of their time and their respective national and cultural contexts – British Empire and Swedish nation – and there is admittedly a lot of ideological and pedagogical lumber between the pages. For instance, the way in which male gender by default equals “human” is of course striking. Nils is a boy, yet unproblematically used as an Everyman representing all children. And Baden-Powell’s handbook is apparently directed at boys only. However, despite these flaws, a critical reading, where I shall make use of recent theories on citizenship and nation, shows that these works still have something say in the educational debate of the 21st century and the questions raised about identity and inclusion. ER - TY - CONF T1 - Regional input från lärare om nyhetsbevakning för utveckling av politiskt ansvar i samhällskunskap A1 - Jakobsson, Martin A1 - Olsson, Roger A1 - Lundborg, Kamilla PY - 2025 LA - swe KW - samhällskunskap AB - Den liberala representativa demokratin utmanas idag, där det är lätt för medborgare att stödja politiska förslag som erbjuder enkla lösningar på komplexa problem. Vi vill tillsammans med lärare i samhällskunskap utveckla den etablerade lektionsaktiviteten nyhetsbevakning i syfte att stärka tilliten till det politiska systemet. Medborgare behöver stärkt kompetens när det gäller att förstå politiskt ansvar. Denna kompetens är avgörande för ett fungerande politiskt ansvarsutkrävande, där medborgare kan ge upplyst feedback till sina förtroendevalda, som i sin tur har ansvar för att fatta välgrundade beslut. Vi bjuder in till ett dialogmöte om nyhetsbevakning i samhällskunskap med lärare från olika delar av regionen som är intresserade av att utveckla sin undervisning. Under passet delar vi aktuell forskning inom området och presenterar pågående och framtida projekt inom nyhetsundervisning, däribland en kommande temadag, och där vi tillsammans utforskar möjligheter för framtida samarbeten kring ämnet. ER - TY - THES T1 - Interkulturell förståelse i engelskundervisning - en möjlighet A1 - Lundgren, Ulla PY - 2002 LA - swe PB - Forskarutbildningen i pedagogik, Lärarutbildningen, Malmö högskola KW - critical cultural awareness KW - citizenship education KW - curriculum theory KW - national guidelines KW - language teachers KW - intercultural communicative competence KW - intercultural understanding KW - culture in foreign language teaching and learning KW - pedagogy and didactics AB - The aim of this study is to examine the prospects of developing intercultural understanding through English as a foreign language (EFL) education in the Swedish comprehensive school. This overall aim is split into two subordinate aims: (1) to analyse and problematize the intercultural dimension of EFL as three discourses, research discourse, authority discourse and teacher discourse; (2) to relate the above discourses to each other in order to reveal a space for the interpretation of culture teaching and learning culture in EFL.The thesis is set in a broad social constructionist frame. The study draws on perspectives applied to culture theory (Street, Hannerz, Thavenius, Sjögren), current theories about language and culture (Kramsch, Byram, Risager), critical discourse analysis (Fairclough) and curriculum theory (Svingby, Englund). The intercultural dimension of EFL form an order of discourse with competing discourses. The findings are summarized as two categories, opportunities and obstacles for developing intercultural understanding in EFL education: Opportunities promoting intercultural understanding: (1) International and national guidelines prescribe understanding of otherness across the curriculum. (2) A theoretical base is available which is in agreement with the Swedish value base. (3) EFL syllabus introduces intercultural understanding and intercultural competence. Intercultural understanding shall be assessed. (4) The interviewed teachers consider developing students' understanding of otherness and self as important issues. (5) An increasing number of multicultural students can contribute to alternative perspectives in the language classroom. Obstacles preventing intercultural understanding: (1) Current research does not reach teachers. (2) The national syllabus narrows culture to factual knowledge, uses vague concepts and offers no assessment criteria. (3) National tests do not assess intercultural understanding. (4) School organisation, obstructs cross - curricular thematic education. (5) Teachers lack time for didactic reflection and development. (6) Local microcontext is seen as main obstructions. (7) Students' lack of ability to take the perspective of the other is considered a major obstacle. Finally the three discourses are related to each other and a model is presented showing a space for the interpretation of culture teaching and learning culture in EFL. ER - TY - CONF T1 - Professional Knowledge Domains in Community-oriented Teacher Education: A literature review T2 - SRHE Annual Research Conference 2023 A1 - Kitooke, Amoni PY - 2023 LA - eng PB - Birmingham, UK KW - teacher education KW - community-oriented praxis KW - professional knowledge KW - teacher education and education work KW - lärarutbildning och pedagogisk yrkesverksamhet AB - Initial teacher education through higher education courses and school-based practicums has been criticised for being decontextualised and insufficiently preparing teacher candidates to address the complexity and needs of the classroom, school, and local communities. An alternative, practice-intensive initial ‘teacher training’ uncritically offers a curriculum-scripted approach aimed at increasing standardised test scores but attends much less if at all to students’ experiences and community needs. An emerging third approach, community-oriented teacher education (CoTE), combines learning in higher education, school-based practicums, as well as experiential learning and civic participation in community life. An unresolved question remains: what kinds of professional knowledge do CoTE practices and activities develop among teacher candidates? This literature review analyses the process phases of CoTE activities in 12 contexts and identifies that CoTE develops teacher candidates’ theoretical, technical, practical, and critical-emancipatory knowledge. ER - TY - CONF T1 - Building sustainable futures though research and education: foundational ES/ESE imagery diversity in peer-reviewed educational research literature T2 - ECER 2023 A1 - Reichstein, Birte PY - 2023 LA - eng KW - purpose of education KW - sociology of education KW - critical perspectives KW - anthropocene KW - citation content analysis AB - In Western countries, citizens spend a significant part of their life embedded in an educational system. Educational systems present facts and structures explicitly by WHAT is taught and assessed, and implicitly by HOW it is taught and assessed. Hence, education affects citizens’ perceptions of societal values in terms of both knowledge and behavior. Consequently, education can be expected to have homogenizing effects on citizens. Depending on WHAT and HOW we teach and assess, diversity in knowledge, values, and attitudes can either be acknowledged and embraced, or silenced and rejected.In times of sustainability crisis, education has been identified as a key component to solve environmental and sustainability challenges. Education for Sustainability (ES) andEnvironmental and Sustainability Education (ESE) acknowledge educational systems’ potential to prepare citizens, and aim at fostering responsible citizens that act for sustainable futures (Eilks et al., 2019; Niebert, 2018). To pursue sustainability - the mitigation of environmental impact to ensure the prevailing of a viable and livable planet Earth for all living organisms (human and non-human) - demands radical societal change in Western countries. Economies and lifestyles must be adjusted (Niebert, 2019, and this in ways that decenter us humans to make room for more relational approaches to planet earth and its inhabitants (UNESCO, 2021). For this adjustment of economies and lifestyles, citizens must perceive change and diverse views as valued in society. Educational systems must ensure not to reproduce, but to reconstruct, societies to enable transformation (Wals, 2022). Students and teachers must be invited to contribute to the diversity of solutions as knowledge producers rather than being presented with homogenizing one-fits-all solutions.I intend to stimulate awareness of and attentiveness to diverse views on sustainability in educational research. My focus concerns the diversity of applications and understandings of the concepts, ESand ESE, in peer reviewed educational research literature. A diversity with spatial, temporal, and cultural dimensions, and a concept with economical, ecological, and social dimensions. In Western countries, tensions between the economic dimension, and the ecological and societal dimensions have far-reaching consequences, not least on which views are amplified and which may be muffled. While economic forces ask for effectivization, ecological and social dimensions demand a slowdown of economy. A slowing down necessary to discover and explore alternative paths in a complex world. A complexity that must not be simplified for the sake of effectivization, but that should be embraced to explore diverse routes to sustainable futures (UNESCO 2021). Hence, I explore how the economically-dependent research machinery (cf., Savat & Thompson, 2015) affects the pace of ES/ESE research, and thereby our openness for true change in the worst-case causing diversity loss in ES/ ESE discourse. An unintended loss of alternative views that could cloud our judgement of how to act towards sustainability.With my critical analysis of the ES/ESE discourse in the peer-reviewed literature, I intend to further stimulate discussions regarding educational systems’ purpose and ability to prepare students for our journey towards sustainability.  A matured discourse that has and still tends to evolve around dichotomies like instrumental - emancipatory (e.g., Wals, 2011), alternatively qualification – citizenship (e.g. (Bauer, 2003; Hansen & Phelan, 2019; Willbergh, 2015). Human-centered dichotomies questioned by researchers that take more critical posthuman perspectives on ES/ESE (e.g. Lysgaard 2019). Recently, the diversity of perspectives on ES/ESE has taken a leap. This development led me to ask the following questions:What strands of ES/ESE discourse are represented in western peer-reviewed educational research literature?How does ES/ESE research utilize these diverse views, are there tensions or co-actions?Method: To answer my research questions, I apply a critical discourse analytical perspective on sustainability problems’ representations in research literature concerning ES. My analytical methodology is inspired by Carol Bacchi’s (2009) “What is the problem represented to be?” (WPR)-approach, an approach developed for policy texts, but equally applicable to other text types dealing with problem identification and solution proposals. The WPR-approach is inspired by Foucault, and aims to make visible the unsaid, the presupposed, the assumed, the silenced, the historical and cultural influences, the taken-for granted, and unintended effects (Bacchi, 2010). To keep the study feasible, I chose to limit data collection culturally to the Western countries and to the last 10 -15 years. Even with this scope, the volume of publications dealing with ES/ESE is still immense. Therefore, I use a 3-step selection method to limit the number of publications for analysis: (1) database literature search followed by machine language learning assisted relevance check using ASReview (van de Schoot et al., 2021), (2) citation network analysis using the bibliometric tool Bibliometrix (Aria & Cuccurullo,2017) to analyze co-author, co-citation, and term-co-occurrence networks, and (3) argumentative zoning (Teufel, 1999). Steps 2 & 3 allow me to identify clusters to draw random samples for the critical discourse analysis on publications’ introduction and discussion sections. This methodology enables me to identify and validate clusters representing the ES/ESE discourse. To identify differences in discourse within and between co-author/co-citation clusters, I use term-co-occurrence to compare the use of ES/ESE specific terms. Overlap between term-co-occurrence clusters and co-author/citation clusters indicate similarity in term use. Non-overlapping discourse clusters, then, represent different ES/ESE constructs indicating a potential for homogenization within isolated clusters. Argumentative zoning uses machine language learning to label text sections according to whether the argument made is neutral, affirmative, or contradictory. This method can confirm clusters’ distinctions and relations. Publications assigned to the same cluster should be either found in affirmative or neutral zones, while publications assigned to different cluster should be in contradictory or neutral zones, if cited in a different cluster.Expected Outcomes: I expect the analysis to reveal diverse strands of ES/ESE imageries represented by different clusters. Here, the WPR-approach enables me not only to depict imageries that are in the spotlight, but also to lighten up those imageries’ twilight zones that are constituted of the usually unintendedly taken-for-granted or silenced imageries. My aim is to show the diverse applications and understandings of the concept sustainability that frame Western ES/ESE research. Research that will have implications for what and how sustainability issues are presented in our schools and universities, because it is this research that informs national and international education policies. As educational researchers, we provide society not only with knowledge but we are societies’ critical friends. Being a researcher means taking responsibility for society, and demands a self-reflective practice to be aware of your own assumptions, biases, and what we take for granted. I see my analysis of ES/ESE imageries in Western educational research as my contribution to self-reflection on the research-community level. I expect to find several ES/ESE imageries which will overlap to varying degrees. In other words, diverse ways of imagining ES/ESE and futures to create that are a necessary but not sufficient foundation to build sustainable futures upon. Not sufficient because for a foundation to support what is built sustainably, the foundation has to be utilized in a robust manner. How the foundation is utilized is what argumentative zoning and citation network analysis help me to unravel. Overall, I intend to map the complex Western ES/ESE research landscape by putting together the different ES/ESE imageries how they relate to each other, and where tensions and co-action occur. A map that can help us orient ourselves in a complex landscape ES/ESE of discourse and to stimulate co-actions. ER - TY - CONF T1 - Skriftliga prov i samhällskunskap -Hur omsätter lärare innehållet i läroplan, kursplan och betygskriterier? A1 - Odenstad, Christina PY - 2009 LA - swe KW - samhällskunskap ER - TY - CONF T1 - Samhällskunskapsämnets medborgarbildande potential T2 - Nordic Conference in Social Studies Didactics 2020, 30.3–1.4.2020 in Vaasa A1 - Sandahl, Johan A1 - Olson, Maria PY - 2020 SP - 46 EP - 46 LA - swe PB - : Åbo Akademi University KW - medborgarbildning KW - samhällskunskap KW - samhällskunskapsdidaktik KW - disciplinär kunskap KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - Det demokratiska samhället är beroende av kunniga, engagerade och deltagande medborgare och skolan har därför ett särskilt ansvar att bidra till att nya generationer utbildas för ett liv i demokratin. Samhällskunskap ses som ett av de primära ämnena med ansvar för att bidra till att eleverna får möjlighet att utveckla elevers kunskaper, förmågor och attityder för att delta och agera som aktiva och ansvariga medborgare under och efter sin skoltid i vad som kan beskrivas som medborgarbildning (Campbell, 2012; Sandahl, 2015; Olson, 2012). En grundläggande fråga är vilka kunskaper, förmågor och förhållningssätt som är av särskild vikt i detta sammanhang – en fråga som inte sällan besvaras med att det är disciplinära kunskaper som är helt avgörande för en ämnesundervisning att åstadkomma en sådan ‘effekt’ (Blanck & Lödén, 2017). I detta paper argumenterar författarna för att dessa kunskaper är viktiga och nödvändiga (jfr. Sandahl, 2013; 2015; 2018), men inte tillräckliga. Utifrån Westheimer & Kahnes (2006; jfr Biesta, 2008) idealtyper diskuteras vilka olika möjliga positioner som samhällskunskapsundervisningen kan inta för att bidra till elevernas medborgarbildning. ER - TY - CONF T1 - The Gatekeeping of Social Science Education and the Struggle for Recognition in four Swedish Classrooms A1 - Blennow, Katarina PY - 2017 LA - eng AB - This paper discusses social science education in four Swedish upper secondary schools as conceptualized – by teachers and students – and as carried out in the classroom. More specifically, it addresses education on migration, public international law and human rights in a classroom where about a third of the students have immigrant background. Analysing data collected through classroom observations and video-stimulated interviews, the paper aims to discuss how the subject social science (social studies/civics) adapts to the increasing plurality in Swedish classrooms. It places itself in the debate between on the one hand the idea of an open and somewhat unpredictable subject – focused on social issues and dependent on the students’ participation and influence on the content, and on the other hand the idea of a content-focused subject keeping close to its related academic disciplines. How do teachers’ and students’ understanding of the subject social science relate to the way the subject education is carried out? How and by whom is the gatekeeping of the subject performed in the classroom? And, with special attention towards the increasing plurality in Swedish classrooms, in what way is the struggle for recognition part of the struggle about, or gatekeeping of, the subject social science in the researched education? A preliminary conclusion in the paper is that the struggle for recognition tends to fall outside of the limits of the subject in the researched education. ER - TY - RPRT T1 - Does Higher Education Cause Political Participation?: Evidence from a Regression Discontinuity Design A1 - Solis, Alex PY - 2013 LA - eng PB - Department of Economics, Uppsala University KW - political participation KW - college KW - higher education KW - voting registration KW - overreporting AB - Education has been considered by political economy and political science literature one of the most important factors explaining political participation: voter turnout, civic engagement, political knowledge, and democratic attitudes. However, only few papers have explored the causal link with contradictory findings. In this paper, I use the eligibility criteria for two loan programs in Chile, that produce an exogenous variation on higher education enrollment, to test the causal effects of higher education and college on two measures of political participation: voter registration and affiliation with a political party. Using administrative individual data from the universe of voters, I find evidence that the relationship is statistically zero. Moreover, the relationship is zero when the data is analyzed by income, sex or by different background measures. A survey from a representative sample of the population allows a RD analysis that indicates that higher education do not cause changes in attitudes towards democracy, political knowledge, participation in demonstrations or in civic organizations, but it does cause overreporting on voting registration. ER - TY - CONF T1 - The Beautiful Future of Literary Education T2 - Conference Proceedings: The Future of Education. 8th Edition. Florence, 28-29 june 2018 SN - 2384-9509 A1 - Ekholm, Christer A1 - Lindell, Ingrid PY - 2018 LA - eng PB - Florence : Libreria universitaria KW - educational philosophy KW - literary education KW - subjectification KW - ficitional narrativity AB - In The Beautiful Risk of Education (2013) Gert J.J. Biesta describes how Western educational systems are increasingly becoming a landscape of control and assessment; a development produced by “a desire to make education strong, secure, predictable and risk-free”. Against this strong view, Biesta argues for “weak” one, focusing the unpredictable, the unknown: “the risk”. Education, Biesta emphasizes, isn’t only qualification and socialization, but also subjectification: an event of recognition and responsibility in relation to the Other. Such events are crucial to the creation of true citizenship, but are suppressed in the dominant educational views and practices, where teaching is conceptualized as a process aimed at producing something given beforehand. Biesta calls for a weaker attitude, where the risk of education is embraced as a beautiful one, and where teaching is set forth as “the giving of a gift the teacher doesn’t possess”. What part, then, can the reading of fictional narratives in education play, if you accept Biesta’s argument? On the basis of the educational implications of the concept of ‘gap’ we discuss the question of why, and how reading and discussing literature can make room for events of recognition and responsibility in the classroom, and thus counterbalance current tendencies of harsh instrumentalization. To this end, our ambition is to outline didactic perspectives and teaching practices consciously oriented towards a beautiful, riskful future of literary education. ER - TY - JOUR T1 - Medborgarskapandets paradoxer: Medborgarskapspositioneringar i berättelser om tillhörighet i migrationens tid T2 - Sociologisk forskning SN - 0038-0342 A1 - Dahlstedt, Magnus A1 - Fejes, Andreas A1 - Olson, Maria A1 - Rahm, Lina A1 - Sandberg, Fredrik PY - 2017 VL - 1 IS - 54 SP - 31 EP - 50 LA - swe PB - : Sveriges Sociologförbund KW - migration KW - citizenship KW - exclusion KW - discourse KW - belonging KW - utbildning och lärande KW - education and learning AB - Paradoxes of citizen formation: Citizenship positioning in stories about belonging in an era of migrationThis article analyzes the formation of citizenship in today’s multi-ethnic Sweden with a particular focus on how migration renders visible existing citizenship ideals, defined in terms of similarity and difference on the basis of ethno-cultural background. Analysing three individual stories of women who have migrated to Sweden, with different biographies and stories of how they ended up in Sweden, the article focuses on negotiations of the boundaries and contents of citizenship in multi-ethnic Sweden. The point of departure for the analysis is a post-structuralist and discursive approach. In all, the stories address the crucial question of who should be included into the social community and on what conditions – and who should be left out? This particular question is also at the very centre of the political debate in today’s Europe. On the one hand, there are strong arguments about the ’death of multiculturalism’ and demands for new forms of ethno-culturally graduated citizenship – also in Sweden. On the other hand, in Sweden as well as in other European countries, claims for the development of a new and more inclusive societal community have been raised, expanding the rights of citizens to accommodating also those who have been excluded from them. ER - TY - CONF T1 - Parent's experiences of children's belonging in early childhood education institutions T2 - 29th EECERA Annual Conference, Early Years: Making it count, Aug 20-23, 2019, Thessaloniki, Greece. A1 - Larsson, Karin PY - 2019 SP - 250 EP - 250 LA - eng KW - values education KW - children's belonging KW - parent's experiences KW - early childhood education KW - politics of belonging KW - pedagogics and educational sciences KW - pedagogik och utbildningsvetenskap AB - This study is within the field of values and values education. The aim is to provide knowledge of how to promote children's belonging in early childhood education by focusing on parent's experiences. The study is part of the international research project Politics of belonging - promoting children's inclusion in educational settings across borders, funded by NordForsk. Researchers have pointed out that values education as an educational practice is a neglected field in research (e.g. Puroila, et. al. 2016). A growing concern is how to prevent children’s exclusion and improve their belonging (Johansson, 2017; McKay, 2014). The study applies to Habermas’ (1995) dual perspective of the world: life-world and system. This allows for explorations of belonging in ECEC from both the participants' point of view and a broader societal context. The study has a critical hermeneutic approach. Data will be collected by interviews with parents and observations of the intermediate knowledge domain between the family and the institution. The project has been ethically proved. Ethical dimensions will be conducted continuously and cautiously. The study will provide empirical knowledge about parents' views on children's belonging in ECEC and what is important values in the intermediate knowledge domain between the family and the institution. It will provide societal and practical outcomes to promote children´s inclusion and sense of belonging in everyday life in ECEC. By enhancing parents' experiences the quality of values education in the ECEC institutions may increase. The project will inform educational policy and child outcomes for citizenship. ER - TY - THES T1 - EU-undervisning: En jämförelse av undervisning om politik på nationell och europeisk nivå A1 - Wall, Peter PY - 2011 LA - swe PB - Karlstads universitet KW - curriculum studies KW - eu KW - swedish national politics KW - civics KW - lower secondary education KW - subject didactics KW - ämnesdidaktik AB - This study focuses on, and explores the curriculum content and resources used when teaching on the European Union (EU) and EU-questions within civics education at lower secondary level in Sweden. The research findings have been examined from a ‘best practice’ perspective in relation to subject matter which is seen as positive in the context of political participation. The content, which includes polity, policy and politics, has together with an approach to treat the content as domestic politics, been viewed as a successful model leading to political participation. In order to assess to what extent the taught content facilitates pupils political participation, the EU content taught at lower secondary education is compared to national politics. In addition, as it can be expected to have an impact on what is taught, the context and actual content what is taught about EU and national politics is also compared.The results, based on information and findings collected through questionnaires and semi-structured interviews with teachers from six different municipalities show that EU education does not compare well when contrasted against the educational content taught in relation to national level polity, policy and politics.The curriculum content taught on the EU illustrates primarily that it is the polity dimension which is dominating whereas all EU education is framed more as foreign policy politics rather than as part of domestic politics. Swedish national politics on the other hand, to a larger extent, show signs of the three dimensions and has clear characteristics of domestic politics.The citizen’s ability to influence politics is at the core of education in relation to national politics. However, this does not seem to be the case when it comes to education in relation to the EU. The politics of Swedish political parties advocated at a national level is, for example, explored in detail; however, none or very little of their politics at EU level is addressed. The dominant question, in relation to EU studies, is if Sweden should be a full member of the EU or not. The educational design in relation to national politics comes across as better planned when compared to EU studies. What is brought into the educational content in relation to EU studies depends to a large extent on the context and subject area in which it is being raised. ER - TY - JOUR T1 - Educación y empleabilidad: Sobre las competencias del profesor técnico- profesional desde una perspectiva sueca T2 - Paideia. Revista de educación SN - 0716-4815 A1 - Gougoulakis, Petros PY - 2014 VL - 55 SP - 35 EP - 69 LA - spa KW - vocational teacher education KW - competence KW - teacher competencies KW - citizenship education KW - employability KW - lifelong learning KW - profesor técnico-profesional KW - competencias KW - educación ciudadana KW - empleabilidad KW - aprendizaje permanente KW - utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner KW - educational sciences in arts and professions AB - La educación escolar, incluida la educación y la formación técnico-profesional, es hoy una política de alta prioridad en todo el mundo y cuestión de posiciona-miento de diferentes visiones de mundo y exigencias del poder. En Suecia, el discurso escolar recuerda por su intensidad el debate de los años posteriores a la Segunda Guerra Mundial, cuando la reforma del sistema escolar era parte de un proyecto político para una sociedad mejor basada en la democracia, la justicia social y la libertad individual. Al proporcionar educación general para todos los niños en un sistema financiado públicamente, el país se transformó en una socie-dad de bienestar inclusivo. En una escuela que todo lo abarca los niños de todos los grupos sociales serían socializados y aprenderían de y sobre los demás. El objetivo era la educación para la democracia, responsabilidad, y el desarrollo de las habilidades de cada uno para la participación activa en la sociedad y el trabajo. La investigación educativa actual sugiere claramente que la experiencia de los profesores es de importancia decisiva para la calidad de la educación y el apren-dizaje de los estudiantes. Pero, ¿qué es lo que realmente significa ser un maestro competente? ¿Qué se espera de una persona para hacer frente a ese aprendizaje? Y no menos importante: ¿Cómo se llega a ser un maestro competente? En este artículo se intenta poner de relieve las características, habilidades y actitudes que los profesores técnico-profesionales deben poseer y utilizar en una era de rápida movilidad y de cambios. Los diferentes discursos sobre las habilidades y cualifi-caciones necesarias hoy y en el futuro constituyen la base teórica y analítica del presente artículo. ER - TY - JOUR T1 - Samhällskunskapsämnets utveckling i Sverige: kommentarartikel til Torben Spanget Christensen, Samfundsfag i Danmark T2 - Nordidactica SN - 2000-9879 A1 - Larsson, Anna A1 - Ledman, Kristina PY - 2023 VL - 1 IS - 13 SP - 66 EP - 73 LA - swe PB - : Karlstads universitet KW - civics KW - social studies KW - history of education KW - sweden KW - historia med utbildningsvetenskaplig inriktning AB - Kommentarartikel til Torben Spanget Christensen, Samfundsfag i DanmarkMot bakgrund av Torben Spanget Christensens artikel om utvecklingen av skolämnet samfundsfag i Danmark har vi av Nordidacticas redaktion ombetts att skriva några sidor om utvecklingen i Sverige av motsvarande skolämne, samhällskunskap. Vi börjar med en översiktlig genomgång av ämnets utveckling sedan inrättandet. Därefter kommer vi att med hjälp av några illustrerande exempel visa hur läroböcker för samhällsundervisning har förändrats över tid och avsluta med några jämförande reflektioner. ER - TY - JOUR T1 - Hur motiverar gymnasieelever sina bedömningar av trovärdiga och vilseledande digitala nyheter? T2 - Nordidactica SN - 2000-9879 A1 - Nygren, Thomas A1 - Wiksten Folkeryd, Jenny A1 - Liberg, Caroline A1 - Guath, Mona PY - 2020 VL - 2 SP - 153 EP - 178 LA - swe PB - Karlstad : CSD Karlstad KW - media and information literacy KW - digital literacy KW - fake news KW - critical thinking KW - social science education KW - curriculum studies AB - In this study, we investigate how ca. 400 students, age 16-19, determine the trustworthiness of false, biased and credible news. We examine their justifications of their assessments of the credibility with regard to the source (who?), the content (what?), the design (how?) and the underlying purposes (why?). We find that students’ patterns of justifications can be linked to different assessments. For example, students finding junk news credible may have special problems separating different kinds of sources. Students who fail to debunk a manipulated image often rely on what they see in the image in contrast to students who determine credibility upon what is not in the image. We also find that test-items used in previous research can be linked to aspects of civic online reasoning not identified in previous research. We identify complex potentials and pitfalls among students important for education and further research. ER - TY - CONF T1 - What is it is to know how to reason about justice in civics in upper secondary school?: Combining a phenomenographic approach with an analysis of the educational practise T2 - Different horizons A1 - Tväråna, Malin PY - 2016 LA - eng KW - civics KW - phenomenography KW - teaching and learning AB - The field of didactics in Swedish social science and civics is narrow, with particularly few studies based in the practise of social science and civics. The study aims to present more knowledge about what the ability to reason about justice in civics consists of, and how it is constituted in and by the practise of civics education. The study is based upon empirical data from seven interviews and three Learning Studies (Pang & Marton, 2003; Pang & Lo, 2011) about justice in civics. The study examines a learning object – the ability to reason about justice in civics – with the use of a phenomenographic approach. The ability to reason about justice is explored through analysing both students’ conceptions of justice, and students’ conceptions of what it is to reason in civic. These conceptions are related to each other and to the practise of civics, focusing on communicative actions that enables students to distinguish critical aspects of the ability to reason about justice. This can be described as an alternative way to examine an object of learning in its different aspects and in relation to how it is constituted in the educational social science/civics practise. ER - TY - JOUR T1 - Developing the educated citizen: changing frameworks for the roles of Universities in Europe and England T2 - Annales, Series Historia et Sociologia SN - 1408-5348 A1 - Alexiadou, Nafsika A1 - Findlow, Sally PY - 2014 VL - 3 IS - 24 SP - 371 EP - 382 LA - eng PB - Slovenia KW - citizenship KW - european union policy KW - english higher education KW - labour market and universities KW - cittadinanza KW - politiche europee KW - formazione superiore inghilterra KW - mercato del lavoro KW - università AB - This paper explores questions of citizenship and the role of universities in the context of the policy changes in the UK and in Europe over the last two decades. Twenty five years after the political transitions in Eastern Europe, and 70 years since the end of the Second World War, Europe is more united than ever before. New political, social and economic configurations across the continent are bringing expectations and pressures to its citizens and institutions, with universities at the front of many economic and social projects. What do these new conditions mean for citizenship in the context of European universities, and how do member states respond to this changing context? The article will use England as a national case study within the EU to illustrate the tensions between the humanistic visions still carried out by many universities, although interpreted differently across the sector, and the pressures for the creation of the ‘knowledge economy’ that are shared at the national and transnational levels. ER - TY - THES T1 - Marknad och medborgare: - elevers valhandlingar i gymnasieutbildningens integrations- och differentieringsprocesser A1 - Lund, Stefan PY - 2006 LA - swe PB - Växjö University Press KW - educational reform KW - school choice KW - youth KW - social change KW - critical dis-course analysis KW - upper secondary education KW - education KW - pedagogics AB - Educational restructuring is an international phenomenon which emphasises a voucher system, upper secondary schools’ local decision-making and pupils’ choices in contrast to previous bureaucratic governing. For this reason upper secondary programmes and courses on offer, together with the pupils’ individual choices, have a direct impact on what could be called the upper-secondary education market. In terms of teaching subject matter, upper secondary education is, at the same time, broadened by means of introducing three-year programmes for all pupils as well as core subjects. The aim of this doctoral thesis is to develop a deeper understanding of how pupils’ actions of choice create different sorts of integration and differentiation processes within the restructured upper secondary education. In the light of Jürgen Habermas’ theory of communicative action combined with Norman Fairclough’s critical discourse analysis, pupils’ actions of choice have been studied within four pedagogical practices: (i) choice of upper secon-dary school, (ii) choice of upper secondary programme, (iii) pupils’ initial time at an upper secondary school and how they cope with the specific culture within a programme as well as choice of courses and subjects, and (iv) pupils’ own sto-ries and points of view on how a core subject, namely Swedish, was taught. Some of the results demonstrate that pupils’ actions of choice can be voca-tion-oriented, career-oriented and consumption-oriented. It is argued that these different types of actions of choice are constituted within a market discourse. The market discourse demands that pupils are able to make suitable choices to achieve an individualistic qualification. From that point of view upper secondary education’s integration and differentiation processes aim at developing citizens' personal opportunities in order for them to benefit to their best ability from what society has to offer. Other results demonstrate that pupils’ group-oriented, inter-est-oriented and tradition-oriented actions of choice are built upon another type of discourse, which is about educating pupils towards active citizenship. It has an inter-subjective point of departure. Pupils are driven into the integration and dif-ferentiation process where they discuss and take a stand in favour of those educa-tional options, which are conceived as the most relevant in relation to a “self-determining ethical-cultural community”. The analysis of these two paramount discourses indicates that pupils' integration and differentiation processes are am-biguous. ER - TY - THES T1 - Politikens genusgränser: Den kvinnliga rösträttsrörelsen och kampen för kvinnors politiska medborgarskap, 1902-1921 A1 - Rönnbäck, Josefin PY - 2004 LA - swe PB - Atlas förlag KW - gender KW - suffrage KW - franchise KW - eligibility KW - political representation KW - politics KW - citizenship KW - democracy KW - democratization KW - liberalism KW - maternalism KW - nationalism AB - This thesis analyses Landsföreningen för kvinnans politiska rösträtt (‘The National Association for Women’s Franchise’, LKPR) and its struggle for women’s political rights in Sweden. The suffragists’ struggle is used as a “case study” for the purpose of uncovering the gender boundaries of politics, that is, what was possible in practice and what was considered suitable for men and women to do in politics in the early 20th century. The resistance and the various obstacles raised against women show that there were gender boundaries in politics that LKPR challenged and crossed by organizing women and making demands.With the aid of theory and empiricism the thesis problemises seemingly gender-neutral concepts such as ‘democracy’ and ‘citizenship’ and shows that they have been permeated by conceptions of gender. The thesis has been influenced by for example the democracy researcher Birte Siim and has studied the franchise association’s attitude to citizenship as status, practice and identity. Throughout the thesis, LKPR’s attitude to the male power order in society is discussed.The thesis describes how LKPR developed and how the association worked and argued in favour of women’s political rights. Even though there were many things that united the suffragists, there were also important differences of opinion. The issue of franchise brought the question of people’s right to influence and self-determination to a head, and the discussion showed that there were different opinions about how politics should be conducted and what politics should be about. The suffragists were for example not agreed on whether the association should work for political rights for everybody or only for some people. They also had different opinions about whether women should organise themselves separately or whether they should go in for joint organisation and cooperation with men. Not least did they have different opinions about what should be LKPR’s position as a party politically neutral women’s organisation vis-à-vis the male party system. LKPR’s orientation towards party politics both strengthened and weakened women as a group. Going in for adult education was however a strategy that most of them could support.The thesis also elucidates LKPR’s argumentation in favour of civil rights and shows that it was marked by three overarching ideologies, namely liberalism, maternalism and nationalism. These –isms were partly interwoven and show that LKPR wanted not only to change the form of politics, that is, the rules for how politics was exercised and by whom, but also the content of politics. LKPR also wanted the boundaries of politics to be moved so that more questions would become government issues.Citizenship was a key concept that in practice meant different things for women and men and the gender of politics varied depending on the context. The arena of municipal politics was first opened to women, and municipal politics was considered “more feminine” – while the county councils and the Swedish parliament were reserved for men and were considered “male” concerns. For a long time party politics was also regarded as a male domain, but this changed during the struggle for franchise. The fact that social policies were regarded as “feminine” was utilised by the suffragists to advance their positions.The thesis shows that franchise and eligibility were embedded in somewhat different gender and class structures. Not least did the issue of eligibility show that there were different opinions about who should devote themselves to politics and who could represent whom. Changes in gender politics also took place during the process of democratisation, and my study shows that the gender boundaries were not rigid. By acting on the level of municipal politics, taking part in election proceedings, and becoming members of party political organisations, the suffragists advanced the issue of women’s franchise and contributed to women obtaining political rights on the same conditions as men in 1919/21. ER - TY - CONF T1 - Students’ and Teachers’ Understanding of Student Influence in Swedish Rights-Based Schools A1 - Quennerstedt, Ann A1 - Isenström, Lisa PY - 2023 LA - eng KW - children's rights KW - human rights KW - education KW - teacher KW - human rights education AB - To find support for their work with children’s rights, schools around the world have turned to NGOs that offer schoolprograms aiming to strengthen children’s rights at school. Evaluations undertaken of such school programs for children’srights have shown good effects, for example on school climate, relations, behaviour, and children's influence (Howe &Covell, 2010; Sebba & Robinson, 2010; Halås Torbjörnsen, 2020), but also raised some concerns (Sebba & Robinson,2010; Mejias & Starkey, 2012; Webb, 2014; Dunhill, 2019). The evidence presented for a correlation between learningabout rights and positive effects such as respectful behaviour and increased student influence is, according to Jerome andcolleagues (Jerome et al., 2015), rather weak. The authors argue that most studies have focused more on implementationprocesses than outcomes. They also highlight methodological weaknesses in some studies, in the form of low responserates in survey studies, few interviews in interview studies, mainly drawing on teachers’ views and narratives, or the viewsof students that were selected by teachers. To shed better light on the impact of school programs for children’s rights, thereseems to be a need for further research with a rigorous research design.Most children’s rights programs offered by NGO’s put children’s right to be involved in processes of deliberation anddecision making in school in the center of attention. Students’, teachers’ and policymakers’ perceptions and experiences ofchildren’s influence is also a well-researched topic (Johnson, 2017; Perry-Hazan, 2021). Studies have often reported thatchildren find their opportunities to influence matters that are relevant to them to be very limited (Emerson & Lloyd, 2017;Lake, 2011).One of the programs available is UNICEF’s Rights Respecting Schools Award (RRSA), which was developed by UNICEFUK. The UK version was brought to Sweden and modified by UNICEF Sweden to suit the Swedish school culture. It wasalso renamed to Rights-based school. Since the start in 2010 the Swedish version of the program has spread and is nowused in about 30 Swedish schools.No research-based evaluation of Rights-based school has so far been done. Commissioned by UNICEF Sweden, wecurrently undertake a large-scale evaluation research project, aiming to elucidate if, and in that case how, Rights-basedschool strengthens schools’ work with children’s rights. In this presentation we report on the first findings, focusing onstudent influence. One of the main objectives of Rights-based School is to increase students’ influence in school, specifiedas: “Each student is regularly given opportunities to take part in the development of school and to express her/his meaningand be heard in matters that concern her/hem. Decision makers are given the opportunity to take children’s views intoaccount and to provide feedback on decisions.”The research questions addressed in our initial analysis are:(1) How do teachers in Rights-based schools view and describe their work with student influence?(2) How do students in Rights-based schools view and experience their influence in school?(3) Can differences between teachers’ and students’ views be identified?(4) Can differences between schools that are new to the program, and a school that have worked with the program for along time be identified?The initial findings reported on in this paper present an opportunity to reflect on the continuing work and analyses. The main study will when ready not only provide grounds for UNICEF Sweden to revise their Rights-based school program, butwill also contribute to the international child rights community with knowledge about how organised rights-based schoolprograms may strengthen children’s rights in educational settings, as well as point out aspects in such programs that needto be reconsidered.Methodology, Methods, Research Instruments or Sources Used: The data for this paper was created in five different schools that use Rights-based school. Four of the schools had juststarted working with the program, while one school had used it for eight years. This school makes it possible to examinewhether long engagement makes a difference. Interviews with teachers and students in years 2, 5 and 8 were conductedduring two following years (2021 and 2022). One more set of interviews will be done in 2023. Initial analysis has beencarried out of the data from teachers and students in year 5, and it is the result of this analysis that is reported in the currentpaper. The sample for this analysis is:2021: 20 teachers, 61 students (28 interviews)2022: 18 teachers, 67 students (34 interviews)Total: 38 teachers, 128 students (62 interviews)The interviews were semi-structured. Teachers were individually interviewed and the students were mostly interviewed inpairs. Questions were asked to understand how students experience their influence in school and how teachers viewstudent influence.The interviews were recorded and transcribed. Qualitative content analysis (Bengtsson, 2016; Hsieh & Shannon, 2005) wasundertaken to understand meanings of student influence expressed by the interviewees. The analysis was done with the aidof NVivo software. Frequency analysis complemented the content analysis to identify which meanings were mostrepresented in the teachers’ and students’ statements.By conducting a large number of interviews with both teachers and students who has not been selected by principals orteachers, we claim that our research design avoids weaknesses pointed out in previous studies. The large number ofinterviews provides rigor to the content analysis and comparison of students’ and teachers’ perceptions. The mainevaluation study also includes interviews with teachers and students in schools that do not use Rights-based school. Theinclusion of these will significantly strengthen the findings of the evaluation study. These interviews have not yet beenanalysed and are therefore not included in this paper.Conclusions, Expected Outcomes or Findings: In schools that use Rights-based school, various councils (student council, food council, safety council) seem to serve asimportant arenas for realising students’ right to influence matters that concern them. In the new schools the students alsobring up less formal ways to influence their school day and environment. They say that they can just talk to the teachers ifthere is something they want. They find this mode of influence more efficient than going through the formal processes. This informal influence is not mentioned by any student in the school that has used the program for eight years. Thus, thisfinding raises questions of whether the program functions limiting to some kinds of student influence, by emphasisinginfluence via formal processes.The teachers almost unanimously express that the content of classroom work is directed by the curriculum, and thatstudents therefore cannot exercise much influence over educational content. However, by involving the students indecisions about how to work teachers have found ways to involve students in classroom decision making. The students donot seem to agree with this picture. In the new schools, influence over working methods is only mentioned in a third of theinterviews, and in the established school possibilities to affect working methods is only mentioned in two interviews, thestudents even accentuating that working methods are planned and decided by the teachers. A striking finding is thatstudents’ perception of what they can influence most in classroom work is the content.When asked about what they believe to be limiting for student influence, the students express very clearly that the mainhindrance for student influence in school is dire economic circumstances. Interestingly, when teachers are asked aboutwhat they think limits students’ influence, only one teacher mentions economy as a hindering factor.ReferencesDunhill, A. (2019). The language of the human rights of children: a critical discourse analysis. (Doctoral dissertation,University of Hull).Emerson, L., & Lloyd, K. (2017). Measuring children’s experience of their right to participate in school and community: Arights-based approach. Children & Society, 31, 120-133.Howe, R.B., & Covell, K. (2010). Miseducating children about their rights. Education, Citizenship and Social Justice, 5(2),91-102.Jerome, L., Emerson, L., Lundy, L., & Orr, K. (2015). Teaching and learning about child rights. A study of implementation in26 countries. Queens University Belfast/UNICEF.Johnson, V. (2017). Moving beyond voice in children and young people’s participation. Action Research, 15(1), 104-124.Lake, K. (2011). Character education from a children’s rights perspective: An examination of elementary students’perspectives and experience. International Journal of Children’s Rights, 19, 679-690.Mejias, S., & Starkey, H. (2012). Critical citizens or neo-liberal consumers? Utopian visions and pragmatic uses of humanrights education in a secondary school in England. In Politics, participation & power relations (pp. 119-136). Brill.Perry-Hazan, L. (2021). Conceptualising conflicts between student participation and other rights and interests. Discourse:Studies in the Cultural Politics of Education, 42(2), 184-198.Sebba, J., & Robinson, C. (2010). Evaluation of UNICEF UK’s rights respecting schools award (RRSA). London: UNICEFUK.Webb, R. (2014). Doing the rights thing: An ethnography of a dominant discourse of rights in a primary school in England(Doctoral dissertation, University of Sussex). ER - TY - JOUR T1 - Att låta det oväntade ge rum åt det oförväntade – möjligheter inom ramen för skolämnet samhällskunskap T2 - Nordidactica SN - 2000-9879 A1 - Högberg, Sören PY - 2017 VL - 2017 SP - 25 EP - 43 LA - swe PB - Karlstad : CSD Karlstad KW - community involvement KW - social studies KW - teacher judgement KW - teaching KW - unexpected content KW - unforeseen events KW - samhällskunskap KW - utbildning och lärande AB - The aim of the article is to illuminate the opportunities for students in social studies to develop dispositions towards taking an active and responsible role in society when teachers are able to support the content of the subject to continuously come forward in an interactive, communicative and evolving process. Based on theoretical informed arguments the author claims that that the question of how the teaching process is carried out is deeply connected with these opportunities for creating meaningful pedagogical situations. Here, unforeseen events are discussed as desirable circumstances for engaging students in social issues. However, this also brings risk into the process since the content discussed and how it is discussed opens up for unexpected answers. These answers which become part of the course content, put the teacher in a position in which he or she needs to respond in one way or another. In such pedagogical situations, the moral dimension of teachers’ work becomes visible and obvious. The position is taken that risk is a crucial part of a teaching process in which one of the aims is for students to be and become active, responsible and engaged in social issues. ER - TY - CONF T1 - Young children’s participation and citizenship in public space – mobile preschool children’s mobility and spatial appropriation A1 - van der Burgt, Danielle A1 - Gustafson, Katarina A1 - Balldin, Jutta A1 - Harju, Anne PY - 2017 LA - eng KW - education ER - TY - CONF T1 - Is Forum Theatre a Way to Promote Active Citizenship – and how to answer that question? A1 - Österlind, Eva PY - 2007 LA - eng KW - education ER - TY - BOOK T1 - Emerging global dimensions in education A1 - Cappelle, Georges A1 - Crippin, Gary A1 - Lundgren, Ulla PY - 2009 LA - eng PB - CiCe Thematic Network Project AB - Introduction: This booklet provides a sampling of higher education courses, methodologies and materials for those engaged in European and world citizenship education. Detailed examples are drawn from practice in Sweden, Belgium and Turkey and, in some cases, include materials developed through NGO-university collaboration.Our approach builds on the distinction made in the 2008 CiCe booklet, ‘Education for World Citizenship: Preparing Students to be Agents of Social Change’, between global education, on the one hand, and world citizenship education on the other. In short, global education tends to put emphasis on providing students with information about such issues as human rights, the environmental, sustainable development, peace, the multicultural nature of our world, the costs and benefits of economic development, the impact of technology, etc. Whereas World citizenship education shifts the focus from gathering information to issues of critical analysis, values and habits of mind. It poses a fundamental question, namely, what can be done and what should be done, on the basis of what we know? It asks us to explore our multiple identities and ‘citizenships’ and to examine our obligations from local and world perspectives. Global education is all too often an intellectual exercise; world citizenship education ideally pushes us to a personal and often unsettling level of reflection and engagement. ER - TY - CONF T1 - The Partnering Society: Governmentality, Partnerships and Active Local Citizenship A1 - Dahlstedt, Magnus PY - 2009 LA - eng KW - partnership KW - governmentality KW - education policy KW - urban policy KW - regional policy ER - TY - JOUR T1 - Inclusive Education and the “Balkanization” / Professionalization of the Specialized Field of Studies in Special Education Postgraduate Programs: The Case of Sweden. T2 - International Journal of Special Education SN - 0827-3383 A1 - Berhanu, Girma PY - 2019 VL - 4 IS - 33 SP - 869 EP - 876 LA - eng KW - inclusion KW - specialization KW - special education KW - teacher education programs KW - foreign countries KW - educational policy KW - educational practices KW - graduate study KW - neoliberalism KW - professionalism KW - educational demand KW - special needs students KW - individualized instruction KW - classification KW - educational resources KW - educational planning AB - This short paper has two pronged purposes. The first is to reflect on policies and practices of inclusive education in Sweden and the second is to problematize the implications of the continuous proliferation of the specialized field of studies in Special Education postgraduate programs in Sweden. The current Swedish political and educational discourses reflect contradictions and dilemmas among varied dimensions of the educational arena. Policy and practice decisions involve dilemmas. Sweden may be characterized by an embodiment of a strong philosophy of universalism, equal entitlements of citizenship, comprehensiveness, and solidarity as an instrument to promote social inclusion and equality of resources. Within the past decades, however, the country has undergone a dramatic transformation. The changes are framed within neo-liberal philosophies such as devolution, market solutions, competition, effectivity, and standardization, coupled with a proliferation of individual/parent choices for independent schools, all of which potentially work against the valuing of diversity, equity and inclusion (Berhanu, 2011, 2016). The second concern of this paper is: Does the current specialization or diversified form of studies within Special Education postgraduate programs (Teacher Training Programs) support the inclusive agenda, or does it hamper the vision? In addition, recent developments to create new categories or subcategories of special education have the potential not only to tie up administrative and diagnostic resources but also to create an increasingly less manageable array of separate special education programs. This Balkanization process with regard to a number of select disorders has advantages and disadvantages. My concern is that the very existence of "highly specialized knowledge domains" may result in a new form of exclusion and segregation. This is a scenario that one can imagine or expect with the proliferation or balkanization of specialized studies in numerous strands unless we plan carefully as to how to utilize these skills and expertise within inclusive settings. ER - TY - CONF T1 - Theories of justice in primary school: Developing students’ critical analyses in social studies T2 - Thinking Tomorrow’s Education A1 - Tväråna, Malin PY - 2019 LA - eng KW - : assessment methods and tools KW - design based research KW - phenomenography KW - primary education KW - reasoning KW - secondary education AB - Critical thinking about key concepts in social studies and civics has long been recognized as crucial for social studies education, but there is less agreement onwhen and how it is meaningful to introduce them. This study addresses the question of what conditions of teaching that are necessary and beneficial for thedevelopment of the ability to analyse justice issues in early social studies and civics education. In an interventional study with 30 participating students inprimary education, teaching was designed and analysed in collaboration with two class teachers. According to phenomenography, the ability and incentivesomeone has to act in a certain way is related to the way in which they experience a certain phenomenon (Marton & Booth, 1997). The teaching design reliedon a previous study showing that in order to reason critically about justice issues, older students need to grasp the concept of justice not as a stated or explainedfact or viewpoint but as a contested concept that needs critical examination. Phenomenography and variation theory were used for the analysis, and the resultsshow that it is possible for eight-year-olds to start learning how to reason about justice as an essentially contested concept and to start participating in criticalanalyses of distributive justice issues in a qualified way. It is thus worth considering introducing critical thinking and the concept of justice early in social studieseducation. ER - TY - JOUR T1 - Educating towards civic and professional responsibility - comments on the future of higher education T2 - Utbildning och Demokrati SN - 1102-6472 A1 - Gerrevall, Per PY - 2008 VL - 2 IS - 17 SP - 115 EP - 122 LA - eng PB - : Örebro universitet KW - utbildningspolitik KW - högre utbildning KW - international education KW - internationell pedagogik KW - pedagogics AB - Four articles are discussed critically, all dealing with the role of Higher Education for civic and professional responsibility – each with a specific focus, but all based on similar theoretical foundations. First the articles are presented, and then some aspects concerning professional responsibility and autonomy are discussed. ER - TY - THES T1 - Den bildade arbetaren: Debatten om teknik, samhälle och bildning inom Arbetarnas bildningsförbund 1945-1970 A1 - Ginner, Thomas PY - 1988 LA - swe PB - Linköpings universitet KW - popular education KW - educational philosophy KW - polytechnic education KW - science and technology in society KW - post-war sweden KW - labour movement KW - interdisciplinary research areas KW - tvärvetenskapliga forskningsområden AB - Three educational ideals form the point of departure of this investigation: Citizenship, neoclassic character-moulding, and polytechnical (an understanding of science and technology founded on student's work experience). In addition to these three educational philosophies there are some other pcrspectives of importance. Was popular education within The Swedish Worker's Educational Association (ABF) mainty considered as a force for social integration or for social change, and which role and function was assigned to it with regard to democratization? Ways of apprehending technology are also discussed.The rise of the working-elass some two hundred years ago parallels the emergence of modem technology and industrial production as well as the recent tendencies to disaggregation. Hence one would expect to find within the Labour Movement an interest in polytechnic education. However, one result is the almost complete absence of such a commitmentThe other two cultural and educational ideals, though, were present during the whole period hut not in a stable manner. The education for citizenship was successively treated more as a channel for top-to-bottom information than an instrument for constructive and broad political mobilization. The neo-classic ideal changed as weil. What started out in the 1940's as an endeavour directed towards a mature and integrated personality, by the late 1960's had developed into an issue of mental health and individual adjustment to rapid change. This entire discussion was passed on within a framework of a strict division between work andleisure.However, this course of development was throughout the whole period accompanied by doubts and disapproval from single individuals inside and outside the Labour Movement. ER - TY - RPRT T1 - De nationella proven i religionskunskap och samhällskunskap. En analys som belyser de formativa aspekterna av proven. A1 - Larsson, Kristoffer PY - 2014 LA - swe KW - ämnesdidaktik KW - bedömning KW - betyg KW - nationella prov KW - samhällskunskap KW - religionskunskap KW - grundskola ER - TY - CONF T1 - Avoiding the shadow - civic literacy after politics T2 - ECPR General Conference, University of Glasgow, 3-6 september 2014 A1 - Lagergren, Fredrika PY - 2014 LA - eng KW - civic literacy AB - This paper deals with the idea of “civic literacy” as a learning outcome from civic education discussing how to construct “civic literacy” as a political “good”, in a highly individualistic society. I start by looking at the operational definition of “civic literacy” developed and used by Henry Milner in 2002. I then suggest that “civic literacy” may be compared with the concept of civic virtues, meaning that a civic education aiming at “civic literacy” has to be based on a curriculum that includes intellectual as well as practical learning. I then conclude the paper by looking at the concept of authority as developed by Hannah Arendt. Following Arendt, I argue that a curriculum for civic education leading to civic literacy, must include elements of learning to think and reflect by the use of experience, imagination and judgement. ER - TY - CONF T1 - Power, Citizenship and Individual Development Plans: Poster presented at the symposium on ‘Childhood in Multiple Contexts’ på the Citizenship Education in Society conference på Malmö högskola, Malmö A1 - Vallberg Roth, Ann-Christine A1 - Stoltz, Pauline PY - 2007 LA - eng ER - TY - CONF T1 - What are the gender, class and ethnicity of citizenship?: A theoretical approach to a comparative study on citizenship education n England and Sweden T2 - Reaffirming citizenship education in an uncertain world A1 - Nielsen, Laila PY - 2017 LA - eng AB - What are the gender, class and ethnicity of citizenship? At theoretical approach to a comparative study on citizenship education in England and Sweden. The paper aims to present a theoretical approach that visualize how gender, class and ethnicity affect the real meaning of citizenship, as well as civic education, in the UK and Sweden. The theoretical approach is applied to empirical data (in Swedish and English school) based on three levels as they are presented by Yuval-Davis (2011): First; social locations, second; peoples' identifications and attachments to various collectivities, and thirdly; ethical and political values with which people judge their own and others' belonging/s. Recent research and debate in both countries show how gender, class and ethnicity have great influence on students’ conditions and results at school, which generally has shown to also have a significant impact on youngsters future prospects as adult citizens. According to this intersectional approach, the aspects of gender, class and ethnicity should not primarily be seen as perspectives of social differences in an additive way. Instead, the three aspects, depending on the specific empirical context, interact mutually to constitute the conditions that affect people differently. The purpose of the on-going project is to examine and compare how the ethnicity, gender and social class conditions of citizenship influence on, and are understood by, teachers and secondary school students in England and Sweden. The intention is also to compare how conditions of citizenship are dealt with in social studies for upper secondary school in England and Sweden. The relationship between students' education and real conditions for citizenship is complex and partly differs between, as well as within, the two countries. The present comparative examination and analysis aim to visualize both specific and common conditions of citizenship in England and Sweden. ER - TY - CONF T1 - Empowering Hope: Responses to Climate Change and Global Injustices in Practical Theology and Religious Education A1 - Aldrin, Viktor PY - 2025 LA - eng KW - climate change KW - religious education KW - practical theology KW - nordic countries KW - lärarutbildning och pedagogisk yrkesverksamhet KW - teacher education and education work AB - This paper explores the concept of hope within the context of global climate change in the Nordic countries, based on a forthcoming essay for a Handbook anthology. It builds upon two systematic reviews (Aldrin 2024; Aldrin forthcoming) examining theoretical and empirical studies related to climate anxiety and actionable hope among youth. Integrating climate change issues remains complex in current educational practices – regardless of them being confessional or non-confessional. While climate change has been addressed within natural sciences and civic studies, its psychological, ethical, and existential dimensions are largely neglected. Religious communities and their leaders, alongside Nordic scholars, advocate for incorporating religious perspectives into climate change education. This paper also introduces the Collaborative Network for Climate Change in Religious Education (CORE), established in 2024 with over 40 members from Europe, Africa, and America. The network serves as a platform promoting interdisciplinary collaboration between researchers, educators, and religious practitioners. By bridging theological insights with practical engagement, the network aims to empower communities to address climate-related powerlessness through ethical reflection and practical action. This study argues that Practical Theology and Religious Education, particularly through initiatives like CORE, can effectively promote resilience and transformative hope in response to ecological and social crises. ER - TY - CONF T1 - Active citizenship beyond Choice? A1 - Olson, Maria PY - 2010 LA - eng KW - humanities and social sciences KW - humaniora-samhällsvetenskap AB - Educating for active citizenship is a pressing issue for educational policymaking in the Nordic countries, not least in the current neoliberal climate defined by economic and social change and by calls from different quarters for increased pluralism. Growing demands from the European Union on its member states to provide for active citizens through education fuels this task. In this text, Swedish education policy will be taken as a case in point in order to highlight how this issue is being handled in this Nordic policy setting. It is argued that its citizen fostering agenda is marked out by a deepened neoliberal orientation as regards the depiction of citizenship. This deepening takes place in the face of a historical rupture in Swedish education policy on citizenship, and consists of a replacement of the historically established society-centred citizenship with a consumer-oriented one that centres on the individual and on ‘freedom of choice’ as vital hubs. It is further argued that this shift highlights two problematic notions involved in the prevalent, neo liberally oriented framing of active citizenship through education: it tends to gloss over collective and antagonistic dimensions of citizenship necessary for encountering today’s societal demands. By drawing on Chantal Mouffe’s (2005, 2009) conceptualisation of 'the political' the overall aim of this text is highlighted: to seek for feasible openings for an altered way of framing the concept of active citizenship, where education is not depicted in terms of choice, but in terms of voice. ER - TY - CONF T1 - Qualitative differences in the ability to analyse societal issues: the example of the Mediterranean refugee crisis T2 - Thinking Tomorrow’s Education A1 - Jägerskog, Ann-Sofie A1 - Tväråna, Malin A1 - Strandberg, Max A1 - Björklund, Mattias A1 - Kåks, Bodil A1 - Dahlman, Anita PY - 2019 LA - eng KW - assessment methods and tools KW - design based research KW - phenomenography KW - primary education KW - reasoning KW - secondary education AB - This study contributes to the understanding of what it means to be able to analyse societal issues in Social Studies education, an ability considered central inboth compulsory and upper secondary education, but not thoroughly explored in previous research (Barton & Avery, 2016). Providing a richer understanding ofthis ability is crucial in order to design teaching that effectively enables students in different age groups to develop this ability. The study focuses on students’analysis of the 2015 Mediterranean refugee crisis and was carried out as a learning study with iteratively conducted research lessons in four classes in year 1, 6and 8 (compulsory education) and year 2 in upper secondary education. The data, consisting of written student responses to open-ended questions andrecorded group discussions, was analysed using phenomenographic methods (Marton, 2015). Five qualitatively different ways of analysing the migration crisiswere identified, where students to various extent expressed an understanding of the complexity concerning causation and the importance of taking different400dimensions into consideration. Also, three critical aspects were identified as necessary for students to discern in order to develop more qualified ways ofanalysing the societal issue in focus. Results suggest that the most qualified way of analysing the migration situation was characterised by seeing theMediterranean refugee crisis as a dynamic process, where a consequence can also be a cause and where different dimensions are related. The studycontributes with important implications for teaching Social Studies as well as to theory concerning the ability to analyse ER - TY - BOOK T1 - Comprehensions of citizenship and citizenship education Comenius 2.1 EPT Project. Report II. PY - 2008 LA - eng PB - Mälardalen University ER - TY - CHAP T1 - Representational and Territorial Economies in Global Citizenship Education: Welcoming the Other at the Limit of Cosmopolitan Hospitality T2 - Social Theory and Education Research Volume II A1 - Langmann, Elisabet PY - 2013 LA - eng PB - : Sage Publications AB - In this article, I argue that any success a discourse on cosmopolitan hospitality might have in global citizenship education depends on how it deals with its own limits, and I propose a way of responding to these limits that takes the cosmopolitan commitment to openness to the other seriously. Following Jacques Derrida, my point is that to teach global citizenship on the basis that we already can know who the other is risks counting some persons ‘in’ while leaving others ‘out’, which forecloses the possibility of welcoming something new and unforeseen at the limit of our cosmopolitan selves. ER - TY - THES T1 - Samhällskunskap för alienerad elit: Observationsstudie av särskilda läroverket A1 - Lundberg, Janna PY - 2020 LA - swe PB - Lunds universitet KW - samhällskunskapsundervisning KW - alienation KW - eliter AB - This thesis is built around an observational study of a class at an elite school. The study follows the class through their upper secondary school education (ages 16-19), focusing on social science lessons. I have used ethnographic methodology to describe and problematize how social science and value-based ambitions of equality conflict with the student role of superiority cultivated at this school. This study of an elite uses a fly-on-the-wall distanced position of an included stranger. In the perspective of research on elite schools, the school is characterized as performing in the shadow of a more classic elite school tradition. The more traditional national boarding and cathedral schools use characterizations of age and tradition to legitimize their elite status. This is a characterization that the studied free school (approx. charter school) is trying to mimic despite its recent establishment.A concept of alienation including superiority frames the performed excellence noted during the observations. A concept of alienation without powerlessness is developed theoretically in this dissertation and used to analyse the material from the observations. A contemporary kind of stoicism is investigated within the concept of alienation. Stoicism within alienation describes the students’ ways of distancing themselves from what they learn, not giving any expression of whether what they learn influences what choices they make as they shape their lives and values. The social science subject at the elite school is characterized by a “dialectical didactics of turning away”, or of abandonment.In several ways the dissertation relates to power: a social hierarchy where supremacy and subordination becomes less black and white. The dissertation concludes by discussing the limited freedom of students who must negotiate egalitarian contra elite values in their social sciences education. In understanding egalitarian values in the perspective of power, Simone de Beauvoir’s (2018 [1947]) concept of freedom is useful: one’s own freedom is not freedom when others are unfree.Research on the democracy-promoting mission of the social science education subject, as well as the recommendations and directions of the school authorities, argues for a pluralistic classroom where different views and experiences meet. A deliberative democracy is also promoted. At the Distinct Grammar School, observations have been made of a classroom without pluralism and without deliberation. This has consequences for the teaching of social science in the school: the social science teacher’s authoritarian leadership style is motivated, in a contradictory way, with ambitions of promoting democracy and a democratic distribution of power. A complex dynamic of power between the teacher and the students plays out during the observations. The ethnography in the intersection of elite school research and social science didactic research has exposed a didactical dialectics of the exile, or exclusion. The turning away is inspired by Hannah Arendt’s (1998 [1958], 2006 [1961]) concept of World Alienation, a concept elaborated for understanding loss of love for the world as a threat to the promise of the political. This is framed as a social science didactics for alienated elite. ER - TY - JOUR T1 - Civilising teacher education? Learning with diversity T2 - Teacher Education & Practice SN - 0890-6459 A1 - Allan, J PY - 2011 VL - 3 IS - 24 SP - 351 EP - 353 LA - eng PB - : Rowman & Littlefield Education KW - teacher education and education work KW - lärarutbildning och pedagogisk yrkesverksamhet AB - Social capital theorist Robert Putnam (2007) argued that diversity produces fear and leads people to disconnect from one another. For student teachers, diversity of whatever kind--ethnicity, religion, class, disability, gender, or sexuality--generates fear and an expectation that it has to be managed. Civic education within teacher education has a crucial role in facilitating an active engagement with diversity among beginning teachers, and the author argues that teacher education can and should do this by providing students with opportunities to encounter diversity--opportunities that provoke and require change. She contends that teacher education is the ideal place for beginning teachers to acquire a "passion for equality", and far from compromising their intellectual independence, it is likely to strengthen it. ER - TY - CONF T1 - Youth, Citizenship and Democracy: Findings from a youth survey in two Nordic regions T2 - Differences, Inequalities and Sociological Imagination A1 - Kurkiala, Jacob A1 - Kurkiala-Nyman, Pia A1 - Grannäs, Jan A1 - Söderberg, Patrik A1 - Kyheröinen, Joni PY - 2015 SP - 1283 EP - 1284 LA - eng PB - : European Sociological Association (ESA) AB - There are significant differences between young people regarding political interest and engagement because of different social and economic conditions. Further, an active citizenship may be impeded by a societal development where life conditions deteriorate more for some groups than for others. At the same time, the reluctance among economically marginalized groups to participate in the procedures of democracy remains when the meaning of an active democratic citizenship is perceived as limited. Research shows that there is a need for further research in the field, in particular more qualitative studies to complement the various national and international longitudinal quantitative studies such as IEA: Cived and ICCS.Every third year in the Nordic countries, a comprehensive longitudinal youth survey is conducted which follows up national youth policy. The target groups for the study are young people aged 13-16. The survey focuses on young people’s views on questions concerning democracy and participation, citizenship, health, enjoyment of school, leisure activities, work, and future plans.This study focuses on young people’s democratic and civic competence in two Nordic regions: Gävleborg (Sweden) and Ostrobothnia (Finland). Based on the longitudinal youth surveys studying young people’s skills, capacities, and opportunities for active democratic citizenship, in order to further assure the quality of education and youth policy work in the surveyed regions, the research study’s overall objectives are to:a) Compare youth survey results from two regions in Sweden and Finland as well as make comparisons over time, focusing on the importance of social sustainability, particularly gender, age, and diversity aspects; and b) Deepen understanding of young people’s opportunities, circumstances, and knowledge of active democratic citizenship. The samples are 2,207 students (14-15 years old) from Sweden and 1,718 students (15-16 years old) from Finland.One example from the initial analysis is: if the students want to have a say in what they learn in school. They answered 70% (SWE) and 46% (FIN) want it, but only 37% (SWE) and 7% (FIN) answered that they get it. The result is interesting in terms of PISA results, but also for how the pupils enjoy school. ER - TY - RPRT T1 - En granskning av läroböcker i samhällskunskap och historia för åk 7-9 med fokus på rasism, främlingsfientlighet och intolerans A1 - Johnsson Harrie, Anna PY - 2016 LA - swe PB - Forum för levande historia KW - läroböcker KW - läromedel KW - läroboksgranskning KW - samhällskunskap AB - Den här rapporten bygger på en analys av tolv läroböcker – sex läroböcker i historia och sex i samhällskunskap. Samtliga läroböcker är för högstadiet och är utgivna efter den senaste läroplansreformen 2011. Läroböckerna har analyserats utifrån frågan hur de behandlar rasism, främlingsfientlighet och intolerans, och utgångspunkten tas i det centrala innehåll som skrivs fram i kursplanen för respektive ämne.Studien visar att ingen av läroböckerna förmedlar rasistiska eller främlingsfientliga värden. Däremot finns i några samhällskunskapsböcker ibland en uppdelning mellan ”svenskar” och ”invandrare” och ett ”vi” och ”de” som kan framträda i såväl text som bild. Denna uppdelning riskerar att exkludera många svenska elever med utländsk bakgrund.Några läroböcker täcker inte riktigt alla de områden som ska behandlas enligt det centrala innehållet i kursplanerna. Urfolket samerna och de övriga nationella minoriteterna judar, romer, sverigefinnar och tornedalingar ska alla tas upp i såväl historieämnet som samhällskunskapen. Alla läroböcker lever inte upp till detta. Ett annat exempel är frågan om hur historia kan användas för att skapa nationella identiteter, som inte heller behandlas i alla historieläroböcker.En lärobok ska vara ett stöd för elevens lärande i frågor som många gånger kan vara mycket komplicerade. För att kunna vara ett stöd krävs tydlighet och struktur i lärobokens framställning. I vissa fall finns en föredömlig tydlighet, även i behandlingen av svåra frågor. I andra fall saknas den tydligheten. Det kan vara begrepp som inte förklaras, eller begrepp som först definieras, men där författarna sedan inte håller sig till sina egna definitioner.Läroboken har länge haft en ohotad stark ställning i de svenska klassrummen. Idag har läroboken konkurrens från många olika kategorier av läromedel. Om den vill hålla kvar en stark ställning måste den också leva upp till höga kvalitetskrav. ER - TY - CHAP T1 - Practicing entrepreneuring and citizenship: social venturing as a learning context for university students T2 - Social entrepreneurship and social enterprises A1 - Johannisson, Bengt PY - 2016 SP - 93 EP - 112 LA - eng PB - London : Routledge KW - organisation theory KW - organisationsteori AB - Social services such as childcare, elder care, health care and education have primarily been provided by the public sector in the welfare society that emerged during the twentieth century in Sweden. Non-profit organizations had a limited role in delivering social services. Entrepreneurship, in the basic understanding of entre prendre, or in other words, entering into and grasping something, is increasingly being recognised in social spheres even if what is referred to as social varies. During the first half of the twentieth century, a relatively extensive public sector was developed and organized in a way that has been labelled the Scandinavian welfare model. The Swedish welfare model was increasingly debated during the 1980s and the following decades. The welfare arena is far from simplistic. National policy-making processes are interrelated with regional and local processes. Social dimensions are often an integrated part of the incentives for individuals starting an enterprise and for individuals working as owner-managers. ER - TY - CONF T1 - Constructing History Education for Learners in Vocational Education: Teachers transformation of a new history curriculum A1 - Ledman, Kristina PY - 2012 LA - eng AB - How do history teachers transform and teach a new history curriculum to new learners? The question is currently quite urgent in Sweden where a new national curriculum has made history part of the core curriculum of upper secondary school. In effect, a new group of students will enter the history teachers’ classrooms, namely, students in vocational educational programs.  This inquiry aims to explore how history teachers interpret and transform the formal history curriculum towards intended curriculum on basis of their understanding of the curriculum text, and their knowledge and beliefs of the essence of history as a school subject and the new groups of learners.The paper employs the analytic lens of pedagogical content knowledge (PCK) and explores the transformation of teachers’ knowledge as formulated by Shulman (1987). Special attention is paid to the teachers’ knowledge of the learners and their characteristics. The process of transforming an intended curriculum is situated in a broader theoretical framework where the history curriculum is seen as shaped and reshaped in different social contexts, i.e. the making of official curriculum, the transformation by teachers and the enacted and perceived curriculum of the history teaching classroom.The inquiry has followed the preparation of the history curriculum among groups of history teachers. Data has been collected by observations and audio recording of group discussions as teachers interpret and transform the curriculum into teaching. In individual interviews the teachers were asked to read the new history curriculum while articulating their reactions to, and interpretations of, the text, a method inspired by “think aloud protocols”.The conclusions are expected to show how the teachers’ PCK influences the construction of the history curriculum and thereby provide a basis of knowledge for the discussion and negotiations of why, what and how of history teaching in the curriculum for vocational students. The relevance of the findings is of particular importance in relation to issues of the role of general knowledge in the lives of young people and the framing of citizenship education. It thereby addresses issues of relevance to the realm of the Curriculum Research Network. ER - TY - THES T1 - Gymnasieelevers diskussioner utifrån hållbar utveckling: meningsskapande, naturkunskapande, demokratiskapande A1 - Ottander, Katarina PY - 2015 LA - swe PB - Umeå universitet KW - science education KW - environmental- and sustainability education KW - ese KW - education for sustainable development KW - esd KW - scientific literacy KW - socioscientific issues KW - upper secondary school students. meaning-making KW - democracy KW - discursive psychology KW - naturvetenskaplig utbildning KW - miljö- och hållbarhetsutbildning KW - utbildning för hållbar utveckling KW - sociovetenskapliga frågor KW - sociovetenskapliga dilemman KW - gymnasieelever KW - meningsskapande KW - demokrati KW - naturkunskapande KW - diskurspsykologi AB - In this thesis the focus is on upper secondary school students’ meaning-making in sustainability in science civic education. The aim is to study how meaning is created, if/how natural science is used and how democratic participation is constructed in students’ group discussions. The thesis also aims to create an awareness of the role science has in both the creation of meaning and the construction of democratic participation. The study is based on audio-recorded group discussions arising from two different sustainability tasks. Discursive psychology is used as an analytical framework, through the concepts of interpretative repertoires, ideological dilemmas and subject positions.The students use different interpretative repertoires that draw on different conceptions of the “world” (discourses) in their meaning-making. These different conceptions create ideological dilemmas that recur several times during the discussions and are therefore negotiated in different ways. The students then use strategies where these dilemmas are solved in a relatively simple manner. They construct the sustainability issue they discuss so that their ways to live and act/not act are portrayed as acceptable in the current situation. The students use their knowledge in and about science in their meaning-making. Science is used to make the "world" more understandable and raise questions; to evaluate, decide and act; to give authority to arguments; and to solve societal problems. The students’ science-making process contains various kinds of use of scientific knowledge, for example, clarify the conditions, identify consequences, scrutinize information, compare, assess, evaluate and use scientific methods. The discussions increase the students’ experience of using scientific knowledge and which functions scientific knowledge can have. The students construct democratic participation in various ways: trust in science and technology are expressed and awareness of what is considered as actions that are “good” for the environment; different perspectives are expressed and ideological dilemmas discussed; students use their scientific knowledge in socioscientific reasoning to create a deeper understanding of the issues discussed; scientific knowledge is also used for evaluating actions in relation to sustainability issues. However, the students see themselves having a major responsibility to act “good”, but without power to influence the development of society as a whole. The students have two projects going on during their discussions: to discuss and learn about the sustainability issue and make their own existence acceptable. ER - TY - CONF T1 - Children’s rights in teacher education in Sweden A1 - Olsson, Åsa A1 - Thelander, Nina PY - 2019 LA - eng KW - children’s rights KW - teacher education KW - syllabus KW - content AB - General description (up to 600 words) In this paper children’s rights in teacher education is highlighted. The aim is to examine content and aims concerning children’s rights in core education courses, in Swedish teacher education. In 2020, Sweden will follow Norway’s and Finland’s example in incorporating the UN Convention on the Rights of the Child, UNCRC, into Swedish legislation. Arguments have been put forth that the principles of the best interests of the child (article 3) and children’s rights to participate in decisions (article 12) will be reinforced. In a commission of inquiry, set up by the Government (SOU 2016:19), it is argued that the new legislation requires capacity building in terms of general development of competence among professionals at all levels. The UN Committee on the Rights of the Child in Geneva submitted comments and recommendations in 2015 to Sweden's fifth periodic report. In these comments, the Committee expressed concern that "relevant professionals do not have sufficient training in assessing the best interests of the child" (p. 4). Since teachers are a key group of professionals working with children, there seems to be a need for studies of teacher education in Sweden, with regards to children’s rights in general and UNCRC in particular. In Sweden, teacher training is regulated on a national level by The Higher Education Ordinance, (Högskoleförordningens examens­ordning för lärarutbildningarna,1993:100) where general aims and content for teacher education is stipulated. All teacher education programs include “core education subjects” for 60 credits, equivalent to one year of full-time studies. Core education subjects comprise of seven sub-themes linked to future professional practice, where the one of particular interest in this study is “history of the school system, its organization, and conditions as well as the core values of early years education, including fundamental democratic values and human rights” (www.uhr.se). Previous research has explored different aspects of children’s rights in school. Several studies in the Nordic countries have been carried out in relation to children’s participatory rights in school (Andersson, 2017; Elvstrand, 2009; Rönnlund, 2011). The dual assignment for teachers to educate children about their rights and to observe and respect children’s rights in education has been discussed (Hägglund, Quennerstedt, and Thelander, 2013; Quennerstedt, 2015). Brantefors and Quennerstedt (2016) examined education research and found a disparity of motives for children’s human rights education, relating to children's age. Further, the researchers concluded that human rights education often becomes a vague question of human relations and interactions. With an aim to develop educational theoretical concepts for analyses of human rights education, Brantefors and Thelander (2017) identified four teaching and learning traditions of rights with emphasis on participation, empowerment, awareness of rights and finally right respecting. There are also several international studies that have discussed human rights education. In a survey, Bajaj (2017) explored the global field of human rights education, dealing with the theoretical and conceptual foundations as well as with practice. In a literature review of human rights education initiatives globally, Boutros (2018) identified deficient teacher training, inadequate literature and a low level of commitment by school administrations, to be major obstacles for effective implementation of human rights. Osler and Starkey (2017) articulate the historical background of human rights education and argue for education for democratic citizenship underpinned by the values of human rights.  Methods/methodology (up to 400 words) The data in this study consist of syllabi from teacher education programs in Sweden. Teacher education in Sweden is accessible at 24 universities and colleges. In the study, syllabi of ten universities and colleges are examined with regards to aims and content concerning children’s rights. The study covers core education courses in four different teacher education programs: Early years education programme, Primary education programme, grade F-3 and grade 4-6, Secondary education programme (förskollärarprogrammet, grundlärarprogrammet F-3, 4-6 and 7-9). There is an overarching syllabus for each teacher programme, and a specific syllabus for each core education course. Altogether, the empirical material adds up to about 250 local syllabi. The syllabi have been review in search for a number of keywords such as e.g. “children's rights”, “UN convention of the rights of the child”, “human rights”. The analysis of the syllabus was done by content analysis, which pointed towards full sentences and context.  Expected outcomes/results (up to 300 words)  Preliminary results indicate that content regarding children’s rights in teacher education concerns values and policies rather than knowledge. Local syllabuses at colleges and universities show similarities to The Higher Education Ordinance, (1993:100), often in exact wording. Few examples of efforts to specify or concretize national aim have been identified. Sometimes content regarding children’s rights tends to become more general and vague in local syllabuses, than in the national ordinance. The study may contribute with new knowledge to people working with course development in teacher education. Furthermore, there is a reason to believe that questions will be raised on a national level about implementation, competence, and accountability in relation to the new legislation, why the subject of our research may very well be of general interest in Sweden. ER - TY - JOUR T1 - What kind of citizenship for European Higher Education?: Beyond the competent active citizen T2 - European Educational Research Journal SN - 1474-9041 A1 - Biesta, Gert PY - 2009 VL - 2 IS - 8 SP - 146 EP - 157 LA - eng ER - TY - CONF T1 - Negotiating Identity and Active Citizenship in Teacher Education. T2 - Proceedings of the 6th Conference of the Children’s Identity and Citzenship In Europe Thematic network, Ljubljana. CiCe publication, London. A1 - Folkesson, Anne-Mari A1 - Hartsmar, Nanny PY - 2005 LA - eng KW - pedagogik och utbildningsvetenskap KW - pedagogics and educational sciences ER - TY - CONF T1 - On Political Judgment and Emotions in Citizenship Education A1 - Grannäs, Jan PY - 2013 LA - eng ER - TY - CONF T1 - Sponsrade läromedel i samhällskunskap T2 - Samhällsdidaktik : A1 - Johnsson Harrie, Anna PY - 2012 SP - 83 EP - 103 LA - swe PB - Linköping : Linköpings universitet [Forum för ämnesdidaktik] KW - social sciences -study and teaching KW - teaching KW - samhällskunskapsundervisning AB - Sju forskare vid Linköpings universitet ventilerar olika sidor av samhällsundervisningens problematik och möjligheter, såsom hur samhällsundervisningens villkor ständigt förändras och konsekvenserna av detta, vilken roll teknikhistoria bör ha i grundskolan, hur gymnasieskolans nya kursplan i historia har påverkat läromedlen, innehållet i sponsrade läromedel, betydelsen av religionsundervisning i särskolan, hur staten främjar utbildning i samband med ett jubileum samt vikten av internationellt utbyte.  ER - TY - THES T1 - Kritiskt tänkande i samhällskunskap: En studie som ur ett fenomenografiskt perspektiv belyser manifesterat kritiskt tänkande bland elever i grundskolans år 9 A1 - Larsson, Kristoffer PY - 2010 LA - swe PB - Karlstads universitet KW - critical thinking KW - higher-order thinking KW - problem solving KW - phenomenography KW - variation theory KW - civics KW - social studies KW - students KW - compulsory school KW - ninth-grade AB - In this study a phenomenographic theoretical perspective is taken as departure for research on manifested critical thinking in civics among Swedish ninth-grade compulsory school students.According to the phenomenographic perspective students’ manifestations of critical thinking are linked to the way of experiencing the phenomena inducing a manifestation of critical thinking. Thus differences between students’ manifestations of critical thinking are linked to differences in the way of experiencing the phenomena inducing a manifestation of critical thinking.The empirical investigation in this study revolves around how 19 ninth-grade students experience four different tasks designed to induce manifestations of critical thinking. In broad terms the main aim of the study is to describe the students’ different ways of experiencing each specific task and furthermore, to link each specific way of experiencing a specific task to a specific type of manifested critical thinking in relation to that task. A more overarching aim is to offer and test the phenomenographic theoretical perspective as a way of conducting research on manifested critical thinking.The empirical results show how the way of experiencing a specific task plays a decisive roll for the type of manifested critical thinking, made possible in relation to the specific task. A more complex way of experiencing the task can be linked to a more complex manifestation of critical thinking in relation to the task. A less complex way of experiencing the task can be linked to a less complex manifestation of critical thinking in relation to the task. The study also suggests how these empirical results can be used in a pedagogical situation in order to enhance students manifested critical thinking in civics. Concerning the more overarching aim the study strongly points to a further use of the phenomenographic perspective when conducting research on students manifested critical thinking. ER - TY - CONF T1 - The school as an arena for citizenship education: multi-competence acquisition, values, ideologies and social dynamics T2 - European Conference on Educational Research, Genève, Switzerland, 11-16 Sep A1 - Sandström Kjellin, Margareta A1 - Stier, Jonas PY - 2006 LA - eng ER - TY - BOOK T1 - Reflex: Samhällskunskap för gymnasieskolan / ABC A1 - Höjelid, Stefan A1 - Almgren, Hans A1 - Nilsson, Erik PY - 2006 LA - swe PB - Gleerups förlag, Malmö ER - TY - THES T1 - Vad kommer på provet?: Gymnasielärares provpraxis i samhällskunskap A1 - Jansson, Tobias PY - 2011 LA - swe PB - Karlstads universitet KW - assessment practices KW - tests KW - knowledge KW - upper secondary school KW - frame factors KW - bloom's revised taxonomy KW - bedömning KW - prov KW - kunskaper KW - gymnasielärare KW - provpraxis KW - blooms reviderade taxonomi KW - ramfaktorer KW - subject didactics KW - ämnesdidaktik KW - civics AB - The aim of this study is to investigate the assessment practices of civics teachers in upper secondary school. The main purpose is to analyze, using Bloom’s revised taxonomy, which kind of knowledge civics teachers test in their written test examinations. The analyses show that they mainly test factual and conceptual knowledge. Procedural knowledge is tested in other ways, mostly by means of essays. Metacognitive knowledge is not found in this study. In contrast to earlier findings the teachers in this study test a variation of cognitive processes. Between 50 and 90 percent of test questions relate to the category remember, but there are also questions testing the categories to understand, analyze and evaluate, only a few test apply and create. There is a good alignment in teachers’ knowledge of the grading criterions and the curriculum. There are however discrepancies between this knowledge and their testing practices, which causes some problems concerning the validity of their tests. As the tests mainly are used for summative purposes, teachers varying practices lead to problems with grade equality. Frame factors may explain differences in practices. Mainly administrative factors such as working hours and schedule are significant, since teachers need time to prepare and to mark the tests and pupils need time to write them. Pupils also wish to have written tests and teachers adapt to this. Still, the significance of these factors is decided by teachers’ freedom of action. Most teachers know how to and want to make valid tests, but they need the time, both to prepare and to mark them, and the possibilities to extend lessons when more writing time is needed. ER - TY - CHAP T1 - Vad kommer på provet?: Gymnasielärares provpraxis i samhällskunskap T2 - Forskning av och för lärare A1 - Jansson, Tobias PY - 2012 SP - 79 EP - 96 LA - swe PB - Karlstad : Karlstad University Press ER - TY - CONF T1 - Change To perform and transform knowledge through artistic methods in visual art education T2 - http://www.insea2014.com/d/program/InSEA2014_Abstracts_Oral_Presentations.pdf A1 - Karlsson Häikiö, Tarja PY - 2014 LA - eng KW - visual art education KW - teacher education KW - performative artistic practice KW - transformative learning AB - Aesthetic practice is needed as one of the perspectives in school but also in teacher education. A change has lately occurred in the perception of and approach to aesthetic knowledge in society, as well as in teacher education. A previous educational context emphasized "the knowledge gained through the senses" and teachers as cultural creators, while in the ongoing teacher education reform in Sweden the aesthetic aspects of learning are more marginalized and lessened in importance in different ways. In the arts knowledge is created with and through various forms of interpretation as well as performative and transformative activities. What unites aesthetic learning processes and learning from a cognitive focus point is that learning occurs through mediated actions. The learner can process, absorb and use information, thoughts and feelings through his or her own creativity, which in turn can be used as a source of broadening and deepening the learning experience in many ways. An ongoing discussion problematizes and questions the aesthetics role in relation to learning from different angles in school subjects (OECD-report, 2013). Research shows that aesthetic aspects does not have a direct impact on learning in other subject, but enhances learning in the own field. A central concept in the area of aesthetic learning is creativity. Learning consists of different dimensions where aspects of creativity and imagination are included. Imagination and memory are interdependent and interact in learning. In artistic training is creativity connected to the mastery of an art form. In the process of artistic practice are abilities that are useful on a more general level included. Like the ability to handle uncertainty and failures as well as innovation. The aesthetic languages can be viewed as communicative language forms that are as basic skills in the design of knowledge from an artistic and aesthetic perspective. The artistic field provides methods of learning in a tertiary field, where uncertainty, variability and change are essential elements (Bauman 2002). The experience of meaningfulness in learning is linked to transformative quality in the creation of the learning act. An educational approach that describes transformation as part of knowledge-development combines the arts (art practice) and aesthetic learning. In the art teacher education at the University of Gothenburg the artistic, didactic and theoretical aspects are combined. Artistic reflected practice is used as a method for creating a more participatory education as well as inclusive thinking in education and society. A profile has developed where active citizenship, performativity, Socratic dialogue and student’s co- and self-assessment are parts of the educational practice. In the educational practice visual culture is problematized in relation to school and society based on socio-cultural theory and visual culture studies. In the courses the students work with projects in which site-specific, situated learning in the public space as well as socio-cultural and intercultural aspects are highlighted (participation in culture, assignments, contemporary art). In the ongoing development work regarding the methods in which students participate in different ways with community (sustainable art education, social and environmental sustainability), aspects of sustainable development on the basis of educational and environmental perspectives are included. One of several foci in the artistic investigations of the students is interaction between art and the environment which includes for example community art-projects. The aim is to elucidate specific areas of artistic education and highlight these issues on the research field. The students are assessed (process and product assessment) and work themselves with assessment of their creative work with a special matrix developed for this reason. In the educational practice blogs are used to document the progress and development of the students learning processes and as a means of mediator in the dialogue between student and teacher, for example as a common base in tutorial conversations. To assess and critically examine works of art, knowledge of arts education and to visualize non-formulated levels of artistic practice is based on a tradition since the École des Beaux-Arts in Paris from the 1800s, but goes back even further in time (Lymer 2010). Schön (1987) argues that the assessment of practical art work has its own methods of measuring knowledge in action. According to Dewey (2005) critique and evaluation are integral parts of both the educational tradition and artistic work, where experience-based learning is a common ground. A research study by Lindström (1999) shows that it is possible to make visible - and thus create methods to assess - the non-linguistic or non-formulated levels of knowledge. ER - TY - CHAP T1 - Martha Nussbaum and Liberal Education T2 - Martha Nussbaum A1 - Burman, Anders PY - 2019 SP - 69 EP - 88 LA - eng PB - Huddinge : Södertörns högskola ER - TY - CONF T1 - What are the gender, class and ethnicity of citizenship?: A study of upper secondary school students’ view on citizenship education in England and Sweden T2 - Political and economic systems under challenge - assessing the role and potential of citizenship education A1 - Leighton, Ralph A1 - Nielsen, Laila PY - 2015 LA - eng ER - TY - CONF T1 - Visualising complexity and changeability in economics: Challenges and possibilities when using visual representations in social studies teaching A1 - Tväråna, Malin A1 - Jägerskog, Ann-Sofie A1 - Björklund, Mattias A1 - Strandberg, Max PY - 2023 LA - eng KW - visual representations KW - graphs KW - charts KW - economic education/ social science education AB - The aim of this presentation is to discuss how models used in social studies teaching can help students grasp the complexity and changeability in economic issues and systems in the context of social science education (SSE). Models are often used in SSE teaching to help students grasp complexity and changeability. However, students often find models difficult to understand and there is a risk that seemingly fixed models do not offer an understanding of the changeability in societal issues. The project investigates students’ conceptions of two different models that are commonly used in SSE (one flowchart and one plot diagram) and what aspects need to be discerned in order for students to reason in a qualified way about the content illustrated. Results from a phenomenographic analysis of 21 group discussions (with students from both compulsory and upper secondary school) show that the critical aspects identified in part can be understood as model and content specific, but in part as model generic. By comparing the critical aspects for the two different models, it is evident that in order to read both models, aspects pertaining to structure, casual expansion, and human agency are important.Extended summaryIn teaching social studies, helping students to understand social issues and systems related to economics is central. Many of those socio-economics issues and systems are characterised by complex relations and changeability and are thus not always easy for students to grasp. Examples of such systems and issues are the “socio-economic cycle” of economic relations between households, companies, state and finance institutions, as well as the issue of how and why a country’s GDP is related to its emissions of carbon dioxide. One common way of helping students to grasp the complex relations and the changeability involved in such socioeconomic systems and issues, is to use visual models. However, even though there seems to be a great potential in using visual models when helping students to grasp economic relations in social science, teacher experience as well as earlier research also indicate that there are several challenges involved when such models are used. One such challenge seems to be that dynamic and complex systems and processes are simplified and therefore easily misunderstood when presented as a statically drawn visual representation (Cohn et al., 2001; Davies & Mangan, 2013; Wheat 2007a). A key challenge here seems to be that a two-dimensional graphical representation cannot simultaneously visualise interaction of several variables within the same graphical space and this limits the complexity that can be visualised (Ruiz Estrada, 2012; Reingewertz, 2013). Another challenge is the risk of the model discouraging a deeper thinking about the inner workings of the model and the phenomena behind it (Colander, 1995). Identifying challenges with visual representations used in economics teaching is important. However, this research needs to be complemented with research identifying what teaching needs to focus upon in order for those visual models to function as a support in qualifying students’ reasoning and understanding of the issue or system illustrated. This study aims at doing just that. The presentation is based on a project aiming at identifying students’ understanding of two kinds of models (flowcharts and plot diagrams) frequently used in social studies teaching. The project also aims at identifying  what students need to discern in order to develop the ability to reason in a qualified way about the content represented by a model, and thus what needs to be focused upon in teaching when those models are used. The material analysed for this presentation consists of 21 recorded and transcribed small group discussions from students in year 6 and 8 in compulsory school and year 1 in upper secondary school. In the material, the students discuss a question that concerns either a flowchart of the socio-economic cycle or a plot diagram illustrating the relationship between different countries’ GDP and level of CO2 emissions. The transcribed material was analysed using phenomenographic methods, and critical aspects were identified for the two different models investigated (Marton, 2015). Critical aspects could be described as aspects of a powerful conception of a phenomenon, that are necessary for learners to discern in order to experience the phenomenon in this powerful way. In this project, the aim was thus to describe how powerful conceptions of the two models investigated distinguished themselves from less powerful conceptions of the same models.Results show that in order for students to qualify their reasoning about the socio-economic system with the help of the socio-economic cycle model, it is crucial that they discern the changeability and complexity in the relations illustrated in the flowchart. More specifically, what is needed to be discerned by the students in relation to the socio-economic cycle, and thus what needs to be focused upon in teaching when using this model, is i) the wholeness of the model, ii) the reciprocity of in the relationships visualised and iii) the openness of the model and thus also of the system itself. Aspects of changeability and complexity were central also in relation to students’ understanding of the plot diagram illustrating the relation between different countries’ GDP and level of CO2 emissions. Aspects that were identified as important for students to discern in order to qualify their reasoning about the economic/societal issue at hand were i) the general pattern between the two factors in the diagram, ii) the existence of outliers (thus understanding that the pattern is general, not consistent, iii) the fact that the pattern can be explained by other societal and economic factors, and iv) the fact that the pattern could be changed by changed human behaviour.By comparing the critical aspects for the two different models, it is evident that in order to read both models, aspects pertaining to structure, casual expansion, and human agency are important. In sum, the results suggest that in order for visual models to be helpful in teaching about economic issues and systems, it is vital that students understand visual representations such as plot charts and flow charts, as representations of dynamic socio-economic issues or systems, that are possible to change.  ER - TY - CONF T1 - Media Literacy Education - A discussion about Media education in the Western countries, Europe and Sweden T2 - Paper presented at the Nordmedia09 conference in Karlstad University, Sweden, August 13-15, 2009, revised after the conference. A1 - Oxstrand, Barbro PY - 2009 LA - eng KW - media education KW - media literacy AB - Media Education is perhaps even more important today as more and more students have practical access to a variety of media both at home and in school. There is a need to develop new skills and competencies that allow users and consumers “information literate”. Media literacy has tended to focus on cultural expressions and has a critical dimension that information skills are lacking. Recently, however, information literacy has become increasingly linked to issues of democracy and active citizenship. In late 2000-century the concepts often migrate internationally and education for all media now subsumed under the name Media (Literacy) Education. The media and information literacy are increasingly linked to issues of democracy and participatory citizenship. Media and information literacy has come to the fore, and are fundamental parts of the work to achieve a media and information society capable of promoting a professional, sustainable society. The paper is written as a brief integrative literature review. The core aim is to find a common line in what goal with this education could be. The text describes what research, policy documents and various media organizations consider to be the core goals of Media Literacy education, and these goals are reported both in the running text and in different tables. The paper concludes with practical advices on the critical media education, and with suggestions for further research. ER - TY - CONF T1 - The therapeutic trend in youth education: A question of finding one’s ‘innermost’ in order to become more qualified collective beings in society – Sweden as a case T2 - NERA 2016 Social Justice, Equality and Solidarity in Education A1 - Irisdotter Aldenmyr, Sara A1 - Olson, Maria PY - 2016 LA - eng KW - utbildning och lärande KW - education and learning AB - The presentation takes its point of departure in the relatively new international phenomenon of therapeutic education. This phenomenon is part of the commissioned task in the Nordic countries and internationally to see to the emotional formation of young people in youth education. Taking on Swedish teacher descriptions of how this task is played out in the classroom, we highlight emotional rationales that emerge in these descriptions. In addition, we discuss how these rationales relate to a normative project of fostering qualified collective beings, partly by encouraging the students to search for their “innermost” in order to share it with each other and thereby making their innermost a matter for the collective. ER - TY - CONF T1 - Discussing opinions or critically assessing arguments? Conflicting activities in primary school civics teaching about judicial justice A1 - Tväråna, Malin PY - 2019 LA - eng KW - learning study KW - activity theory KW - teaching/instruction KW - primary education KW - justice KW - teaching and teacher education KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - Civics teaching in primary school is often shaped by a crowded curriculum, with an abundance of subject matter for teachers to cover in short time (Stolare, 2016), and often seems to be directed towards remembering and recapitulating facts rather than developing qualified ways of reasoning about societal issues (Odenstad, 2010). Nevertheless, critical reasoning is regarded a crucial ability for civics, both in the national curriculum and by teachers. The article explores teaching designed to benefit students’ possibilities to qualify their critical reasoning about issues of judicial justice in civic education in year 6 of primary school. The focus is on how the actions of students’ and teachers’ build teaching activities that promote or hinder critical reasoning about justice issues. The study is influenced by a cultural-historical activity theoretical perspective, and assumes that actions and motives of teaching are shaped by the cultural and social needs developed in certain historical contexts. Critical reasoning in civics can be constituted and realised in different ways, depending on the motives for civics as a classroom activity, and how it is expressed and mediated through the actions of both teachers and students. Based on the theory of objectification (Radford, 2013; 2015), the analysis describes how reasoning about judicial justice issues as an object of knowledge is actualised through different teaching activities in the research lessons. Data material in the study consisted of transcribed group discussions and whole class conversations from three cycles of research lessons in a learning study conducted in collaboration with a team of seven primary school teachers. The teaching design in the lessons was based upon variation theory (Marton, 2015) and dialogical intersubjectivity (Matusov, 2001). The actions of students and teachers were thematically analysed and described as making up different kinds of joint labours between teachers and students. Actions constituting these joint labours where then correlated with students’ different ways of reasoning about justice issues. Four kinds of joint labours between teachers and students where identified, driven by different motives: participation, identity, deliberation and critical judgment. The actions driven by deliberation and critical judgment benefitted students’ critical reasoning about justice issues, while actions driven by participation and identity conflicted with it. The results may contribute to teachers’ understanding of their own practise and to the discussion within social science didactics about the meaning of critical reasoning and critical judgement as a subject specific ability. ER - TY - CONF T1 - A postdigital lens on teaching for digital citizenship: opportunities and challenges for teacher educators’ professional digital competence A1 - Örtegren, Alex PY - 2023 LA - eng KW - digital citizenship KW - teacher peducation KW - postdigital AB - With the past 20 years of increasingly pervasive digital technologies in educational and societal contexts, young people’s development of digital citizenship has become important to participate and act as members of society. To this end, schools have an important role, and new teachers need to be prepared through the support of teacher educators. Focusing on their dual-didactic role, this lightning talk highlights opportunities and challenges for teacher educators’ professional digital competence (PDC) to teach for digital citizenship. Using examples from the Swedish context, the talk highlights tensions in teacher educators’ PDC where their understanding of digital citizenship may be broadly compatible with the postdigital but less nuanced in the context of education. Similarly, teacher educators may have PDC to teach about digital citizenship but feel ill-prepared to teach teaching for digital citizenship, where further complexity comes from the strive to have PDC that is responsive to postdigital developments in society. The lightning talk draws attention to the opportunities of using a postdigital lens to support teacher educators’ PDC to include a deep conceptual understanding of digital citizenship, which is important for the preparation of future teachers and, in turn, young people’s development of digital citizenship. ER - TY - CONF T1 - Emotive action and reaction in social science/citizenship education A1 - Blennow, Katarina PY - 2024 LA - eng AB - Emotions are prominent in the construction of notions of citizenship. A good liberal-democratic citizen, for instance, cares about others, copes with differences and trusts the political system (Zembylas 2013). Increasing political polarization challenges teachers to prepare youth as citizens who can navigate ideological and affective boundaries (Keegan, 2021). More specifically, emotions play an important part in the drawing of symbolic boundaries (Lamont, 1992) between ‘us’ and ‘them’ in the classroom: boundaries are drawn between students and teachers through what they feel in relation to a specific content or issue, and by feeling similarly or differently, they either approach or withdraw from each other (Blennow, 2019). We live in a time when rapid, split-second emotional response is highly valued (Davies, 2019; 2020), perhaps most significantly in social media, for instance in reaction videos or on Twitch, but also in politics, where politicians with a pronounced and visible ability to publicly show outrage or amusement have become increasingly central. Anger is a crucial component of populist politics, as well as in international crises (Davies, 2020). It is reasonable to wonder how this type of public emotional expressions affect social science teaching. This paper analyzes how students encounter emotive action and reaction in contemporary politics and social media and how this affects what happens in the social science classroom. How are quick emotional responses expressed and used in relation to social science content? What does it mean for social science education? It is based on preliminary results from an ongoing ethnographic study of emotive action and reaction in social science teaching at upper secondary level in Sweden and their social and educational consequences. ER - TY - CONF T1 - In the Context of Migration: the Swedish Nation's selfnarration through Civic Orientation Courses T2 - Book of Abstracts A1 - von Brömssen, Kerstin PY - 2021 SP - 15 LA - eng PB - Aarhus : VIA University College KW - migrants KW - social integration KW - civic orientation courses KW - sweden ER - TY - CONF T1 - Global challenges - an interdisciplinary and compulsory course in teacher education, Malmö University, Sweden A1 - Sonesson, Kerstin PY - 2014 LA - eng KW - education for sustainable development KW - sustainable society KW - global challenges KW - interdisciplinary course KW - teacher education AB - Malmö University (MU) is a relatively young university, only 15 years old. In 2014 a new strategic platform, Strategy 2020, was launched. MU believes that the future needs HEIs that contribute to the development of a sustainable community by creating new methods of working in collaboration with others. MU shall stimulate life-long learning and skills for action in an ever changing society. Our aim is education and research for a sustainable society. Our educational programmes are based on students actively seeking out and developing knowledge, with the purpose of achieving expertise that is in demand locally as well as globally. One example regarding our strategy is the interdisciplinary course, Global challenges in a subject context, 9 credits, a compulsory course for teacher students training for upper and upper secondary school (SS and USS). The course content is focusing on citizenship, intercultural issues, sustainable development and learning. Besides lectures, literature seminars and workshops, the students focus on two tasks; a short article on a learning resource suitable for education in SS or USS, and a minor research project. The articles, with practicing pedagogues as stakeholders, are published in a web magazine after approval. The second task is an interdisciplinary group work on pedagogues approach to the perspectives of citizenship, intercultural issues and/or sustainable development in the Swedish school system. The findings have to be discussed in connection to the Swedish syllabus of SS or USS. The results are presented as a paper or a poster at a student driven conference with invited participants, e.g. practicing teachers, school leaders, teacher students and university lecturers. ER - TY - JOUR T1 - Om historie- og samfundsfagsdidaktisk eklekticisme. Med Grundtvigs folkebegreb som eksempel T2 - Nordidactica SN - 2000-9879 A1 - Haas, Claus PY - 2019 VL - 2019 SP - 168 EP - 190 LA - dan PB - Karlstad : CSD Karlstad KW - history and social science education KW - didactical eclecticism KW - cultural turn KW - imagined community KW - grundtvig and folkeligheden KW - politics of memory and identity KW - subject-specific education KW - ämnesdidaktik AB - In many instances, developing comparative approaches to single subject didactic is a progressive way forward in order to escape rigid boundaries between related subjects. However, even so, a comparative approach still run the risk of reproducing and confirming sectorization of subject boundaries, which in my view ought to be transcended. A more radical way of exceeding single subject boundaries, is to ask: Should a comparative approach be complemented and challenged by subject didactics eclecticism? I argue in favor of the latter approach, with the school subjects history and civics as the main case. I do so, first by exploring arguments for eclecticism among scholars, with the aim of positioning my approach to didactics of history and civics within the ‘cultural turn’ of the social- and human sciences. Secondly, I exemplify how an eclectic approach might look like in practice. The poem ‘Folkeligheden’, published 1848, by the Danish poet, priest and politician N. F. S. Grundtvig, serves as an outset for my empirical example within which eclecticism is useful and unavoidable. Finally, I present two related concepts – politics of memory and imagined communities – which contribute to further the cultural turn and eclecticism of history and civics didactics, needed in order to tackle pressing and intricate issues in late modern democratic societies.   ER - TY - CONF T1 - The same conflicts but different framing: The Middle Eastern conflicts in Religious Education and Civics A1 - Flensner, Karin K PY - 2019 LA - eng KW - educational science AB - The conflicts in the Middle East are not confined to a geographical area but have both a global and a local dimension. International conflicts, crises and acts of terrorism have consequences in the classroom practice, partly because current events are part of the content in social studies subjects, but partly because an increasing number of pupils have personal experiences and/or personal views on different aspects of these conflicts, also in relation to nationalist, xenophobic and islamophobic discourses. The overall aim in this paper is to investigate and compare how the Middle Eastern conflicts and related topics are raised within Religious Education and Civics. Are there differences in content and ways of talking in Religious Education compared to Civics and, if so, how? What implications have different subject framings for discourses and perspectives and hence, what becomes possible to learn? The study is based on participatory classroom observations of Religious Education and Civics at six Swedish upper secondary schools. Interviews with 8 teachers and 15 focus group interviews with 51 pupils have been conducted. The preliminary analyses indicate that migration, terrorism, antisemitism, islamophobia and swedishness were major themes raised in relation to the conflicts in both subjects. Experiences of pupils largely affected the classroom discourse. However, there were differences between how the conflicts were framed and discussed, but also the role of religion as an explanatory factor. In Civics, the conflict perspective was central but remained unproblematised. In the Religious Education, the conflict perspective was largely absent. ER - TY - CONF T1 - Music teaching for children with intellectual disabilities – for cultural citizenship? T2 - ISCAR 2024 ABSTRACT BOOK A1 - Lindberg, Viveca A1 - Berthén, Diana A1 - Backman Bister, Anna PY - 2024 LA - eng KW - specialpedagogik med inriktning mot utbildningsvetenskap KW - special education with a focus on educational science KW - musikpedagogik KW - music education AB - Background: The education for students with intellectual disabilities (ID) in Sweden has a history that goes back tothe 19th century. Already in a governmental report from 1894, music is part of the content suggestedin the curriculum. Music education in the curriculum for the Swedish compulsory school as well as forCompulsory School for Pupils with Intellectual Disabilities (SCSPID) has been subject to several changes. Partly these changes are related to changing societal motives for the subject, partly music for students with ID are related to societal conceptions of this group of students. The societal object in education for these students has changed from caring to teaching/learning. Furthermore, the object for music has changed from therapy to music as subject for learning, and demands for teachers’ qualifications have changed from general or pre-school teacher education to specialteachers with qualifications in music. On an international level, one of the rights UNICEF points out for people with various disabilities concerns cultural citizenship (Ferm Almqvist, 2016). This right is part of the basis for curricula for all Swedish schools. However, experiences from practice indicate that activities made available for students (7–16 years) in the Swedish Compulsory School for Pupils with Intellectual Disabilities may instead be counter-productive. In addition, the competence of theteachers that teach music in the SCSPID holds great variation, regarding music as well as knowledge about ID. One of the thematic results of a review of research on music education for students with ID showed that there are few studies of teaching-learning with this group of students and these are based on integrated classrooms (Berthén et al., 2022). A theme that was of specific interest for our further work was critical studies for empowerment, where the concept musical becoming (Carlson,2013) is in line with our interest.Aim: The aim of this paper is to identify tensions and contradictions that have an impact on musicteachers’ conceptions of the object of music for this group of students.Methods: Data for our paper are firstly, a comparison between changes in the Swedish music curricula for SCSPID since the early 20th century with previous analysis by Sandberg (1996) of the music curriculum for compulsory school. Secondly, interviews with five qualified music teachers teaching in SCSPID. For the interviews, a phenomenographic analysis (Marton, 1981, Marton & Booth, 1997) was conducted, after which curricula and the phenomenographic results were related to each other andanalysed by activity theory (Engeström, 2016).Results: The result of the analysis of the object and function of the music education syllabuses from the early 20th century until the latest, from 2022, discerns a pendulous movement in what can be understood as changed object for music education. From an idea, in the first part of the 20th century, that music education for pupils with IF should provide opportunities to develop musical knowledge and establish contact with "good music", especially hymns and traditional songs, to primary emphasising the therapeutic function of music education instead of musical knowing for more than thirty years. Since the early 1990s, the pendulum has swung back towards the development of musical knowing and an emphasis on cultural citizenship. How these shifts in direction have affected music education practice in SCSPID for students has neither been evaluated nor previously studied.  Results from the phenomenographic analysis of the interview firstly showed we established three interrelated phenomena based on the data: Music making in the SCSPID school, Music teaching in the SCSPID school, and Prerequisites for music making concerning students with ID. For each of the phenomena, categories of descriptions were constructed. Furthermore, we found that tensions as well as contradictions were established on several levels: national, local, and classroom.Conclusions: Based on analysis of the historical changes in the curricula for music for these students and of activity theoretical analysis, we found that the SCSPID school is multimotive-driven, which is not a surprise. However, while the latest curriculum for music for these students supports teaching-learning for cultural citizenship as an intended object, aspects of local organisation and rules contribute with tensions as well as contradictions and consequently function counter productively. Furthermore, the interviewed teachers represent a minority of 6.3 percent that are qualified music teachers. This indicates that the result is not representative for most teachers teaching music in the SCSPID and thereby a need for formative interventions (Sannino, Engeström & Lemos, 2016) how interaction with the participants is planned.In the next step we will use the findings to collaborate with these teachers as well as other music teachers in the SCSPID school in a change laboratory (Virkkunen & Newnham 2013) project in order to develop formative interventions for developing shared instructional products (Morris & Hiebert,2011).References: Berthén, D., Backman Bister, A., & Lindberg, V. (2022). Musikundervisning förgrundsärskolan? – en forskningsöversikt. Nordic Research in Music Education, 3, 21–50.https://doi.org/10.23865/nrme.v3.3729 Carlson, L. (2013). Musical becoming: Intellectual disability and the transformative power of music. I M. Wappett & K. Arndt (Eds.), Foundations of disability studies (p. 83–103). https:/doi.org/10.1057/9781137363787_5 Engeström, Y. (2016). Studies in Expansive Learning: Learning What Is Not Yet There . Cambridge University Press. Ferm Almqvist, C.(2016). Cultural citizenship through aesthetic communication in Swedish schools, democracy, inclusion and equality in the face of assessment policies. European Journal of Philosophy in ArtsEducation, 1(1), 68–94. https://doi. org/10.5281/zenodo.3384904 Marton, F. (1981). Phenomenography – describing conceptions of the world around us. Instructional Science 10, pp177–200. Marton, F. & Booth, S. (1997). Learning and awareness. Erlbaum. Morris, A. K. & Hiebert, J. (2011). Creating shared instructional products: An alternative approach to improving teaching. Educational Researcher, 40(1), 5–14. https:// doi.org/10.3102/0013189X10393501. Sandberg, R.(1996). Musikundervisningens yttre villkor och inre liv [Doctoral dissertation, Stockholms University]. ER - TY - THES T1 - Assessing Scientific Literacy as Participation in Civic Practices: Affordances and constraints for developing a practice for authentic classroom assessment of argumentation, source critique and decision-making A1 - Anker-Hansen, Jens PY - 2015 LA - eng PB - Department of Mathematics and Science Education, Stockholm University KW - scientific literacy KW - assessment KW - authentic KW - communities of practice KW - expansive learning KW - argumentation KW - peer assessment KW - moderation meetings KW - naturvetenskapsämnenas didaktik KW - science education AB - This thesis takes a departure from a view of scientific literacy as situated in participation in civic practices. From such a view, it becomes problematic to assess scientific literacy through decontextualised test items only dealing with single aspects of participation in contexts concerned with science. Due to the complexity of transferring knowledge, it is problematic to assume that people who can explain scientific theories will automatically apply those theories in life or that knowledge will influence those people’s behaviour. A common way to more fully include the complexity of using science in different practices is to focus participation around issues and study how students use multiple sources to reflect critically and ethically on that issue. However, participation is situated in practices and thus becomes something specific within those practices. For instance, shopping for groceries for the family goes beyond reflecting critically and ethically on health and environment since it involves considering the family economy and the personal tastes of the family members. I have consequently chosen to focus my studies on how to assess scientific literacy as participation in civic practices. The thesis describes a praxis development research study where I, in cooperation with teachers, have designed interventions of assessments in lower secondary science classrooms. In the research study I use the theory of Community of Practice and Expansive Learning to study affordances and constraints for assessing communication, source critique and decision-making in the science classroom. The affordances and constraints for students’ participation in assessments are studied through using a socio-political debate as an assessment tool. The affordances and constraints for communicating assessment are studied through peer assessments of experimental design. The affordances and constraints for teachers to expand their assessment repertoire are studied through assessment moderation meetings. Finally, the affordances and constraints for designing authentic assessments of scientific literacy are studied through a review of different research studies’ use of authenticity in science education. The studies show that tensions emerge between purposes of practices outside the classroom and practices inside the classroom that students negotiated when participating in the assessments. Discussion groups were influential on students’ decisions on how to use feedback. Feedback that was not used to amend the designs was still used to discuss what should count as quality of experiments. Teachers used the moderation meetings to refine their assessments and teaching. However, conflicting views of scientific literacy as either propositional or procedural knowledge were challenging to overcome. Different publications in science education research emphasised personal or cultural aspects of authenticity. The different uses of authenticity have implications for authentic assessments, regarding the affordances and constraints for how to reify quality from external practices and through students’ engagement in practices. The results of the studies point to gains of focussing the assessment on how students negotiate participation in different civic practices. However, this approach to assessment puts different demands on assessment design than assessments in which students’ participation is compared with predefined ideals for performance. ER - TY - CONF T1 - Introducing AI as a subject in Swedish education A1 - Velander, Johanna A1 - Örtegren, Alex A1 - Sperling, Katarina PY - 2024 LA - eng KW - ai literacy KW - teacher education KW - document analysis KW - upper secondary school KW - sweden AB - The increasing presence of AI across social domains has stirred interest in the importance of individuals possessing AI-related skills and knowledge, often referred to as AI literacy. This literacy is commonly defined as competencies allowing individuals to critically evaluate and engage with AI technologies (Long & Magerko, 2020; Ng, 2021). Consequently, AI as a subject matter is being introduced in educational contexts worldwide, for example in existing subjects or separate AI school subjects (UNESCO, 2022). In Sweden, the empirical context of this paper, AI became an elective subject in upper-secondary STEM programs in 2024, including both theoretical and practical approaches to AI, with an expansion to all programs in 2025. As such, the new AI subject must be compatible with a range of program goals and content. Our paper focuses on how AI and the associated AI literacy are conceptualized in the national curriculum and relevant guiding materials.To date, AI education research has often focused on the theoretical dimensions of AI education e.g.,  AI definitions, practical applications of AI in everyday life, identification and recognition of AI systems, data structures, propositional logic, Python programming, natural language processing, computer vision, and machine learning (Sperling et al., 2024). This aligns with a functional literacy perspective, where AI literacy translates into a generic set of cognitive skills and includes competencies and skills for using AI in work and life, with a tendency toward instrumental understandings of AI (Velander et al., 2024). Therefore, calls for more critical literacy perspectives have been made (Merchant, 2021; Leander & Burris, 2020) to include, for example, questioning issues of power and control that underpin AI integration in society (Lankshear & Knobel, 1998; Merchant, 2021). Acknowledging the discussions above and the conceptual ambiguity of AI literacy, we examine how AI is conceptualized, including associated AI literacy perspectives, in AI-related steering documents for the AI subject in Swedish upper secondary school. Our paper contributes knowledge on the opportunities for upper-secondary school students to develop AI literacy and what being AI literate means. The following research question guides our study: How are AI and AI literacy conceptualized in current policy, guiding documents, and support materials for the AI subject in Swedish upper secondary school?To this end, we performed a document analysis (DA) on data related to the AI subject, comprising the national curriculum for upper secondary school, syllabi, and supplementary documents like commentaries and professional development texts, developed by the Swedish National Agency for Education, to guide and support teachers. As an analytical lens, we use Lankshear and Knoble’s (1998) literacy framework, which takes a sociocultural perspective on literacies to examine the presence (or absence) of any of three equally important and interrelated literacy perspectives: operational (competency/mastery, to use AI in a range of contexts in an appropriate manner); cultural (being literate in regards to something, i.e. understanding AI as situated in different contexts); and critical (understanding the socially constructed and context-sensitive nature of human practices used for meaning-making, as well as the ability to take active part in the transformation of such practices (Lemke, 1998). Following Bowen’s (2009) three-step approach to DA, our analysis first focused deductively on identifying and coding relevant text passages using Lankshear and Knoble's framework. Close reading with inductive coding followed, focusing on content in the previously identified passages from each perspective on AI literacy. The final step included condensation and a write-up of the results.Early results indicate a dominant operational literacy perspective on AI in the course syllabi. While operational competencies such as the ability to use AI in different contexts are important for engaging with AI from cultural and critical literacy perspectives, this presupposes relating and embedding operational competences in sociocultural contexts. Moreover, the results indicate that AI is conceptualized as a technology that we need to understand to use it responsibly, be able to evaluate its outcomes, and discuss its possible implications. A more critical perspective is absent, however, like identifying, questioning, re-imagining and actively contributing to transforming AI practices. In contrast, supplementary documents and support materials available to teachers reflect a more holistic approach in our analysis, where operational literacy is often linked to cultural and critical perspectives. For example, support materials on teaching about information search and retrieval and search algorithms (e.g., Sundin & Haider, 2016) are informed not only by technological constraints and abilities, but also cultural values, norms and commercial interests. Investigating these aspects of search and information retrieval includes inspecting algorithms and data as well as their outcomes and implications. From a critical perspective, these can be questioned and re-constructed to reflect on the values represented (or absent) in AI contexts. In conclusion, the analyzed documents represent AI literacy in different ways which, when translated into teachers’ practice, may shape students’ opportunities to develop AI literacy with implications for e.g., equity and students’ life and work in a rapidly changing world with AI. This extends to teacher education, which must consider relevant steering and support documents when preparing the next generation of AI teachers (cf. Örtegren & Olofsson, 2024).Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027Lankshear, C., & Knobel, M. (1998). Critical Literacy and New Technologies. http://www. https://eric.ed.gov/?id=ED444169Leander, K. M., & Burriss, S. K. (2020). Critical literacy for a posthuman world: When people read, and become, with machines. British Journal of Educational Technology, 51(4), 1262–1276. https://doi.org/10.1111/bjet.12924Lemke, J. (1998). Multiplying meaning. Reading science: Critical and functional perspectives on discourses of science, 87.Long, D., & Magerko, B. (2020). What is AI Literacy? Competencies and Design Considerations. Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, 1–16. https://doi.org/10.1145/3313831.3376727Merchant, G. (2021). Reading with technology: The new normal. Education 3-13, 49(1), 96–106. https://doi.org/10.1080/03004279.2020.1824705Ng, D. T. K., Leung, J. K. L., Chu, S. K. W., & Qiao, M. S. (2021). Conceptualizing AI literacy: An exploratory review. Computers and Education: Artificial Intelligence, 2, 100041. https://doi.org/10.1016/j.caeai.2021.100041Sperling, K., Stenberg, C.-J., McGrath, C., Åkerfeldt, A., Heintz, F., & Stenliden, L. (2024). In search of artificial intelligence (AI) literacy in teacher education: A scoping review. Computers and Education Open, 6, 100169. https://doi.org/10.1016/j.caeo.2024.100169Sundin, O., & Haider, J. (2016). Sökkritik och algoritmers synlighet. Skolverket.Velander, J., Otero, N., & Milrad, M. (2024). What is Critical (about) AI Literacy? Exploring Conceptualizations Present in AI Literacy Discourse. In A. Buch, Y. Lindberg, & T. Cerratto Pargman (Eds.), Framing Futures in Postdigital Education (pp. 139–160). Springer Nature Switzerland. https://doi.org/10.1007/978-3-031-58622-4_8UNESCO. (2022). K-12 AI curricula: A mapping of government-endorsed AI curricula (ED-2022/FLI-ICT/K-12 REV.).Örtegren, A., & Olofsson, A. D. (2024). Pathways to professional digital competence to teach for digital citizenship: Social science teacher education in flux. Teachers and Teaching, 30(4), 526–544. https://doi.org/10.1080/13540602.2024.2342860 ER - TY - CONF T1 - Internationalisation and Intercultural Competence in Higher Education. A1 - Abraham, Getahun Yacob PY - 2022 LA - eng KW - internationalisation KW - interculturality KW - intercultural communication KW - intercultural competence KW - teacher education and education work KW - lärarutbildning och pedagogisk yrkesverksamhet AB - 07. Social Justice and Intercultural EducationPaperInternationalisation and Intercultural Competence in Higher Education.Getahun Yacob AbrahamUniversity of Borås, SwedenPresenting Author: Abraham, Getahun YacobThe aim of this study is to find out how concepts and practices of internationalisation and interculturality in higher education are understood. The study will also investigate the relation between the two concepts, what they have in common and how they could be used to facilitate internationalisation and interculturality in higher education. Uzhegova & Baik (2020) use in their work Knight´s definition of internationalisation as ‘the process of integrating an international, intercultural or global dimension into the purpose, functions or delivery of post-secondary education’ (2003, 2) (Uzhegova & Baik, 2020, 2).Internationalisation involves actors, context and different factors that facilitate or hinder its implementation. The actors include students from institutions, international students and staff from host institutions (Trahar & Hyland, 2011). On the other hand, internationalisation could be undertaken locally, by including students with varied cultural and linguistic backgrounds within the institution or within the country (Sanderson 2011). Internationalisation of the curriculum is thought to benefit the internationalisation process. It is supposed to empower students to gain global citizenship skills to take employment in most countries and undertake the work expected for the position (Kirik et al, 2018). The level of internationalisation in a higher education institution is influenced by different factors. Development of higher education in a country, the languages used in the education system, the economic development of a country as well as the attractiveness of the location of the higher education institution are supposed to influence the internationalisation of the specific institution (Uzhegova & Baik, 2020). Intercultural communication skill is one of the prior conditions to develop intercultural competence. Intercultural competence makes it possible to lay the ground for intercultural understanding and creating common learning platforms for students of diverse linguistic and cultural backgrounds (Henneby & Fordyce, 2018). One of the important aspects of intercultural communication is language. Language could enhance or hinder intercultural communication and in extension intercultural competence (Dunworth et al, 2021). To develop intercultural communication competence (ICC), Munezane (2021) considers some factors from Byram´s model (1997, 2008). The factors are, “knowledge of self and other, of interaction; relativising self, valuing other; skills of interpreting and relating; skills of discovering and/or interacting; and political education, critical cultural awareness” (Munezane, 2021, 1666).While understanding others in relation to self is important, authors also emphasis for developing intercultural competence there is need for openness to others experiences, curiosity and interdependence (Munezane, 2021). According to Yarosha et tal (2018), knowledge, awareness, skills and attitudes are the building blocks for intercultural competence, and contribute to creating cooperative learning environment for participants (Hennebry & Fordyce, 2018). Spencer-Oatey & Dauber (2019) strengthens these points on developing intercultural competence by emphasising the importance of “(a) positive attitudes (e.g. openness and curiosity) towards diversity and motivation to learn about/engage with it and (b) experiences of difference that take people out of their comfort zones and stimulate new thinking and behaviour”. (pp.1049-1050). Bilingualism is considered as one of the main challenges for intercultural communication (Tucker King et al, 2021). In many countries English is used as lingua franca in higher education institutions. However, how English is used by native speakers in higher education institutions, is perceived often by international students as creating hindrance to written and spoken communication (Holliday, 2017). In addition to language barrier, there are also challenges of ethnocentrism (Munezane, 2021; Harrison, 2011) and fear of threat from outside to one´s own language and cultural identity (Kirk et al, 2018). Less willingness to communicate with people other than one’s own group (Munezane, 2021) is also considered as an obstacle to intercultural communication and competence. Methodology, Methods, Research Instruments or Sources UsedMethod/methodology.This study is based on a brief literature review. There are several databases with the possibility of searching articles with different themes, for this study I limited myself to one database, Web of Science. In Web of Science, I searched for articles using the terms “internationalisation + higher education”, then “interculturality + higher education” and finally “internationalisation and interculturality in higher education”. These searches gave quit a large number of articles. By limiting my search to peer reviewed journal articles and articles written after 2010, I could reduce the number of articles. By reading the titles and abstracts of 54 articles, I could identify the purpose, research questions, theoretical perspective, methods used, results, discussions and conclusions. These helped me to choose 14 of the 54 articles with the focus on internationalisation in higher education, intercultural competence in higher education and articles dealing with both themes. For the purpose of this conference abstract, I am limiting myself to the 14 articles. When I develop the abstract into a full-fledged paper, I am planning to search and include more relevant literature, articles, scientific reports and books.To be able to understand the result of the different studies, content analysis is used as methodology. With the help of content analysis, the aims of the studies, methods of studies, theoretical perspectives, findings and discussions are critically scrutinized. The study focused on relevant findings in relation to internationalisation and intercultural competences. But this does not mean all findings from the literature review are included in this short text. Conclusions, Expected Outcomes or FindingsConclusionInternationalisation could be steered by top-down directive or bottom-up initiative and there are also possibilities that it is a combination of both (Kirik et al, 2018). There could be motives for internationalisation to increase quality of education, exchange knowledge and experiences. It is also possible that some higher education institutions are motivated mainly for attracting fee paying students, improve the position of their institution in the national, regional or international ranking systems (Kirik et al, 2018) or impose what they consider as their “best practice” on others.  The possibility of developing intercultural communication and gaining intercultural competence could contribute to creating cooperative learning environment (Hennebry &Fordyce, 2018). In this process participating individuals´ agency helps to achieve the goals of intercultural communication and competence (Sanderson, 2011; Tucker King et al, 2021). When unwillingness and lack of curiosity dominate it can hinder developing intercultural competence. In conclusion successful internationalisation obviously need intercultural communication skills and competence (Spencer-Oatey & Dauber, 2019). Suitable intercultural environment can lead to development of three stages of interactivity, reciprocity and unity (Kudo et al, 2018). While it is difficult to separate the concepts of internationalisation and intercultural competence (Collins, 2018), it is possible to consider the interplay between them. Intercultural competence can pave the way for internationalisation. Openness, curiosity, and willingness to share life experience with others could be commonly used for achieving intercultural competence and internationalisation in higher education.ReferencesCollins, H. (2018). Interculturality from above and below: navigatinguneven discourses in a neoliberal university system. Language and Intercultural Communication, 18 (2), 167-183.https://doi.org/10.1080/14708477.2017.1354867Dunworth, K., Grimshaw, T., Iwaniec, J. & McKinley, J. (2021). Language and the development of intercultural competence in an ‘internationalised’ university: staff and student perspectives. Teaching in Higher Education, 26 (6), 790-805.https://doi.org/10.1080/13562517.2019.1686698Harrison, N. (2012). Investigating the impact of personality and early life experiences on intercultural interaction in internationalised universities. International Journal of Intercultural Relations 36, 224– 237. https://doi.org/10.1016/j.ijintrel.2011.03.007Hennebry, M. L. & Fordyce, K. (2018). Cooperative learningon an international masters. Higher Education Research & Development, 37 (2), 270-284. https://doi.org/10.1080/07294360.2017.1359150Holliday, A. (2017). PhD students, interculturality, reflexivity, community and internationalisation. Journal of Multilingual and Multicultural Development, 38 (3), 206-218.https://doi.org/10.1080/01434632.2015.1134554 Kirk, S. H., Newstead, C., Gann, R & Rounsaville, C. (2018). Empowerment and ownership in effective internationalisation of the higher education curriculum. Higer Education, 76, 989-1005.https://doi.org/10.1007/s10734-018-0246-1 Kudo, K., Volet, S. & Whitsed, C. (2018). Development of intercultural relationships at university: a three-stage ecological and person-in-context conceptual framework. Higher Education, 77, 473-489.https://doi.org/10.1007/s10734-018-0283-9Munezane, Y.  (2021). A new model of intercultural communicative competence: bridging language classrooms and intercultural communicative contexts. Studies in Higher Education, 46 (8), 1664-1681.https://doi.org/10.1080/03075079.2019.169853 ER - TY - CONF T1 - Who fits into the science classroom?: Critical perspectives on pedagogical models in science education. A1 - Ideland, Malin A1 - Andrée, Maria A1 - Arvola Orlander, Auli A1 - Hillbur, Per A1 - Jobér, Anna A1 - Lundegård, Iann A1 - Loken, Marianne A1 - Malmberg, Claes A1 - Serder, Margareta PY - 2012 LA - eng PB - International Organisation for Science and Technology Education KW - naturvetenskapsämnenas didaktik KW - science education AB - This mini-symposium aims to stress issues about how pedagogical models like e.g. SSI, science for girls and ESD construct who fits in or not in the science classroom. These models are developed from a good intention of including "all" students, opening up possibilities for them who often are seen as outsiders in science culture. But we claim that these seemingly democratic pedagogical models fabricate desirable and undesirable subjects. Often, the norms for fitting in can be understood in terms of images of gender, ethnicity and social class.A movement in science education research highlights the importance of making science knowledge “useful” for "everyone" in "everyday life". The aim with these efforts is to let students develop scientific literacy, which often is talked about as “necessary” for citizenship. Different practices carry strong ideas of designing the future, and emphasize the need of competences that are inscribed in the concept of “future citizen”. These competencies are often described in terms of problem-solving, critical thinking and making rational decisions to contribute to a sustainable world. In relation to this image, those children that don’t want to make decisions, solve problems become constructed as failures. In a wider perspective, they can be seen as threatening the intentions of science contribution to a sustainable world.In this symposium we would like to raise critical issues about what norms that are constructing individuals, from different social categories, as desirable or non-desirable in science classroom. These issues will be discussed in relation to six examples from empirical studies which are problematizing the construction of the desirable science student. These examples are: 1) PISA construction of the science student; 2) Social class in science class; 3) Narratives of females and science; 4) Gender, sexuality and normality; 5) Who is the democratic citizen?; 6) Who is the sustainable citizen? ER - TY - CONF T1 - Global conflicts with local consequences in the classroom practice: The Middle Eastern conflicts in Religious Education and Civics A1 - Flensner, Karin K PY - 2019 LA - eng KW - educational science AB - The Middle Eastern conflicts have become global conflicts through the actors of the conflicts operating and recruiting worldwide, through the use of social media, but not least through international migration. Religion is often presented as an explanatory factor in relation to these conflicts. In the local classroom practice students and teachers, with different personal experiences, knowledge and opinions, discuss and negotiate ways to describe the causes and consequences of these conflicts. The aim here is to analyse how the conflicts in the Middle East (widely defined) are framed, described and explained in classroom-practice in Religious Education and Civics. What different positions are articulated? What explanations are given to the conflicts? How are the consequences described? The study is based on participatory classroom-observations of Religious Education and Civics at six Swedish upper secondary schools.12 interviews with 8 teachers and 15 focus-group interviews with 51 students have been conducted during 2017-2018. The preliminary results indicates that current events such as the terror-attack in Stockholm 2017, the terror-attack at the school Kronan in Trollhättan 2015, the"migration crisis" culminating in 2015, IS' attacks in Syria and European cities, hate crimes against Jews and Muslims, and growing right-wing extremism simultaneously were local and global phenomena raised in teaching related to the conflicts in the Middle East. Terrorists or terror attacks with ideological explanations could be complemented with psychological and socio-economic explanations. However, if a perpetrator or attack primarily was described as religiously motivated, it was more provocative to complement with psychological and socio-economic explanations. ER - TY - CONF T1 - The integration of Islam and Muslims in Public Schools: Challenges and Opportunities T2 - Nordic Education in a Democratically Troublesome time A1 - Berglund, Jenny PY - 2018 SP - 28 EP - 30 LA - eng PB - Örebro : Örebro University KW - islam KW - muslims KW - education AB - Since the bombings in London, Paris and Stockholm, public debate about Islam and Muslims has often focused on contradictions, conflicts, and contrasting value systems. On one side of this debate are those with a growing concern that immigrants with Muslim cultural backgrounds would be disloyal to their European homes, thus requiring increased monitoring, surveillance, and control. And on the other side are those who argue that the West’s Muslim populations have wrongly suffered from the increasing fear, intolerance, and suspicion generated by the international politics and terrorism of a small number of radicals. Such voices claim that there is a need not for monitoring and surveillance, but rather for the safeguarding of religious freedom and the right to equal treatment regardless of a group’s ethnic, cultural, linguistic, and/or religious background.In many countries these discussions have directed attention towards places of Islamic education such as Muslim schools, mosques, and Islamic organizations, with a focus on the often controversial and contested manner in which they have been depicted in the media, in public discourse, and, indeed, within Muslim communities themselves. Here it should be emphasized that issues surrounding the matter of how to transmit one’s religious tradition to future generations is crucial to the survival of any religious minority in any part of the world, making religious education both an essential and a challenging minority cultural aim.In a “Democratically troublesome time” international knowledge transfer and learning from each other, across national borders, can be of utter importance. For this reason, I will, in this paper: 1) present a typology of publicly funded pre-university Islamic education in Europe; 2) present some findings from my latest research project that deals with young Muslims Experiences of Islamic and secular education in Sweden and Britain; 3) point to some challenges and opportunities concerning the integration of Islam and Muslims in Public Schools on the basis of 1) and 2). ER - TY - CONF T1 - Visualising complexity and changeability - critical aspects of teaching visual models in economics T2 - EARLI 2023 A1 - Tväråna, Malin A1 - Jägerskog, Ann-Sofie A1 - Björklund, Mattias A1 - Carlberg, Sara A1 - Gottfridsson, Patrik A1 - Juthberg, Therese A1 - Kenndal, Robert A1 - Losciale, Marie A1 - Rosengren, Jenny A1 - Sahlstrom, Per A1 - Strandberg, Max PY - 2023 SP - 104 EP - 104 LA - eng PB - Leuven : European Association for Research on Learning and Instruction (EARLI) KW - citizenship education KW - comprehension of text and graphics KW - social sciences and humanities KW - teaching/instructional strategies KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - The aim of this presentation is to discuss how models used in social studies teaching can help students grasp the complexity and changeability in economic issues and systems in the context of social science education (SSE). Models are often used in SSE teaching to help students grasp complexity and changeability. However, students often find models difficult to understand and there is a risk that seemingly fixed models do not offer an understanding of the changeability in societal issues. The project investigates students’ conceptions of two different models that are commonly used in SSE (one flowchart and one plot diagram) and what aspects that need to be discerned in order for students to reason in a qualified way about the content illustrated. Results from a phenomenographic analysis of 21 group discussions (with students from both compulsory and upper secondary school) show that the critical aspects identified in part can be understood as model and content specific, but in part as model generic. By comparing the critical aspects for the two different models, it is evident that in order to read both models, aspects pertaining to structure, casual expansion, and human agency are important. ER - TY - CONF T1 - 1:1 Goes to school: Notes on the mediatization of education and media citizenship A1 - Forsman, Michael PY - 2015 LA - eng KW - mediatization KW - media literacy KW - 1:1 AB - In this is paper I address some issues related to the paradigmatic shift in the use of media in schools called “1:1”. This term refers to that each student and teacher get his or her personal, mobile device such as a laptop or tablet computer (e.g. iPad). This process also leads to a more intensified use of online services and digital platforms. All over Sweden and on all levels of the schools system the shift to 1:1 is ongoing. This shift affects the teacher profession and the role of the student and the whole knowledge process. With 1:1 the mediatization of education also becomes more obvious as 1:1 open up the school institution not only to multimodal media formats and digital culture but also to ICT-media-companies such as Apple and Google who come to influence pedagogics, teaching material and also ways of thinking about media literacy. 1:1 has attracted quite a lot of attention from Swedish pedagogical research, but so far very little interest from media research, although 1:1 and the overall digitalization of education could fruitfully be related to mediatization, media literacy and what I call “the media citizen” a term referring to a critically thinking, democratically participating and historically aware subject with sufficient skills in media and information literacy. This discussion should not only concern how young people relate to media associated with life outside of school, but also address how they and their teachers use media meant for educational purposes inside school. In addition to this principal discussion I present and reflect on some qualitative data taken from a recent report about a EU-based project where teachers from one Swedish and one German secondary school used iPad (a product and trademark from Apple) over a two-year period. I bring forth what they valued as the main pros and cons of iPad use and try to relate this to the principal and theoretical discussion about media literacy, mediatization and media citizenship. ER - TY - CONF T1 - Sustainable citizenship approaches in teacher education and teacher training A1 - Francia, Guadalupe PY - 2024 LA - eng ER - TY - CHAP T1 - Intercultural Encounters in Teacher Education - Collaboration Towards Intercultural Citizenship T2 - From principles to practice in education for intercultural citizenship A1 - Lundgren, Ulla PY - 2017 SP - 45 EP - 77 LA - eng PB - Bristol : Multilingual Matters ER - TY - CONF T1 - Prospects for Practice and research: Collaborative eLearning Through Social Networking on World Citizenship Education A1 - Lundgren, Ulla PY - 2012 LA - eng ER - TY - CONF T1 - The Effects of an Education Reform on Democratic Citizenship. T2 - QoG Working Papers Series 14. Statsvet.inst. A1 - Persson, Mikael J A1 - Oscarsson, Henrik PY - 2008 LA - eng ER - TY - CHAP T1 - Mother tongue and multilingual education T2 - Creating Communities A1 - Torpsten, Ann-Christin PY - 2012 SP - 153 EP - 160 LA - eng PB - London : CiCe KW - pedagogics and educational sciences KW - pedagogik och utbildningsvetenskap AB - The overarching aim of this paper is to highlight second-language pupils’ engagement with the Swedish school system, as far as language development and learning are concerned. The empirical focus of the paper is directed towards experienced learning and is investigated through the interpretation of oral and written learning memories. Informants speaking Swedish as a second language participate by recounting their school memories. Using a ‘life story’ approach the interpretation of these learning memories focuses on lingual skills, education, lingual identity and citizenship. For those whose first language is other than Swedish, mother tongue education becomes a focal point within the school system. The research shows that participating in mother tongue lessons was seen as positive and that taking part made it easier to improve skills not only in the mother tongue but in the second language, Swedish, as well. Through widened linguistic horizons it then becomes possible to develop a multilingual identity and students become aware of their possibilities as active global citizens. ER - TY - CONF T1 - Didactic modelling of complex sustainability issues in chemistry education A1 - Dudas, Cecilia A1 - Rundgren, Carl-Johan A1 - Lundegård, Iann PY - 2018 LA - eng KW - complex issues KW - upper secondary school KW - didactic modellin KW - chemistry education AB - To meet future challenges regarding sustainability issues, science education needs to address how to educate scientifically literate and responsible citizens. Chemistry education must be organized in a way that gives the students opportunity to participate in discussions and decision-making regarding sustainability issues in which chemistry knowledge is needed. One aspect of education for responsible citizenship is to draw students’ attention to the complexity in sustainability issues.The aim of this study is to analyse how complexity in sustainability issues can be visualized in upper secondary school chemistry education.This study was conducted as a didactic modelling inspired by Design Based Research. Two cycles were conducted: cycle 1 with 12 students discussing batteries in different products and cycle 2 with 38 students discussing organic pollutants in everyday products. The data was analysed using Practical Epistemological Analysis (PEA) (Wickman & Östman, 2002) and Deliberative Educational Questions (DEQ) (Lundegård & Wickman, 2007).Four different kinds of considerations emerged in students’ discussions which were used to develop a didactic model visualizing complexity. Those considerations regarded facts and values in relation to sufficient and insufficient factual knowledge. All four kinds of considerations are needed to visualize complexity.The results showed that conflicting perspectives/values and the issues’ incompleteness and uncertainty only emerged to a small extent in the students’ discussions in cycle 1. In cycle 2 all four kinds of considerations emerged more equally. The design principles in cycle 2 were that the students’ activity should explicitly request conflicting perspectives and values and also include frontier research in chemistry. The result indicates that those gave the students more opportunities to visualize complexity.The didactic model and design principles that were developed can together be used for teaching and learning from sustainability issues in chemistry education. ER - TY - CONF T1 - The Riddle of Democracy Education(2): Methods for a Worldwide Democracy and Citizenship Education. A1 - Eilard, Angerd PY - 2019 LA - eng ER - TY - CONF T1 - How can a survey of students' conceptions contribute to developing teachers' pedagogical content knowledge? T2 - NOFA5 Nordic Conference on Subject Education A1 - Tväråna, Malin PY - 2015 SP - 19 EP - 19 LA - eng KW - phenomenography KW - civics KW - pck KW - teaching and learning AB - The aim of the presentation is to illustrate how a deeper knowledge of students’ conceptions of a specific subject content can be explored. A phenomenographic study that explores qualitative differences in upper secondary school students’ conceptions of justice, in the subject of civics, is presented. The presentation discusses how the understanding of students’ different ways of reasoning about justice in civics can contribute to developing pedagogical content knowledge among teachers. The study is based on empirical data from seven interviews and three Learning Studies focusing the ability to reason about the concept of justice. The study analyses students’ conceptions of justice, as well as students’ experiences of what it means to reason in civics. These ways of reasoning relate to each other and to the practise of civics. By focusing critical aspects of the ability to reason about justice in communicative actions that enable the students to discern the critical aspects, the teachers develop a better understanding of what it means to be able to reason well about justice. The teachers also develop an understanding of how this can be taught to students. ER - TY - JOUR T1 - Every day at the leisure time centre T2 - The Online Journal of New Horizons in Education SN - 2146-7374 A1 - Lindström, Lisbeth PY - 2012 VL - 2 IS - 2 SP - 28 EP - 52 LA - eng KW - education AB - In this article I present insights from research that has sought to deepen the perception of recreation leaders regarding leisure-time centres for young people (aged 6-12) and the contributions of these centres to the development and learning of children. Based on the research I argue that the relationship between entrepreneurship education and citizenship education is a close one, and it is possible for one to lend itself to the other and strengthen the development of an individual’s skills for inclusion in society. In the first part of the paper I introduce the concept of the leisure-time centre and its connection to the Education Act and the curriculum for elementary school, preschool, and after-school. In the next two sections I describe the theoretical framework for entrepreneurship education and citizenship education. In the fourth part I present the research. In the fifth part I discuss and analyse the findings of the research ER - TY - JOUR T1 - Vart bör samhällskunskapsdidaktiken gå? Om ett splittrat forskningsfält och vägar framåt T2 - Nordidactica SN - 2000-9879 A1 - Sandahl, Johan PY - 2018 VL - 3 SP - 44 EP - 64 LA - swe PB - Karlstad : CSD Karlstad KW - social science KW - education KW - epistemic communities KW - subject learning and teaching KW - ämnesdidaktik KW - samhällskunskap AB - Social Science (Samhällskunskap) is the assigned school subject with the major responsibility for political education in year 1-12 (Sandahl, 2015c; cf. other Nordic countries in Christensen, 2011; Børhaug 2011). Even though Social Science is considered important and well established in schools, it has been described as in a “stage of crisis” for several decades due to its lack of a academic equivalent (Bronäs & Selander, 2002). Furthermore, researchers interested in social science education come from different communities of enquiry such as pedagogy and political science resulting in a diverse and sprawled research community. Departing from Michael Young’s (2013) notion of ‘epistemic community’, this article discusses the need to define and demarcate the research field of social science ‘didaktik’. Moreover, the article suggests a field of research interest that might help shape a community where researchers from different backgrounds can contribute. The argument is that a strong research community can provide answers to the alleged crisis of the school subject. ER - TY - JOUR T1 - Är du mätbar nog, lilla vän? Mätbarhetskultur, ICCS 2009 och ungdomars medborgarkompetens T2 - Skola & samhälle SN - 2001-6727 A1 - Olson, Maria A1 - Edling, Silvia A1 - Liljestrand, Johan A1 - Andersson, Erik PY - 2012 VL - 14 LA - swe KW - education AB - De internationella studierna PIRLS, PISA OCH TIMMS har fått stort genomslag i skoldebatten och det förs en diskussion om vilka effekter dessa undersökningar har. Men det finns även en mindre känd studie, ICCS 2009 (International Civic and Citizenship Education Study), som har mätt 14-åringars medborgerliga kompetens i 38 länder. Maria Olson, Silvia Edling,  Johan Liljestrand och Erik Andersson har studerat vad ICCS mäter och diskuterar  tänkbara konsekvenser  för skolans medborgardanande uppgift. ER - TY - JOUR T1 - Var framtiden bättre förr?: temporal orientering i skolpolitiska dokument T2 - Nordidactica SN - 2000-9879 A1 - Alvén, Fredrik PY - 2019 IS - 2 SP - 1 EP - 27 LA - swe PB - Karlstad : Karlstad University Press KW - historical consciousness KW - temporal orientation KW - narration KW - formal curricula KW - civic education AB - This article presents a study of how the purpose of school in general and the civic education in particular has been told at the formal curricula. The used material are governmental documents about the compulsory school. The method used emanates from the concept of historical consciousness. It is however the concept´s narrative and temporal content that is the starting point, when David Carr´s theory of lived stories is used to understand temporal perceptions behind the formal curricula. Two time periods with different purposes for the school and the civic education, emanating from different temporal orientations, have been found, namely 1969-1980 and 1994-2011. During the first time period the temporal orientation was rather short in time, and the future vision clear. The purpose of school and civic education were told to prepare the citizens to cooperate in labour intensive workingplaces. Cooperation and willingness to defer to the collective, were the most important abilities. During the second time period the temporal orientation becomes more prolonged, a distant past was used to meet an uncertain future. The purpose of school and civic education were now told to foster a western moral cultural heritage together with a new creative entrepreneurial spirit. ER - TY - CONF T1 - Swedishness - A Matter of Education?: Immigration, National Identity and the Democratic State A1 - Lödén, Hans PY - 2007 LA - eng KW - immigration KW - superordinate national identity KW - youth KW - inclusion KW - exclusion KW - democratic state KW - sweden KW - ämnesdidaktik KW - subject didactics AB - Results from a research project conducted among 1000 secondary school students in Sweden are used for discussing superordinate national identity as a means for immigrants integration into democratic polities and the challenges this may present for social science education. The discussion is presented in the form of an article, intended for publishing. The theoretical point of departure is taken within social identity theory, with emphasis on its findings concerning relationships between superordinate and subgroup identities. It is suggested that a superordinate national identity perceived as inclusive, by immigrants and the native population, would be conducive to integration into democratic nation-states. Such states are seen as the dominant organizational form for democratic polities in the foreseeable future. It is argued that command of the dominant language of society is most important of the inclusive criteria. Other such criteria are respect of the state´s political institutions and feelings of belonging to the country where you live. The argument is supported by data, showing a majority of secondary school students of self-identified ´Swedish´ or non-´Swedish´ backgrounds in favour of inclusive criteria for a ´Swedish´ national identity. This ´civic´ understanding of national identity highlighting the importance of a dominant and culturally non-neutral language is implicitly critical to the predominant concept of ´multiculturalism´. Thus, issues of inclusion and exclusion are paradoxically problematized, since multiculturalism is often seen as an including approach. For social science education, in school and in teacher training, this paradox presents a challenge with its focus on questions I would like to highlight in the concluding discussion: How is a civic understanding of ´inclusion´ to be understood as opposed to a multicultural? And: Which are the consequences of a civic understanding for matters of recognition of minority groups and their rights? ER - TY - CHAP T1 - Children’s rights to languages in Swedish ECEC T2 - International Handbook of Globalisation, Education and Policy Research A1 - Olsson, Åsa A1 - Cooper, Ami PY - 2024 LA - eng PB - : Springer KW - ecec KW - preschool KW - language development KW - educators KW - principals KW - children’s rights KW - education AB - This research project explores the multifaceted nature of children's language development in Early Childhood Education and Care (ECEC) settings in Sweden, with a focus on promoting equitable education. Drawing on Tibbitts' framework for human rights education, the study examines educators' and principals' objectives, motives, and strategies for supporting children's language development. Through a survey and focus group interviews with ECEC educators and principals, the research identifies didactic, participatory, empowerment, and transformative approaches to language development. Findings indicate a strong emphasis on daily conversations and non-verbal communication. However, while educators prioritize children's everyday communication needs, there is less focus on long-term goals such as school readiness and active citizenship. The study highlights the importance of a balanced approach that addresses both immediate communication needs and long-term empowerment goals to promote equitable education for all children. ER - TY - CONF T1 - Designing a Web-Based Education Platform for Swedish Civic Orientation T2 - Proceedings of the 37th Information Systems Research Seminar in Scandinavia (IRIS 37), Ringsted, Denmark, 10-13 August. A1 - Haj-Bolouri, Amir A1 - Flensburg, Per A1 - Bernhardsson, Lennarth A1 - Winman, Thomas A1 - Svensson, Lars PY - 2014 SP - 1 EP - 13 LA - eng PB - Ringsted KW - advanced learning modules KW - newcomers KW - wil KW - work-integrated learning KW - ail KW - informatics KW - informatik KW - arbetsintegrerat lärande KW - work integrated learning AB - Newcomers in Sweden face a problem of learning the Swedish society with respect to laws, culture, democratic values, education system, labor market and aspects of taking the role as a parent. The municipality of Gothenburg and the county administrative board in Västra Götaland are appointed by the Swedish government to educate newcomers in civic orientation. This paper describes some problems in providing distance education for Swedish civic orientation in forms of advanced learning modules (ALM). Requirements for implications for design were gathered through several conducted workshops together with relevant stakeholders through a participatory design approach. We concluded that our design for implications can be processed for future research and used together with a system solution. ER - TY - CONF T1 - Social Studies as Socialisation, Qualification and Subjectification A1 - Sandahl, Johan PY - 2015 LA - eng KW - social studies KW - socialisation KW - qualification KW - subjectification KW - biesta KW - citizenship education KW - subject learning and teaching KW - ämnesdidaktik AB - In Sweden, social studies is the assigned subject with the major responsibility for political education. Schools’ overall assignment can be defined using Gert Biestas three concepts of the functions of education: socialisation, qualification and subjectification. Firstly, schools have a role in socialising students into society, passing on values and knowledge. Secondly, the school system should contribute to students’ qualification as citizens, helping them advancing their civic and critical literacy. Thirdly, education should give students’ the possibility to be independent subjects. The functions, or dimensions, are separate, but meet in all kind of education and generally aim at political participation. Teachers are faced with several educational challenges; legitimising perspectives vs. critical thinking and allowing students to “be citizens” as well as qualifying them, thus seeing them as “citizens to be”. This paper explores and discusses theoretically how Biesta`s educational functions relate to social studies teaching by discussing the subject`s function. ER - TY - RPRT T1 - The Waldorf Scool - Cultivating Humanity?: A report from an evaluation of Waldorf schools in Sweden A1 - Dahlin, Bo PY - 2007 LA - eng PB - Karlstad University Studies KW - education AB - This report is a summary of an extensive avaluation of Waldorf schools in Sweden, carried out between 2003 and 2005. The evaluation dealt with several questions, such as former Waldorf students in higher education, the civic-moral competencies developed by Waldorf pupils, how Waldorf schools take care of children with learning porblems, and questions concerning Waldorf teacher training. In addition, the results are related to the idea of cultivating humanity inherent in Waldorf education, as well as to issues of social and political philosophy discussed today, for instance the notion of a (global) civil society ER - TY - CONF T1 - Permission to Speak T2 - Reflecting on Identities: Research, Practice and Innovation A1 - Hartsmar, Nanny PY - 2008 LA - eng PB - : London Metropolitan University KW - citizenship education KW - second language learning AB - The paper discusses the possibilities for newly arrived pupils to tke part in subject teaching. The significance of the mother tongue while the development of the second language is in its earliest stages is highlighted. When citizenship is an expressed goal of education with the aim of stimulating inclusion and critical thought, language plays a decisive role in how all voices can make themselves heard. ER - TY - CHAP T1 - Politikundervisning T2 - Forskning av och för lärare A1 - Wall, Peter PY - 2012 SP - 247 EP - 263 LA - swe PB - Karlstad : Karlstad University Press KW - politikundervisning KW - samhällskunskap KW - demokratisk kompetens KW - eu KW - nationell politik KW - so-undervisning KW - polity KW - policy KW - politics KW - lärarforskning KW - ämnesdidaktik KW - politikdidaktik AB - PolitikundervisningI denna text sammanfattas och diskuteras resultaten från en studie av lärares undervisning om politik. Sjutton högstadielärare i sex olika kommuner har redogjort för sin undervisning om politik på nationell nivå (nationell politik) och europeisk nivå (EU). Resultaten visar att undervisningen om de två politiska beslutsnivåerna skiljer sig avsevärt både avseende i vilket sammanhang undervisningen sker och vilken typ av innehåll som tas upp. Med utgångspunkt i statsvetenskaplig och didaktisk forskning diskuteras vilka konsekvenser de olika sätten att undervisa om politik kan tänkas få för elevers uppfattningar om sina möjligheter att agera i en demokrati.I studien framgår att undervisningen om nationell politik och EU sker i olika sammanhang. Lärarna har i samtliga fall avsatt ett särskilt arbetsområde för undervisning om nationell politik. Arbetsområdet behandlas i samband med riksdagsval eller i en särskild årskurs. Undervisningen om EU är däremot inte alltid planerad att ske i ett särskilt sammanhang. Olika aspekter av EU-samarbetet kan tas upp vid olika tillfällen. Till exempel i samband med ett geografiarbete om Europas länder eller vid en genomgång av efterkrigstidens historia. I flera fall finns inte ett i förväg inplanerat tillfälle för undervisning om EU utan ämnet tas upp i de fall EU-frågor uppmärksammas av elever eller media.I undervisningen om nationell politik belyses politikens tre dimensioner: Dess ramar i form av regler och institutioner (politydimensionen), politikens innehåll med bland annat aktuella politiska frågor och partiståndpunkter (policydimensionen) och samarbeten och konfrontation som exempel på politiskt handlande (politicsdimensionen) framkommer alla relativt väl i undervisningen. Undervisningen om EU, däremot, behandlar i första hand aspekter som kan kopplas till politydimensionen. I de fall policydimensionen belyses handlar det oftast om argument för och emot ett svenskt EU-medlemskap. Det är också tydligt att EU-frågor inte framställs som en demokratisk angelägenhet för eleven. Divergerande uppfattningar om politiken i EU kopplas till staters olika intressen och ideologiska dimensioner betonas ej i undervisningen. Det samma gäller medborgerliga möjligheter till påverkan som till exempel val till Europaparlamentet. Kunskapsområdet nationell politik kännetecknas däremot av att ideologiska meningsskiljaktigheter mellan partierna och medborgerliga påverkansmetoder får ett stort utrymme i undervisningen. Uppmaningar till eleverna om att agera politiskt förefaller också vara vanliga i undervisningen om nationell politik.En slutsats som dras i studien är att undervisningen om nationell politik är tydligt inriktad mot att stärka kompetenser elever behöver för att kunna agera i en demokrati medan undervisningen om EU snarare har ett allmänbildande syfte. Avslutningsvis diskuteras några tänkbara förklaringar till att EU-undervisningen skiljer sig så markant från undervisningen om nationell politik.  ER - TY - JOUR T1 - Styrning, barndom och skola T2 - Educare SN - 1653-1868 A1 - Stoltz, Pauline PY - 2009 VL - 2 SP - 17 EP - 40 LA - swe PB - : Malmö högskola, Lärarutbildningen KW - children KW - childhood KW - citizenship KW - government KW - governance KW - governmentality KW - welfare states AB - In this article I use current trends in government and childhood research to raise questions concerning the link between the contemporary government of Swedish education and deficiencies in children’s right to equal education. Changes in ideas on political government, including an increased focus on notions of “governance” and “governmentality” can be observed in Swedish education politics, as well as changes in ideas on the position of children in welfare states and on children as citizen-beings and citizen-becomings. Against the background of these developments I conclude that when the government of children and the increasing transgression of the borders of the field of education are discussed we should beware to take into consideration that too much of a focus on the form of education policies is referring the content of these policies to the background. In opposition to this I argue that if we want to come up with well-balanced solutions to the problems facing us in society today, we need both issues of form as well as content on the political agenda. Given current trends, I argue that there is a strong need to discuss notions of freedom, equality and responsibility in relation to the government of children and education. ER - TY - CONF T1 - Den nya öppna samordningsmetoden - en paradox?: Om ökad samverkan genom konkurrens och om statens roll i det mellanstatliga arbetet A1 - Wahlström, Ninni PY - 2007 LA - swe KW - läroplansteori KW - internationell utbildningspolitik KW - education AB - I detta konferensbidrag problematiseras frågan om statens roll i utbildningspolitiken med hjälp av Nancy Frasers (2003) utgångspunkt i den ”kamp om behoven” som hon menar utmärker senkapitalistiska samhällen. Den huvudsakliga frågan är således: Vilka implikationer får den öppna samordningsmetoden som används inom EU:s s.k. Lissabonstrategi för statens roll som centrum för kamp mellan olika sociala krafter vad gäller undervisningens, i vid mening, samhällsrelaterade innehåll och form? Ett försök att närmare illustrera den eventuella problematiken görs genom att följa upp vissa förarbeten inför uppdraget att ta fram indikatorer avseende den ”europeiska dimensionen” inom den internationella ICCS-undersökningen (International Civic and Citizenship Education Study). ER - TY - CONF T1 - Gender and social stratification in higher education: A Swedish case T2 - Presentation at the GEA conference 28-30 March 2007, Dublin A1 - Puaca, Goran A1 - Theandersson, Christer PY - 2007 LA - eng KW - higher education KW - gender KW - equality KW - diversity KW - inclusion KW - social groups AB - This research project addresses the conference theme of citizenship and inclusion. Variables of class, gender and ethnicity are here vital in evaluating the meaning of inclusion – both in a wider societal context, and how it affects individuals’ perspective on opportunities. This project description is part of a doctoral thesis, and addresses the issues: (1) which student groups are entering an average-sized Swedish University College, and (2) how students allocate their education as a resource in relation to their social grouping. The selected University College for a case study is characterised by advocating closeness between study programmes and working-life, and the social background of the students is fairly heterogeneous. Many of the students are women, and the issue of gender in relation to qualitative and quantitative goals of higher education is essential. The working hypothesis states that patterns of social stratification persist in Swedish higher education, and this leads to the question of how an increased number of students in higher education relates to goals of equality and diversity. Methods used are both qualitative and quantitative. ER - TY - JOUR T1 - Minnematerialet etter 22. juli som didaktisk ressurs i religions- og livssynsundervisningen T2 - Nordidactica SN - 2000-9879 A1 - Undseth Bakke, Sidsel A1 - Skeie, Geir PY - 2020 VL - 2020 SP - 42 EP - 67 LA - nor PB - Karlstad : CSD Karlstad KW - 22. july KW - spontaneous memorials KW - religion KW - education KW - nation KW - emotions KW - religious studies and theology AB - The new Norwegian curriculum for primary, secondary and upper secondary education from 2020 offers possibilities to focus on issues of diversity, citizenship and life skills across subject areas. In religious education there are core elements related to existential questions and taking the perspectives of others. These are among the aims that challenge teachers and students to address questions of religion and belief in the context of both difference and communality. This article discusses how aims like the mentioned can be approached in school by using the memory material that is available from the spontaneous memorials after the terror attacks in Oslo and Utøya 22. July 2011. These sources are discussed as examples of popular reactions after the trauma of the terror attack in the light of literature about spontaneous memorials, lived religion and religious education theory. Further, examples are given of how these sources can be used in a religious education school context. It is suggested that they can stimulate learning both about 22. July, terror and extremism, nationhood and emotions as well as religiosity and values in present society.  ER - TY - JOUR T1 - Skolornas institutionella karaktär och elevernas medborgarkompetens: en jämförelse av olika kommunala och fristående skolor över tid och rum T2 - Statsvetenskaplig Tidskrift SN - 0039-0747 A1 - Amnå, Erik A1 - Arensmeier, Cecilia A1 - Ekman, Joakim A1 - Englund, Tomas A1 - Ljunggren, Carsten PY - 2010 VL - 1 IS - 112 SP - 23 EP - 32 LA - swe KW - citizenship KW - public schools KW - private schools KW - comparative analysis KW - globalization KW - heterogeneity KW - effectiveness KW - sweden AB - Since the 1990s, the Swedish school system has become increasingly more diversified. Decentralization, the introduction of private schools, the challenge of globalization & increased ethnic diversity among pupils have contributed to an increasing heterogeneity. This project analyses the prospects for civic education in different institutional settings & contexts, in both public & private schools. Using unique survey data 1999 & 2009 we ask which effects different institutional settings have on "citizen competences," i.e., civic engagement, political efficacy, knowledge about democracy & political issues, & democratic values & tolerance. The project breaks down into three distinct but interrelated parts. The first deals with changes over time in young Swedes' civic competences. The second subproject focuses on the way & consequences when controversial issues are taught in different schools & institutional settings. The third sub-project adds a comparative perspective by analyzing similarities & differences among young people & schools in Sweden, Norway, Denmark, Finland & England. Adapted from the source document. ER - TY - RPRT T1 - Policies Analysis – Polish country report A1 - Bron Jr, Michal PY - 2007 LA - eng KW - civics KW - östersjö- och östeuropaforskning KW - baltic and east european studies AB - Polish policy regarding adult education for democratic citizenship (EDC) is still to be formulated. Based on an extensive study of various documents, coupled with strong public utterances from leading politicians, one can only conclude that in Poland there exists no coherent EDC policy. While there is a growing number of official documents stating the importance of strengthening civil society, educational provisions for adults that would directly address issues of EDC are still to be designed and implemented ER - TY - THES T1 - Socialt medborgarskap och social delaktighet: Lokala upplevelser bland unga kvinnor och män med utländsk bakgrund A1 - Jacobson Pettersson, Helene PY - 2008 LA - swe PB - Institutionen för vårdvetenskap och socialt arbete KW - differentiated universalism KW - discrimination KW - social citizenship KW - social participation KW - social inclusion KW - young adults from migrant backgrounds. KW - ethnicity KW - lived citizenship KW - differentierad universalism KW - enklavisering KW - etnisk diskriminering KW - social delaktighet KW - subjektivt socialt medborgarskap KW - substantiella sociala rättigheter KW - unga vuxna med utländsk bakgrund AB - The aim of this thesis is to explore how young adults from ethnic minority backgrounds experience social citizenship and social participation. How do they understand their social rights and duties? What are the possibilities and obstacles for their social participation? Based on the background of different studies in Sweden, that usually focus on conditions in bigger cities, this study discusses social citizenship among ethnic minority youth in the context of a middle-sized Swedish town. In contrast to research on ethnicity and youth in Sweden, that discuss social problems and social exclusion in terms of the deficient cultural, linguistic and social competence of the individuals, this study focuses on different kinds of resources and experiences of agency among young people from migrant backgrounds. Their experiences of active social citizenship and social participation fill also a gap in the contemporary research from the perspective of social inclusion. The theoretical framework is based on the concept of social citizenship as discussed by T. H. Marshall (1950), T. Bottomore (1992) and inspired by research on the subjective dimension of social citizenship conducted by R. Lister (1997, 2003, 2007). In order to grasp the subjective dimension of social citizenship, this thesis deals with differentiated expressions of universal social citizenship in terms of agency and participation in different areas of social life. Using a qualitative approach, seventeen people have been interviewed. The interviews have been analysed from an intersectional perspective where gender, age, marital status and longevity in Sweden appear to be concurrent categories. The results point towards tendencies of enclavisation among these young adults usually articulating experience of weak social bonding in relation to the Swedish majority population. Some informants refer to their expectations of living in bigger cities or a third country, and have plans to move as a strategy for better, more integrated and less discriminated conditions of future life. In sum, the central expectations of the interviewees on the improvement of their social citizenship conditions are the following: They want to be active citizens and are willing to contribute to the development of a more inclusive Swedish society. This thesis contributes to our current understanding of how young adults from ethnic minority backgrounds, experience social citizenship and social participation within the areas of: housing, education, labour-market, leisure and policy. ER - TY - CONF T1 - What counts as important knowledge in upper-secondary vocational programs, and why? On the social and political dimensions of content organization into vocational routes in Sweden and how they resonate in contemporary policy T2 - Paper presented at the conference Vocational Education and Training - Emerging Issues? Voices from Research, 12-13 May 2014, Stockholm, Sweden A1 - Nylund, Mattias PY - 2014 LA - eng KW - curriculum theory KW - vocational education KW - class KW - education policy KW - knowledge KW - pedagogic codes KW - upper-secondary school AB - The overall purpose of this paper is to critically contextualise the organization of content in Swedish upper-secondary vocational education by highlighting its social and political implications in relation to social class. Policy documents concerning the content of vocational education in Sweden from 1971 to 2011 serve as the main empirical source, with particular attention given to the reform of 2011 (Gy11). The paper builds upon Nylund (2013), which, in turn, comprises of four studies that each represents a different context in which social and political implications of the selection and organisation of content in Gy11 is analysed. The content structure of Gy11 is thus discussed in relation to (a) the school’s role of fostering democratic citizens and the overarching societal function of education (Nylund 2010), (b) knowledge distribution among social classes (Nylund & Rosvall 2011), (c) a class context, including key historical and contemporary reforms (Nylund 2012), and (d) a modern historical context, focusing on how two previous structural reforms (1971 and 1994) organised power and control over educational content (Nylund work-in-progress). The results show that, in terms of its content structure and underlying principles, Gy11 represents a historical break with previous reforms in many respects. Fundamental organising principles of past reforms, such as students’ preparation for active citizenship, critical thinking and entry to higher education, have been given less importance while the content is more context-bound than in previous reforms. The Gy11 reform can thus be seen as a part of a broader policy trend that is detracting from earlier efforts to give all social classes equal access to an equivalent education and reduce social imbalances in education. This new way of shaping vocational education is, it is argued, likely to exacerbate class inequalities by both reducing social mobility and rendering knowledge distribution in society more asymmetric. ER - TY - CONF T1 - The educated, deliberative citizen: a crucial curriculum question T2 - Nera 2019: Education in a Globalized World A1 - Englund, Tomas PY - 2019 SP - 841 EP - 842 LA - eng KW - education AB - The aim of the paper and its basic theoretical framework: The aim of a forthcoming paper is to further develop the idea of deliberative communication (Englund 2006, 2010, 2015, 2016) as crucial for creating a democratic society and educated citizens. In earlier works on deliberation the starting point has been Dewey’s thesis from his Democracy and Education that ideal education is characterized by mutual and free communication in the sense of open communication within and between groups. Add to that Habermas validity claims and his placing of communication and deliberation in a wider context.So, the basic theoretical framework used is ideas from classic and modern pragmatism (John Dewey 1916/1980, 1927/1984, Jürgen Habermas 1981/1987, 1983/1992, 1985/1990).Expected analyses and conclusions: An important source of inspiration for further elaboration is the Deweyan tradition within educational research stressing the moral dimension of teaching and the ethical nature of teachers’ professional responsibility for creating educated citizens living educationally. The Dewey-inspired David Hansen (2001) is a central figure also representing ‘the educated human being’ placed in contexts all the way from the specific classroom (Hansen 1992) to cosmopolitanism (Hansen 2011). While we in the Deweyan tradition are referring to a mass education system we also find it important to relate the question of the educated citizen to the (primarily English) analytical philosophy of education represented by Richard Peters (1973), who does not make an explicit use of deliberation, but in his work deals with the conversation processes leading to what he call ‘an educated man’. What is also important to note in this context of the educated citizen is to refer to the theory of citizenship rights (Marshall 1919/1964) developed in UK and with some links both to the analytical philosophy of education mentioned and to Habermas (1992/1996). Finally two important approaches for analyzing education are 1) first to see education in a tension between the public or the private good and 2) second the concept of underlying rationality of curriculum by evaluating how individuals/ citizens from different social groups over time are related to different societal institutions of education with different implications of being educated citizens. ER - TY - CONF T1 - Migrating citizens: Citizenship as (trans)national capital A1 - Lundström, Catrin PY - 2012 LA - eng AB - This paper examines first-generation Swedish migrant women’s transnational organization around national identity, foregrounding new forms of national belonging on an increasingly globalized arena, where social and geographical boundaries are simultaneously transgressed and fixed. Empirically, the paper builds upon ethnographic work and in-depth interviews conducted in a global support network for Swedish migrant women in the United States, Singapore and Spain, 2007-2011. The sense of national belonging constitutes the basis of the community, drawing the boundaries of both inclusion and exclusion, in ways that re/construct differences, distances and inequalities between women in a transnational migratory context. In these circumstances, citizenship becomes an important dimension of the women’s sense of belonging and stability. Most of the women interviewed had kept their formal Swedish citizenship as a warrant for welfare, intimately linked to Swedish “women and child friendly” politics, a practice which points to a continuous importance and belief in the welfare State as a national capital on a global neo-liberal market. Such practices highlights what the sociologist Anja Weiss’ (2005) has identified as the “transnationalization of social inequality”, pointing at migrants’ different positions according to their connections to “weak” or “strong” national welfare states. While the lack of citizenship status serves as an additional axis of inequality and exploitation for most migrants, lacking a formal citizenship in the country where they reside is a choice for Swedish migrant women. For them, Swedish citizenship works as a “back up” for health care, education, elderly care, or future reterritorialization. Citizenship thus becomes a crucial form of gendered ‘national capital’ – an economic, social and symbolic resource that distanced and distinguished them from the majority of migrants, underscoring the unequally distributed resources that national belongings provide in a transnational migratory context. Hence, citizenship cannot be approached as a unified and internationally coherent concept. Rather, it raises questions of whom, where and where from, embracing inclusive boundaries as well as exclusive functions. ER - TY - CONF T1 - History and moral encounters - an international research project, its results and implications for heritage educattion A1 - Ammert, Niklas A1 - Löfström, Jan PY - 2023 LA - eng KW - historical consciousness KW - moral consciousness KW - intersections KW - history teaching KW - heritage education KW - history education KW - historia med didaktisk inriktning AB - The project, History and Moral Encounters: exploring theoretical and empirical intersections of historical and moral consciousness from a History didaktik perspective, funded by the Swedish Research Council 2017-2022, was aimed to increase understanding of intersections of historical consciousness and moral consciousness in order to develop new theoretical tools for History teaching and learning that can support education for democratic citizenship. A starting point was that historical consciousness and moral consciousness are intertwined in interpreting and making meaningful the connections between the past, the present, and the future. Prior studies have indicated this is the case, and in the project a set of theoretical and empirical studies were done in Sweden, Finland and Australia, to further theorise and probe the connections empirically. History as a school subject is expected and often also stipulated to address moral questions and values and promote education for democratic citizenship, but the conceptual basis for this has been under-developed. The paper presents some of the key findings of the project and takes the opportunity to discuss further their connection with, and implications for heritage education where moral values and the processing of links between the different layers of time, from the past to the future, are central but often under-theorised questions.  ER - TY - JOUR T1 - Diraya.media: Learning Media Literacy With and From Media Activists T2 - International Journal of Communication SN - 1932-8036 A1 - Seuferling, Philipp A1 - Forsler, Ingrid A1 - King, Gretchen A1 - Löfgren, Isabel A1 - Saati, Farah PY - 2023 IS - 17 SP - 901 EP - 919 LA - eng PB - Los Angeles : University of Southern California's Annenberg Center for Communication KW - media literacy KW - civic media KW - media education KW - media activism KW - de-westernizing KW - swana region AB - Taking stock of media activist initiatives in the Southwest Asia and North Africa (SWANA) region, this article discusses findings from case study research informing the media education platform “diraya.media.” Through participatory methodology, the case studies and the bilingual (Arabic/English) website aim to analyze and strengthen local media literacy pedagogies by learning with and from media activists in the region. This article reports on six case studies of SWANA-based media activist organizations and pedagogical material for the media literacy classroom. The goal is to reflect and discuss the methodological and theoretical ramifications of Diraya as a pedagogical space for reflection and knowledge exchange between media activists and other learners in the region and beyond. Drawing on the participating activists’ experiences, Diraya is embedded in the turn toward radical media education and civic media literacies, contributing to (1) de-Westernizing media literacy education, (2) creating more learning materials based on local activist knowledge as important resources to increase media literacy, and (3) enabling of long-term collaborations by archiving and making public experiences from SWANA-based media activists. ER - TY - BOOK T1 - Language, citizenship and Sámi education in the Nordic North 1900–1940 A1 - Kortekangas, Otso PY - 2021 LA - eng PB - McGill-Queen's University Press KW - historiska studier av teknik KW - vetenskap och miljö KW - history of science KW - technology and environment AB - In the making of the modern Nordic states in the first half of the twentieth century, elementary education was paramount in creating a notion of citizenship that was universal and equal for all citizens. Yet these elementary education policies ignored, in most cases, the language, culture, wishes, and needs of minorities such as the indigenous Sámi.Presenting the Sámi as an active, transnational population in early twentieth-century northern Europe, Otso Kortekangas examines how educational policies affected the Sámi people residing in the northern parts of Norway, Sweden, and Finland. In this detailed study, Kortekangas explores what the arguments were for the lack of Sámi language in schools, how Sámi teachers have promoted the use of their mother tongue within the school systems, and how the history of the Sámi compares to other indigenous and minority populations globally.Timely in its focus on educational policies in multiethnic societies, and ambitious in its scope, the book provides essential information for educators, policy-makers, and academics, as well as anyone interested in the history of education, and the relationship between large-scale government policies and indigenous peoples. ER - TY - JOUR T1 - Ett relevant, intresseväckande, faktabetonat och diskussionsorienterat ämne: Finländska klasslärare talar om sin undervisning i samhällslära T2 - Nordidactica SN - 2000-9879 A1 - Mård, Nina PY - 2023 VL - 2023 IS - 13 SP - 1 EP - 25 LA - swe PB - Karlstad : CSD Karlstad KW - samhällslära KW - samhällskunskap KW - klasslärare KW - finländsk grundskola KW - undervisning KW - subject-specific education KW - ämnesdidaktik AB - Social studies was introduced as a school subject in Finnish upper primary grades (4-6) by the current national curricula for comprehensive education 2014. Previously, social studies was taught only in grades 7-9 in the Finnish comprehensive school. The Finnish primary school teachers have by now taught social studies for some years. In this article, the research interest is focused on how five Finnish primary school teachers perceive social studies as a school subject and how they describe their teaching in social studies. The investigation is grounded in Berlin-didactic theory and uses its structural and factor analysis to identify the teachers’ views on aims, content, methods, and media for social studies in primary education, as well as their personal approaches towards the subject. Data was collected in early spring 2022, and the material is analysed through an abductive thematic analysis. The results show that all five teachers supported social studies teaching in upper primary education, as the subject deals with the society surrounding the pupils. Overall, the teachers seemed to have embraced the new teaching assignment of social studies with engagement and enthusiasm. Social studies in the teachers’ practice was characterized as a fact-based subject, dealing with micro-perspectives on society. The textbook functioned as a primary teaching source and discussions as the central teaching method. The age, previous knowledge and questions of their students were central factors determining the teachers’ didactical choices of content and methods. The analysis reveals several potential research areas for further investigation in Finnish primary social studies education, such as teaching economics and tools for dealing with societal conflicts in a more analytical way. Overall, the discussion of what constitutes the core of social studies in Finnish primary education needs to be further addressed. ER - TY - GEN T1 - Hur hänger koldioxidutsläpp och BNP ihop?: Lärarhandledning till ett forskningsbaserat lektionsupplägg om sambandet mellan koldioxidutsläpp och BNP med hjälp av ett Gapminder-diagram A1 - Rosengren, Jenny A1 - Carlberg, Sara A1 - Juthberg, Thérése A1 - Sahlström, Per A1 - Björklund, Mattias A1 - Gottfridsson, Patrik A1 - Jägerskog, Ann-Sofie A1 - Kenndal, Robert A1 - Kåks, Bodil A1 - Lantto, Sabina A1 - Larsson, Maria A1 - Strandberg, Max A1 - Tväråna, Malin PY - 2024 LA - swe PB - Stockholm University KW - lärarhandledning KW - lektionsplanering KW - lektionsupplägg KW - lektion KW - undervisning KW - samhällskunskap KW - geografi KW - gapminder KW - praktiknära forskning KW - undervisningsutvecklande forskning AB - Lektionsupplägget Hur hänger koldioxidutsläpp och BNP ihop? har utformats inom forskningsprojektet Säger bilden mer än tusen ord? Om utvecklingen av elevers visuella litteracitet i samhällskunskapsundervisningen. Lärares erfarenheter och tidigare forskning visar att elever har svårt för att läsa av och förstå diagram i samhällsvetenskapliga ämnen. Syftet med forskningsprojektet är därför att utveckla kunskap om hur elever förstår flödesscheman och plotdiagram, två vanligt förekommande visuella representationer i samhällskunskap, samt hur undervisning kan utformas för att skapa möjligheter för elever att utveckla sin visuella litteracitet i samhällskunskap.Forskare och lärare har arbetat tillsammans i projektet för att utforma, pröva och utvärdera undervisning.Lektionsupplägget Hur hänger koldioxidutsläpp och BNP ihop? har testats i grundskolan (åk 6 och 8) och på gymnasiet (åk 1).Ämne: Samhällskunskap, Geografi, Hållbart samhälleÅrskurs: 4-6, 7-9, GymnasietSyfte: Att kunna läsa av och använda ett Gapminder-diagram för att resonera om hur sambandet mellan koldioxidutsläpp och BNP kan förändras av människan ER - TY - JOUR T1 - Discussing Yasmina Khadra’s novel The Sirens of Baghdad in the upper secondary classroom to promote intercultural learning T2 - Essays in Education SN - 1527-9359 A1 - Ågerup, Karl PY - 2023 VL - 2 IS - 29 SP - 1 EP - 17 LA - eng PB - : Winona State University KW - litterarturdidaktik KW - education KW - literature AB - Based on interviews with four teachers who engaged in discussions about Yasmina Khadra's novel The Sirens of Baghdad with a total of 92 students, this article explores the potential of using fictional narratives to achieve Global Citizenship-related goals in upper secondary education. The novel, which portrays the journey of a young aspiring Al Qaeda terrorist in Iraq, emerged as a response to the increasing need in the Western world to mitigate intercultural tensions following the September 11 attacks. The article addresses the novel's capacity to promote intercultural understanding while acknowledging practical challenges such as intense emotions in the classroom, potential trauma exposure, and the risk of radicalization. Despite these dilemmas, the article argues that fictional narratives of this nature can be a valuable tool in upper secondary education, especially when teachers collaborate across disciplinary boundaries. However, further research is necessary to develop and evaluate teaching models which remain effective in varying contexts. ER - TY - GEN T1 - Hur hänger kvinnors utbildningsnivå ihop med barnafödande?: Lärarhandledning till ett forskningsbaserat lektionsupplägg om sambandet mellan antal födda barn och antal skolår per kvinna med hjälp av ett Gapminder-diagram A1 - Rosengren, Jenny A1 - Carlberg, Sara A1 - Juthberg, Thérése A1 - Sahlström, Per A1 - Björklund, Mattias A1 - Gottfridsson, Patrik A1 - Jägerskog, Ann-Sofie A1 - Kenndal, Robert A1 - Kåks, Bodil A1 - Lantto, Sabina A1 - Larsson, Maria A1 - Strandberg, Max A1 - Tväråna, Malin PY - 2024 LA - swe PB - Stockholm University KW - lärarhandledning KW - lektionsplanering KW - lektionsupplägg KW - lektion KW - undervisning KW - samhällslärarhandledning KW - samhällskunskap KW - geografi KW - gapminder KW - praktiknära forskning KW - undervisningsutvecklande forskning AB - Lektionsupplägget Hur hänger kvinnors utbildningsnivå ihop med barnafödande? har utformats inom forskningsprojektet Säger bilden mer än tusen ord? Om utvecklingen av elevers visuella litteracitet i samhällskunskapsundervisningen. Lärares erfarenheter och tidigare forskning visar att elever har svårt för att läsa av och förstå diagram i samhällsvetenskapliga ämnen. Syftet med forskningsprojektet är därför att utveckla kunskap om hur elever förstår flödesscheman och plotdiagram, två vanligt förekommande visuella representationer i samhällskunskap, samt hur undervisning kan utformas för att skapa möjligheter för elever att utveckla sin visuella litteracitet i samhällskunskap.Forskare och lärare har arbetat tillsammans i projektet för att utforma, pröva och utvärdera undervisning.Lektionsupplägget Hur hänger kvinnors utbildningsnivå ihop med barnafödande? har testats i grundskolan (åk 6 och 8) och på gymnasiet (åk 1).Ämne: Samhällskunskap, Geografi, Hållbart samhälleÅrskurs: 4-6, 7-9, GymnasietSyfte: Kunna läsa av och använda ett Gapminder-diagram för att se mönster och resonera om hur sambandet mellan barnafödande och antal skolår per kvinna  kan förändras ER - TY - THES T1 - Learning to argue in primary school: A sociocultural study of group discussions with argumentative tasks A1 - Eldstål-Ahrens, Lea PY - 2024 LA - eng KW - children's argumentation KW - group discussion KW - task KW - video observation KW - sachunterricht KW - civic education AB - The learning and development of argumentation as a social practice is considered to be fundamental for living in democratic societies. The purpose of this thesis is to contribute to the growing literature on children’s argumentation, specifically in group discussions with argumentative tasks in the context of civic education. With the aim of characterizing children’s argumentation and the framing of the study with a sociocultural perspective on learning and communication, the design can be described as explorative and observational. The data consist of video recordings of group discussions of 9- to 10-year-old children in Germany, as part of the subject Sachunterricht which entails civic education. For the purpose of studying group discussions as an argumentative activity, tasks were designed in cooperation with Sachunterricht teachers. The two tasks are concerned with democratic concepts (equality/equity and Children’s rights) and present a problematic situation to the children, who are asked to give reasons for their opinions and come to a joint solution. The thesis contains three empirical studies which pose distinct but related research questions about (1) the handling of task premises, (2) changes in a focus child’s argumentative participation, and (3) a comparison between linguistically differently prompted groups. The findings show that the children handle the task premises dynamically; arguing within the premises, outside the premises, and questioning the premises. Further, the findings show quantitative and qualitative changes in the focus child’s argumentative participation which is interpreted as microgenetic development. Lastly, the findings show a comparable language use across the differently prompted groups. The findings are discussed in terms of their contribution to the research field, implications for practice, as well as theoretical and philosophical notions of learning and education for democracy. ER - TY - CONF T1 - Every day life at the youth leisure centre T2 - Abstract book A1 - Lindström, Lisbeth PY - 2012 LA - eng PB - Copenhagen : Nordic educational research association, NERA KW - education AB - The leisure-time center is an educational activity for school children through the age of twelve, where children are enrolled. Under the Education Act, the leisure-time centers provide children with meaningful leisure. Prerequisites for the children to experience leisure time as meaningful is that the activity is safe, fun and stimulating where play and creativity have much space and are shaped by children's age, maturity, needs, interests and experiences. The leisure-time center also has the task to teach and train future democratic citizens.The purpose of this paper is to highlight and explore the staff's perception of the organization's contribution to children's development and learning. Theories of entrepreneurship and citizenship education are used as a theoretical framework.Method used is an attitude survey questionnaire. A survey involving 39 statements were sent out to all 13 municipalities in the county of Norrbotten, in total 146 leisure-time centers. The questionnaire was distributed to professionals and other personnel working with children who are enrolled in after school. There are 164 professionals who answered the questionnaire; in the material are leisure-time centers from all municipalities represented.The results show that 65.6% agreed with the statement that children can develop their ability to play and 61,6% of respondents believe that children can develop their ability to work with others at the leisure-time centers. Many respondents strongly agree with the statement that children can develop their curiosity 52, 5%, and 48, 1% believes that they can develop their imagination staying at the leisure-time centers. Conclusions that can be drawn from the research is that the relationship between entrepreneurship and citizenship education is a close one and it is possible that one may lend itself to the other and strengthen the development of individuals skills for inclusion in society. ER - TY - CONF T1 - Social hierarchies, school and impoverished suburbs in Swedish Metropolitan districts A1 - Beach, Dennis PY - 2010 LA - eng PB - Oxford Ethnography and Education Conference 2010 KW - education AB - The organization of schools in Sweden has recently taken a significant turn toward neo-liberalism whereby educational consumerism and individualism have replaced citizenship and collective democracy as a basic ethos and driving force. A number of elements are involved. In this article we point to a risk of self segregation by means of which economically disadvantaged groups become concentrated in the same schools, within mainly the public sector. This is a particular and complex problem in multi-racial/multi-ethnic migrant intense areas according to previous research that causes these schools to experience serious difficulties when it comes to operating as schools capable of mobilization for full citizenship. We need such schools but there is no evidence that schools are developing in these directions in the neo-liberal era. ER - TY - CONF T1 - Value Creation through Educational Partnerships Focused on Preparing Students for Citizenry in a Sustainable Global Society T2 - PROCEEDINGS of the 28th Annual Conference, International Sustainable Development Research Society A1 - Whitney, Cynthia PY - 2022 SP - 1796 EP - 1807 LA - eng PB - Stockholm, Sweden : Södertörns högskola KW - quality management (qm) KW - global society KW - sustainability KW - partnerships KW - education AB - This paper marks the start of a larger research project focusing on the value created for all stakeholders in sustainable partnerships in primary and secondary education. These stakeholders are defined as the primary or secondary school, the partnership organization, the teachers, the students, and the parents of the students. The purpose of this paper is to investigate the value created by organizations who enter into these educational partnerships with schools. The primary focus of the partnerships in this study is on preparing students for citizenry in a sustainable global society. This study consists of qualitative appreciative inquiry interviews conducted with leaders of organizations who intentionally enter into partnerships with primary and secondary schools focusing on developing students as global citizens who will be prepared to create a sustainable global society. This research will provide insights regarding: 1) the type of value created for each stakeholder from the perspective of the organizational leaders through the establishment of the partnership; and 2) who or what receives the value created by the partnership from the perspective of the organizational leaders. Partnerships in education with a global focus provide a platform for primary and secondary students to practice creative problem solving skills, team building through collaboration, and to develop real-world global connections through true- to-life, meaningful experiences in their community, their state, their country, and internationally. Organizations with a global educational focus provide an attractive quality for primary and secondary schools in that these schools are searching for ways to meet parental and societal demand of a cutting- edge education. This study follows the United Nations Sustainable Development Goal (UN SDG) Quality Education, Target 4.7, which calls for ensuring “all learners acquire the knowledge and skills to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.” This research also supports the UN SDG Partnerships for the Goals, Target 17.16, which calls for enhancing “the global partnership for sustainable development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology and financial resources, to support the achievement of the Sustainable Development Goals in all countries, in particular developing countries (United Nations, 2022).”  ER - TY - JOUR T1 - Ethnicity, gender, social class and citizenship: Comparative views from England and Sweden T2 - Teaching Citizenship SN - 1474-9335 A1 - Leighton, Ralph A1 - Nielsen, Laila PY - 2017 IS - 45 SP - 42 EP - 43 LA - eng PB - : Association for Citizenship Teaching ER - TY - JOUR T1 - The story of the youth club T2 - International Journal of Humanities and Social Science SN - 2220-8488 A1 - Lindström, Lisbeth PY - 2012 VL - 6 IS - 2 SP - 32 EP - 39 LA - eng PB - : Center for Promoting Ideas KW - education AB - As a case study, young people visiting youth clubs and similar meeting places in a local council in northern Sweden, was explored in terms of place, space and activities of the club or meeting places and discussed in the perspective of social and cultural transformation. To collect data over a 6-month period, several visits were carried out to the youth clubs and similar meeting places. During the visits, notes and photographs were taken of the physical environment of the clubs. As a theoretical framework, theories of citizenship were used. The following questions are of special interest: where are these meeting places located; what kind of visitors do they attract; what kind of activities do they offer; how do visitors use the space and what kind of citizenship do they support? The results of the study show first that these places are more attractive to boys than to girls. Second, youth clubs and similar meeting places offer many activities for both boys and girls, which are used in a traditional female or male context. Third, those who visit youth clubs and similar meeting places at their leisure time are offered the opportunity of taking an active role in their transition to citizenship. ER - TY - CONF T1 - Enacting the Convention on the Rights of the Child - in times of juridification T2 - ECER program 2023 A1 - Arneback, Emma A1 - Englund, Tomas A1 - Bergh, Andreas A1 - Lerwall, Lotta PY - 2023 LA - eng KW - juridfication KW - education KW - children's rights AB - This paper takes its starting point in the fact that the Convention on the rights of the child (CRC) becamenational law in Sweden 2020. At the same time, focusing on rights in education is nothing new, and must be understood in the light of a political development over time. After the Second World War the idea of education as a citizenship right became a critical issue in the restructuring of Western democratic school systems. The growing tendency to view and discuss education through a perspective of rights has, however, led to tensions between different perspectives on rights (cf. Bobbio 1996). Focusing on children’s rights, it has for example been demonstrated that there are tensions between different views on children’s rights and parents’ rights (cf. Englund 2010, Quennerstedt 2009). That there are tensions within and between different discourses on rights is a central starting point for this paper. In Sweden, the Convention on the rights of the child was ratified in 1990 and has since then been an acknowledged perspective in education. However, in 2020 the status of the CRC changed, as it was incorporated into national law (SFS 2018:1197). In the debate preceding the decision, there were those arguing both for and against this change. What is clear, however, is that we still know far too little about how the CRC is enacted as national law. In a wider perspective, the increase and changed character in the use of juridical regulations has, in Swedish education as well as in other countries and areas, been termed as juridification (Rosén et al, 2021; also see Blichner & Molander 2008; Murphy, 2021; Novak, 2017). The rather limited research available so far has demonstrated that juridification has led to changes in the descriptions of teachers’ roles (Bergh & Arneback, 2016) and uncertainty for headmasters and teachers’ on how to act (Lindgren et al 2021). But what in addition has been reported, is that the use of legislation also can work as a support for teachers in their professional work (Karseth & Møller, 2020). A central starting point for this paper is that juridification of and in education (Rosén et al, 2021) cannot be seen as good or bad per se. Instead, we need to study the processes that follow from different laws, to contribute knowledge of importance for further actions on different levels (in legalisation and enactments of laws). As several sociologist of laws has argued (Habermas, 1987; Honneth 2015), there is on one hand a need of laws to regulate a fair democratic society, but on the other hand a risk that an overuse of laws can lead to instrumentalized actions and processes. With juridification as an overriding knowledge interest, the aim of this paper is to analyse how the CRC is enacted by civil servants at three Swedish national school authorities after it became national law, and to discuss some implications that follow with different interpretations. This is done by answering the following research questions: a) What different discourses about the Convention on the Rights of the Child are enacted by civil servants at national school authorities? b) What tensions appear within and between these discourses and what possible consequences can follow with different interpretations and usages? This paper is a part of a research project studying what happens with education in Sweden when the Convention on the rights of the child has become national law. Inline with the theme of ECER-conference, the project group is aiming for diversity in perspectives. By establishing a collaboration between researchers in pedagogy and jurisprudence (called JURED) we study relationships between juridification and education. Method The paper is based on interviews with fourteen civil servants working at three national school authorities in Sweden (National Agency for Education, National Agency for Special Needs Education and Swedish Schools Inspectorate), information at their websites and text document given to us by the informants. At each authority we have interviewed four-six people working with CRC as leaders or civil servants, with expertise in either law or education. The semi-structured interviews lasted between 60-120 minutes and were conducted by two researchers, one scholar in pedagogy and one scholar in jurisprudence, to ensure a broad competence in the collection of data. When the interviewed civil servants talked about the new juridical framing of CRC in Sweden, it became clear that they relate to different discourses. We therefore turned to discourse analysis, and more specifically to neo-pragmatism (Cherryholmes, 1988), to further analyse the different ways that the new legalisation is enacted (Ball et al. 2012) This methodological approach has enabled analysis on how different uses of language are related to past experiences, expectations on the future and actions in the present. The relation within and between different discourses is not neutral since they occur in a society with power structures and framed by rules. Consequently, the societal conditions that constitute a discursive practice nominate those who can speak with authority and create conditions for what that can be said or not be said. The analysis is done in three steps: 1) In the first step we focus on the language used in our data, by informants and in texts, on how to enact the CRC as national law, 2) secondly, we focus on bridges and tensions that appear within and between different discourses, 3) finally, we discuss possible consequences that follow from these bridges and tensions. In the process of analysis, earlier research and political discussions on children’s rights have been used abductively, with the purpose to relate our collected data to a broader context and thus tensions within and between different discourses on a societal level. Expected Outcomes The empirical result is presented as three discourses: CRC as political agenda-setting where the new law has led to increased attention of the CRC at the school authorities, but without problematizing tensions within this political discourse. The CRC is primarily handled as a practical question, more of a given agenda that needs to be followed. CRC as juridical implication of the law, for examples, has led to that decisions at school authorities are done based on the best interest of the child, and that there is a need to implement children’s right to be heard. In this juridical discourse the incorporation of the CRC is often welcomed as important and at the same time declared not to bring any legal novelties. CRC as educational practices where the law has led to new writings in the curriculum and support materials. There are few examples of tension within the educational discourse, with expectations of discussions on what kind of support that are needed from national school authorities to schools on this matter. At a societal level there are several tensions in the discourses, for examples, between different rights, on how to incorporation CRC as national law, and how to enact CRC in education. An important result is that these tensions become quite invisible when the CRC is enacted by civil servants. Rather, the tensions are more between the discourses than within them. Some informants describe that it is hard to understand each other between different professional roles. However, some collaboration between both the authorities and civil servants, trying to bridge different discourses, does take place. Altogether our results points at the importance on further studies on the complex relation between juridification and education, as possible conflicts that if not handled at the national level, eventually will erupt in local authorities and schools. References Ball, S. J., M. Maguire, and A. Braun (2012). How Schools Do Policy: Policy Enactments in Secondary Schools. Routledge. Bergh, A., and E. Arneback (2019). “Juridification of Swedish Education – Changing Conditions for Teachers’ Professional Work.” In Policing Schools: School Violence and the Juridification of Youth. Young People and Learning Processes in School and Everyday Life, edited by J. Lunneblad, (pp. 53-70). Springer. Blichner, L. C., and A. Molander (2008). “Mapping Juridification.” European Law Journal 14 (1): 36–54. Bobbio, N. (1996). The Age of Rights. Polity Press. Cherryholmes, C. (1988). Power and Criticism: Poststructural Investigations in Education. Teachers College Press. Englund, T. (2010). Questioning the parental right to educational authority - arguments for a pluralist public education system. Education Inquiry, 1(3), 235-258. Habermas, J. (1987). The Theory of Communicative Action. Vol. 2, Lifeworld and System: A Critique of Functionalist Reason. Beacon Press. Honneth, A. (2015). Freedom’s Right - the Social Foundations of Democratic Life. Columbia University Press. Karseth, B. and J. Møller (2020). Legal Regulation and Professional Discretion in Schools, Scandinavian Journal of Educational Research, 64:2, 195-210. Lindgren, J, A. Hult, S. Carlbaum and C. Segerholm (2021). To See or Not to See: Juridification and Challenges for Teachers in Enacting Policies on Degrading Treatment in Sweden, Scandinavian Journal of Educational Research, 65:6, 1052-1064, Murphy M. (2022). Taking education to account? The limits of law in institutional and professional practice, Journal of Education Policy, 37:1, 1.16. Novak, J. (2019) Juridification of educational spheres: The case of Sweden, Educational Philosophy and Theory, 51:12, 1262-1272 Rosén,M, E. Arneback and A. Bergh (2021) A conceptual framework for understanding juridification of and in education, Journal of Education Policy, 36:6, 822-842. Quennerstedt A. (2009) Balancing the Rights of the Child and the Rights of Parents in the Convention on the Rights of the Child, Journal of Human Rights, 8:2, 162-176. United Nation. (1989). Convention of the right of the child. SFS 2018:1197: Lag om Fören ER - TY - CHAP T1 - Tradera och kritisera: Barnlitteraturen som ideologisk arena i skola och samhälle T2 - Unga läser A1 - Andersson, Pär-Yngve PY - 2017 SP - 155 EP - 167 LA - swe PB - Möklinta : Gidlunds förlag KW - children's literature KW - ideology KW - multicultural community KW - citizenship KW - critical literacy KW - teaching literature KW - literature AB - This article discusses children’s literature and teachers’ task of preparing young pupils for citizenship in a multicultural society. How can teachers help them become good citizens and simultaneously develop their individual personalities? Listening to the pupils properly and propounding democracy and humanist principles (such as gender equality) as expressed in the curriculum, are considered vital. The value of disseminating high-quality, varied literature is also emphasised.Various kinds of ideology and zeitgeist may be discerned in children’s books. The article discusses the question of how to respond if schoolchildren and their families do not unequivocally affirm norms in the books or the curriculum. Advocates of critical literacy are censured for tending to reduce the complexity of literature and life issues. It is argued that a good literary education takes both literature and young people’s varied experiences seriously. Open classroom discussions about norms in books and real life can bring about better understanding of others and their opinions. ER - TY - THES T1 - Samhällskunskap som ämnesförståelse och undervisningsämne: Prioriteringar och nyhetsanvändning hos fyra gymnasielärare A1 - Olsson, Roger PY - 2016 LA - swe PB - Karlstad University Press KW - teacher thinking KW - social studies KW - subject conceptions KW - teaching KW - internal and external goals KW - ämnesdidaktik KW - samhällskunskapslärare KW - ämnesförståelse KW - undervisningsämne KW - nyhetsanvändning KW - interna och externa mål AB - This thesis seeks to contribute knowledge to how professional teachers in social studies express their subject conception, and its relation to the subject manifested in teaching. The data consists of 48 hours of observed teaching and interviews. A first sub-study shows that the teachers prioritise a content dominated by political science, which reveals a strong content tradition and nuances the picture of an unclear identity seen in the review of previous research. It is also found that the use of news is prominent.The second sub-study confirms the theoretical assumption that the teachers’ conceptions are complex, seeking to harmonise both the internal academic goals and the external civil goals found in social studies. This complements previous research based on the written curriculum where the internal and external goals have been regarded as dichotomous.The results of the third sub-study reveal how news is used in two ways, news coverage and news integration, where the teachers express knowledge aligned with their individual subject conception. However, the external goals tend to be less emphasised in the subject manifested in teaching in favour for the internal interim goals. Differences between news coverage and news integration are also found as news coverage seems to be more focused on civil goals.A contribution with this study is that we now in Swedish research can talk about social studies teachers’ subject conception as a complex phenomenon. It also encourages a more precise conversation about social studies. A more precise vocabulary can enable teachers to develop their understanding of the relation between goals, content and teaching methods. Furthermore, the revelation of news and its relation to the teachers’ subject conception and teaching hopefully can inspire future explorations on news as a teaching tool. ER - TY - GEN T1 - Hur kan politiker hantera höga bensin- och dieselpriser?: Lärarhandledning till ett forskningsbaserat lektionsupplägg om samhällsekonomi med hjälp av ett flödesschema A1 - Rosengren, Jenny A1 - Carlberg, Sara A1 - Juthberg, Thérése A1 - Sahlström, Per A1 - Björklund, Mattias A1 - Gottfridsson, Patrik A1 - Jägerskog, Ann-Sofie A1 - Kenndal, Robert A1 - Kåks, Bodil A1 - Lantto, Sabina A1 - Larsson, Maria A1 - Strandberg, Max A1 - Tväråna, Malin PY - 2024 LA - swe PB - Stockholm University KW - lärarhandledning KW - lektionsplanering KW - lektionsupplägg KW - lektion KW - undervisning KW - samhällslärarhandledning KW - samhällsklärarhandledning KW - samhällskunskap KW - praktiknära forskning KW - undervisningsutvecklande forskning AB - Lektionsupplägget Hur kan politiker hantera höga bensin- och dieselpriser? har utformats inom forskningsprojektet Säger bilden mer än tusen ord? Om utvecklingen av elevers visuella litteracitet i samhällskunskapsundervisningen. Lärares erfarenheter och tidigare forskning visar att elever har svårt för att läsa av och förstå diagram i samhällsvetenskapliga ämnen. Syftet med forskningsprojektet är därför att utveckla kunskap om hur elever förstår flödesscheman och plotdiagram, två vanligt förekommande visuella representationer i samhällskunskap, samt hur undervisning kan utformas för att skapa möjligheter för elever att utveckla sin visuella litteracitet i samhällskunskap.Forskare och lärare har arbetat tillsammans i projektet för att utforma, pröva och utvärdera undervisning.Lektionsupplägget Hur kan politiker hantera höga bensin- och dieselpriser? har testats i grundskolan (åk 6 och 8) och på gymnasiet (åk 1).Ämne: SamhällskunskapÅrskurs: 4-6, 7-9, GymnasietSyfte: Att kunna läsa av och använda ett flödesschema för att resonera om hur politiker kan hantera höga bensin- och dieselpriser ER - TY - GEN T1 - Vilka kan göra något åt gängkriminaliteten?: Lärarhandledning till ett forskningsbaserat lektionsupplägg om Sveriges parlamentariska system med hjälp av ett flödesschema A1 - Rosengren, Jenny A1 - Carlberg, Sara A1 - Juthberg, Thérése A1 - Sahlström, Per A1 - Björklund, Mattias A1 - Gottfridsson, Patrik A1 - Jägerskog, Ann-Sofie A1 - Kenndal, Robert A1 - Kåks, Bodil A1 - Lantto, Sabina A1 - Larsson, Maria A1 - Strandberg, Max A1 - Tväråna, Malin PY - 2024 LA - swe PB - Stockholm University KW - lärarhandledning KW - lektionsplanering KW - lektionsupplägg KW - undervisning KW - samhällskunskap KW - praktiknära forskning KW - undervisningsutvecklande forskning AB - Lektionsupplägget Vilka kan göra något åt gängkriminaliteten? har utformats inom forskningsprojektet Säger bilden mer än tusen ord? Om utvecklingen av elevers visuella litteracitet i samhällskunskapsundervisningen.Lärares erfarenheter och tidigare forskning visar att elever har svårt för att läsa av och förstå diagram i samhällsvetenskapliga ämnen. Syftet med forskningsprojektet är därför att utveckla kunskap om hur elever förstår flödesscheman och plotdiagram, två vanligt förekommande visuella representationer i samhällskunskap, samt hur undervisning kan utformas för att skapa möjligheter för elever att utveckla sin visuella litteracitet i samhällskunskap.Forskare och lärare har arbetat tillsammans i projektet för att utforma, pröva och utvärdera undervisning.Lektionsupplägget Vilka kan göra något åt gängkriminaliteten? har testats i grundskolan (åk 6 och 8) och på gymnasiet (åk 1).Ämne: SamhällskunskapÅrskurs: 4-6, 7-9, GymnasietSyfte: Kunna läsa av och använda ett flödesschema för att resonera om hur relationerna mellan aktörer i Sveriges parlamentariska system ser ut och kan förändras av människan ER - TY - JOUR T1 - The right of all to inclusion in the learning process: Second language learners working in a technology workshop T2 - Educare SN - 1653-1868 A1 - Hartsmar, Nanny A1 - Sandström, Maria PY - 2008 VL - 3 SP - 43 EP - 81 LA - eng PB - : Malmö högskola, Lärarutbildningen KW - second language development KW - citizenship education KW - mother tongue KW - observations KW - socio-cultural learning KW - technology AB - With its background in research on the development of the second language and the language use of immigrant children as portrayed in political discourse, this article discusses the significance of the mother tongue in the access of newly-arrived pupils to teaching in school subjects while the development of their second language is in its earliest stages. The starting point for the project is a socio-cultural perspective of teaching and the development of knowledge, and that language is discourse. If one sees citizenship as an expressed goal of education with the aim of stimulating inclusion and critical thought, language plays a decisive role in how all voices can make themselves heard. Two preparatory classes in Malmö were invited to problem-solving work sessions in the technical workshop at the School of Education. The student teachers acted as supervisors and observers alternately, and documented the conversations that took place. Sequences of conversation were recorded for analysis. The study illuminates and problematises the content of the conversations during problem-solving, what initiatives to conversation are taken by pupils and students, what the possibilities of problem-solving using the mother tongue are, and what the pupils’ texts contain and if they are functional, in the sense that it is possible to understand what the pupil wants to mediate to the reader. Excerpts from the recordings show that both children and students use a variety of “strategies” in the conversations and this has a number of consequences for the processes of knowledge. ER - TY - CONF T1 - How to analyse and evaluate learning outcome in a Social Studies Learning Study A1 - Tväråna, Malin PY - 2013 LA - eng KW - learning study KW - learning object KW - assessment KW - social studies KW - subject didactic research KW - learning study as research approach KW - civic education KW - subject learning and teaching KW - ämnesdidaktik AB - The issue of this paper is to explore the possibilities within Learning Study to estimate accomplished learning by students when used as subject didactic research by teachers of Social Studies. Stiegler and Hiebert suggest Lesson Study as a model for collaborative, teacher lead subject matter research for developing teaching practise (1999). Learning Study is developed from Lesson Study as a circle of iterative research lessons, based on explicit theories of learning for planning and analysing the research lessons as well as the learning outcome. The paper takes as its point of departure three Learning Studies in Social Studies at upper secondary level. The studies were completed within a research project aiming to explore the nature of the subject knowledge of the ability to use different principles of Justice when analysing a problem. Variation theory (Marton & Booth, 1997; Lo, 2012) and Activity Theory (Matusov, 2000) were used as theoretical ground for planning and analysing. Learning Study as an approach for subject didactic research as a clinical research (Carlgren, 2012) which focuses on knowledge production concerning subject didactics has to meet the question of how to evaluate the produced learning outcome in a Learning Study.  A lot of reported Learning Studies focuses on reporting the results from research lessons in terms of percental change in test scores and/or in number of students reaching the intended learning outcome, a methodological tradition originally from the Design Experiment  (Cobb et. al., 2003) concept, with a pre- and post-test. The paper addresses and discuss the issue of how to understand and assess complex learning objects in Social Studies education. How are teachers treating these results and the tests that produce them? How are intended learning objects interpreted into questions for tests? How do teachers handle the fact that their own conception of the learning object changes during and due to the Learning Study, and how does this affect the way we assess the learning outcome? ER - TY - JOUR T1 - Making democrats while developing their historical consciousness: A complex task T2 - Historical Encounters SN - 2203-7543 A1 - Alvén, Fredrik PY - 2017 VL - 1 IS - 4 SP - 52 EP - 67 LA - eng PB - : HERMES, History Education Research Network concentrated at The University of Newcastle KW - curriculum KW - historical consciousness KW - citizenship education KW - history teaching AB - History teaching in Sweden is, among other things, supposed to create democratic citizens appreciating certain values. These goals are described in the first chapter in the curriculum, “Fundamental values and tasks of the school”, as cross-curricular goals that every teacher should foster. At the same time the history teacher is supposed to develop the students´ historical consciousness by developing certain cognitive abilities that allow the students to interpret history on their own. These abilities are described in the history syllabus. The abilities do not, however, address any particular values to be developed. The history teachers´ assignments can therefore be in conflict. In the article I analyze the Swedish history teachers´ mission by comparing the goals for the citizenship education in the curriculum´s first chapter, with the theoretical construction of how to develop the students´ historical consciousness, found in the syllabus in history. At the end there is a discussion and a tentative suggestion how to process the tension between making democrats and at the same time develop the students´ cognitive abilities to understand and use history of their own. ER - TY - CONF T1 - Intercultural practices of an integrated public and school library network in Sweden T2 - Education for Sustainable Development A1 - Avery, Helen PY - 2014 LA - eng KW - school libraries KW - collaboration KW - network KW - inclusive education KW - multilingualism KW - local communities KW - popular education KW - democracy KW - sustainability KW - sweden KW - skolbibliotek KW - samarbete KW - nätverk KW - inkluderande pedagogik KW - flerspråkighet KW - lokalsamhälle KW - folkbildning KW - demokrati KW - hållbarhet AB - The paper presents a case study of an integrated public and school library network in a highly diverse multiethnic urban neighbourhood, where intercultural practices and long-term competence building strategies have successfully been developed. These practices are outlined, and some of the conditions needed to develop a strongly integrated library network of this kind are considered. The library’s collaborative networks are discussed as Communities of practice (Lave & Wenger1991; Wenger, 1998), and the case methodology draws on Stake (1995). The study is based on semi-structured in-depth interviews with librarians and staff at activity centres conducted in 2012. The school libraries in the network are managed and partly staffed by a core team of public librarians. Librarians and teachers have developed effective forms of collaboration (cf Pihl 2009, 2011, 2012) and the librarians are an integrated part of the teaching teams.The public library also works in close cooperation with activity centres, the local community and associations. The pedagogical approaches of the public library draw on the Scandinavian popular education tradition (Klasson, 1997). Multimodal literacies in all languages spoken in the neighbourhood are supported. This engages the student as a member of society, not limited to the role of learner at school. The approach is empowering, and conducive to engagement in local or global sustainability projects. Pooling resources in the network has provided the means for establishing continuous professional and interprofessional development processes, as well as mechanisms for disseminating know-how, where the librarians function as knowledge brokers. The network has worked through long-term processes (cf Lundholm, 2011) with boundary-crossing intercultural pedagogies (Pihl 2012) based on critical reflection (Fabos, 2008; Vare & Scott, 2007), cooperation and active participation. Embracing diversity and opening spaces where people of multiple cultures meet contributes to justice oriented citizenship (Westheimer & Kahne 2004) and action competence (Almers, 2009; Mogensen & Schnack, 2010). Exchanging experiences of such practice based models for school / library collaboration is particularly interesting since the Nordic countries share fundamental aims of inclusive education (Egeland, Haug & Persson, 2006) with similar popular education traditions, while the institutional and legal basis for collaboration differs. ER - TY - JOUR T1 - Etnisk bakgrund, integration och sjuklighet: Slutenvård bland invandrare i Sverige 1990–2001 T2 - Working Papers in Social Insurance SN - 1653-1353 A1 - Klinthäll, Martin PY - 2007 VL - 1 SP - 1 EP - 28 LA - eng PB - Stockholm : Försäkringskassan KW - labor market integration KW - health KW - morbidity KW - immigrants KW - civics KW - ethnicity KW - labour market research KW - arbetsmarknadsforskning KW - public health science KW - folkhälsovetenskap AB - Objectives: The purpose of this study is to analyze to what extent differences in health between groups of different origin remain after considering differences in education, income and labor market status, and whether there exists any patterns according to the socioeconomic character of the country of origin. Design: The study is based on two data sources; Longitudinal Database for Education, Income and Employment, (LOUISE) and the Hospital Discharge Register (HDR). The data set consists of all Swedish and foreign born individuals born in 1945, 1955 and 1965, who were Swedish residents in 1990. The risk of hospitalization is analyzed for the period 1990–2001 using binomial logit regression. Results: When only demographic characteristics are controlled for, most immigrant groups display higher rates of hospital discharge records than native Swedes, but when education, income and labor market status is introduced into the model, only Nordic immigrants display levels of severe morbidity that are significantly higher than the levels for Swedish born. Among welfare recipients, only immigrants from Finland display higher levels of severe morbidity than native Swedes; most immigrant groups display significantly lower levels of severe morbidity than native Swedes. The analysis shows no evidence of a systematic relationship between health status and the socioeconomic character of the country of origin. Conclusion: Higher levels of severe morbidity among immigrants compared to Swedes seem to be explained by the socioeconomic situation in Sweden, rather than health conditions and socioeconomic circumstances before immigration. There is a strong correlation between a weak labor market integration and high levels of severe morbidity in non-Nordic immigrant groups. ER - TY - CONF T1 - The "physics expert" discourse model: counterproductive for trainee physics teachers' professional identity building? A1 - Larsson, Johanna A1 - Airey, John PY - 2015 LA - eng KW - discourse models KW - teacher education KW - professional identity KW - physics KW - narrative KW - science education KW - naturvetenskap med utbildningsvetenskaplig inriktning AB - In Sweden, the training of secondary physics teachers generally consists of three parts: subject-specific courses in the physics department, pedagogical core courses in the education department and teaching practice in schools. In this paper we study the different discourse models enacted in these three training environments at a large university in Sweden. What happens when the culture of physics meets the cultures of education and school and what are the potential effects on trainee physics teachers’ professional identity?Building a professional identityTeacher training has numerous goals. Apart from learning subject matter, pedagogical theory and practical skills, trainees are also in the process of building their professional identity. Professional identity has been used within educational research in a variety of ways (Beauchamp & Thomas, 2009; and Beijaard, Meijer, & Verloop, 2004). In this paper we use this concept as an analytical tool to help us understand how the value-systems in teacher training affect the future practice of trainee physics teachers. Here we follow Connelly and Clandinin (1999) who view professional identity as a set of narratives teachers tell about what it means to be a teacher.For narratives to be recognized as professional, they need to fit within accepted discourses (Danielsson & Warwick, 2014; Gee, 2005). Thus, we are interested in the dominant discourses in a Swedish teacher training programme and the professional narratives of physics teaching that these discourses make possible. In this paper we focus on the discourse models enacted in the physics department with respect to teacher training. In this respect Gee (2005, p. 71) describes discourse models as “our ‘first thoughts’ or taken-for-granted assumptions about what is ‘typical’ or ‘normal'."Our research questions are as follows:What discourse models with respect to teacher training are enacted in the physics department? How do these models relate to discourse models enacted in other environments of teacher training? What are the potential affordances or constraints of these discourse models on the narratives trainee physics teachers can tell in order to constitute their professional identity?Data collection and analysisWe conducted semi-structured interviews (Kvale, 1996) with nine teacher educators (three physics lecturers, three pedagogy lecturers and three school placement supervisors). The interviews were guided by a smaller number of overarching themes, such as the informant’s opinion about what trainee physics teachers need to learn. Each of the themes was followed up with open-ended questions in order to elicit the particular concerns of the informant. The interviews lasted around 60 minutes and were transcribed verbatim. The transcripts were iteratively coded using the qualitative data analysis software package NVivo. In the first round, we identified categories related to what was valued in terms of physics teaching and teacher education. These categories were then refined in an iterative process resulting in separate systems of meaning—the discourse models.FindingsOur analysis resulted in four distinct and potentially competing discourse models that are enacted in the three environments that trainee physics teachers meet. These are: the critically reflective teacher, the practically well equipped teacher, the syllabus implementer and the physics expert. In this paper we focus on the physics expert discourse model (fig. 1). This model dominates not only in our physics department interviews, but also amongst the school placement supervisors we talked to. In this model, the primary goal of physics education is to create future physics experts.Figure oneIn the physics expert discourse model it is the latest research in physics that is seen as exciting and motivating, for both students and teachers. In contrast, secondary school subject matter is viewed as inherently boring—something that needs to be made interesting. The model co-exists with three other discourse models, which were more likely to be enacted in the education department. These models value quite different goals such as the development of practical skills, reflective practice, critical thinking and citizenship.Discussion and conclusionsWe started out this paper by asking what discourse models trainee physics teachers meet in the physics department. Here, we identified the physics expert model. This model dominates not only in our physics department interviews, but also amongst the school placement supervisors we talked to.The next question is how this model relates to discourse models enacted in other environments of teacher training. We found three competing models enacted in the education department and school: the critically reflective teacher, the practically well equipped teacher and the syllabus implementer. At this stage in our study we can only point out that these models have quite different priorities—whilst the physics expert discourse model values physics for physics sake, the syllabus implementer model for example values physics as a means to an end – namely the creation of future citizens.Our final research question deals with the potential affordances or constraints of these discourse models on the narratives trainee physics teachers can tell in order to constitute their professional identity. We suggest that invoking the physics expert model could make the building of a professional identity problematic for trainee physics teachers in a number of ways. First, becoming a school teacher does not sit very well with valuing a physics expert identity. If cutting-edge research is what is valued, why would anyone choose to work in schools? Second, the underlying premises of many of the courses trainee physics teachers take in the education department are difficult to reconcile with this model—if the primary role of a physics teacher is the creation of future physicists, important parts of the curriculum such as developing a scientifically literate society become relegated to a subsidiary status.We have identified a number of discourse models that we claim tacitly steer what is signalled as valued (and not valued) in the teacher-training programme we studied. We claim that knowledge of these models is useful in a number of ways. For teacher trainers, a better understanding of these models would allow conscious, informed decisions to be taken about the coordination of teacher education across settings. For prospective teachers, knowledge of these models empowers them to question the kind of teacher they want to become.Going forward, we intend to focus on the other models we identified in order to see how these relate to the physics expert model. Can similar models be found in other physics teacher training programmes both within Sweden and in other countries? However, we believe the most interesting work will be connecting the discourse models we have identified to the professional identity narratives told by trainees. In what way does the teacher training environment affect the professional identity of future physics teachers?ReferencesBeauchamp, C., & Thomas, L. (2009). Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189.Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128.Connelly, F. M., & Clandinin, D. J. (1999). Shaping a professional identity?: stories of educational practice. New York: Teachers College Press.Danielsson, A., & Warwick, P. (2014). “All We Did was Things Like Forces and Motion …”: Multiple Discourses in the development of primary science teachers. International Journal of Science Education, 36(1), 103–128.Gee, J. P. (2005). An introduction to discourse analysis?: theory and method. New York: Routledge.Kvale, S. (1996). Interviews?: an introduction to qualitative research interviewing. Thousand Oaks: SAGE.  ER - TY - CONF T1 - Researching Pedagogical Content Knowledge through Learning Study: Combining theories of learning in analyzing an object of learning through student's conceptions and classroom practice T2 - WALS 2016 Abstracts A1 - Tväråna, Malin PY - 2016 SP - 22 EP - 22 LA - eng KW - activity theory KW - variation theory KW - justice KW - civics education KW - learning study KW - phenomenography KW - object of learning AB - Through the use of explicit theories in the design and analysis of teaching, Learning study can be used to generate theory-based and theory-generating results, which are possible to evaluate in a systematic way. The aim of this presentation is to discuss in what way, and to what purpose, theories of teaching and learning can be used in a Learning study, as well as what the characteristics are of those theories of teaching and learning that can be used for different purposes in Learning study. A study that explores qualitative differences in upper secondary school students’ conceptions of justice, in the subject of civics (Tväråna, 2014), is used to illustrate how a deeper knowledge of students’ conceptions of a specific subject content can be explored using phenomenography (Marton, 2014; Marton & Pong, 2005). The study is based on empirical data from seven interviews and written pre- and post-tests as well as recorded and transcripted material from nine research lessons in three Learning Studies. The study analyses students’ conceptions of justice, as well as students’ experiences of what it means to reason in civics. ER - TY - BOOK T1 - Umleavyo: the dilemma of parenting PY - 2004 LA - eng PB - Nordiska Afrikainstitutet KW - tanzania KW - parents KW - gender KW - generations KW - children KW - adolescents KW - sexuality KW - initiation KW - education KW - marriage KW - rites and ceremonies KW - customary law KW - modernization KW - child rearing AB - Societies and families are changing all over the world. Less of what the older generations transmit of their experiences can be replicated by the younger generations in their own lives. What we are witnessing is a type of cultural delinking from past generations. Parents despair when their good intentions fail to have an effect and feel overwhelmed by circumstances they cannot control.The Reproductive Health Study Group linked to the University of Dar es Salaam published the first set of studies, Chelewa, Chelewa: The Dilemma of Teenage Girls, in 1994. The focus was on the teenage girl and the various reactions of the adult world to teenage out-of-wedlock pregnancies. The next set of studies, Haraka, Haraka: Look Before you Leap, appeared in 1998 and looked at the erosion of the customs that had regulated marriage, parenthood, and intergenerational obligations.This third and final report, Umleavyo: The Dilemma of Parenting, comprises studies on the generation gap and the ways in which this gap has widened over the past century. In these studies, the past serves as the seemingly stable background on which to project currently fluid and ambiguous parent-child relationships. The main focus of the studies is the different methods of, and goals for, bringing up the next generation. These include physical punishment; achieving compliance through fear and reference to supernatural forces; initiation ceremonies that provide multiple precautions and timely instruction on marriage and procreation; emphasis on relations between people as the most crucial experiences; and encouraging a sense of personal responsibility.The volume is based on the narratives of the grandparents, parents, and youths in the villages of the Pare people in the north and of the initiation leaders in Songea in the south, and on a comparison of the opinions of Nyakyusa elders and youths on gender issues. The central questions raised in the book are: How should one-support youths for whom there is no clear passage to full adulthood? And, how can one forge links between the plight of families and issues of citizenship and public action? ER - TY - THES T1 - Litteraturens mått: politiska implikationer av litteraturundervisning som demokrati- och värdegrundsarbete A1 - Borsgård, Gustav PY - 2021 LA - swe PB - Umeå universitet KW - teaching literature KW - citizenship education KW - democracy KW - entrepreneurship KW - subjectivity KW - ideology KW - neoliberalism KW - measurability KW - litteraturundervisning KW - skönlitteratur KW - medborgarfostran KW - värdegrund KW - demokrati KW - litteraturdidaktik KW - entreprenörskap KW - subjektivitet KW - ideologi KW - nyliberalism KW - mätbarhet KW - literature AB - Avhandlingens syfte är att undersöka politiska implikationer av idén om litteraturundervisning som demokrati- och värdegrundsarbete i förhållande till det ideal om mätbar kunskap som präglar samtidens utbildningspolicydiskurser. Det som står i fokus är 2011 års gymnasiereform, som tolkas mot bakgrund av en genomgripande förändring av den globala och europeiska utbildningspolicydiskursen från och med millennieskiftet. Avhandlingen undersöker hur subjekt, samhälle och relationen däremellan förstås av aktörer inom policy, forskning och av lärare. Analysen är uppdelad i en transnationell nivå, en nationell nivå och en didaktisk nivå. Avhandlingen visar också hur policydiskurser rekontextualiseras mellan de olika nivåerna.Vad gäller den transnationella nivån visar avhandlingen hur EU:s utbildningspolicy lägger stor vikt vid utbildningens samhällsekonomiska funktion samtidigt som demokratiska aspekter av utbildning tonas ned. EU framhäver även värdet av entreprenörskap och kopplar kreativitetsfrämjande aspekter av konst och humaniora till arbetsmarknaden och ekonomisk tillväxt. I ramverket till OECD:s PISA-studier lyfts reading literacy fram som viktigt för såväl kritiskt tänkande som ekonomisk utveckling. Läsningen av skönlitteratur specifikt definieras dock som en individuell angelägenhet och fritidsaktivitet. Genom att anlägga ett psykologiskt perspektiv på skönlitteraturen och lyfta fram den som en individuell – snarare än samhällelig eller strukturell – angelägenhet sker en av avpolitisering av litteraturläsningens emancipatoriska värde.Vad gäller den nationella nivån visar avhandlingen hur skolans syn på demokrati och litteratur har genomgått förändringar sedan 1940-talet. Framför allt har demokratin gradvis kommit att förstås som ett ”fullbordat” projekt, snarare än som någonting som kan utvecklas eller fördjupas. Med hjälp av Gert Biestas tre dimensioner av medborgarfostran gör avhandlingen en kritisk genomgång av tongivande teorier om litteraturundervisning som demokrati- och värdegrundsarbete, och argumenterar för att merparten av teorierna fokuserar på medborgarfostran som socialisering snarare än subjektivering. Med andra ord innebär demokratiarbetet en anpassning till, snarare än en kritik av, det omgivande samhället. Avhandlingen använder sig också av Peter Dahler-Larsens begrepp konstitutiva effekter för att visa hur 2011 års gymnasiereform tonade ned demokratiska aspekter av litteraturundervisning i förhållande till den föregående läroplanen.Vad gäller den didaktiska nivån använder sig avhandlingen av kvalitativa lärarintervjuer som visar hur lärares didaktiska val ramas in av styrdokumenten och olika administrativa uppgifter. Avhandlingen argumenterar för att lärarnas tolkning av styrdokumenten innebär ett rekontextualiseringsfält inom vilket lärarna förhandlar med läroplanens bestämmelser. I flera fall väljer lärarna att bortse från aspekter av styrdokumenten för att i stället grunda sina didaktiska val på den egna lärarerfarenheten.  Det avslutande kapitlet argumenterar för att en viktig politisk implikation av idén om litteraturundervisning som demokrati- och värdegrundsarbete – i synnerhet när den kombineras med strävan efter mätbarhet – är att utbildningens subjektiveringsdimension marginaliseras. Avhandlingen argumenterar för att utbildning skulle kunna handla mindre om fastslagna värden och mätbara kompetenser, och mer om elevers behov av att lära sig hantera icke-vetande. ER - TY - JOUR T1 - Samhällsfrågor i samhällskunskaps­undervisningen T2 - Kapet (avslutad tryckt version) SN - 1653-4743 A1 - Morén, Göran PY - 2016 VL - 1 IS - 12 SP - 95 EP - 115 LA - swe PB - Karlstad : Karlstads universitet KW - samhällsfrågor KW - samhällskunskap KW - centralt innehåll KW - förmågor KW - utbildning och lärande AB - Den här artikeln är en del av ett licentiatprojekt om samhällsfrågor som didaktiskt utmaning. Utgångspunkten är begreppet samhällsfrågor, som förekommer i ämnesplanen för samhällskunskap i gymnasieskolan. Detta är den andra delstudien i projektet, som också innehåller en läroplansstudie och en kommande intervjustudie. Empirin för denna artikel utgörs av en enkät med 74 gymnasielärare i samhällskunskap där de fått redogöra för hur de uppfattar begreppet samhällsfrågor som det framträder i styrdokumenten, vilken innebörd det har för och i deras undervisning och hur det förhåller sig till andra centrala begrepp i ämnesplanen, företrädesvis centralt innehåll och förmågor (som ska bedömas enligt kunskapskraven). En grund för analysen hämtas från tidigare forskning och läroplansstudien av begreppet samhällsfrågor, där ett dubbelt spänningsfält gällande såväl undervisningens upplägg som syfte tecknas. Detta spänningsfält ses som utgångspunkten för en möjlig logik. Resultatet visar att det inte var lätt att positionera lärarna utifrån det konstaterade spänningsfältet. Den dominerande bilden från lärarenkäten uppvisar en alternativ logik. Enligt den framhäver man inte spänningen mellan en undervisning med utgångspunkt i frågor och en undervisning med utgångspunkt i ett förutbestämt innehåll. Man tonar också ner spänningen mellan ett syfte i form av utvecklandet av förmågor och ett syfte i form av förmedlandet av ett bestämt innehåll. ER - TY - CONF T1 - Teacher academy AI2PI: from artificial intelligence to pedagogical innovation A1 - Örtegren, Alex A1 - Schlauch, Michael A1 - Kaminskienė, Lina A1 - Schumacher, Susanne A1 - Pereira, Diana A1 - Mikkilä-Erdmann, Mirjamaija PY - 2025 LA - eng KW - artifical intelligence KW - pedagogical innovation KW - teacher education KW - media education AB - In response to the rapid spread of AI systems in recent years, the European Union has sought to support member states, for example by creating a common regulatory and legal framework for AI, the Artificial Intelligence Act, and making AI a prioritized area in education (European Commission, 2020). Meanwhile, education institutions, confronted already with AI systems in various areas, find limited support in EU-related skills frameworks to address AI-related technological change. Key frameworks such as DigComp 2.2 (Vuorikari et al., 2022) and DigCompEdu (Punie & Redecker, 2017) outline expectations for Europeans’ digital competence, albeit with limited attention to AI. There is little policy consensus generally on what constitutes essential AI skills, echoing the situation some 20 years ago with regard to digital competence.Amid these tensions, teachers in Europe run the risk of facing AI-related challenges alone. This could lead to, for example, neglect of technological change or uncritical adoption of AI technology at the expense of student privacy and educational quality (Bozkurt et al., 2024). While education researchers are grappling with what AI literacy includes, there is even less agreement on the AI literacy required specifically for educators and teacher training programmes. A broader working definition of AI literacy, used by UNESCO (2022) and many scholars (Laupichler et al., 2022), is ‘a set of competences that enable individuals to critically evaluate AI technologies, communicate and collaborate effectively with AI, and use AI as a tool online, at home and in the workplace’ (Long & Magerko, 2020, p. 2).The Erasmus+ Teacher Academy AI2PI (Project number: 101196121 — AI2PI) directly responds to these challenges through a consortium that brings together expertise from seven European countries. Selected for funding by the European Education and Culture Executive Agency, the project employs design-based research to examine and support educators' professional and critical use of AI in teaching and learning. AI2PI specifically addresses how teachers across diverse European contexts can develop and implement AI literacy when it comes to, for example, developing information and data literacy, teaching in multilingual classrooms with mixed language learners, and the cultivation of responsible digital citizenship in innovative and inclusive learning environments.AI2PI’s approach recognizes the challenges of integrating a wide range of AI-related skills and knowledge into curricula in European schools and teacher training and translate these into high-quality teaching and learning activities (cf. Giannakos et al., 2024). Through pedagogical labs across European contexts, AI2PI is developing and examining professional development opportunities for individual teachers while fostering communities of practice that address self-identified pedagogical challenges in effectively engaging with AI in teaching and learning.The development of the Teacher Academy will be scientifically monitored and evaluated using a design-based research methodology. As a result, it is not only expected that a high-quality training module will be created, it will also be capable of gaining knowledge about and for the use of AI in educational contexts.This panel discussion brings together consortium members to share their project contributions, research approaches, and early insights from the pedagogical labs, fostering collaborative dialogue about AI literacy development in Europe. ER - TY - CONF T1 - Role-play as a means to practice students’ argumentation skills on socioscientific issues A1 - Christenson, Nina PY - 2014 LA - eng KW - education AB -  Role-play as a means to practice students’ argumentation skills on SSI IntroductionA democracy is dependent on well-informed citizens capable of understanding and taking part in societal issues. It is important from a societal as well as at the individual perspective, that people understand questions including for example global environmental matters, health concerns and personal ethical dilemmas.  Hence, it has been recognized in research that it is essential for students to develop argumentation skills to be able to participate in debates about controversial SSI (socioscientific issues) (Kolstö, 2000). The language is fundamental in learning science, both in being able to argue as well as being able to understand the science content. A central aspect of learning science is to learn the language of science and therefore it is crucial that science education provides possibilities for students to practice and develop their language skills (Lemke, 1990; Wellington & Osborne, 2001). Thus, language is important both for argumentation and learning science. However, in classrooms, teachers’ talk tends to be dominating (Mortimer & Scott, 2003). A shift must be made in the verbal arena so that the students are the ones doing most of the talk. Thus, a challenge in science education is to construct meaningful and motivating practices to supporting this development. Role-play debate concerning SSI has previously been investigated in research (e.g. Simonneaux, 2001). Jimenez-Aleixandre et. al. (2000) found that students constructing arguments about genetics focused on making detailed claims without being able to justify them. In this study we investigate a role-plays potential to promote students’ abilities to argue about SSI. The study was guided by the questions 1) How are the students arguments constructed concerning content? 2) To what extent do the participating students put forward arguments during the role-play?MethodologyA group of eight students in grade nine, which is the last year of compulsory school in Sweden, participated in a role-play debate. This was the last activity in a series of lessons with the purpose of enhance a high degree of communication in form of dialogues and discussions. The focus of the teaching sequence was on basic genetics usually dealt with in Swedish lower secondary school. The role-play concerned gene technology and whether GMO (genetically modified organisms) should be allowed or not. The students were given different characters representing a variety of views on the GMO issue to play. The roles were handed out in advance and the participants were encouraged to find arguments based on scientific knowledge to be able to argue from facts. The role-play debate was moderated by one of the authors. The moderator made sure that all students initially got to present themselves (their given characters) and to briefly present their standpoint. The role-play debate was video- and audio recorded and transcribed verbatim. The analyses focus on the content that the student use in their justifications when supporting their standpoints. We also analyzed how the time of talk was distributed between the participants.FindingsThe recording of the role-play debate was 48 minutes of length in total. After a short introduction, the students started to discuss the issue. Our analysis show that 82% of the time was devoted to students’ argumentation. The moderator hade a rather passive role, only making sure that the debate carried on in an orderly manner. The students’ arguments were focused on the GMO issue during the whole sequence. Concerning the content of the arguments, our analysis revealed three main themes that the students were referring to. These were 1) values (principles, ethics, beliefs etc.), 2) effects (examples and scenarios of consequences of GMO) and 3) solutions (suggestions and opinions about actions needed). Of these three themes, the effect theme was dominating the discussions. Within the themes, we found different categories of the content on which the arguments were based. For example, arguments about possible effects of GMO included a great variety of content concerning ecosystems, biodiversity, dispersion of GMO, effects on humans and animals, taste and quality of GMO-products etc. Since the discussion was mostly focused on the effects, most arguments were concerned with science. However, other aspects were included as well, for example small farmers struggle against large multinational companies, the growing gap between poor and rich and consequences for the world economy. The length of time as well as number of utterances made by the students differed to a great extent. Four of the students’ contributed to 85% of the talk. The number of utterances varied from 2-70.  Conclusions and implicationsIt has been argued in science education research that students should learn how to argue with a scientific content, which includes that students must have the opportunity to train the language of science. This study shows that a role-play where students are given different characters and time to prepare arguments in advance, do have the potential to make students argue with commitment and focus, using a variety of scientifically based arguments. Our findings shows that students to a great extent can, on the contrary to the findings of Jiménez-Aleixandre et al. (2000), support their standpoints using scientific data in their justifications. We also found that students refer to different themes including numerous different aspects, indicating a high quality of students’ arguments (Christenson & Chang Rundgren, accepted). However, the speech time was unequal distributed among the students due to that some of the participants took a passive role during the role-play. The problem of some students being quiet has also been recognized by Albe (2008). Hence, Some students might need more practice to be able to fully participate in debates. In addition, group construction and the role of the teacher are other important aspects that need to be considered in future research.ReferencesAlbe, V. (2008). When scientific knowledge, daily life experience, epistemological and social considerations intersect: Students’ argumentation in group discussions on a socio-scientific issue. Research in Science Education, 38, 67-90.Christenson, N. & Chang Rundgren, S-N. (accepted). A framework for teachers’ assessment of socioscientific argumentation: An example of the GMO issue. Journal of Biological Education.Jiménez-Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. A. (2000). “Doing the lesson” or “doing science”: argument in high school science. Science Education, 84, 757-792.Kolstø, S. D. (2000). Consensus projects: teaching science for citizenship. International Journal of Science Education, 22(6), 645-664.Lemke, J. L. (1990). Talking science: Language, learning, and values. Norwood, NJ: Ablex Publishing Cooperation.Mortimer E. F., & Scott, P. (2003). Meaning making in secondary science classrooms. Buckingham: Open University Press.Simonneaux, L. (2001). Role-play or debate to promote students’ argumentation and justification on an issue in animal transgenesis. International Journal of Science Education, 23(9), 903-927.Wellington, J., & Osborne, J. (2001). Language and Literacy in science education. Buckingham: Open University Press.  ER - TY - CONF T1 - Creative Democracy? The Task Before Us in Times of Populism. A1 - Wahlström, Ninni PY - 2018 LA - eng KW - comparative research KW - pragmatism KW - educational philosophy KW - curriculum theory KW - education AB - Drawing on John Dewey’s essay “Creative Democracy: The Task Before Us” (1939), this paper addresses the meaning of democracy and education in a globalized world that is characterized by pluralism and interdependence on the one hand and populist nationalism on the other. Dewey thought that the greatest threats to democracy come from within the democratic countries themselves. The institutions and conditions that are fundamental to democracy can also be used by social forces to destroy it (Bernstein 2000). The purpose of the study is to problematize Dewey’s view of democracy in “Creative Democracy” (1939) through a comparative study on the meaning of citizenship education in curricula in the United States and Sweden in light of the present populist tendencies in these countries. More specifically, this paper poses the questions:What emphasis of citizenship education emerges in curricula for fifteen year-old students in two countries sharing a self-image of being strong democracies, when analyzed from a democratic perspective as outlined in Dewey’s “Creative Democracy”?What strengths and weaknesses in relation to populism and authoritarian regimes does Dewey’s conception of democracy offer?The meaning of populism can be ambiguous. In this paper, populism is primarily characterized by two main features. Firstly, it relies on the wisdom of “ordinary” people, who are thought of as a homogenous whole consisting of “good” people with “decent” values. Populist parties are usually a form of democracy based directly on the voice of the majority without built-in protection for minorities. Secondly, populists prefer leadership exercised by an authoritarian charismatic individual who is believed to express the opinions of ordinary people and to govern based on what is best for this group (Inglehart & Norris 2016). Those who do not adhere to this basic philosophy of populism are excluded from the “ordinary” and in contrast, are categorized as “elite.”  Theoretical frameworkIn the written address, “Creative Democracy: The Task Before Us” (1939), John Dewey formulated democracy not only as a way of life, but as a “personal way of individual life” (p. 226). Dewey’s idea of a personally-lived democracy has two main characteristics: democracy is first and foremost a moral ideal, rather than an institutional fact, and democracy is about pluralism (Dewey 1939/1991).  According to Richard Bernstein (2000, 2010), Dewey was a “rooted cosmopolitan,” which is a term also used by Appiah (2005, p. 222) when he argues that a “tenable cosmopolitanism” needs to take seriously not only the value of human lives, but also the value of particular human lives in communities contributing to forming those lives. Cosmopolitanism, Appiah argues, grows from the county, the town, or the street rather than from the state. According to Westbrook (2006), Appiah’s book on cosmopolitanism has a close affinity to Dewey’s pragmatism, although Appiah does not himself make use of that label. According to both Dewey (1925/2008) and Appiah (2007), communication, or rather “conversation,” is the bridge between differences, cultural as well as other differences, not to come to some sort of consensus on ethical values but simply to make contact with each other, or to “get used to one another” (Appiah 2007, p. 168). Dewey (1939/1991) argues that in a democratic personal way of life, cooperation across differences is inherent “because of the belief that the expression of difference is not only a right of the other persons but is a means of enriching one’s own life-experience” (p. 228).In his 1916 essay “Nationalizing Education”, Dewey formulates the two counterparts inherited in the concepts of “nation” and “nationalism.” The desired side of nationalism, according to Dewey, is that nations have the ability to offer broader communities beyond a family or village. The aspect of nationalism to be avoided is a type of nationalism where “skillful politicians” know how to “play cleverly upon patriotism, and upon ignorance of other peoples” to spread a feeling of hostility to those outside their own nation (Dewey 1916/1980, p. 202). Therefore, the spirit of a nationalized education must, according to Dewey, be the promotion of the national idea which is the idea of democracy, and the idea of democracy is an idea of “amity and good will to all humanity (including those beyond our border) and equal opportunity for all within” (Dewey 1916/1980, p. 209). Dewey urges teachers to remember that it is they who need to be the mediators of this democratic idea.So what does the word “creative” add to our understanding of democracy? Bernstein (2000) distinguishes two elements intertwined in the term “creative democracy.” Firstly, it denotes a sense of situated creativity; an individual who is educated in a way that promotes an experimental and imaginative approach to handling social situations intelligently.  Secondly, it is concerned with the need for democracy to recreate itself. The world changes, the social circles grow larger, and creative democracy has to do with how to cope with new times of risk and uncertainty without lapsing into democracy as static procedures or self-righteous insulation. Bernstein (2000) concludes that democracy cannot be a fixed ideal; that is why it is always the task before us.From these theoretical assumptions, it becomes clear that the concept of democracy, including its creative version, must always be understood as an attitude with intrinsic potentials for both desirable and undesirable implications. In this paper, I argue that Dewey’s “Creative Democracy” (1939) needs to be read together with “Nationalizing Education” (1916) to clarify the democratic responsibility of the public school. Otherwise, the idea of creative democracy risks lapsing into ideals that underestimate the threats to democracy.  Mode of inquiryThe mode of inquiry in this paper is based on two qualitative research methodologies: conceptual research and document studies. In the first part of the paper, Dewey’s concept of democracy is analyzed against a backdrop of current political phenomena such as populism and nationalism in order to examine the validity of Dewey’s ideas today, about a hundred years after he wrote his texts. From this reading, in the second part of the paper, three key concepts are derived that guide the analysis of citizenship education in curricula from two countries, the United States and Sweden. Two concepts, “situated creativity” and “the need for democracy to recreate itself” are drawn from Dewey’s (1916/1980) “Creative Democracy” and one concept, “cultural pluralism,” from “Nationalizing Education” (Dewey 1916/1980); the latter is interpreted in line with  Bernstein’s (2015) understanding of “where cultural differences are appreciated, respected and cultivated” (Bernstein 2015, p. 355).Both as countries and as democracies, Sweden and the US are very different, but both countries identify themselves as stable democracies, and both countries have encountered an unexpectedly strong wave of populism during the last few years. In the US in particular, the Republican Party has developed populist tendencies. In Sweden, the “Swedish Democrats,” with its roots in Nazism, has gained increased support and is now counted as Sweden’s second largest party according to the most recent opinion polls. From the US, the state of California has been selected for comparison with Sweden. California and Sweden are about the same geographical size, but California has about four times as many inhabitants. Both can be viewed as progressive in their view of areas like culture, music, and climate change, and both have recently signed letters of cooperation focusing on climate change. The comparison is made between curricula for students who are 15 years of age when they start the school year. This means grade 9 in Sweden and grade 10 in California. In Sweden, grade 9 is the last year of the compulsory school; in the US, grade 10 represents the second year in high school. The comparative study is conducted in the subjects of history and social science (civics). ER - TY - CONF T1 - National and transnational conceptions of knowledge in Swedish curricula A1 - Wahlström, Ninni PY - 2013 LA - eng KW - curriculum theory KW - europeanization KW - curriculum lgr 11 KW - education AB - If one accepts Ulrich Beck’s (2006) argument that modern societies are characterized by a state of ’cosmopolitanization’, the nation as a unit for research cannot be taken as a given. Transactional interactions, whose boundaries are not clearly defined, do not replace – but incorporate – the nation-state in transnational systems of regulation, not least in education policy; and an important task is to examine national education documents, like curriculum, embedded within transnational policy forces (‘methodological cosmopolitanism’, c.f. Beck & Grande 2010). In the paper, I take this transnational ‘reality’ in consideration and analyze the curricula, specifically Swedish and Civics, in curriculum 2011 in relation to these subjects in curricula from 2000, as well as to the PISA 2009 Reading Framework and national and transnational policy texts.       In this case, the nations-state is an adequate unit of analysis; however, the analysis also needs to go beyond this unit to provide a full picture (Lawn & Grek 2012). Methodologically, I draw on critical discourse analysis based in the following features; distinguishing relations between discourse and other elements of the social process, analyzing texts in a systematic way, observing recontextualisation of discourses and recognizing the normative elements by discussing different consequences for social transformation  (Fairclough 2010). I also discuss my analytical results in relation to two main pedagogic models: competence models and performance models, in relation to discourse, space, evaluation, control and pedagogic text (Bernstein 2000). These models are in turn pointing at different orientations of curricula (Ross 2000).   A broad and preliminary conclusion is that the curricula for the subjects in the version of 2000 and the Pisa framework is mostly emphasizing the competence model, while the curriculum 2011 are mostly emphasizing the performance model (Sundberg & Wahlström 2012). Through the analysis it is possible to nuance and distinguish the characteristics within these broader models in problematizing the tensions between traditional and essential curricula. Exploring different (transnational) methodological approaches to curriculum studies is highly relevant to the Nordic countries considering their respectively relation to EU.    ER - TY - CONF T1 - Queer Times School T2 - BXNU SYMPOSIUM: IN NEED OF EDUCATION A1 - Bowman, Jason E. PY - 2018 LA - eng PB - Newcastle-upon-Tyne/Gateshead, UK. : Northumbria University/BALTIC Contemporary Arts: BxNU Institute KW - queer KW - museum collections KW - education KW - the social turn AB - Jason E Bowman (artist with a curatorial practice; MFA: Fine Art Programme Leader at the Valand Academy, University of Gothenburg) Bowman will use a current art and citizenship project - queer timǝs school and queer timǝs school prints, commissioned for acquisition by Glasgow Museums’ Gallery of Modern Art - as a case study. He will interrogate the implications for the programmed meanings of learning in art institutions if greater emphasis were to be placed on recognising organisational concepts within social practices in art including, in particular, recognition of forms of curating in social practice - when specifically conceived of and delivered by artists - that challenge certain dominant institutional systems, cultures and perceptions of how curating does, where and when curating occurs, and why this matters to what it warrants. ER - TY - CONF T1 - Fostering democratic relations: Comparing teacher practices from preschool to high school A1 - Frelin, Anneli PY - 2014 LA - eng KW - democratic practices KW - citizenship KW - teacher knowing AB - In democratic societies, an important goal of education is to foster democratic citizens, which includes experiences of democratic relations. How do teachers interpret and carry out this mission? Are there differences between the levels of schooling and if so which? In an explorative study, interviews with teachers from preschool to high school were conducted and analyzed eliciting practical arguments (Fenstermacher & Richardson, 1993). The informants described their mission as intertwined in everyday activities, teaching democracy “as a way of life” in the spirit of Dewey. Whereas e.g. empathy was only discussed by preschool teachers, balancing equal relationships was addressed by all informants from preschool to high school. Progression of democratic learning runs parallel to addressing ever-present relational issues of democratic character. ER - TY - THES T1 - Konsten att producera lärande demokrater A1 - Holmberg, Linnéa PY - 2018 LA - swe PB - Barn- och ungdomsvetenskapliga institutionen, Stokcholms universitet KW - leisure-time centres KW - governmentality KW - pastoral care KW - ideological dilemmas KW - subjectification KW - confessional practice KW - constructions of desirable citizens KW - education KW - fritidshem KW - pastoral omsorg KW - ideologiska dilemman KW - subjektivering KW - bekännelsepraktik KW - medborgarskapande KW - utbildning KW - child and youth science AB - This dissertation builds on the basic question of how individuals are formed and created as citizens in society today, and how individuals construct themselves as citizens in this society. It takes interest in how they are managed to govern themselves through specific constructions of citizenship, and looks at how the exercise of power establishes certain knowledge that affects their view of themselves and generates truths about how they are expected to live their lives. Simultaneously, the dissertation deals with the concept of freedom: what does it mean in contemporary society, how can one be free today, and what dangers might this liberty involve?In a broad sense, the analysis centres on the relationship between education and society; more specifically, it engages with the Swedish education system and its construction and production of desirable citizen subjects. The concrete example deals with the institution called leisure-time centre, with a purpose to investigate and problematise how institutionalised leisure-time is staged and legitimised in Sweden today. The studies take as a common starting point the following research question: how are children and personnel governed discursively in and through leisure-time centres?The first empirical contribution provides historical context for the study. In this, the `problematic leisure-time´ of today is outlined based on education policy documents relevant for children aged 6–13 years. These texts are discussed together with similar texts gathered from two other periods in history in order to give perspective on aspects of the leisure-time centre that may seem obvious in our own time.The first separate article investigates how talk about activities in leisure-time centres is couched in terms of meaningfulness and consists of an analysis of the ideological tension between democracy and authority, which the governmental authority, the Swedish Schools Inspectorate (Skolinspektionen), must address in its discursive work. The second article explores how the production of systematic reporting and documentation by personnel in leisure-time centres works through specific self-technologies in the form of confessional practices and which can be said to be primarily about constructing a free but loyal collective subject.The third article problematises the use of democracy as a method to produce specific citizen subjects in leisure-time centres. Children’s councils are analysed, focusing on how different nuances of influence are staged discursively by participating children and personnel. The article highlights how democracy – through pastoral care and in the name of children’s influence – becomes a governmentalising technology that produces an active, responsible and learning citizen.In summary, this dissertation highlights how leisure-time centres are staged and legitimised in Sweden today. The analysis shows how an administration of children and control of the development of society through the autonomous, competent, and voluntarily active individual is apparent; power operates through a perceived freedom in a way that makes the free choice the `right´ choice. With political ideas about forming a forward-looking mentality, children – and personnel – are constructed as a project of learning and improvement. ER - TY - GEN T1 - Food fight A1 - Johansson, Jesper PY - 2011 LA - eng PB - Ravi Naidoo KW - civics KW - måltidskunskap KW - culinary arts and meal science AB - Jesper Johansson is a chef and works with ‘‘meal events’’, education and research in the Culinary Arts and Meal Science Department of Örebro University in Sweden. His research has led to numerous interactive lectures and sensory meals.Does in vitro meat have a soul? No, that’s may by why we should not play God and produce crazy products.What is the food of the future? Food that is not everyday, food that runs out, so that we have to choose differently and creatively, making us curious to try new recipes. What if the guests at a restaurant or grocery stre in the future could be happy when the food they buy or order is finished and they have to choose something else? ER - TY - THES T1 - Exploring young fishers' and teachers' knowledge and value aspects concerning the practice of fishing in the Rufiji Delta in Tanzania A1 - Mwakabungu, Fika Burton PY - 2021 LA - eng PB - Department of Education, Stockholm University KW - the practice of fishing KW - communities of practice KW - knowledge KW - value KW - young fishers KW - teachers KW - socioscientific issues KW - education AB - The study aims to explore and understand how knowledge and value are expressed by part-time and full-time young fishers and teachers concerning the practice of fishing in the Rufiji Delta in the South-Eastern zone of Tanzania. Social constructivism perspectives and the theoretical frameworks including communities of practice, scientific literacy for responsible citizenship, sustainable development and socioscientific issues shaped the study. The SEE-SEP model developed to analysing people’s argumentation on socioscientific issues was used to analyse teachers' and young fishers' knowledge and value reflected in their talk about fishing. The central argument of the thesis is that knowledge and value aspects, as identified in the teachers and young fishers' talks, are based on their direct engagement in fishing and stories about the practice of fishing. This study is framed by four research questions: 1. How is the aspect of knowledge in relation to different subject areas concerning the practice of fishing identified among the different groups of participants? 2. How is the aspect of value in relation to different subject areas concerning the practice of fishing identified among the different groups of participants?  3. Are there similarities and differences concerning the content of the knowledge aspect identified among the different groups of participants? What are they?  4. Are there similarities and differences concerning the value orientation embraced in the content for the knowledge aspect identified among the different groups of participants? What are they? A comparative case study design was used in the study and focused group interviews were organized to collect data from 9 teachers, 25 part-time young fishers, and 17 full-time young fishers. A mixed-method approach including descriptive quantitative analysis and two rounds of content analyses was deployed to analyse the data. Based on descriptive quantitative analysis, the findings indicated that the knowledge aspect was more distributed among the full-time and part-time young fishers than among the teachers. On the other hand, the value aspect was more distributed among the teachers than among the groups of part-time and full-time young fishers. Regarding the similarities concerning the knowledge aspect, all three groups were able demonstrate knowledge in environmental science subjects more than to other subject areas. Further, in comparison to other subject areas, all the participating groups placed a high value related to economy and environmental science subject areas. The knowledge and value aspects in relation to policy and ethics were found less expressed by the participants. Regarding the results from the two rounds of content analyses, four categories of the content were identified: (1) fishing methods, (2) fishing population in the fishing areas, (3) environmental impact, and (4) controlling fish availability and its surviving environment. It was found that all the participating groups were able to express knowledge and value on fishing methods and environmental impact related to environmental science subject most. As found in the results of the descriptive quantitative analysis, policy and ethics were not much related in the environmental impact. To promote sustainable development and scientific literate for responsible citizenship, it is important for the curriculum developers to emphasize both the knowledge and value aspects in all subject areas, regardless of the field of study. This should start from basic education to allow young minds to know the importance of social responsibility. It includes integrating contexts and societal issues into the knowledge areas so that students are engaged in activities that strengthen their knowledge as well as value to make informed decisions for themselves, the community and the society. More implications are discussed in the thesis. ER - TY - JOUR T1 - Var står kampen om utbildningspolitiken?: om statens förändrade roll inom den öppna samordningsmetoden T2 - Nordisk Pedagogik SN - 0901-8050 A1 - Wahlström, Ninni PY - 2008 VL - 3 IS - 28 SP - 173 EP - 192 LA - swe KW - need-talk KW - curriculum theory KW - indicators KW - educational politics KW - education AB - In this article I will highlight the ’new open method of coordination’ and its use of indicators within the Lisbon strategy. The central question is: what implications will these methods and tools have in relation to the state as an arena for contesting social interests within the area of educational politics? With theoretical references to Nancy Fraser and the political conflicts of interpreting needs, I will argue that the role of the state as an arena for contesting social interests presupposes that needs-talk contain politicized needs; that is, needs contested among a range of different publics. The article examines and discusses the preparatory work for indicators within the open method of coordination, and especially indicators within the development and evaluation of Active citizenship. ER - TY - CONF T1 - Ten+ Years of Successful Workplace Learning through Host Company Collaboration A1 - Berglund, Elisabeth A1 - Birgersson, Jörgen A1 - Cederfeldt, Mikael PY - 2008 LA - eng KW - host company program KW - industry collaboration KW - engineering curriculum KW - civics AB - For a period of more than ten years a very successful Host Company Program has been running at the School of Engineering at Jönköping University (JTH), Sweden. This program enables close collaboration between the university and its staff and the 500 regional host companies (HCs) who support the quality assurance of the engineering education given at the School of Engineering.With the introduction of the principles of CDIO at JTH, the host company program and the engineering methodology course was seen as a pre-existing building block of CDIO. This paper will explain in more detail how the HCP is orchestrated at JTH as well as how it is perceived by university staff, the engineering students, and the HCs. Also, how the HCP fits the principles of CDIO will be discussed further together with what is needed to be refined within the HCP. ER - TY - CONF T1 - Children´s and teachers´ agency in mobile preschool placemaking processes A1 - Berkhuizen, Carina PY - 2024 LA - eng KW - agency KW - placemaking processes KW - mobile preschool KW - citizenship KW - didactic question “where”? AB - The didactic question of “Where?” and possibilities for Agency for children and teachers, who jointly carry out a mobile preschool, are in this paper brought to the foreground. With this focus, based on an ethnographic study carried out with a mobile preschool unit in Sweden, and with support of the concept of cultural routines from a sociology of childhood perspective together with philosophical perspectives on spatiality and pedagogy, agency in placemaking processes is discussed. A mobile preschool travels daily throughout the year and by using a customized bus, to different destinations that are not directly connected to the preschool. Choices of destinations are limited by a range of a maximum of 30 minutes’ drive from the preschool. Within their Early Childhood Education, the participating children (in the ages of 3-6 years) are in this way offered to take part of several diverse locations. This makes it possible for them to be introduced to and utilize a part of their city, including surrounding areas. This means also that they are part of “placemaking” beyond the physical boundaries of the preschool. The study shows that pedagogical intent in the selection of destinations, physical aspects of place, and the interaction between teachers and children happening on site are parts of the mobile preschool “placemaking” in different ways. The spatiality of the mobile preschool is linked to a Swedish society where children’s contact with nature and outdoor lifestyle - including cooking over an open fire - is regarded favourably. The preschool children are socialized into citizenship in a society where this is part of the cultural routines, but also their agency impacts the placemaking processes that are identified in the study. (Re)creation of place is in the context connected to the agency of the participants. ER - TY - JOUR T1 - “Det skulle kunna vara fakta, men det vet vi inte”: en studie om kritiskt förhållningssätt i gymnasieskolan T2 - Forskning om undervisning och lärande SN - 2000-9674 A1 - Thorsten, Anja A1 - Wickman, Martin A1 - Tunek, Therese A1 - Scheibel-Sahlin, Mikael PY - 2019 VL - 2 IS - 7 SP - 6 EP - 25 LA - swe PB - Linköping KW - critical approach KW - critical thinking KW - upper secondary school KW - social studies KW - phenomenography KW - variation theory KW - fenomenografi KW - gymnasieskolan KW - kritiskt förhållningssätt KW - kritiskt tänkande KW - samhällskunskap KW - variationsteori AB - Artikeln fokuserar på gymnasieelevers förmåga till kritiskt förhållningssätt till opinionsbildande texter och på vad som behöver synliggöras i undervisningen för att eleverna ska kunna utveckla förmågan. Dataunderlaget består av fokusintervjuer, elevtexter samt filmade lektioner inom ramen för ämnet samhällskunskap. Resultatet bygger på två typer av analyser. Via en fenomenografisk analys framkommer fyra kvalitativt skilda uppfattningar som beskriver olika förhållningssätt till den opinionsbildande texten. Genom en variationsteoretisk analys, som bygger på en jämförelse mellan de olika uppfattningarna, påvisas fem kritiska aspekter. Två av dessa aspekter beskriver att gymnasieelever behöver a) kunna urskilja skillnaden mellan fakta och åsikt samt b) kunna urskilja att värderingssystem är komplexa och föränderliga för att utveckla förmågan till ett kritiskt förhållningssätt till opinionsbildande texter. De kritiska aspekterna som framkommer i studien kan användas av lärare som underlag när de planerar sin undervisning. ER - TY - CONF T1 - Voicing students lived experiences through creative activities: an ethical matter T2 - Abstracts A1 - Bergmark, Ulrika A1 - Alerby, Eva PY - 2010 SP - 91 EP - 92 LA - eng KW - education AB - The school's mission is to educate the children and young people in its society, so that they may reach the level of knowledge that the Government has stipulated by law. The task of educating the citizens of Sweden is described in the text of the schools' management documents and these documents stress the importance of taking students' experiences as a starting point in teaching situations, with the goal of increasing the level of knowledge. One way to really take students experiences into account is voicing them, which is the research topic for this study. Three major reasons for contemporary schools giving voice to students are presented by Rudduck and Flutter (2004). The first is the children's rights movement, based on the United Nations Conventions on the Rights of the Child, which states that children are entitled to have a say in decisions that affect them (CRC, 1989). The second reason is the school improvement movement, founded on the perspective of students and advocating their active participation in the learning process. Active participation is also closely linked to citizenship education, the third reason, dealing with matters of student engagement, student empowerment, and fostering democracy in the present and for the future. The importance of student voice underlies inviting students to participate in their own education, as well as in educational research. In schools every day life a lot of people meet and interact with each other, students as well as teachers, and schools can therefore be viewed as meeting places. While meetings and relationships are common we argue for the need to further explore behaviours in school in general, and more specific to voice students lived experiences of the same, as we consider this as an ethical matter and right. The aim of this paper is to explore students' lived experiences of behaviour in school. The theoretical framework of this study is the phenomenology of the life-world.The research was designed according to following: A total of 25 students got a school task to express, in writing, how they want to be treated by others, but also how they do not want to be treated. After many discussions with classmates, teachers and one researcher the students agreed upon three themes in their writing: respect, appreciation, and recognition. Students then expressed these themes with the aid of creative activities in the form of short stories and production of art, combined with subsequent oral comments. The results which emerged indicate that the students give voice to multi-faceted experiences, reflecting both positive and negative aspects of behaviours in school. The results indicate the necessity to take the students' understandings of behaviours into account when improving educational settings. Finally, it is important to raise questions how these results can be considered in other Nordic countries, in order to enable deeper understanding of schooling and educational research within our shared Nordic context. ER - TY - CONF T1 - Formation in five universities: A critical analysis of their portraits, plans and re-presentations A1 - Englund, Tomas A1 - Solbrekke Dyrdal, Tone A1 - de Lange, Thomas A1 - Sugrue, Ciaran A1 - Sutphen, Molly PY - 2013 LA - eng KW - formation KW - university plans KW - strategic documents KW - education AB - This paper focuses on ’formation’ in higher education.   In the international context of competitiveness, internationalization, ‘entrepreneurialism’ in ‘research intensive’ environments, how do universities conceptualise ‘formation’ and how are such images communicated on institutional websites and in strategic plans? This paper is an exploratory analysis of such re-presentations in five highly ranked universities.  Governments and stakeholders increasingly measure institutions’ capacity to stimulate economic growth and meet the needs of knowledge societies in a climate of financial crisis (Stensaker & Harvey 2011). Institutions must be  ‘marketed’   to students and  external stakeholders to  secure financing, increasingly from the private sector whose purses respond to  ‘ranking’ criteria (see www.timeshighereducation.co.uk/world-university-rankings/). An international market has been generated for students, funding academic staff, overlaid with performance indicators, quality reviews and performance-based funding (Tremblay, K., Lalancette, D. & Roseveareet, D. (2013). Does such international competitiveness further civic engagement or contribute to the formation of  a new ‘creative class’ that lives in   ‘neighbourless neighbourhoods’, preoccupied with themselves where they ‘bowl alone’!? (Florida, 2002, 2005; Putnam, 2000). How do selected institutions re-present or ‘market’ and  ‘brand’ themselves in such climates and contexts and is it possible to predict the impact of such formulations on programmes and their content as well as staff and student experiences?This paper will provide a critical analysis of how this is done in a purposive sample of five Universities, four European, and one US. The theoretical framework deployed is summarised in table 1 where the logic of responsibility regards a moral dimension as essential to formation, while the logic of accountability marches to the beat of NPM. However, we see these logics (and languages) as creating tensions, sometimes incompatible, while part of the purpose of the analysis is to establish how institutions respond to, reject or otherwise deal with these competing world views as a framing of formation ER - TY - JOUR T1 - Varför fortsätter flykten över Medelhavet?: Innebörden av att göra en kausalanalys av en samhällsfråga T2 - Forskning om undervisning och lärande SN - 2000-9674 A1 - Jägerskog, Ann-Sofie A1 - Tväråna, Malin A1 - Björklund, Mattias A1 - Strandberg, Max A1 - Bergqvist, Ove A1 - Bittner, Theodor A1 - Dahlman, Anita A1 - Eriksson, Katja A1 - Häger, Helena A1 - Kåks, Bodil A1 - Norell, Eva A1 - Ragne, Lotta A1 - Söder, Sofie PY - 2021 VL - 2 IS - 9 SP - 5 EP - 29 LA - swe KW - analysis KW - critical thinking KW - causal analysis KW - social studies KW - societal issue KW - phenomenography KW - analys KW - fenomenografi KW - kausalanalys KW - kritiskt tänkande KW - samhällsfråga KW - samhällskunskap KW - curriculum studies KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik AB - Denna artikel bygger på en studie som undersöker vad det innebär att analysera ensamhällsfråga i samhällskunskap, en viktig del av kritiskt tänkande, och vad eleverbehöver erfara i undervisningen för att utveckla en mer kvalificerad analysförmåga.Elever från samtliga stadier i grundskolan ombads att, före och efter en lektion somfokuserade på flyktingsituationen kring Medelhavet, skriftligt besvara en fråga omorsaker till denna flykt. En fenomenografisk analys av de 233 elevsvar som genererades visade att det sätt som eleverna erfor flyktingsituationen på var tydligt kopplat tillkvalitén på deras analyser. I analysen av elevsvaren identifierades tre aspekter somtycks vara kritiska för elever att urskilja för att de ska kunna kvalificera sina kausalanalyser av en samhällsfråga. Dessa aspekter berör en samhällsfrågas dynamik,komplexiteten i kausalitet och vikten av att ta olika dimensioner i beaktande (somsamhälleliga respektive individuella dimensioner eller historiska respektive framtidadimensioner). Dessa aspekter visade sig var viktiga för elever i alla årskurser somingick i studien. Artikeln diskuterar även implikationer för undervisning. ER - TY - CHAP T1 - A capacity builiding evaluation of integration and diversity in regional projects T2 - Learning Through Ongoing Evaluation A1 - Rundqvist, Mikael A1 - Andersson, Ragnar PY - 2009 SP - 253 EP - 266 LA - eng PB - Lund : Studentlitteratur KW - civics AB - This book presents a relatively new perspective of learning evaluation in interactive forms. The question is how long-term effects can be achieved, i.e. a sustainable development with the aid of projects. This is an important question, particularly in the context of EU Structural Funds. In the book learning evaluation concepts are grounded in theory. The majority of chapters also include practical examples of learning evaluation and discuss these in some depth. Important aspects of the evaluation process include the researcher?s or evaluator?s constructive dialogue with the participants, the importance of critical examination, and that approaches shift between proximity and distance. Common knowledge formation is important in a learning evaluation and analysis seminars are presented as a way of achieving this. The book?s target groups include university students in the fields of sociology, education, business economics and management and human resources management. The book could also be used in university courses and in-service training for managers, developers, consultants, project managers and evaluators. ER - TY - JOUR T1 - On young people’s experience of systems in technology T2 - Design and Technology Education SN - 1360-1431 A1 - Svensson, Maria A1 - Zetterqvist, Ann A1 - Ingerman, Åke PY - 2012 VL - 1 IS - 17 SP - 67 EP - 77 LA - eng KW - technological system KW - technology education KW - phenomenography KW - technological citizenship AB - Immersed in a technologically complex world, young people make sense of a multi-faceted set of events in everyday life. Discerning technological systems is potentially useful in this process. This article investigates the variation in how Swedish young people experience technological systems and is based on interviews focusing three systems concerning transport, energy and communication—contextualised in relation to bananas, electricity, and mobile phones. A phenomenographic analysis results in five qualitatively distinct categories, describing different ways of understanding technological systems: Using single components, Using the system output, Influencing the system, Interacting with the system, and Integrating the system. The main contribution of the study is the illumination of how these categories are constituted—primarily in terms of the meaning of the systems the role of humans and how the systems are delimited towards the surroundings. The results support that different ways of understanding technological systems implies different ways of understanding the complex nature of technology. The results also open up possibilities of developing teaching for technological citizenship. ER - TY - CHAP T1 - Langue Skills, Lingual Identity and Active Citizenchip T2 - Lifelong Learning and Active Citizenship A1 - Torpsten, Ann-Christin PY - 2010 SP - 472 EP - 478 LA - eng PB - London : Institute for Policy Studies in Education, London Metropolitan University KW - language skills KW - identity KW - citizenchip KW - education KW - pedagogics and educational sciences KW - pedagogik och utbildningsvetenskap AB - This paper focuses on lingual skills, lingual identity, active citizenship and the experiences of second language learners, using a life story approach. The overarching aim is to discuss second language teacher students' encountering withSwedishSchool, mother tongue tuition and second language and lifelong learning. The goal is achieved by examining an empirical context. A narrative analysis is carried out of life stories given by second language pupils. Trainee teacher students with Swedish as a Second Language told their second language learning memories as aspects of their life stories. They encountered the Swedish school in the 1990s and told their life story memories in 2007. The life stories were collected in the form of letters and in-depth group discussions. I acted as discussion leader. The stories were studied, interpreted, presented and discussed in different stages with the help of a theoretical starting points and an interpretation framework. A narrative analysis was carried out in a spiral of understanding by means of deconstruction and reconstruction. The analysis shows that those teacher students' received tuition in their mother tongues when they encounteredSwedishSchool. Mother tongue in school was positive for their continued and life long learning and linguistic development. Good skills in the mother tongue were transferred to the second language and it became much easier to continue developing a second language when skills in their mother tongue improved. The teacher students' mother tongue was very important for the development of bilingualism in terms of multilingualism. Through their lifelong linguistic learning and development it becomes possible to develop an identity as multilingual persons. Good skills in the mother tongue and the second language are conditions for active citizenship in a multicultural society. When the skills in mother tongue increased, the trainee teacher students became aware of the fact that they could switch between their languages. They became aware of their identities as multi lingual citizens and their possibilities of being active multicultural citizens. ER - TY - JOUR T1 - Dimensioner av samhällsanalytiskt tänkande T2 - POLIS: Tidsskrift for samfundsfagsdidaktik SN - 2597-2766 A1 - Tväråna, Malin PY - 2024 VL - 7 IS - 5 SP - 61 EP - 74 LA - swe PB - : Forlaget Columbus KW - samhällskunskap KW - kritiskt tänkande KW - samhällsanalys KW - perspektivtagande KW - education AB - I artikeln presenteras en modell för att sammanfatta avgörande aspekter av kritiskt tänkande i samhällskunskap, eller det som här benämns samhällsanalytiskt tänkande. Modellen bygger på empiriska studier i samhällskunskapsdidaktik, och används för att diskutera möjligheter att undervisa för utvecklande av samhällsanalytiskt tänkande. Dimensionerna av samhällsanalys som presenteras i modellen utgör utångspunkt för att beskriva hur samhällskunskapsundervisning kan ta avstamp i olika typer av begrepp och utformas i syfte att främja en särskild sorts tankekultur, där gemensamt undersökande av grunderna för olika perspektiv på en fråga blir viktigare än att uttrycka enskilda åsikter. Avslutningsvis beskrivs två exempel på undervisningsupplägg som utformats med ett sådant syfte i åtanke, nämligen Struktured Academic Controversy (SAC) och The Double Crux Game (DCG). Dessa två upplägg främjar på olika sätt kritiskt granskande analyser av åsiktsmotsättningar i sakfrågor (där SAC genom ett deliberativt förhållningssätt kan vara till hjälp) eller i värdefrågor (där DCG stöttar eleverna genom ett mer agonistiskt förhållningssätt). ER - TY - CONF T1 - How to express knowledge: Knowledge concepts for measurement in Swedish curriculum T2 - NERA 2019 Education in a Globalized World, 6-8 March 2019, Uppsala, Sweden A1 - Wahlström, Ninni A1 - Vogt, Bettina A1 - Adolfsson, Carl-Henrik PY - 2019 LA - eng KW - curriculum making KW - social studies KW - typology KW - competences KW - education AB - In Sweden, a knowledge debate was initiated in the early 1990s through the official report School for Bildung (SOU 1992:94). The purpose of the report was two-fold: to widen the concept of knowledge from a one-sided cognitive meaning and to offer ‘new’ concepts of knowledge adapted to a performance model (Bernstein 2000) of school curriculum. Since this debate, school reforms, including new grading systems, have been continuous but the knowledge base in curriculum has remained the same. In Sweden, there is currently a major debate on the status of "facts" in the school's knowledge concept. One line of argument claims that the students do not get the opportunity to learn enough factual knowledge. Instead, the abilities have been dominating. However, factual knowledge is embedded in the abilities, because without factual knowledge the abilities become empty, the other argument goes. This debate, as well as a debate of the failure of the current “knowledge requirements” in curriculum to provide tools for equivalent grading, has led to an initiative from the Swedish National Agency for Education (NAE). The NAE has initiated a curriculum reform aiming at strengthen the clarity and equivalence in the content as well as in the knowledge requirements in the syllabi.AimThe purpose of this paper is to reintroduce a theoretically based dialogue on the relevance of current knowledge concepts in curricula in general, and the expressions of knowledge progression in particular. In this explorative study, we investigate the following research questions: How can factual knowledge be emphasized without being instrumental? How can the school's overarching goals and values be reflected in the syllabi? With what knowledge expressions can an equivalent assessment be promoted?Theoretical framework and methodIn the theoretical framework, we draw on Bernstein’s (2000) two pedagogical models, as well as his understanding of horizontal and vertical to place the Swedish curricula Lgr 11 and Lgy 11 in a broader typology. Following Deng & Luke (2008), we specifically discuss the knowledge concepts in the syllabi of civics for compulsory school and upper secondary school. To discuss the knowledge expressions in the knowledge requirements in terms of increased clarity and equivalence, we distinguish between knowledge in relation to content and achieved competences in relation to different levels of grading (Carlgren et al. 2009). In the result section, we present a revised version of syllabi in civics for Year 6 and 9 in compulsory school and Year 1 in upper secondary school.Expected conclusionsWe suggest that achieved competences need to be related to content in the knowledge requirements for increased clarity of what different forms of knowing that should be achieved.  Moreover, we introduce alternative terms for how different levels of competences could be expressed in the grading system to increase equivalence. ER - TY - THES T1 - Att göra en demokrat?: Demokratisk socialisation i den svenska gymnasieskolan A1 - Broman, Anders PY - 2009 LA - swe PB - Karlstads universitet KW - democracy KW - political socialisation KW - conceptions of democracy KW - citizenship education KW - panel study AB - This study focuses upon the extent that teaching about democracy affects pupil comprehension and opinions about democracy. Its point of departure is the question, “to what extent is school an agent of democratic socialization?” The overall aim of this study is to contribute to understanding the democratic socialization process and especially to understand the role that school can play in that process.   The study is comprised of a survey about democratic values, democratic institutions and democratic authorities completed by 318 upper secondary pupils upon two occasions. The first was just prior to the start of the course, “Samhällskunskap A” and the second was at the end of that course. The survey also included a number of background questions related to each individual participant; 28 pupils in one of the schools who had not yet studied “Samhällskunskap A” were used as a control group. Twelve teachers involved in actual teaching at that time were interviewed regarding their attitudes toward the official documents about democratic socialization and whether or not they saw the goals as articulated in those documents as possible to achieve.   Based upon theories about democratic socialization and socialization agents, a number of conditions and problems were formulated and operationalized in order to analyse the outcome of the study. Three main concepts were used as analytical tools: democratic orientations, democratic socialization and socialization agent.   The results do not support the assumption that school can be seen as a general democratic socialization agent through teaching about politics and democracy. But certain situations and aspects of democratic orientations demonstrate that the school has a tendency to affect socialization; therefore school is seen as a specific democratic socialization agent. The main conclusion of this study is that teaching about politics and democracy is expected to have limited influence on pupils in upper secondary school. Also important is the finding that the pupil’s average change on the aggregate level is low, but on individual level, many pupils made significant changes regarding their democratic orientations during the course. The results support a view that the process of democratic socialization is a complex process and is difficult to predict. ER - TY - THES T1 - To Describe, Transmit or Inquire: Ethics and technology in school A1 - Gardelli, Viktor PY - 2016 LA - eng PB - Luleå tekniska universitet KW - education KW - technology KW - dialog KW - philosophy with children KW - school KW - curriculum KW - interviews KW - skola KW - utbildningsfilosofi KW - filosofi med barn KW - internet KW - läroplan KW - intervjuer AB - Ethics is of vital importance to the Swedish educational system, as in many other educational systems around the world. Yet, it is unclear how ethics should be dealt with in school, and prior research and evaluations have found serious problems regarding ethics in education. The field of moral education lacks clear and widely accepted definitions of key concepts, and these ambiguities negatively impact both research and educational practice. This thesis draws a distinction between three approaches to ethics in school – the descriptive ethics approach, the value transmission approach, and the inquiry ethics approach – and studies in what way (if at all) they are prescribed by the national curriculum for the Swedish compulsory school, how they relate to students’ moral reasoning about technology choices and online behaviour, and what pedagogical merits and disadvantages they have. Hopefully, this both contributes to reducing the ambiguities of the field, and to answering the question of how ethics should be dealt with in education.The descriptive ethics approach asserts that school should teach students empirical facts about ethics, such as what views and opinions people have. The value transmission approach holds that school should mediate some set of predefined values to the students and make sure the students come to accept these values. The inquiry ethics approach is the view that school should teach students to reason and think critically about ethics and to engage in ethical inquiry.The role of ethics in the curriculum has not been studied in light of the above distinction, in prior research, and such an investigation is undertaken here. The results suggest that ethics has a prominent, but complicated, role in the Swedish national curriculum. Although no explicit distinction is drawn or acknowledged in the curriculum, all three approaches are prescribed throughout the curriculum, albeit to different degrees. In the general section of the curriculum, the value transmission and inquiry ethics approaches are more extensively prescribed than the descriptive ethics approach. It was found that most of the syllabi contained explicit references to ethics, while some only contained implicit references to ethics, and two syllabi lacked references to ethics altogether. In the syllabi, the inquiry ethics approach is the most dominant, both in the sense of being present in the most syllabi, and in the sense of being more strongly prescribed in many of the syllabi where several approaches occur. The value transmission approach has the weakest role in the syllabi. In total, the inquiry ethics approach is the approach most strongly prescribed by the curriculum. But prior research has shown that inquiry ethics is very rarely implemented in the classroom. In this thesis, it is found that the inquiry ethics and the value transmission approaches are incompatible, given certain reasonable interpretations, which makes the finding that inquiry ethics is rarely implemented less surprising, since value transmission is practiced in schools.The students, in their moral reasoning about technology choices, reasoned in accordance with several classical normative theories – including consequentialism, deontological ethics and virtue ethics – and in doing so, they expressed reasoning that in the discussion is found to be in conflict with the values of the value foundation in the curriculum. These findings complement earlier findings, for example that students in their actions contradict the value foundation, by adding that such conflicts also exist in their reasoning. The existence of these conflicts is found to be problematic for a value transmission approach.Many of the students defended very restrictive views on disclosing personal information online, and prior research as well as the present data has shown that adults typically hold views that are very similar to these, concerning how they think that young people ought to act online. On the other hand, youths’ actual online behaviour, as reported in earlier studies, differs considerably from this. In line with this, the students also seemed to endorse a form of private morals view, according to which moral choices are simply up to one’s own taste, which would yield an escape exit from the restrictive views mentioned above, and permit any behaviour. In the discussion, it is argued that this is the result of an attempt at value transmission from the grown-up community, probably including teachers, which might seem to work, since the students claim to hold certain views, but which likely instead constitutes a false security, since these values are not actually accepted, but only paid lip service to, and the adults are therefore wrong in their belief that the students are protected by a certain set of values (that they think the students are upholding), since the students in fact do not uphold, and therefore do not act based upon, these values. This situation risks making the students more vulnerable than had no value transmission attempt been taken in the first place. Hence, the attempted value transmission runs the risk of counteracting its purpose of helping the students acquire a safe online behaviour.Throughout the moral reasoning mentioned above, extensive variations in the students’ reasoning were found, both interpersonally and intrapersonally, both in the decision method and in the rightness criterion dimensions, as well as in between the dimensions. The existence of such variations is a novel finding, and while possible applications in future research are discussed, it is also noted that this existence constitutes a reason to question the successfulness of both the value transmission and the inquiry ethics endeavours of the educational system.The results and discussions described above highlight the importance of investigating the merits of the different approaches. Several arguments that arise from the material of this thesis are presented, evaluated and discussed. The ability of each approach to fulfil some alleged key aims of ethics education is scrutinised; their abilities to educate for good citizenship, to educate for quality of life of the individual, and to facilitate better educational results in other subjects are all investigated, as well as the ability of each approach to help counteract the influence from online extremist propaganda aimed at young people and to promote safe online behaviour in general.It is concluded that the inquiry ethics approach has the strongest support from the material of this thesis. Some consequences for school practice are discussed, and it is concluded that changing the role of ethics in the curriculum would be beneficial, downplaying the role of value transmission and further increasing, and making more explicit and clear, the role of inquiry ethics. It is also shown that there are strong reasons for the inclusion of a new subject in the Swedish compulsory education with special focus on ethics. Some possible causes, and some consequences, of this is discussed. ER - TY - JOUR T1 - Förenkla, förvirra, eller fördjupa begreppsförståelse: Om användandet av modeller i samhällskunskapsundervisningen T2 - POLIS – tidsskrift for samfundsfagsdidaktik SN - 2597-2766 A1 - Jägerskog, Ann-Sofie PY - 2021 VL - 2 IS - 2 SP - 91 EP - 103 LA - swe KW - samhällskunskap KW - modeller KW - begreppsförståelse KW - prisbildning KW - undervisning KW - visualisering AB -  Inom ramen för samhällskunskapsundervisningen ska eleverna utveckla en fördjupad förståelse kring en mängd komplexa begrepp, fenomen och processer. Ett sätt att ta sig an dessa är att använda modeller, då de på ett förenklat sätt kan illustrera och förtydliga ett ämnesinnehåll. En sådan förenkling innebär dock inte bara potentiella fördelar, utan också utmaningar (på dansk: udfordringer): i det förenklat illustrerade riskerar komplexiteten att gå förlorad. Med avstamp i en samhällskunskapsdidaktisk avhandling kring undervisning i prisbildning inom ramen för samhällskunskap på gymnasiet, presenteras och diskuteras vilken roll en modells utformning spelar för vilket lärande av det illustrerade ämnesinnehållet som görs möjligt. Studiens resultat visar att en modells utformning spelar stor roll både för vilken förståelse av det visualiserade ämnesinnehållet, i detta fall prisbildning, som eleverna ges möjlighet att utveckla och för vilka undervisningspraktiker som etableras i klassrummet. I artikeln diskuteras dessa resultat i syfte (på dansk: med det formål) att bidra med konkreta implikationer både för undervisning om prisbildning specifikt och på ett mer generellt plan för samhällskunskapsundervisningen i stort. Artikeln bidrar med kunskap om att och hur modeller kan fylla en viktig roll som redskap för fördjupad begreppsförståelse i samhällskunskapsundervisningen.  ER - TY - THES T1 - "Dom är så oroliga": en studie om skolpersonalens tal om elever i relationssvårigheter A1 - Larsson, Hans PY - 2008 LA - swe PB - Örebro universitet KW - special educational needs KW - social constructionism KW - children in need of support KW - problem behavior in schools KW - education AB - This licentiate’s dissertation is about how school staff talk about pupils having difficulties in relating to teachers and other pupils. It’s specific focus is on pupils which are described as “disturbing”, “troublesome”,”unruly”, “unconcentrated” or characterised by similar concepts. The main aim is to elucidate and discuss how school staff explain pupils’ difficulties, what measures they state that they undertake and what measures they consider necessary. The study is based on a social constructive approach. This means that the way we understand the world we live in is seen as shaped by social and cultural processes mediated through language. A consequence of this is that the way the staff talk about pupils in difficulties will influence how they relate to those children and how they work at solving the problems. The empirical material consists of interviews with six principals, six Special Educational Needs Co-ordinators and six class teachers from six different schools. 15 of the people interviewed work with 11–13 year olds and three of them with 7–9 year olds. The material from the interviews is categorised into themes and further analysed in order to present a systematic overview of the ways in which the staff talk about children in difficulties. The result shows that the problems are understood as complex and full of nuances. Explanations of the problems from medical/psychological perspectives have no distinguished status. It is more common that the problems are related to social conditions, family situation and school environment. The study also shows that different professional groups usually place the responsibility for solving the problems with other professional groups. The way the concerned principal looks upon the problem seems be important for the way the problem is dealt with. The way the staff studied talk about the school activities indicates that schools differ concerning issues like organisation, the role of the Special Needs Co-ordinator, co-operation between different professional groups etc. As a consequence pupils having difficulties in relating to other people will be subjected to different conditions depending on what school they attend. The school as an arena of identity creation and citizenship education will offer hence different opportunities to different children in difficulties. ER - TY - THES T1 - Samhällskunskapslärares ämneskonceptioner A1 - Lindmark, Torbjörn PY - 2013 LA - swe PB - Umeå universitet KW - subject conceptions KW - internal and external frame factors KW - ämnesdidaktik KW - samhällskunskapsdidaktik KW - education AB - In this thesis, I will discuss subject conceptions among social studies teachers who work in upper secondary schools. The aim of this study is to investigate and analyse subject conceptions among social studies teachers and their relationship to the teachers’ personal background. Subject conceptions can be expressed in both planned and realized teaching, which are analysed in this study. The questions posed are: What subject conceptions are expressed in the social studies teachers’ descriptions of their teaching? Are there any relationships between the teachers’ personal background and the subject conceptions they express? Which subject conceptions are manifested in written tests and exercises? This study consists of three empirical sub-studies. The first sub-study is based on a questionnaire with 60 social studies teachers in upper secondary schools in two counties in Sweden. The second sub-study is based on in-depth interviews with eight social studies teachers who expressed different subject conceptions in the questionnaire. The last sub-study is based on a document analysis of 28 written tests and examinations that were collected from the interviewed teachers. The theoretical framework of this study consists of structuration, class, gender and didactic theories.Some conclusions can be drawn from this study. There are different subject conceptions among the social studies teachers. I have found four typical subject conceptions, which I have called the fact-and-concept–focused, value-focused, analysis-focused and citizenship-focused subject conceptions. The study also shows that the teachers’ personal background has a relationship with their subject conceptions, to a certain degree. Gender and the combination of subjects in the teachers’ academic exams are related to the subject conceptions that the teachers express. Also, internal framing factors, like social background, political views and years in the profession, and external frame factors, like steering documents, textbooks, current news events and the students’ interests and needs, influence the teachers’ subject understanding to different extents. The study also shows that there are differences between the subject conceptions, which are shown in the teachers’ descriptions of their teachings and their assessment materials. The majority of the teachers in the study expressed the citizenship-focused subject conception in the questionnaire, while the written tests and examinations are dominated by fact-and-concept–focused and analysis-focused questions. One conclusion drawn from the empirical results is that code, classification and framing vary among the different conceptions of the subject social studies. ER - TY - THES T1 - Rum, frirum och moral: En studie av skolgeografins innehållsval A1 - Molin, Lena PY - 2006 LA - swe PB - Acta Universitatis Upsaliensis KW - geography KW - curriculum space KW - morality KW - choice of content KW - curriculum theory KW - selective traditions KW - national curriculum KW - syllabus KW - fundamental values KW - democracy KW - citizenship education KW - upper secondary school KW - geografi AB - This thesis, Space, Curriculum Space and Morality, focuses on the two roles of the school, i.e. developing identities and transmitting knowledge. The latest curriculum reform commissions the teachers to transform the fundamental values of the curriculum to the separate subjects. The principal object of the school subjects is to contribute to the implementation of the curriculum goals, namely to educate and promote democratic citizens. Since the new course syllabi lack guidelines about subject content and method, the intention of this work it is to analyse in what way the teachers’ fill this curriculum space, which subject content the teachers choose in order to connect the curriculum goals to the course syllabi goals and, to the practical teaching of geography as a school subject. The understanding of the teachers’ choice of subject content is the overall aim of this thesis.The thesis can be placed within a curriculum theory tradition that regards education and its content as situated in a field of tension ultimately determined by social and political forces engaged in struggle. Within this tradition, an approach has been developed which examines the educational content of the school subjects as contingent.A curriculum historical analysis – supplemented by a text analysis of textbooks, a number of observations (81) of geography lessons in upper secondary school and the following qualitative interviews with geography teachers – shows that the teachers’ choice of content can be understood and explained by the strong selective traditions which have formed within the subject during 150 years. These selective traditions together form a school subject discourse which implies that the moral dimension is lost as the subject content is characterized by an essentialistic approach.The consequences of the findings can be discussed in relation to what content is excluded in the school geography education. Some examples are a gender perspective, issues regarding equality, ethnicity, solidarity, social justice and sustainable development. The issues that the school geography excludes contain ethical and moral considerations. If these issues were presented, they would relate to the fundamental values and the promotion of democracy, issues given strong prominence in the curriculum. ER - TY - THES T1 - Staten och läromedlen: En studie av den svenska statliga förhandsgranskningen av läromedel 1938-1991 A1 - Johnsson Harrie, Anna PY - 2009 LA - swe PB - Linköping University Electronic Press KW - textbook KW - textbook approval KW - implementation KW - swedish educational policy KW - civics KW - curriculum KW - objectivity KW - läromedelsgranskning KW - läromedel KW - implementering KW - svensk utbildningspolitik KW - samhällskunskap KW - samhällskunskapsdidaktik KW - läroplan KW - objektivitet KW - pedgogical work AB - Studien handlar om statlig påverkan på skolans läromedel. Här studeras såväl de politiska besluten om, som det konkreta genomförandet av, den svenska statliga förhandsgranskningen av läromedel, från starten 1938 till avskaffandet 1991. De politiska besluten och genomförandet sker på skilda arenor. Med hjälp av teoretiska begrepp från såväl läroplansteori som statsvetenskaplig implemen-teringsteori synliggörs och analyseras de olika arenorna samt relationerna mellan dem. Den politiska debatten studeras genom det offentliga trycket. Studien visar att granskningen infördes i politisk enighet och avskaffades helt utan politisk debatt. De politiska argumenten för granskning har varit att hålla priserna på läroböcker nere samt säkra läromedlens kvalitet. Vad som avsågs med kvalitet har dock varierat mellan olika aktörer och över tid. När det gäller genomförandet av granskningen studeras både Läroboks-/Läromedelsnämndens instruktioner till granskarna, och granskarnas utlåtanden om läromedel i samhällskunskap för gymnasieskolan. Den reella granskningen hade ofta fokus på att söka sakfel i läromedlen. Under 1970-talet fick objektivitetsfrågor genomslag i granskningen. Läroplanen, som betonades på den politiska arenan, användes dock i mindre utsträckning i det reella genomförandet av granskningen. Styrningsresultatet var beroende av aktörerna på realiseringsarenan och deras förståelse, vilja och kunnande. Styrningen kunde dock, i vissa fall, nå ända fram och påverka lärobokstexten. I dessa fall fanns en fungerande styrning från politisk debatt, via lagtext och granskning till en förändrad läromedelstext. ER - TY - BOOK T1 - SO för lärare 1 - 3 A1 - Blanck, Sara A1 - Franck, Olof A1 - Holmqvist Lidh, Carina A1 - Lilliestam, Anna-Lena A1 - Pettersson, Anna PY - 2019 LA - swe PB - Gleerups KW - so 1 - 3 KW - geografi KW - religionskunskap KW - samhällskunskap KW - ämnesdidaktik KW - ämnesövergripande undervisning AB - Det centrala innehållet i läroplanen för SO-ämnena i årskurs 1–3 presenteras under fyra rubriker: Att leva tillsammans, Att leva i närområdet, Att leva i världen och Att undersöka verkligheten. Dessa rubriker kan tyckas inbegripa allt och intet, och som lärare kan det därför vara svårt att få grepp om både detaljer och övergripande teman. Under varje rubrik i det centrala innehållet finns en rad olika moment och i den här boken får läraren hjälp att bena ut vad dessa innebär och hur de kan behandlas i undervisningen. De fyra SO-ämnena geografi, historia, religionskunskap och samhällskunskap bidrar på olika sätt till att utveckla kunskaper om samhällen och människors gemensamma liv. Det finns många sätt att knyta samman dessa ämnen i SO-undervisningen, men eleverna behöver också tidigt bekanta sig med de olika ämnenas innehåll och grund. Boken innehåller ett kapitel per ämne, och ett avslutande kapitel om ämnesövergripande undervisning. Varje kapitel berör ämnets historia, hur ämnet beskrivs i Lgr11 rörande bland annat mål, centralt innehåll och kunskapskrav, ämnets centrala begrepp samt vad som kan vara viktigt att tänka på i undervisningen. Den här boken är tänkt att inspirera blivande lärare att utveckla en SO-undervisning för årskurs 1–3 där SO-ämnenas specifika innehåll och frågor synliggörs, samtidigt som deras innehåll ses i ljuset av varandra. En sådan undervisning kan skapa en gemensam plattform för en bred och djup samhällsorienterande kunskap. Bokens författare har alla erfarenhet av att arbeta som lärare. De är verksamma i lärarutbildning, i forskning som rör lärande och undervisning, samt i arbete för att utveckla undervisningsmetoder. ER - TY - CONF T1 - Elevinflytande som didaktisk strategi A1 - Bostedt, Göran A1 - Eriksson, Linda PY - 2018 LA - swe KW - elevers inflytande KW - makt KW - politisk förändring KW - samhällskunskap AB - Elevinflytande som didaktisk strategiSamhällskunskapsämnet i svensk skola har sin bakgrund i erfarenheterna av de totalitära staternas framväxt på 1930-talet och sedemera nederlag i andra världskriget. Erfarenheterna av europeisk fascism och, i synnerhet, nationalsocialism motiverade ett starkare fokus på demokratifostran. I 1940 års skolutredning, som åtföljdes av 1946 års skolkommission, betonades att samhällsundervisningen behövde förstärkas.”Uppgiften är så pass betydelsefull för elevernas fostran till samhällsmedborgare, att ett särskilt skolämne härför bör inrättas, samhällskunskap ..” (SOU1948:27, s.7). I skolkommissionens rapport föreslogs inrättandet av ett nytt ämne och vikten av det innehåll (samhällsfostran) ämnet skulle förmedla diskuterades. Därutöver kommenterades även formerna för undervisning. ”Lika viktigt är det, att ämnet lägges upp så, att det fångar elevernas intresse.” (a.a., s. 165) Skolans samhälls- och demokratifostrande roll har återfunnits i de läroplaner som därefter gällt. Samtidigt har elevernas delaktighet i genomförandet av undervisningen betonats. I den nu gällande läroplanen för gymnasieskolan står t ex att ”Det är inte tillräckligt att i undervisningen förmedla kunskap om grundläggande demokratiska värden. Utbildningen skall dessutom bedrivas i demokratiska arbetsformer och utveckla elevernas förmåga och vilja att ta personligt ansvar och aktivt delta i samhällslivet.” (Skolverket 2011, s.6). I den svenska skollagen konstateras att ”Barn och elever ska ges inflytande över utbildningen” (SFS 2010:800). Skolans uppdrag att ge de unga en förståelse för det demokratiska samhällets arbetsformer och värderingar omfattar således att både ’leva’ som ’lära’ demokrati. I vår presentation kommer vi diskutera elevinflytande som möjlig didaktiskt orienterad handlingsstrategi i undervisningspraktik. Detta kommer ske såväl i ljuset av de förändringar som införts i den senaste svenska läroplanen gällande elevinflytande, som empiriska resultat från ett antal skolors arbete med elevinflytande. Resultaten kommer analyseras utifrån perspektiv på makt.Källor: SFS 2010:800. Skollag, StockholmSkolverket (2011). Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011, Stockholm:Skolverket SOU 1948:27. 1946 års skolkommissions betänkande med förslag till riktlinjer för det svenska skolväsendets utveckling. Stockholm ER - TY - CONF T1 - Undervisning om Sveriges nationella minoriteter T2 - Nordic Conference on​ Teaching and Learning in Curriculum Subjects (NOFA), Stockholm, May 13 A1 - Hansson, Johan PY - 2019 LA - swe KW - minoritet KW - undervisning KW - samhällskunskap KW - skola AB - I de nu gällande kursplanerna för skolämnena svenska, historia och samhällskunskap nämns Sveriges nationella minoriteter bland de centrala innehållen och i samhällskunskapsämnet finnsdessutom kunskapskrav. Dessa kunskapskrav säger att eleverna ska ha kunskaper om de nationella minoriteterna och deras rättigheter, men skiljer sig från de övriga eftersom det inte är någon skillnad för betygen E eller A. Då projektets lärare började använda kursplanerna från 2011 kom de att diskutera de utmaningar som fanns med förändringarna, lärostoffet om minoriteterna. Utifrån sina samtal försökte de finna möjliga vägar till en undervisning om minoritetsfrågor på sin grundskola.Trots att de hade få elever fanns det många faktorer att hantera, exempelvis en upplevelse av stoffträngsel och de egna kunskapsluckorna, men också elevernas uppfattningar och skolans geografiska belägenhet.Tack vare medel från Lärarhögskolan, Umeå universitet samt Umeå kommun kunde en av skolans lärare arbeta med att skapa ett undervisningsupplägg som skulle kunna nyttjas av kollegor på den egna skolan men även på andra skolor. Därutöver undersöktes lärarnas didaktiska praktik. Undersökningen genomfördes enligt Uljens teoretiska modell för didaktisk utveckling med aktionsforskning som forskningsmetod. Källmaterialet utgörs främst av lärarnas planeringar och deras skriftliga instruktioner samt lärarnas diskussioner om sin undervisning. Det fram arbetatde upplägget är genomförbart, men undersökningen var problematisk på grund av personalomsättning och förändringar i organisationen.I korthet beskrivs upplägget på följande sätt: I årskurs sju studeras de nationella minoriteterna isamhällskunskapsundervisningen. Eleverna får lära sig faktakunskaper om minoriteterna, men även begrepp som identitet, etnicitet och kultur samt hur ungdomar i sina möten med människorformar sin identitet. I årskurs åtta fokuseras en del av undervisningen i svenska påminoritetsspråken och de rättigheter som skyddar dem. I årskurs nio ägnas en del avhistorieundervisningen till studier av samers och romers situation under 1900-talet ur ett Svenskt och Europeiskt perspektiv. ER - TY - CONF T1 - Vart bör samhällskunskapsdidaktiken gå? A1 - Sandahl, Johan PY - 2017 LA - swe KW - samhällskunskapsdidaktik KW - samhällskunskap KW - samfundsfag KW - epistemiska gemenskaper KW - subject learning and teaching KW - ämnesdidaktik AB - Samhällskunskapsämnet (samfundsfag, samhällslära) återfinns i samtliga nordiska skolsystem och framhålls ofta som det viktigaste skolämnet i elevernas politiska bildning (Christensen 2011, Børhaug 2011). Samhällskunskapsämnet tillkom efter andra världskriget i ett hopp om att förhindra totalitära och odemokratiska tendenser hos elever (Hartman 2012), men har alltmer kommit att kretsa kring de samhällsvetenskapliga disciplinernas frågeställningar. Samhällskunskap saknar dock en motsvarande disciplin på universitetet och har därför utmålats som ett splittrat och osammanhängande ämne från högskoleperspektiv, medan lärarna själva ser ämnet som sammanhållet (Bronäs & Selander 2002, Olsson 2016). Dessa förhållanden visar sig tydligt i den samhällskunskapsdidaktiska forskningen som är svagare och mindre sammanhållen än många andra ämnesdidaktiska traditioner i Norden. Forskare har primärt närmat sig samhällsämnet från två perspektiv. Ett första är det allmändidaktiska/pedagogiska perspektivet där lärandefrågor stått i förgrunden och där det samhällsvetenskapliga innehållet blivit fallstudier för generella frågor kring lärande och undervisning (t.ex. Marton & Pang 2005). Ett andra perspektiv är det statsvetenskapliga där samhällskunskapsämnets frågor kring demokrati och politik stått i centrum och därmed blivit ett fall av elevers inställningar till statsvetenskapliga intresseområden och undervisningens möjliga påverkan på dessa inställningar (t.ex. Broman 2009). Denna spretighet i förhållandet till samhällskunskapsundervisning gör att samhällskunskapsdidaktiken saknar vad utbildningssociologer kallar för en ”epistemisk gemenskap” (Young 2013), det vill säga en gemensam kunskapsinsamling där forskare tillsammans utvecklar problemformuleringar, teorier och metoder som är centrala för det vetenskapliga fältet. Detta paper diskuterar några viktiga skiljelinjer för vad samhällskunskapsdidaktik är, kan och bör vara i förhållande till såväl allmändidaktik som de samhällsvetenskapliga disciplinerna (jfr Ongstad 2006:33). Vidare föreslås några problemområden som jag menar belyser samhällskunskapsdidaktikens centrum – ett centrum vilken en framtida gemenskap kan byggas för en grupp forskare med skilda metodologiska och teoretiska bakgrunder. ER - TY - THES T1 - I historiekanons skugga: historieämne och identifikationsformering i 2000-talets mångkulturella samhälle A1 - Lozic, Vanja PY - 2010 LA - swe PB - Lunds universitet KW - education KW - multiculturalism KW - ethnicity KW - textbooks KW - immigration KW - youth culture AB - Sverige har i olika sammanhang beskrivits som ett mångkulturellt land. I avhandlingen I historiekanons skugga: Historieämnet och identifikationsformering i 2000-talets mångkulturella samhälle analyseras vilka effekter framväxten av det så kallade mångkulturella samhället har haft på historieämnet. Avhandlingens övergripande syfte är att skildra relationen mellan ungdomars etniska identifikationer och deras syn på historieämnet och därigenom bidra till en problematisering av historieämnet i ett så kallat mångkulturellt samhälle. Utan insikter om dessa frågor är det svårt att diskutera ämnets legitimitet i skolan samt de historiedidaktiska valen i 2000-talets så kallade mångkulturella samhälle. Studien bygger på intervjuer med gymnasieelever, gymnasielärare och historieläroboksförfattare samt en analys av samhällskunskaps- och historieläroböcker. Som ett led i analysen besvaras följande frågor: Hur beskriver elever, lärare och läroboksförfattare historieämnets syfte i skolan? Hur skildras emigrationen från Sverige under andra hälften av 1800-talet och de första decennierna av 1900-talet samt efterkrigstidens immigration till Sverige i ett urval av samhällskunskaps- och historieläroböcker publicerade mellan 1962 och 2007? Vilka diskursiva skillnader kan man observera i beskrivningarna av dessa två migrationer går det att observera? Hur tolkar eleverna sina (etniska) identifikationer och hur påverkar dessa deras syn på historieämnet? Hur ser unga människor, lärare och läroboksförfattare på en eventuell implementering av vissa mångkulturalistiska undervisningsmodeller i svensk historieundervisning? ER - TY - BOOK T1 - Ämnesdidaktik – dåtid, nutid och framtid: Bidrag från femte rikskonferensen iämnesdidaktik vidLinköpings universitet 26-27 maj 2010 PY - 2011 LA - swe PB - Linköping University Electronic Press KW - ämnesdidaktik KW - högsoledidaktik KW - svenska KW - litteraturundervisning KW - samhällskunskap KW - naturkunskap KW - subject didactics AB - Under temat ”Ämnesdidaktik – dåtid, nutid och framtid” samlades i Linköping den 26 – 27 maj 2010 ett 90-tal forskare, forskarstuderande och lärare för att delta i den femte nationella rikskonferensen i ämnesdidaktik. Arrangör var det nationella nätverket för ämnesdidaktik och Linköpings universitet. De nationella konferenserna har gått från att vara årliga till att hållas vartannat år. Från 2007, med början i Oslo, varvas nämligen de nationella konferenserna med nordiska konferenser.Kännetecknande för dessa konferenser, både de nationella och de nordiska, är att de utgör en mötesplats över didaktiska ämnesgränser utan att man för den skull tvingas söka sig till det allmändidaktiska fältet för att finna gemenskap. De olika ämnesdidaktiska inriktningarna skapar en vetenskaplig bredd som är befruktande och inspirerande samt borgar för att en så kallad kritisk massa av aktiva forskare kontinuerligt  kommunicerar och granskar vetenskapliga resultat och problemformuleringar på fältet.Att det trots den ämnesmässiga bredden finns gemensamma frågeställningar för fältet visades i den inledande plenarföreläsningen. MayBrith Ohman-Nielsen, professor i historia och historiedidaktik vid Universitetet i Agder, Kristiansand och gästprofessor vid Karlstad Universitet, diskuterade i denna begreppet ämnesdidaktik och några av de definitioner och metaforer som finns för förhållandet mellan ämnesinnehåll och didaktik.Anna-Lena Göransson går i det första bidraget utanför det traditionella skolfältet och ger oss i artikeln Att riva en brandvägg en inblick i läsning och lärande i yrkesmiljöer. Brandmän möter i sitt dagliga värvtryckta läromedel i form av häften och böcker som produceras av Räddningsverket (nuvarande Myndigheten för samhällsskydd och beredskap). De är inte alltid välkommen läsning bland brandmännen och betraktas ofta som en pålaga uppifrån och inte som nödvändig fortbildning. Men hur sker lärandet i en så praktisk och handfast praktik som brandmannayrket? Finns det sätt att göra läsning och lärande angeläget i den professionella vardagen? Göransson visar hur abstrakt teoretisk kunskap medierad via tryckt text, kan rekontextualiseras genom samtal och diskussioner, så att läromedlet får avsedd funktion, nämligen att utveckla brandmäns professionella kunnande. Om det går att förena praktisk kunskap med teoretiskt lärande genom läroböcker är en huvudfråga i Göranssons artikel.I Kampen om Samhällskunskapsboken beskriver och analyserarAnna Johnsson Harrie granskningen av läromedel i samhällskunskap. Hon ger en bild av en tid då staten styrde, inte enbart genom läroplaner och kursplaner, utan även med de utsedda läromedelsgranskare som påverkade ämnets faktiska innehåll. Genom att följa ett läromedel, Moment: häfte 14, och hur det i ett övergångsskede passerar mellan två olika läromedelsgranskningssystem, visar hon på de möjligheter granskningsnämndens ledamöter hade att påverka innehållet i läromedlet och därmed också innehållet i skolan. Hon problematiserar det faktum att granskningsnämndens ledamöter inte alltid gav avslag på läromedel med stöd i kursplanen utan att deras egna politiska preferenser kunde styra. Vem styr och hur styrs ämnesinnehållet i dagens skola? kan man fråga utifrån Johnsson Harries bidrag?I Viveka Lindberg och Ragnhild Löfgrens, studie  Prov, vitsord och bedömning som aspekter av kemilärares bedömningspraktik möterläsaren fyra finlandssvenska bedömningspraktiker i kemi. Vi får ta del av lärarnas konstruktion av kemiprov och på vilket sätt de sedan bedöms. Bedömning är alltid en aktuell ämnesdidaktisk fråga och Lindberg & Löfgren problematiserar frågan om provens relevans som rättvist bedömningsverktyg. Har kursplanen och dess uttryck för kunskap i kemi någon återverkan på hur proven konstrueras och bedöms eller är provkonstruktion och bedömning av prov endast exempel på en vardaglig och traditionsbunden normativ praxis?Ragnhild Löfgren, Jan Schoultz, Glenn Hultman och Lars-Erik Björklund skriver om lärares dialog vid laborationer i kemi. I deras bidrag Kommunicera naturvetenskap i skolan – exempel från årskurs 3 handlar det om kommunikation och interaktion mellan lärare och elever. Löfgren m.fl. prövar ett analysverktyg för att studera dialog- eller interaktionstyper i klassrummet. Har samtalet om ämnet någon betydelse och vilka olika typer av elev- lärar-interaktion kan finnas? Samtalet är  enligt författarna kontextbundet till respektive ämnes diskurs. Inom naturvetenskap utgörs diskursen främst av beskrivningar, generaliseringar och förklaringar, med andra ord hur läraren får eleverna att tillägna sig och använda naturvetenskapliga begrepp. De visar på mönster i interaktionen mellan lärare och elev och genom framför allt sociokulturella teorier om lärande analyserar de vilken typ av interaktion som bäst främjar begreppsutveckling.Vad kommer elever ihåg av olika undervisningssituationer i skolan? Varför minns de just dessa? I Ola Magntorns bidrag Läsa naturen – om minnesvärda episoder i undervisningen kommer läsaren rakt in i enklassrumsnära skolverklighet när en grupp barn på lågstadiet får berätta om vad de minns av ett tematiskt undervisningsförlopp i biologi som inkluderade studiebesök, insamling av vattenprover från en närliggande å, uppbyggnad av ett slutet ekosystem, lekar och kreativt skapande av den biologiska mångfalden i konstnärlig form. Magntorn studerar det som kallas episodiskt minne och i hans studie, som är en delstudie i ett större projekt, avslöjas vilken typ av handlingar och lärande som eleverna minns bäst 18 månader efter att undervisningen genomförts.I alla svenskklassrum pågår läsning och skrivande som en naturlig del av ämnets innehåll. I det klassrum som presenteras i Gunilla Molloys bidrag Vilket århundrade undervisar du i? är undervisning kring läsning av klassisk skönlitteratur, särskilt Selma Lagerlöfs roman Kejsaren av Portugallien, i centrum. Eleverna kan med hjälp av en kunnig lärare få ut mycket av sin läsning, men hur är det med skrivandet? Har lärare i svenska så breda kunskaper att det omfattar ämnesdidaktiska kunskaper avseende både litteratur och skrivande? Molloy pekar på behovet av fortbildning för lärare som har ambitionen att bli den ”breda svenskläraren” som behärskar både litteratur, litteraturdidaktik, textanalys, skrivdidaktik och konsten att få elever att utmana sin kreativitet både som läsare och skribenter.Ingrid Mossberg Schüllerkvist diskuterar i Ämnesdidaktisk forskning om universitetsundervisning statusen för det som kan kallas forskning om högskolepedagogik. Hon problematiserar förhållandet att det saknas ämnesdidaktisk forskning om lärandemiljöer på universitet och högskola. Vidare frågas om var inom forskningen vi kan hitta diskussioner om vad akademiska lärare behöver veta för att utveckla undervisningen och för att göra den mer studentcentrerad? På vilka arenor kan de  högskoledidaktiska frågorna väckas? Mossberg Schüllerkvist efterlyser en aktiv diskussion och forskning om lärandemål, examinationsformer och den så kallade bologniseringen av högskolan.Blir det samma kurs som ges eleverna beroende på om de ges på två olika program, ett teoretiskt studieförberedande och ett praktiskt yrkesförberedande? De har samma kursplan, lika många undervisningstimmar och ges i samma årskurs, men vilken betydelse har programmets kontext? Christina Odenstad rapporterar i En kurs i läroplanen, två i praktiken? Skriftliga prov och bedömning i ämnet samhällskunskap på studie och yrkesförberedande program om sin granskning av 95 prov och 1239 frågor i ämnet samhällskunskap. Det föreligger överlag stora skillnader mellan studieförberedande och yrkesförberedande program konstaterar Odenstad i sin artikel. Faktafrågor och en inriktning av innehåll mot vardagen är ämnets innehåll för yrkesprogrammen, medan analys, diskussion och mer samhälls- och globalt inriktade frågor utgör de studieförberedande programmens ämnesinnehåll. Den didaktiska frågan ”ämnet samhällskunskap – vad, hur och för vem?” aktualiseras med stor tydlighet.Vad innebär det att kunna historia? undrar Johan Samuelsson i sitt bidrag Bedömning och ämneskunskap: exemplet historia på mellanstadiet. Samuelsson har studerat en bedömningspraktik i historia i en årskurs 5. Han menar att det saknas verktyg för att beskriva vad eleverna kan. Historieämnet framgår ämnesmässigt svagt och när det framträder fungerar det som ett ”att veta att –ämne”. Samuelsson efterlyser en problematisering av kunskapsområdet historia. Hur uttrycks egentligen historiekunskap?Även Martin Stolare har undersökt historieundervisningen i skolan och skriver i Att fånga historieundervisning: ett förslag till analysmodell, att det finns ett tomrum i den svenska historiedidaktiska forskningen. Hur ska lärare inför den nya ämnesplanen i historia förhålla sig till historieämnet nu när det ska fungera som ett eget ämne i grundskolan och inte som en del av SO-ämnet? Stolare går igenom olika historiedidaktiska synsätt och frågar sig vilket synsätt som kan vara mest fruktbart. Stolare presenterar en modell som försöker fånga historieämnets urvalsdimensioner. Kan det utvecklas en gemensam förståelse av vad historia i skolan kan vara?Vad gör elever i träslöjden i skolans årskurs 5 och vad gör deltagare i så kallad fritidsslöjd? Detta beskriver och analyserar Marcus Samuelsson i Att skapa och finna mening med slöjd – problematisering av meningserbjudanden i slöjdpraktiker. Samuelsson har granskat så kallade meningserbjudanden eller affordances i dessa praktiker och finner uppenbara skillnader dem emellan. Det handlar bland annat om mer begränsade men ER - TY - THES T1 - Kvinnorörelsen och efterkrigsplaneringen: statsfeminism i svensk arbetsmarknadspolitik under och kort efter andra världskriget A1 - Almgren, Nina PY - 2006 LA - swe PB - Institutionen för historiska studier, Umeå universitet KW - women's work KW - post-war planning KW - state feminism KW - women's movement KW - the second world war KW - labour market policy KW - welfare state KW - gender KW - strategies KW - citizenship KW - formative phase KW - kvinnors arbete KW - efterkrigsplanering KW - statsfeminism KW - kvinnorörelsen KW - andra världskriget KW - arbetsmarknadspolitik KW - välfärdsstat KW - strategier KW - medborgarskap KW - formativ period AB - This thesis has analysed the relations among the women’s movement, the state and the labour market policy during and shortly after the Second World War and to what extent this period can be characterised as a formative phase as regards gender relations. The aim has been to study women’s strategic actions in order to influence the Swedish Government’s labour market policy in the period from 1939 to 1947. The thesis shows the conflicts of interest that manifested themselves between Statens arbetsmarknadskommission (SAK, ‘the National Swedish Labour Market Commission’) and its advisory women’s group, experts on women’s issues, concerning the planning and utilisation of female labour. SAK thought that the work of the experts on female issues should only focus on the short-term labour problems caused by the national crisis situation, while the experts on women’s issues were of the opinion that they should also work with long-term labour-market issues for women. These different ways of thinking and understanding the problem originated in different views on women’s work. The experts on women’s issues wanted to strengthen women’s position on the labour market by abolishing the wage differences between the genders, breaking the gender segregation in education, and broadening the occupational choices of girls. They had three strategies for achieving this: a strategy of professionalisation, a strategy of change, and a strategy of state feminism. The strategy of professionalisation was aimed at raising the value of traditional female work, in terms of both status and wages. The strategy of change was aimed at creating new opportunities for women to leave typical low-wage jobs and gain access to better paid jobs in male-dominated areas. The strategy of state feminism was aimed at paving the way for women in new and expanding occupational areas beside the traditional male occupations. Can the period during and shortly after the war be characterised as a formative phase of the issue of gender relations? It is evident that this period did not involve a revolution of the societal gender order. The idea of women as reserve labour did not disappear. The post-war planners considered that, in the transition to peace, the women who had replaced men who were called up should be redeployed or retrained for employment in household work, in hotels, restaurants and cafés, in shops and in health care. In spite of the great shortage of labour in the post-war period, leading politicians and economists stuck to old ways of thinking. A clear indication on the part of the Government was that the women’s movement’s demand for long-term planning in order to utilise female labour was turned down. One important difference from the First World War was that the Government produced peace plans for women’s work during the Second World War. The period also led to ideological and institutional consequences that could be the beginning of a change of the societal gender order. From her central position in Kommissionen för ekonomisk efterkrigsplanering (‘the Commission for economic post-war planning’), Karin Kock could see to it that women’s demands for greater occupational mobility and a loosening up of the gender division of labour had an impact on the post-war planning of the war years. The experiences of women in male industries in the Second World War, both in Sweden and abroad, showed to some extent that it was possible to change the gender division of labour. The modern welfare state also came to correspond to a great extent to the state feminist strategy of the experts on women’s issues. With the historical formation of the welfare state a new type of occupational groups developed, the so-called welfare state professionals. ER - TY - BOOK T1 - Intravention, durations, effects: notes of expansive sites and relational architectures A1 - Altés Arlandis, Alberto A1 - Lieberman, Oren PY - 2013 LA - eng PB - Spurbuchverlag KW - intravention KW - relational architecture KW - performativity KW - critical pedagogy KW - education KW - theoretical philosophy KW - teoretisk filosofi AB - This book is a carefully edited collection of work and research produced at the Laboratory of Immediate Architectural Intervention, Umeå School of Architecture, Umeå (Sweden), from July 2011 to July 2013. It includes short texts, architectural manifestos, research papers, interviews, conversations, and a reflective journey through the work produced at the laboratory. It is also a compilation of fragile and hesitant voices and experiments, tests and discussions, in and around what one could provisionally call, in lack of a better name, relational architecture. And as you will see later, I believe that fragility and hesitation are necessary qualities of our work and our relentless moving and wayfaring. It is organized in three parts: in the first one, after the foreword, the laboratory and some of its actions, reflections and proposals are presented and discussed from our point of view, from the inside. In addition to our own texts, this section includes reflections by Peter Kjaer and Roemer van Toorn, as well as an interview with Francesco Apuzzo and Axel Timm from ‘raumlabor berlin’ with whom we have developed a very interesting and fruitful relationship. The second part, ‘sites, agencies, matters of concern’, offers an overview of the work produced at the laboratory through graphic material (pictures and drawings) accompanied by a reflective discussion of the work and its relationships with what we have called, after Latour, our matters of concern. The third part shifts outwards and gathers contributions by some of the external guests whose committed participation we have had the pleasure of enjoying at some point during these years. Although related to our interests and positions, these contributions are those of ‘outsiders’ and therefore capable of enriching and expanding our range of questions and discussions in diverse and unexpected ways. This part includes texts by Susan Kelly, Javier Rodrigo, Antonio Collados, Aida Sánchez de Serdio and Per Nilsson. The book ends with a text on the notions of ‘sharing, displacing and caring’, that initiates an exploration of what I think is a much needed - and anarchic - ethics of encounter and contribution, while sketching some of the questions, fields and lines along which I hope to continue moving forward in discussion, research and action. ER - TY - THES T1 - Internal capacities for school improvement: Principals' views in Swedish secondary schools A1 - Björkman, Conny PY - 2008 LA - eng PB - Pedagogik KW - school improvement KW - successful schools KW - capacity building KW - internal capacities KW - collaboration forms KW - staff development KW - leadership KW - principals´ views KW - education AB - The aim of this thesis was to describe and analyse principals´ views of collaboration forms, staff development and leadership, as critical internal capacities for school improvement, in five more successful and four less successful Swedish secondary schools, and compare the qualitative similarities and/or differences in the principals´ views at the level of schools. A successful school is understood to be a school where pupils accomplish both the academic objectives and the social/civic objectives in the National Curriculum. The empirical materials used were collected through semi-structured interviews with the principals and deputy principals, and through general school observations in the nine schools. The perspective of principals´ views was used as the unit for analysis, in order to reflect the principals´ way of thinking about the internal capacities, as principals´ views were expected to be an important indication of how principals act and interact with teachers in their specific context. To create such a model for analysis meant creating views, generated from empirical text, that deepened the understanding of the meaning of collaboration forms, staff development, and leadership, as critical internal capacities for school improvement. These views were then interpreted with the help of two theoretical concepts; structure and culture. The creation of the model made it possible to analyse and describe the school observations and the principals´ views of the three critical internal capacities, in the same usage. The question of what is decided helped to describe and understand the structure in a school, which in educational sociology is understood as the division of labour. The question of how the decisions are realised helped to describe and understand the culture in a school, the distribution of work. By using the theoretical concepts of structure and culture it was possible to unfold the power relations and the modes of control in the schools, regarding the three internal capacities for school improvement. One part of the result was the constructed view types for collaboration forms, staff development and leadership. It was possible to construct three qualitatively different view types: A principal distributed and team-based/involving view type, a principal distributed and teacher-based/traditional view type, and a politically distributed and principal-based view type. The last view type only appears in relation to staff development. When connecting the principals´ views of the three internal capacities in the different schools to the different view types, the results show that the ´team-based` view type dominates in all of the more successful schools, as well as in one of the less successful schools. In two of the less successful schools the ´team-based´ view type has become a vision for the principals to strive for in relation to the experienced reality of the ´teacher-based´ view type. The remaining less successful school is dominated by the ´teacher-based´ view type. Principals´ views of external collaboration forms, the connections with the world outside the school-house, are interesting, as all schools no matter the level of success, are ´teacher-based´. ER - TY - THES T1 - Mellan retorik och praktik.: En ämnesdidaktisk och läroplansteoretisk studie av svenskämnena och fyra gymnasielärares svenskundervisning efter gymnasiereformen 1994. A1 - Knutas, Edmund PY - 2008 LA - swe PB - Högskolan Dalarna KW - skolämnet svenska KW - gymnasieskolan KW - ämnesdidaktiska kunskaper KW - transformation KW - ramfaktorer KW - läroplansteori KW - klassifikation KW - inramning KW - medborgarskap KW - samhälle KW - retorik och praktik KW - school subject swedish KW - upper secondary school KW - pedagogical content knowledge KW - frame factors KW - curriculum theory KW - classification KW - framing KW - citizenship KW - society KW - rhetoric and practise KW - pedgogical work AB - Swedish as a school subject has long been debated in Sweden, and ideas concerning its content, role and function in school and society have varied greatly throughout the years. In 1994, there was an upper secondary school reform which resulted in a partial revision of the Swedish subject, including its introduction within a new course and grading system. The Swedish A and B courses became obligatory for all upper secondary students. Other courses in Swedish became largely optional. This study consists of two levels – a rhetorical and practical level. The rhetorical level deals with understandings and ideas of the Swedish subject and instruction as they are expressed in curricula and course syllabi, as well as with the understandings and ideas expressed by the four teachers in the study. In addition, the external and internal frame factors which underlie this rhetoric are considered. The practical level concerns the four teachers’ concrete Swedish instruction, i.e. the aims and goals, content and working methods which underlie their teaching, as well as the factors which influence, limit and facilitate it. The aim of the study is to attempt to describe, analyse and understand the role and function of the Swedish subject after the upper secondary school reform of 1994. What ideas do the four teachers express regarding the role and function of the Swedish subject in upper secondary school and society after 1994, and how should these ideas and reasons be interpreted and understood from a more comprehensive, general perspective? How do the teachers represent the Swedish subject in their teaching, i.e. how is their knowledge of subject didactics expressed? These are two central questions in the study. A third central question concerns notions of society and the good citizen implied in the chosen views of the Swedish subject. The study has two theoretical starting points: subject didactics and curriculum theory. Shulman’s concepts of pedagogical content knowledge and transformation are central to the subject didactics drawn upon here, while frame factor theory and Bernstein’s concepts of “classification” and “framing” are central to the curriculum-theoretical perspective. The perspective of subject didactics deals with the relation between teacher and content, while the curriculum-theoretical perspective deals with the relation between content, individual and society. This study shows that the teachers’ knowledge of subject didactics is vague. The teachers’ transformation of content in teaching resides to a high degree in an adaptation to the students; the focus is thus not on a transformation and content analysis of the Swedish subject. Further, the teachers have an instrumental approach to the steering documents. A common characteristic among the four teachers, and in Swedish instruction generally, is that a large degree of responsibility is placed on the individual student for their literary and language development. Collective meetings were very infrequent in the teaching of the four teachers in the study. This study discerns four teacher codes which reflect understandings and ideas of school and education, formed by previous and current material and sociocultural conditions and which the individual teacher has encountered, adopted and reshaped into his/her own. These four teacher codes can be described as closeness and hierarchy, tradition and renewal, vision and reality and the individual and the collective. The teacher codes reveal that the four teachers have relatively similar teaching strategies, whereas their teaching aims, goals and content diverge significantly. Viewed from the perspective of curriculum theory, it is evident that the teachers emphasise the individual student over the collective. It is a matter of developing one’s thought and personality and of fostering the students to be individual, active members of society. However, this active member of society does not appear to be aware and critically active, but rather a loyal and obedient member of society. ER - TY - RPRT T1 - Physical sexual harassment as experienced by children at school: in Northern Finland and Northwest Russia A1 - Sunnari, Vappu PY - 2009 LA - eng PB - University of Oulu KW - education AB - The research focused on physical sexual harassment as a mistreatment that threatens the realisation of full citizenship, safety, dignity and equality of girls and boys at school. There were 1738 children aged 11 to 12 years from 36 northern Finnish and 22 northwest Russian school classes who answered a group of questions concerning their experiences on physical sexual harassment at school or on the way to school. While analysing the data, critical qualitative content analysis, and critical and reflective reading, and contextualisation were used. On the basis of the children's answers to the question whether they had been groped, and on the basis of the analysis of the case-descriptions the children wrote, it was considered that at least every fifth of the Finnish and every fourth of the Russian girls had experienced physical sexual harassment at school or on the way to school. More than every tenth of the Russian boys and a little less than every twentieth of the Finnish boys had partly corresponding experiences. Typically groping occurred in hallways, in front of the restrooms, in the gym, on the school-bus and bus stop, or on the road to school or from school. But it also occurred in classrooms. Girls constituted the vast majority of the victims of physical sexual harassment and boys constituted the vast majority of perpetrators. A girl was groped in nine cases out of ten by a male classmate in both the Russian and Finnish data. But, the boys' harassers were not very commonly girls. The harasser of the Finnish boy was more often another boy than a girl. In the Russian data, the perpetrator was in six cases out of ten a girl alone or with somebody else. In the cases where a girl was perpetrated by a boy classmate, it was often possible to infer messages of heterosexism - the exercise of, or an attempt to exercise masculinist power over girls. Heterosexisist messages could also be seen from some of the cases where a boy or a girl had experienced groping by a classmate of the same gender. In boys' mutual relationships and in girls' indeed, the heterosexist norm not to be different in sexual terms was strong in some school classes. The type of groping that surprised the most was groping perpetrated by an adult towards a pupil; a boy or a girl. This is not to say that sexual violence perpetrated by adults against children is a new issue. What surprised was that it became visible in the context of researching 11 to 12 years old children's experiences of groping in school. Pupils' texts about what stopped harassment are not promising. Although the children were not asked whether the harassment had stopped and what had stopped it, some children wrote about the matter. Almost one half of them wrote that the harassment was still going on. Some children had successfully managed to stop harassment by using violence as a defence against the harassment, and only one child informed to have stopped harassment through conversion. Furthermore, the pupils told the teacher about the harassment very rarely. ER - TY - CONF T1 - Curriculum events: Class room discourses as part of curriculum discourse and regulation A1 - Wahlström, Ninni PY - 2017 LA - eng KW - classroom discourses KW - comparative didactics KW - curriculum theory KW - education AB - This paper covers both a brief general presentation of the project ‘Understanding curriculum reforms: a theory-oriented evaluation of the Swedish curriculum reform Lgr 11, Curriculum for the compulsory school,2011’ and an in-depth  study of classroom discourses in relation to whole-class teaching from a curriculum theory perspective (Deng & Luke 2008, Lundgren 1989). Based on background studies on transnational and national policy moves and the configuration of the Swedish curriculum reform into actual curriculum (Wahlström 2014, 2016, Sivesind & Wahlström 2016, Nordin & Sundberg 2016), a teacher survey with 1900 informants and 18 interviews with teachers regarding their experiences of the curriculum reform Lgr 11 has been conducted (Wahlström & Sundberg 2015).  Central for the project is a comparative classroom study comprising social studies (history, geography, religion and civics) in school year six in six classrooms in six municipalities, comprising 70 videotaped lessons.Theoretical and methodological approaches  The purpose of the present paper is to explore how the curriculum is enacted on the classroom level, in terms of ‘curriculum events’ (Doyle 1992). More specifically, the aim is to explore how the rationality of the curriculum structure and content transforms into the rationality of the classroom teaching: How can classroom discourse be understood as part of a wider context of curriculum? What different rationalities, linked to curriculum, may underlie teachers' choice of teaching repertoires?Drawing on Doyle (1992), pedagogy is not viewed as a neutral form of teaching methods, but rather as a combination of curriculum text and the discursive practice created in the classroom when a specific curriculum content is transformed to be the subject of actual teaching. The main unit of analysis is ‘tasks’, defined as a continuing theme that stretch over a sequences of lessons. A thorough framework has been worked out for the coding of the 70 lessons with reference to Alexander (2001) and Klette et al. (2005) as well as complementing with a coding of content.Key findingsThere are significant differences in the teaching repertoire between the start, the middle and the end of a curriculum task, despite the fact that all lessons in the data are considered as whole class teaching.  In the start and the end of a task recitation is a dominating teaching repertoire, while shorter individual work and assignment-driven work in pair or small groups are the most common teaching repertoires in the middle of a task. With reference to Skidmore (2006) and Molinari et al. (2013), I explore, why recitational approaches to teaching continue to be prevalent despite the obvious problems of this approach raised by classroom researchers. I elucidate how the IRF pattern can be understood from a Swedish standards-based curriculum perspective (Sundberg & Wahlström 2012). The significance of the paper is to conceptualise classroom research from a curriculum theory perspective to gain new insights on the influence of curriculum content for teacher's choice of teaching repertoires.  ER - TY - RPRT T1 - Ageing in the light of crises: Economic crisis, demographic change, and the search for meaning A1 - Aartsen, Marja A1 - Béland, Daniel A1 - Edmondson, Ricca A1 - Ginn, Jay A1 - Komp, Kathrin A1 - Nilsson, Magnus A1 - Perek-Bialas, Jolanta A1 - Sorensen, Penny A1 - Weicht, Bernhard PY - 2012 LA - eng PB - Umeå Universitet KW - samhällskunskap ER - TY - RPRT T1 - Ageing in the light of crises: Economic crisis, demographic change, and the search for meaning A1 - Aartsen, Marja A1 - Béland, Daniel A1 - Edmondson, Ricca A1 - Ginn, Jay A1 - Komp, Kathrin A1 - Nilsson, Magnus A1 - Perek-Bialas, Jolanta A1 - Sorensen, Penny A1 - Weicht, Bernard PY - 2012 LA - eng KW - care arrangements KW - construction of meaning KW - demographic change KW - economic crisis KW - gender KW - labour market KW - old age KW - social inequalities KW - social policy KW - urban-rural split KW - samhällskunskap AB - Old age has many images, with the one of a crisis regaining momentum. While images of activity and opportunity gained ground during recent decades, this trend now seems to reverse. The current economic crisis drains the financial resources of older people, which increases old age poverty. Moreover, governments react to the double-pressure of economic crises and population ageing through budget cuts, which reduces support systems for older people. It, moreover, centers public discourses more strongly on social problems associated with old age. Both developments underline the needs associated with old age and draw our attention away from the potentials of old age. In other words, they bring discussions on old age back to the topic of crises. This working paper discusses how the economic crisis affects older people, how governments, labour markets, and families react to the double-pressure of population ageing and economic crisis, and how individuals perceive their old age. It concludes with reflections on the implications of growing crisis-centrism in discussions on old age. Such crisis-centrism can lead us to overlook social inequalities in old age and to neglect the subjective character of the perception of old age. The public image of old age might, thus, be stronger associated with the idea of crisis than what older people’s lived experience suggests. ER - TY - BOOK T1 - Across and Beyond: Body and Landscape in Translation PY - 2022 LA - eng PB - Stockholm University KW - curating KW - فضا KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - Translation is a careful process of carrying across the fullness of a spoken, written, signed, hummed or visualised message. Unavoidably, things will get lost, or spilled, along the way. In this publication, edited by three students in the International MA in Curating Art at Stockholm University, eleven artists address the act of translating across both human and non-human communication, thereby creating new universes in which to exist. ER - TY - GEN T1 - Exploring student discourses on AI informed citizenship in mathematics education A1 - Andersson, Christian H. LA - eng ER - TY - CHAP T1 - Sociala medier och politiskt kontroversiella samtal T2 - Kontroversiella frågor A1 - Andersson, Erik PY - 2015 SP - 77 EP - 94 LA - swe PB - Malmö : Gleerups Utbildning AB KW - undervisning KW - kontroversiella frågor KW - samhällskunskap KW - sociala medier KW - humanities and social sciences KW - humaniora-samhällsvetenskap AB - Kunskap och politik hänger ofta ihop och kan skapa kontroverser i undervisningen. Kontroversiella frågor har inga givna svar, och uppfattningarna om i vilken grad man ska anse en fråga kontroversiell skiljer sig ofta åt. Frågorna har en påtaglig samhällspolitisk relevans, vilket betyder att människor med skilda perspektiv och åsikter står mot varandra – både i samhället och i klassrummet.Själva kontroversen handlar alltså om att det finns konkurrerande uppfattningar, inte bara om en frågas kunskapsbaserade svar, utan också om hur den ska värderas och vilken betydelse den ska ha. Vilka frågor som bör hanteras som kontroversiella varierar från tid till annan och från kultur till kultur. I den här boken belyser författarna olika förutsättningar och erfarenheter av att arbeta med kontroversiella frågor i relation till det internationella forskningsfältet controversial issues education.En av slutsatserna är att en lärare behöver kvalificerade kunskaper och kunna göra didaktiska överväganden, för att kunna hantera en kontroversiell fråga i undervisningen. Det krävs förmåga att ta hänsyn till de omständigheter som finns i varje skola, och till de kunskaper, värderingar och erfarenheter som eleverna bär med sig. ER - TY - CHAP T1 - Sociala medier och politiskt kontroversiella samtal i samhällsundervisningen T2 - Kontroversiella frågor A1 - Andersson, Erik PY - 2015 SP - 77 EP - 94 LA - swe PB - Malmö : Gleerups Utbildning AB KW - sociala medier KW - undervisning KW - kontroversiella frågor KW - samhällskunskap KW - education ER - TY - CONF T1 - Deliberativa samtal i skolan T2 - Forskningskonferens samhällsdidaktik, 16-17 mars, Karlstad universitet A1 - Andersson, Klas PY - 2009 LA - swe KW - deliberativ demokrati KW - skola KW - samhällskunskap ER - TY - CONF T1 - Den deliberativa undervisningens potential T2 - Forskningskonferens samhällsdidaktik, 14-15 mars, Umeå universitet A1 - Andersson, Klas PY - 2011 LA - swe KW - deliberativ demokrati KW - skola KW - samhällskunskap ER - TY - JOUR T1 - Inbäddad ekonomi: Donutekonomi med fokus på människors sociala trygghet och planeten för en framtidsekonomi T2 - SO-didaktik SN - 2002-4525 A1 - Andersson, Pernilla A1 - Isacs, Lina PY - 2023 VL - 13 SP - 28 EP - 34 LA - swe PB - : Föreningen SO-didaktik KW - hållbar utveckling KW - samhällskunskap KW - curriculum studies ER - TY - CHAP T1 - Personsäkerhet: en introduktion T2 - Personsäkerhet A1 - Andersson, Ragnar A1 - Nilsen, Per PY - 2015 LA - swe PB - Karlstad : Myndigheten för samhällsskydd och beredskap KW - samhällskunskap ER - TY - CHAP T1 - Didaktik och didaktiska traditioner T2 - Ämneslärarens arbete A1 - Andrée, Maria A1 - Bladh, Gabriel PY - 2021 SP - 67 EP - 111 LA - swe PB - Stockholm : Natur och kultur KW - subject learning and teaching KW - ämnesdidaktik KW - naturvetenskapsämnenas didaktik KW - science education KW - subject-specific education KW - samhällskunskap ER - TY - GEN T1 - Dans i skolan kan ha betydelse för individ, grupp och samhälle A1 - Angbah Tisell, Jennifer A1 - Jatta, Marielouise A1 - Theorell, Ebba PY - 2023 LA - swe PB - Skolverket KW - dans KW - ubuntu KW - skapande dans KW - laban KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - Dansdidaktik kan utgå ifrån att dans är ett sätt att skapa rörelsemedvetenhet och koreografier, men också en möjlighet att dela med sig av kunskap, fantasier, traditioner och livet i stort. Forskning visar hur dans kan skapa meningsfullhet, ökad rörelsemedvetenhet, självkänsla och gruppsammanhållning för elever.  ER - TY - CONF T1 - Young People's Paths to Marginalization A1 - Bask, Miia PY - 2009 LA - eng KW - samhällskunskap ER - TY - JOUR T1 - Att resonera nyanserat i Samhällskunskap: ett begränsande eller vidgande kunskapskrav? T2 - SO-didaktik SN - 2002-4525 A1 - Berg, Mikael A1 - Persson, Anders PY - 2020 VL - 9 SP - 70 EP - 75 LA - swe PB - : Föreningen SO-didaktik KW - utbildning och lärande KW - education and learning AB - Många samhällskunskapslärare har nog funderat på hur man som lärare ska ta sig an och agera gentemot elever som ger uttryck för ett ensidigt politiskt perspektiv. Hur ska man få eleven att vidga sina perspektiv utan att för den skull styra och bestämma för eleven vad som ”rätt sak att tänka och säga”? Läraren måste samtidigt förhålla sig till skolans värdegrund och demokratiska uppdrag. Forskarna Mikael Berg och Anders Persson har undersökt hur samhällskunskapslärare skulle agera i ett fingerat scenario kring en sådan ”vinklad” elev och de upptänkte då att lärarna var ganska överens om att det handlar om att ge eleven fler perspektiv, men hur elever skulle få dessa perspektiv varierade. ER - TY - CHAP T1 - Den värmländska skolan T2 - Värmländska utmaningar A1 - Bergh, Daniel PY - 2016 SP - 423 EP - 434 LA - swe PB - Karlstad : Karlstad University Press KW - samhällskunskap AB - Skolan är ett område som i högsta grad berör allmänheten. Detta märks både i den allmänna debatten i nyhetsrapportering och i vetenskapliga undersökningar av olika slag. Under de senaste fem valen har exempelvis skolfrågan varit en av de mest centrala frågorna. Enligt SVTs väljarundersökning 2014 var också skolfrågan en av de mest betydelsefulla frågorna för val av parti. Den svenska grundskolan har under senare år även utgjort ett hett debattämne i svensk massmedia. Debatten har hämtat näring från de försämrade resultaten för svenska grundskoleelever vid internationella jämförelser, inte minst utifrån den så kallade PISA-undersökningen och andra internationella men också nationella jämförelser. I detta kapitel analyseras olika aspekter av förtroendet för den värmländska skolan och attityder till några vanliga politiska förslag på skolans område  ER - TY - JOUR T1 - Skolprestationer & psykisk ohälsa T2 - Skolhälsan SN - 0284-284X A1 - Bergh, Daniel PY - 2019 VL - 1 SP - 14 EP - 16 LA - swe PB - : Riksföreningen för skolhälsovård, Riksföreningen för skolsköterskor KW - psykisk ohälsa KW - skolprestationer KW - ungdomar KW - skola KW - samhällskunskap ER - TY - CHAP T1 - Sociala relationer och ohälsa T2 - I Kalander Blomqvist, M & Janson, S (red), Värmlänningarnas liv och hälsa 2004 A1 - Bergh, Daniel A1 - Starrin, Bengt A1 - Almqvist, Kjerstin PY - 2005 LA - swe PB - Karlstad : Landstinget i Värmland och Karlstads universitet KW - samhällskunskap ER - TY - RPRT T1 - Socialt kapital och emotioner T2 - Emotionssociologiska uppsatser A1 - Bergh, Daniel PY - 2004 SP - 33 EP - 42 LA - swe PB - Karlstad : Karlstads universitet KW - samhällskunskap ER - TY - JOUR T1 - Mellan ämne och didaktik – om ämnesteorins roll inom samhällskunskapsdidaktiken T2 - Nordidactica SN - 2000-9879 A1 - Bergström, Göran A1 - Ekström, Linda PY - 2015 VL - 1 SP - 93 EP - 119 LA - swe PB - Karlstad : CSD Karlstad KW - pedagogical content knowledge KW - content knowledge KW - civics KW - theoretically informed research problems KW - theoretically informed analytical frameworks KW - samhällskunskap AB - Pedagogical content knowledge is generally understood as a "bridge" between content and pedagogy, and therefore assumed to be theoretically informed by theories on both the content knowledge in question, and on general pedagogical knowledge. In this article we analyze whether this bridge exists in eleven Swedish civic didactics dissertations. This is done by developing a typology of how theory is used in relation to research problems and analytical frameworks. Our findings suggest that theories on content knowledge are downplayed in favor of pedagogical theories. We argue the need for strengthening the pillar of content knowledge, benefitting both research and teaching. ER - TY - CHAP T1 - Friluftsliv och naturvård: en komplicerad relation T2 - Friluftsliv i förändring A1 - Bladh, Gabriel A1 - Sandell, Klas A1 - Stenseke, Marie A1 - Emmelin, Lars PY - 2014 SP - 237 EP - 259 LA - swe PB - Stockholm : Carlsson Bokförlag KW - friluftsliv KW - naturturism KW - ecoturism KW - samhällskunskap KW - naturvård KW - planering KW - landskap ER - TY - CHAP T1 - Läroplansteori och didaktik T2 - Ämneslärarens arbete A1 - Bladh, Gabriel PY - 2021 SP - 195 EP - 228 LA - swe PB - Stockholm : Natur och kultur KW - subject-specific education KW - ämnesdidaktik KW - samhällskunskap ER - TY - JOUR T1 - Om att utveckla geografiskt tänkande i skolans geografiundervisning T2 - Forskning om undervisning och lärande SN - 2000-9674 A1 - Bladh, Gabriel A1 - Nilsson, Sofie PY - 2023 VL - 1 IS - 11 SP - 8 EP - 28 LA - swe PB - Stockholm : Lärarstiftelsen KW - geografididaktik KW - geografiskt tänkande KW - powerful knowledge KW - samhällskunskap AB - Den här artikeln tar ett geografididaktiskt perspektiv på geografisk kunskap och hur geografiskt kunnande kan utvecklas i geografiundervisningen i grundskolan. I den geografididaktiska forskningen har det poängterats hur geografiska perspektiv med fokus på världen (relationer i rummet till exempel från lokalt till globalt) och jorden (relationer mellan natur och samhälle) kan kopplas till olika former av att tänka geografiskt. Geografididaktiken försöker också beskriva vilket geografiskt kunnande som elever kan få tillgång till när de utvecklar ett geografiskt tänkande. I det här sammanhanget blir det tydligt att olika kunskapsformer behöver integreras i en undervisning för att utveckla förmågan att tillämpa geografiskt tänkande. Vårt syfte med den här artikeln är tudelat. Vi vill dels lyfta fram centrala delar i den internationella geografididaktiska teoretiska diskussionen men också genom tre konkreta geografididaktiska exempel visa vägar att utveckla det geografiska språket, där lärare och forskare tillsammans utformar en undervisning som fokuserar geografiskt tänkande. ER - TY - CONF T1 - Powerful knowledge, Didaktik and Interdisciplinary Perspectives: Considerations from a Practice-based Research Project A1 - Bladh, Gabriel A1 - Stolare, Martin PY - 2024 LA - eng KW - education KW - samhällskunskap ER - TY - JOUR T1 - Reflektioner från geografdagarna. T2 - Geografiska Notiser SN - 0016-724X A1 - Bladh, Gabriel PY - 2018 VL - 4 SP - 97 EP - 97 LA - swe PB - : Geografilärarnas Riksförening KW - geography KW - geografi KW - samhällskunskap ER - TY - JOUR T1 - Research on Geography Education. Introduction to Nordidactica 2016:1 T2 - Nordidactica SN - 2000-9879 A1 - Bladh, Gabriel A1 - Molin, Lena PY - 2016 VL - 2016 LA - eng PB - Karlstad : CSD KW - samhällskunskap ER - TY - CONF T1 - Att nå kunskap om att utveckla samhällsorienterande undervisning om migrationsfrågor A1 - Blanck, Sara A1 - Kristiansson, Martin PY - 2018 LA - swe KW - samhällskunskap ER - TY - THES T1 - Elever möter samhällsfrågor: Didaktiska och bildningsteoretiska perspektiv på samhällsorienterande undervisning om epoktypiska samhällsfrågor A1 - Blanck, Sara PY - 2023 LA - swe PB - Karlstads universitet KW - social studies KW - civics KW - social issues KW - teaching KW - subject integration KW - pupils KW - didactical choices KW - curriculum principles KW - powerful knowledge KW - specialised knowledge KW - everyday knowledge KW - educational theory KW - klafki KW - bildung KW - epoch-typical KW - educational reconstruction KW - grades 4–6 KW - grades 7–9 KW - compulsory school KW - interdisciplinary curricula KW - interdisciplinary teaching KW - conceptual change KW - inferences KW - migration biographies KW - sustainable development KW - samhällsorienterande ämnen KW - samhällskunskap KW - undervisning KW - ämnesintegration KW - elever KW - didaktiska val KW - curriculumprinciper KW - kraftfull kunskap KW - specialiserad kunskap KW - vardaglig kunskap KW - bildningsteori KW - bildning KW - epoktypiska samhällsfrågor KW - didaktisk rekonstruktion KW - årskurs 4–6 KW - årskurs 7–9 KW - grundskola KW - ämnesövergripande KW - ämnessamspel KW - begreppslig förändring KW - begreppslig utveckling KW - inferenser KW - migrationsbiografier KW - hållbar utveckling AB - Med utgångspunkt i didaktik och bildningsteoretiska perspektiv är syftet med denna avhandling att undersöka och analysera ämnesövergripande undervisning om epoktypiska samhällsfrågor i grundskolan för att utveckla kunskap om undervisningens didaktiska möjligheter och utmaningar.Avhandlingen är en sammanläggning och består av tre ingående texter: en licentiatuppsats om samhällskunskapsämnet i ämnesintegrerad undervisning som genomfördes 2012–2014 samt två artiklar från forskningsprojektet ”Att utveckla undervisning i samhällsfrågor: om didaktiska val i SO-ämnena i grundskolans mellanår 4-6” som genomfördes 2017–2022. I de empiriska undersökningarna användes olika metoder såsom observationer och ljudinspelning av undervisning, intervjuer med lärare, enkät, fokusgruppsintervjuer med elever samt forsknings- och utvecklingscirkel tillsammans med lärare. Vid analysen används didaktiska och bildningsteoretiska perspektiv för att analysera empirin. Resultaten presenteras i form av så kallade curriculumprinciper som kan fungera som utgångspunkter för lärares didaktiska analys, val och handlingar, när det kommer till undervisning om epoktypiska samhällsfrågor. Genom en analys av de didaktiska relationerna visas betydelsen av att lärarens didaktiska val görs utifrån ett relevant och kraftfullt innehåll som också blir meningsfullt för elevers samtid och framtid. Fyra curriculumprinciper föreslås som utgångspunkter för lärare när de planerar och genomför undervisning om epoktypiska samhällsfrågor. De två första principerna handlar om hur ett flerdimensionellt bildningsbegrepp, där kognitiva, etiska och estetiska dimensioner samverkar, kan utgöra en målsättning för undervisningen. Innehållet kan struktureras i ämnessamspel med skolämnenas olika bidrag till förståelsen av dessa komplexa samhällsfrågor. Den tredje och fjärde principen har utgångspunkt i dels elevers begreppsliga utveckling genom autentiska exempel och inferenser dels i hur lärares didaktiska val av exempel blir betydelsefulla för hur innehållet förstås av eleverna.  ER - TY - CONF T1 - SO-undervisning om samhällsfrågor i grundskolans yngre år: Att utveckla undervisning i samhällsfrågor A1 - Blanck, Sara A1 - Kristiansson, Martin PY - 2017 LA - swe KW - samhällskunskap ER - TY - BOOK T1 - Constitution-making and Reform, Options for the Process A1 - Brandt, Michelle A1 - Cottrell, Jill A1 - Ghai, Yash A1 - Regan, Anthony PY - 2011 LA - eng PB - Interpeace KW - process overview KW - budget KW - civic education KW - public consultation KW - public inputs/submissions KW - inputs analysis KW - referendum KW - drafting KW - negotiation KW - international advice/support KW - constitution-making body/bodies KW - decision-making KW - deadlock breaking mechanism KW - quorum KW - decorum KW - speaking rules KW - notice rules KW - implementation KW - timeline/timetable KW - principles (substantive) KW - principles(procedural/process) KW - interim arrangements KW - sequencing KW - organization of constitution-making body/bodies KW - civil society KW - media KW - record keeping KW - comprehensive guide KW - global politik KW - global politics AB - This is a comprehensive guide to constitution-making and reform. The book identifies the tasks that need to be carried out, the procedures that can be used, and who can do them. It is intended for a wide audience and to be a guide for anyone who is engaged in a constitution-making process, or who is interested in improving constitution-making practice. It includes a discussion on the following topics: Emerging guiding principles, Impacts of Adherence to Guiding Principles, The Role of a Constitution Issues of Process Key Components and Issues of the Constitution-Making Process Tasks and Responsibilities in Constitution-Making Assessing the Impact of Constitution-Making Who Does What in the Process Starting the Process Public Participation Administering and Managing the Process and its Resources The Agenda of Constitutional Issues and Generating Ideas on the Issues Debating and Deciding the Issues The Constitutional Text: Coherence and Drafting Adopting and Implementing the Constitution Institutions with Multiple Roles Institutions that Develop Proposals about which Final Decisions are Made Elsewhere Administrative Management Bodies Specialist or Technical Input Institutions Referendums and Plebiscites Civil society and the media and Guidance for the International Community. Designed by Elizabeth Ashley Fox-Jensen. ER - TY - CHAP T1 - Uppsatsskrivning i samhällskunskap för ämneslärare: erfarenheter och reflektioner T2 - Framåt uppåt! A1 - Brikell, Berndt H. PY - 2017 SP - 55 EP - 72 LA - swe PB - Jönköping : Jönköping University ER - TY - BOOK T1 - SO-ämnena i blickfånget: Geografi, religionskunskap, historia och samhällskunskap A1 - Bruér, Mikael PY - 2018 LA - swe PB - Gothia Förlag AB ER - TY - JOUR T1 - Vurdering i samfunnskunnskap: Kunnskaper, ferdigheter eller holdninger? T2 - Nordidactica SN - 2000-9879 A1 - Børhaug, Kjetil A1 - Langø, Mona PY - 2024 VL - 2024 IS - 14 SP - 72 EP - 94 LA - nor PB - Karlstad : CSD Karlstad KW - vurdering KW - samfunnskunnskap KW - kunnskaper KW - faglige ferdigheter KW - holdninger KW - samhällskunskap KW - subject-specific education KW - ämnesdidaktik AB - To the extent that assessment in social studies has been examined empirically, it suggests that, although factual knowledge is still important, skills are also included. However, it is unclear which knowledge and skills are being measured, and it is unclear whether values and attitudes play a role in assessment practice in the subject. Therefore, there is a need to examine in more detail what is assessed in social studies. As a contribution to this, we ask: What is assessed, according to teachers themselves, when formal and planned assessments are arranged in the Norwegian compulsory social studies subject at upper secondary level 1? The basis for the discussion is an interview material with 9 teachers about their assessment practice. It is an important finding that the teachers in no way report that they restrict themselves to assessing the reproduction of knowledge, but also assess various skills. Both discussions, discussion of different political positions, analysis of what there is empirical evidence for and what the students themselves think, are important skills. Overall, it must be said that the open form of reflection and the discussion of different opinions on current issues are just as evident in the teachers´ assessment practices as the subject-specific analysis. The subject-specific skill that is most clearly formulated concerns empirical investigations using social science methods. It is striking that attitudes and values are hardly visible in the assessment practices that are revealed. ER - TY - CONF T1 - Drama and AI: New Conditions For The Art, Tradition And Competence A1 - Cedervall, Sofia PY - 2025 LA - eng KW - ai KW - drama KW - drama education KW - drama educator KW - craftsmanship KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - Artificial Intelligence (AI) is now influencing nearly every sector of society and has triggered a paradigm shift in education, a widely recognized fact. With tools like ChatGPT and other Generative AI (GenAI)—spanning text, image, music, and video—becoming easily accessible, almost anyone who can "prompt" effectively can become a creator. Given that drama intersects both education and art, it is relevant to discuss how AI could impact drama as well as the profession of the drama educator. Research highlights both opportunities and risks when AI is integrated into education. These tools can save teachers time but depend on the educator's pedagogical skills and quality awareness. In performing arts, AI offers both challenges and possibilities, driving the development of new forms of expression. Drama teachers currently use GenAI primarily for lesson planning, pedagogy, and assessment. However, these tools are poor dealing with physical, emotional, and unpredictable aspects (Clark-Fookes, 2024). A traditional craftsman works with materials, tools, methods, skills, and creative processes to produce a final product. Similarly, the drama educators craft can be studied to understand the profession’s history, purpose and practice (Cedervall, 2020). This presentation will highlight findings from a study that explores how this craftsmanship evolves and is challenged by new tools such as AI. What are the potential implications for the drama educator’s materials, tools, methods, knowledge, processes, and outcomes in the encounter with AI? The discussion draws on a selection of recent research on the subject. ER - TY - CHAP T1 - Drama och teater i kulturskolan: med fokus på berättare och berättelse men sällan rum T2 - Kulturskoleklivet A1 - Cedervall, Sofia A1 - Grip, Kerstin PY - 2020 SP - 53 EP - 57 LA - swe PB - Umeå : Umeå universitet: Institutionen för estetiska ämnen KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik ER - TY - CONF T1 - Dramapedagogen i samverkan – brobyggare eller gränsvakt? T2 - Dramaforskning i Sverige 2020 A1 - Cedervall, Sofia PY - 2020 SP - 11 EP - 11 LA - swe KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik ER - TY - CONF T1 - Experternas röster om utmaningar och möjligheter med värderingsövningar T2 - Dramaforskning i Sverige 2021 A1 - Cedervall, Sofia A1 - Einarsson, Anneli PY - 2021 SP - 10 EP - 10 LA - swe KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik ER - TY - CONF T1 - Values clarification och värderingsövningar: En forskningsöversikt T2 - . A1 - Cedervall, Sofia A1 - Einarsson, Anneli PY - 2021 LA - swe KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik ER - TY - JOUR T1 - Editorial 2015:1: Fagdidaktiske artikler i religion geografi, historie og samfundsfag og review af svenske samfundsfagsdidaktiske afhandlinger T2 - Nordidactica SN - 2000-9879 A1 - Christensen, Torben Spanget A1 - Hobel, Peter PY - 2015 VL - 2015 LA - dan PB - Karlstad : CSD Karlstad KW - samhällskunskap ER - TY - RPRT T1 - Undervisning för krisberedskap i grundskolans tidigare år – en förstudie A1 - Christenson, Nina A1 - Hindersson, Emelie A1 - Jakobsson, Martin A1 - Olsson, David A1 - Thörne, Karin PY - 2023 LA - swe PB - Karlstads universitet KW - forskningsöversikt KW - kursplan- och läroboksanalys KW - låg- och mellanstadiet KW - krisberedskap KW - krisberedskapsundervisning KW - biology KW - samhällskunskap AB - Omvärldsutvecklingen, Sveriges rustning av det civila försvaret, barnrättsfrågor och att barn är särskilt utsatta i krissituationer är starka skäl till att krisberedskapsundervisning i skolans lägre årskurser bör införas.I denna rapport presenteras en förstudie med syfte att undersöka förutsättningar för undervisning för krisberedskap i skolans lägre årskurser. Rapportens inledande forskningsöversikt visar att krisberedskapsundervisning för barn stärker krismedvetenheten och krishanteringsförmågan i det omgivande samhället och att det är gynnsamt att undervisa om krisberedskap redan i tidig ålder. Undervisning som anammar elevaktiva metoder och samverkar med föräldrar och lokalsamhälle har särskilt positiva effekter på elevers lärande. Resultaten från förstudien visar att svenska kursplaner och läroböcker riktade mot årskurserna ett till sex inte ger någon explicit vägledning för undervisning om krisberedskap. Dock visar kursplane- och läroboksanalysen att befintliga skrivningar och innehållsteman ger öppningar för att inkludera undervisning om krisberedskap inom ramen för flera olika ämnen.Riskerna för att grundläggande samhällsfunktioner störs eller slås ut motiverar att ge plats åt krisberedskapsundervisning i skolan, men det är viktigt att sådan undervisning vilar på en solid grund. Därför avslutas rapporten med en rekommendation om ett kombinerat forsknings- och utvecklingsarbete där yrkesverksamma lärare, forskare och beredskapsexperter tillsammans bidrar med sin expertis i framtagandet av ett undervisningsmaterial för krisberedskap i skolans lägre årskurser.Förstudien tar tagits fram av forskare vid Karlstads universitet knutna till Centrum för forskning om samhällsrisker inom ramen för ett projekt, Krisberedskap i skolan (etapp 1), med Räddningstjänsten Karlstadsregionen som projektledare och Myndigheten för samhällsskydd och beredskap (MSB) som finansiär. ER - TY - THES T1 - Lärdomar av folkmord: Undervisning och lärande som historisk tolkning och orientering A1 - Dahl, Steven PY - 2021 LA - swe PB - Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, Stockholms universitet KW - history teaching KW - teaching and learning KW - historical consciousness KW - narration KW - narrative competence KW - space of experience KW - horizon of expectation KW - use of history KW - lessons of history KW - lessons of genocide KW - educational design study KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education AB - The overarching purpose of this dissertation is to explore possible ways of designing history teaching about genocides to enable learning that develops both knowledge of the history of genocides and the students’ ability to use history for orientation in everyday life. Previous research shows that there is disagreement about what characterises a desirable learning outcome from studying genocides. While some emphasise the importance of students acquiring solid historical knowledge of the genocide in question, others emphasise the question of basic human values as the primary intent of the learning. This source of tension is typical of history as a school subject. On the one hand, we hear the declarations Never again! and We must learn from history! in line with the democratic values on which the curriculum is based. On the other hand, the subject of history is expected to rest on a scholarly basis, which means that the complexity of history needs to be included in its interpretations. This, in turn, means that the discipline of history only rarely can offer unambiguous lessons. An extension of this reasoning leads to the problem focused on in this thesis: How can teaching history be designed to allow students to independently draw lessons that help them orient themselves in their everyday life without sacrificing the basic values of the discipline when interpreting the facts?This dissertation assumes that a comparative perspective on genocide offers particularly good potential for students to consider what they have learnt. The dissertation’s theoretical framework is based on the concept of historical consciousness, which in the present study is applied with closely related concepts like narrative and the use of history. Questions concerning the development of students’ disciplinary knowledge and historical consciousness are based on the narrative competence model.Three upper secondary school history teachers and 150 upper secondary school students participated in this intervention study. The empirical material of the dissertation, which was collected over a five-week period, consists of the following individual written assignments: two questionnaires, logbooks, an examination assignment and an evaluation. Additionally, the analyses are based on field notes and notes from planning meetings with the history teachers. The students’ written responses have been analysed as narratives and considered as use of history. Special focus has been on identifying the primary question that the history teaching led to among students and how they used the resources from the discipline of history to formulate the lessons from this teaching.In particular, the following four findings were made: First, a carefully selected popular cultural movie about genocide is a powerful resource for establishing a need among students to orient themselves in the subject, that is, to raise issues relevant to their lifeworld. Second, a comparative analysis has the potential of highlighting both the unique features and patterns of genocide. The students’ conclusions from this interpretive effort provide them with good opportunities to use history in the present to orient themselves. Thirdly, focusing on the learning perspective in history teaching also seems to encourage interpretation, if the question of lessons has gained relevance in the student’s lifeworld. In light of the above findings and the potential for and obstacles to in-depth learning about genocide that could be observed in this study, four guiding design principles were formulated. These principles can be used to advance the teaching of history about genocides in a way that enables learning about both historical interpretation and orientating themselves in their lifeworld. ER - TY - CHAP T1 - Demokrati: då som nu för alltid T2 - Perspektiv på skolans problem A1 - Dahlstedt, Magnus A1 - Olson, Maria PY - 2020 SP - 419 EP - 431 LA - swe PB - Lund : Studentlitteratur AB KW - demokrati KW - skola KW - utbildning KW - migration KW - marknad KW - sverige KW - läroplaner KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education KW - utbildning och lärande ER - TY - CONF T1 - What drives customer value in composed service systems? The case of mountain resorts T2 - Marketing, Strategy, Economics, Operations and Human Resources A1 - Durrande-Moreau, Agnés A1 - Edvardsson, Bo A1 - Kreziak, Dominique A1 - Frochot, Isabelle PY - 2012 LA - eng KW - value creation KW - resource integration KW - service system KW - customer KW - tourism KW - samhällskunskap AB - This paper focuses on composed service systems (CSS), when a macro-entity - such as resorts, malls or universities - offers a range of services provided by several businesses. The aim is to understand how customers create value and combine their own resources with the resources offered by providers. A qualitative study was conducted in the context of mountain resorts during the summer season, tourists were interviewed during their stay. The analysis identifies three main categories of value drivers: activities, interactions and others. The analysis also reveals that tourists appreciate business-organised activities (restaurant, sport club…) as well as self-organised activities (picnic, hiking …). They combine their own resources with the ones of the various providers and of the resort (nature, walking paths …). The paper contributes to a new empirically based conceptualisation of customers’ resource integration and value co-creation. We emphasize value drivers in the continuum provider-defined/customer-defined value co-creation processes and what this requires in terms of design of a supporting CSS. The conclusion argues that the findings can apply to any CSS and pave the way for service innovation. ER - TY - CHAP T1 - Det journalistiska arbetet: Erfarenheter av ett svårt uppdrag T2 - Göteborgsbranden 1998 A1 - Englund, Liselotte PY - 2000 SP - 159 EP - 190 LA - swe PB - Stockholm : Styrelsen för Psykologiskt Försvar KW - samhällskunskap AB - Studien vill sammanfattningsvis illustrera den mångfald av problem och frågor som journalisterna ställdes inför under den tragiska brandnatten, inklusive etiska och etniska frågor. Vilket lärande har skett inom medieorganisationerna? Vad vill medierna göra bättre ”nästa gång” när de är på plats? ER - TY - THES T1 - ”Folk tror ju på en om man kan prata”: Deliberativt arrangerad undervisning på gymnasieskolans yrkesprogram A1 - Forsberg, Åsa PY - 2011 LA - swe PB - Karlstads universitet KW - vocational students KW - political interest KW - politics KW - deliberately arranged teaching KW - deliberation KW - resistance KW - school counter culture KW - civics KW - social studies KW - yrkesprogram KW - politiskt intresse KW - politik KW - deliberativt arrangerad undervisning KW - deliberativa samtal KW - motståndskultur KW - samhällskunskap KW - samhällskunskapsdidaktik AB - Young male vocational students are in academia described as being less interested by politics and social issues and having less knowledge regarding democracy than other students. A culture of resistance is the appellation of the specific culture that emphasise the relations between young male vocational students. Deliberately arranged teaching with deliberate qualities has shown a positive impact on students’ learning as well as being a way of working with moral issues in school. The purpose of this study is to make researches into whether deliberately arranged teaching has an impact on  the political and social interest amongst young male vocational students. A questionnaire was conducted before and after the Civics A (social studies) course. Individual interviews, where the students’ ways of expressing themselves in regards to politics and social issues were in focus, were carried out. The deliberately arranged teaching was conducted once a week during one academic year. The students were then responsible for the content as well as ensuring that they abided by the set rules for the conversation. Limited alterations regarding the students’ interest for politics and social issues were identified in the questionnaire. However, the interviews revealed that some of the students have changed their way of looking at politics and their interest has increased. The culture of resistance that usually distinguishes the behaviour of vocational students in regards to core subjects was not found as a dominating factor. The students taking part in focus groups expressed a positive response to the deliberately arranged teaching stating it was the part of the course they enjoyed the most. To be able to express their views and listen to others was highly appreciated by the students who described themselves as serious and ambitious during classes. The teachers felt that this teaching style meant that there was a focus on relations and that the didactic question about content in the course were more complicated to execute. ER - TY - JOUR T1 - Coronakrisen har förstärkt personfixeringen inom politiken T2 - Göteborgs-Posten A1 - Fredén, Annika A1 - Sikström, Sverker PY - 2020 SP - 5 LA - swe PB - Göteborg KW - coronakrisen KW - premiärministrar KW - väljarbeteende KW - statistisk semantik KW - samhällskunskap AB - Coronakrisen har gynnat regeringspartier i olika länder. Och väljarens förtroende för partiet är kopplat till vem som leder partiet - en tendens som förstärkts under Corona. I Norden brukar partiet framhållas framför ledaren så det vi nu ser är en "amerikanisering" av politiken. Och så har krisen tydligare delat den svenska väljarkåren i två läger: de som gillar Löfven, och de som inte gör det, skriver bland andra Annika Fredén, universitetslektor i statsvetenskap. ER - TY - CHAP T1 - Att lära "utanför bokens kanter": Drama i undervisningen på högstadiet T2 - Att utveckla forskningsbaserad undervisning A1 - Fries, Julia A1 - Österlind, Eva PY - 2019 SP - 331 EP - 356 LA - swe PB - Stockholm : Natur och kultur KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education ER - TY - CONF T1 - Tillfredsställelse med vardagliga resor oavsett färdmedel - psykometrisk analys av STS Skalan A1 - Friman, Margareta A1 - Fujii, Satoshi A1 - Ettema, Dick A1 - Gärling, Tommy A1 - Olsson, Lars E PY - 2012 LA - swe KW - samhällskunskap ER - TY - CONF T1 - Powerful knowledge and transformations processes across school subjects: interdisciplinary perspectives from the field of subject didactics A1 - Gericke, Niklas A1 - Hudson, Brian A1 - Olin-Scheller, Christina A1 - Stolare, Martin PY - 2018 LA - eng KW - biology KW - samhällskunskap KW - education AB - In this paper we outline an empirical research framework building on the concepts of powerful knowledge and transformation. Powerful knowledge as an idea was coined by Michael Young (2009) to re-establish the importance of knowledge in teaching and curriculum development. Powerful knowledge is defined by Young as a subject specific coherent conceptual disciplinary knowledge that when learnt will empower students to make decisions, and become action-competent in a way that influence their lives in a positive way. We develop the concept of powerful knowledge in two important ways. First, instead of only discussing powerful knowledge as an idea related to educational practices, we take a research position suggesting that powerful knowledge could be used as a tool in educational research related to subject specific education. In doing so we, in line with Deng (2015), propose to align the curricular concept of powerful knowledge to the European research tradition of didactics in general, and subject didactics in particular. Second, we develop the concept of powerful knowledge by refuting the dichotomization suggested by Young (2015) that curriculum (‘what to teach’) can be separated from pedagogy (‘how to teach’). Instead we view these two questions as interrelated in didactical research.We suggest an expansion of the concept of powerful knowledge by using the analytical concept of transformation as a key concept in describing powerful knowledge in different disciplines, institutions and school subjects. The reason for this is that the concept of transformation is a central issue for didactical research from different European research traditions. Transformation as we understand it can be described as an integrative process in which the content knowledge is transformed into knowledge that is taught and learned through various transformation processes outside and within the educational system in relation to individual, institutional and societal level. Such processes of transformation are apparent in concepts related to a number of different frameworks including: ‘transposition’ (Chevallard 2007), ‘omstilling’ (Ongstad 2006) and ‘reconstruction’ (Duit et al. 2012), and are also reflected in the work of Bernstein (1971) in relation to the concept of ‘re-contextualisation’ within the curriculum tradition. The school subject is never a simple reduction of the discipline. The content knowledge is always transformed to fit the educational purpose of teaching. Hence, to study the concept of powerful knowledge within school subjects we need to study its transformation processes, and address the ‘why’ question in addition to the ‘what’ and ‘how’ questions.Moreover, the concept of powerful knowledge and the transformation processes the content of powerful knowledge undergo, must be placed in a wider context, where questions addressing societal challenges are raised. In a changing society the argument is being made that it is not obvious that powerful knowledge only stems from academic disciplines. For example, how does the emerging and rapidly changing media landscape affect powerful knowledge and how could powerful knowledge be understood in a connected classroom? How should interdisciplinary topics such as sustainability and migration be taught? What is powerful knowledge in such topics then emerges as a relevant question. ER - TY - CHAP T1 - Att gränspendla: samma fast olika T2 - På gränsen A1 - Gottfridsson, Hans Olof A1 - Olsson, Eva A1 - Möller, Cecilia A1 - Öjehag-Pettersson, Andreas PY - 2012 SP - 95 EP - 110 LA - swe PB - Karlstad : Karlstad University Press KW - samhällskunskap ER - TY - THES T1 - Framtidens demokratiska medborgare: Om ungdomar, medborgarskap och demokratifostran i svensk skola A1 - Grannäs, Jan PY - 2011 LA - swe PB - Acta Universitatis Upsaliensis KW - citizenship education KW - curriculum theory KW - democracy KW - inclusion and exclusion KW - youth KW - spatiality KW - curriculum studies AB - This thesis attempts to deepen our understanding of the democratic assignment for Swedish schools. The school is a public space that all children and youth are a part of which gives it a prominent opportunity for fostering democratic citizens of the future. The purpose of the study is to increase the knowledge of this assignment, based on the students’ stories of how they experience it. The theoretical framework draws upon a spatial perspective and educational theory inspired by a radical view of democracy. A multiple case study was conducted based on three cases, chosen in order to achieve socioeconomic variation. A mixed method approach has been applied to the study: interviews, observations, documents and quantitative data have been analyzed using a thematic analysis framework. The results show that the democratic assignment of schools is complex and filled with legal, social, ideological, and ethical tensions. For the purpose of creating a school environment that meets the democratic assignment, systematic work and guidelines for school personnel, students, and parents appear to be necessary. The study has clearly shown that the conditions for the democratic assignment may differ markedly between schools and that peer socialization is of great importance for the outcome. The influence and potential of diversity on the democratic assignment of schools is clear. From a curriculum micro perspective, the study has brought attention to how the view of the (non-)competent student is relevant for the democratic assignment, as well as the bases on which this notion of (non-)competence rest. It is suggested that the view of the democratic assignment is extended, from a narrow focus on democratic decision-making processes to a wider focus that also takes into account the ongoing everyday negotiation processes between teachers and students that have impact on what is perceived as political action and democratic arenas. ER - TY - CHAP T1 - Kommersialisering av regioner: Om platsmarknadsföring och regionbyggande T2 - Det regionala samhällsbyggandets praktiker A1 - Grundel, Ida PY - 2013 SP - 163 EP - 182 LA - swe PB - Göteborg : Daidalos KW - samhällskunskap ER - TY - CHAP T1 - Vulnerability as a Quality in the Classroom and Research in Religious Education T2 - Facing the Unknown Future A1 - Gustavsson, Caroline PY - 2020 SP - 183 EP - 193 LA - eng PB - Münster : Waxmann Verlag KW - religious education KW - concept deveolopment KW - religionspedagogik KW - religionsdidaktik KW - begreppsutveckling KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education AB - This article discusses vulnerability in relation to experiences of religion and religious education and explores how vulnerability can be understood in two different but related areas: being a teacher and being researcher in religious education. The theoretical point of departure is taken from Brene Brown’s theory of vulnerability. Brown defines vulnerability as uncertainty, risk and emotional exposure. The exploration of the three examples provided lead to the conclusion that there are different kinds of vulnerability, depending on the content of the narrative being shared, the context where it is shared, and the time between the actual event and its narration. The article suggests a distinction should be made between ‘experienced vulnerability’, ‘processed vulnerability’ and ‘caused vulnerability’. When reflecting on the notion of time the article shows that one needs some ‘chronos’ to find the right ‘kairos’ and moment to share one’s vulnerability.…  ER - TY - RPRT T1 - Ämneslärarutbildning - Programuppföljning 2014 A1 - Haglund, Lars A1 - Johansson, Lena E PY - 2015 LA - swe PB - Karlstads universitet KW - distansutbildning KW - blandade undervisningsformer KW - nätbaserad undervisning KW - e-lärande KW - ikt-stöd KW - kvalitet KW - digital kompetens KW - samhällskunskap AB - Detta är en rapport inom projektet Karlstadsstudenter om studier och studentliv. I projektet analyseras studenters syn på studentliv och studier vid Karlstads universitet. Ett stort antal studier har genomförts sedan 2000 med enkäter bland studenter vid universitetet, på Campus, på musikhögskolan Ingesund och bland distansstudenter.I föreliggande studie har vi frågat studenter som läser till Ämneslärare. Programmet ges på både campus och på distans och dessutom sker detta genom samläsning. Syftet med studien är som i tidigare studier att ta reda på vad studenterna tycker om sin utbildning och vilka förslag man har till förbättringar av studierna. Speciellt intressant är för just detta program att studera hur samläsning av program på campus och på distans kan fungera. Resultaten från undersökningarna används för utveckling av kurser och program vid Karlstads universitet. ER - TY - CHAP T1 - Green Economy, economic growth and sustainable development. T2 - Access to Resources A1 - Hahn, Thomas PY - 2014 SP - 338 EP - 357 LA - eng PB - Bamberg, Germany : Arthub Publisher KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education AB - Definitions of sustainable development too often focus mainly on economic growth. But should we be looking at sustaining ecosystems instead? Securing social and natural capital through a Green Economy may be the answer. ER - TY - CONF T1 - "It is not as simple as one might think."Preschool teachers' mastery of taking on a role and drama tools for developing play and play worlds A1 - Hallgren, Eva PY - 2022 LA - eng KW - drama tools KW - role taking KW - play world KW - early childhood education KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - förskoledidaktik AB - This paper presents results from a praxis development research study carried out by a drama pedagogue and researcher with preschool teachers at a four-department preschool in a big city in Sweden.As a background for the study, there is the schoolification of preschools and children lacking play knowledge. In the latest Swedish curriculum for preschool (2018), the notion of teaching is used for the first time. However, play is also emphasized as essential.Based on this, the preschool teachers wanted to develop their playability with the help of drama tools and role-taking inspired by Lindqvist's 'play worlds', to support and challenge the inside the play.Monthly planning meetings where preschool teachers and drama pedagogue/researcher explored and developed play worlds. In line with Dunn, knowledge of drama vocabulary can strengthen the adults' ability to become co-players without taking over and using the play for specific learning. Participatory observation and reflective logs constitute the data material.The specific preschool had the opportunity to set aside a large hall where the four departments had at least one play session (1-3 hours) each week. Having a room where a specific setting can be built, left and developed based on the wishes of children and adults was important and became an engine for the entire project. However, the engine did not entirely work when role-taking and the use of tension were not understood or not really mastered. The paper explores how the preschool teachers managed to move on, gradually made some of the drama tools their own, and got emotionally engaged inside the fiction. Still, they also dismissed some in creating play worlds. Dunn, J. (2017) Do you know how to play? A beginner’s Guide to the vocabularies of dramatic play. In O’Connor, P. & C. Rozas Gómez, Playing with Possibilities, Newcastle upon Tyne: Cambridge Scholars Publishing.Lindqvist, G. (1995) The aesthetics of play – a didactic study of play and culture in preschools. Uppsala: Uppsala Studies in EducationVygotsky, L. (1925/1971). The Psychology of Art. Cambridge, MA: The MIT Press.  ER - TY - BOOK T1 - Handbok för utvärderingsverkstäder PY - 2012 LA - swe PB - FoU Välfärd Värmland och Fou Sjuhärad Välfärd KW - samhällskunskap AB - Utvärderingsverkstäder är en arbetsform där professionella inom olika välfärdsverksamheter möts för att under kollegiala former genomföra utvärderingar, och samtidigt lära mer om utvärdering generellt. Arbetssättet har under sina drygt tio år praktiserats och utvecklats i olika miljöer knutna till FoU-enheter och högskolor. Det har också beskrivits i artiklar och rapporter, samt presenterats på konferenser, i Sverige och internationellt. I denna handbok är syftet att samla och beskriva konkreta erfarenheter från olika  utvärderingsverkstäder, som en hjälp för den som vill pröva arbetssättet för första gången, men också för att dela kunskaper och ge praktiska tips till alla som arbetar med utvärderingsverkstäder.Handboken har arbetats fram i en kollektiv process i regi av Nätverket för utvärderingsverkstäder (Nuv). Som redaktörer har vi ansvarat för inledande och inramande texter, medan andra deltagare från nätverket beskrivit konkreta erfarenheter och arbetssätt från olika verkstäder. Vi tackar för alla goda bidrag. De kommer att medverka till att höja kvaliteten på kommande utvärderingsverkstäder.Alla goda diskussioner under nätverkets möten i arbetet med handboken har också varit berikande – tack för dem!Handboken ska inte uppfattas som en föreskrift om hur utvärderingsverkstäder bör genomföras. Det ska istället avgöras av lokala variationer, aktuella behov och möjligheter. Dock kan den förhoppningsvis fungera som inspiration och stöd och hjälp i det konkreta fallet. Då kan också en ömsesidig utveckling komma till stånd, där nya erfarenheter efterhand tillförs och förbättrar handboken i dess framtida versioner. ER - TY - JOUR T1 - Chasing deliberation in the Social Science classroom. A study of deliberative quality in factual and controversial issues discussions T2 - Nordidactica SN - 2000-9879 A1 - Henau Teglbjærg, Jonas PY - 2023 VL - 2023 IS - 13 SP - 1 EP - 38 LA - eng PB - Karlstad : CSD Karlstad KW - social science KW - deliberation KW - controversial issues KW - samhällskunskap KW - subject-specific education KW - ämnesdidaktik AB - From the perspective of deliberative democracy, the normative appeal of classroom discussions hinges on the deliberative quality of the discussion process. To better understand in which circumstances discussion might approximate the ideals of deliberation, the present study investigated the deliberative quality of classroom discussion in three conditions: a factual issue condition, a controversial issue condition, and a scaffolded controversial issue condition. Video observations from a classroom intervention were used to assess how each condition affected the deliberative quality of discussion. To this end, 202 student utterances were identified and coded by use of the Stromer-Galley manual for measuring aspects of deliberation. Though the scaffolded controversial issue condition produced more argumentation, contestation, and engagement than the factual issue condition, the controversial issue conditions also opened the door to more inequality, exclusion, and chitchat. Further research is needed on how teachers can tackle these issues, when they ask their students to engage in the democratic practice of discussing controversial issues. ER - TY - CHAP T1 - Att göra demokrati i samhällskunskapsämnet på mellanstadiet T2 - SO-undervisning på mellanstadiet A1 - Henriksson Persson, Anna A1 - Olson, Maria PY - 2016 SP - 139 EP - 158 LA - swe PB - Malmö : Gleerups Utbildning AB KW - so KW - undervisning KW - samhällskunskap KW - mellanstadiet KW - demokrati KW - ämnesdidaktik KW - humanities and social sciences KW - humaniora-samhällsvetenskap KW - woman KW - child and family (womfam) KW - kvinna KW - barn och familj (womfam) ER - TY - JOUR T1 - Lärare blir till i talet om demokrati i SO-undervisning T2 - Nordidactica SN - 2000-9879 A1 - Henriksson Persson, Anna A1 - Irisdotter Aldenmyr, Sara PY - 2017 VL - 2 SP - 75 EP - 99 LA - swe PB - Karlstad : Karlstads universitet KW - social science teachers KW - middle school (age 10-12) KW - democratic education KW - subject positions KW - utbildning och lärande KW - education and learning KW - samhällskunskap AB - A central question for this article is how social sciences teachers in middle school (age 10-12) relate to and talk about school’s fundamental democratic values as crucial parts of the teachers' assignments. The article aims to provide insight into how the teachers thereby position and constitute themselves as social science teachers and how this is intimately connected to their didactical practise. Three social science teachers were interviewed and in the analysis various subject positions were identified. The results show that teachers are trying to balance between the subject content they are required to work with, and a democratic assignment which is often interpreted in terms of students’ influence and participation. The difficulties to fully carry out student participation in every day teaching evokes interpretations of the democratic assignment as a question of what general approaches a teacher should have towards students, and a general mission to empower and equip students for the future. These approaches are strongly influencing how the informants construct themselves as teachers. However, it is also shown that the subject content of social sciences to some extent may enforce the possibilities of achieving the aims of a democratic assignment, which strengthens the argument that both the process of becoming a teacher and the challenges of the democratic assignment need to be situated and further developed within the contexts of specific school subjects. ER - TY - CHAP T1 - De samhällsorienterande ämnenas didaktik: en lokal betraktelse T2 - Ämnesdidaktiska brobyggen A1 - Hesslefors Arktoft, Elisabeth PY - 2009 SP - 48 EP - 60 LA - swe PB - Karlstad : Karlstad University Press KW - samhällskunskap ER - TY - CHAP T1 - Från omvänd höger-vänster till GAL-TAN: Rumslighet och politisk fostran i svenska samhällskunskapsläroböcker under demokratins århundrade T2 - Utbildningens fostrande funktioner A1 - Holmén, Janne PY - 2022 SP - 253 EP - 278 LA - swe PB - Uppsala : Uppsala universitet KW - samhällskunskap KW - läroböcker KW - diagram KW - politisk fostran KW - höger-vänsterskala KW - gal-tan ER - TY - CONF T1 - How does religion & worldviews education shape student conceptions of citizenship? A1 - Hovde Bråten, Oddrun Marie A1 - von der Lippe, Marie A1 - Anker, Trine A1 - Niemi, Kristian A1 - Kittelmann-Flensner, Karin A1 - Stones, Alexis PY - 2022 LA - eng KW - religious studies and theology ER - TY - JOUR T1 - Review of Minjeong Kim: Elusive belonging. Marriage immigrants and “multiculturalism” in rural South Korea T2 - Acta Koreana SN - 1520-7412 A1 - Hübinette, Tobias PY - 2018 VL - 2 IS - 21 SP - 604 EP - 606 LA - eng KW - samhällskunskap ER - TY - GEN T1 - En introduktion till Shmues! T2 - Shmues! Judiskt kulturarv i Sverige A1 - Högström Berntson, Jenny A1 - Punzi, Elisabeth A1 - Isak, Shahar PY - 2024 VL - 1 EP - 1 LA - swe KW - kulturarv KW - judisk kultur KW - kulturarv i sverige KW - samhällskunskap KW - religion AB - I detta introducerande avsnitt talar teamet bakom Shmues om poddkonceptet, om kulturarv och poddens namn Shmues. ER - TY - JOUR T1 - På rejse ud i etikkens farlige vådområder T2 - Nordiske udkast SN - 1396-3953 A1 - Høyer, Klaus A1 - Jensen, Anja Marie Bornø A1 - Mohr, Sebastian PY - 2011 VL - 1 SP - 104 EP - 107 LA - dan PB - : Institut for Pædagogisk Psykologi/ AArhus KW - samhällskunskap ER - TY - CONF T1 - “Future citizens” discussing issues of today: how do children handle climate change issues in relation to their own lives? A1 - Ideland, Malin A1 - Malmberg, Claes PY - 2012 LA - eng KW - climate change KW - children KW - discourse analysis KW - citizenship education KW - future KW - identity AB - In public discourses on climate change and the future, children are often included as a metaphor for “future citizens”, the ones that will take the consequences for consumption and lifestyles of today. At the same time the discourse define them as excluded from the category “citizens of today”, since they lack experience, knowledge and responsibility. The question is, how do children themselves use their experiences and knowledge to handle the climate change issue and how do they express responsibility for their lifestyles and actions? In this study, 9-10 year olds in Sweden discuss issues about carbon dioxide reduction. We analyses how they use different discursive repertoires to legitimise or question their ‘normal’ everyday lifestyles. Conversations from 25 groups of children were audio-recorded, transcribed and coded. Six repertoires were identified: Everyday life; Self Interest; Environment; Science and Technology; Society; Justice. The everyday life repertoire was for example used when they related to the image of ‘normal’ lifestyle. Science and technological solutions were often suggested as ‘magic bullets’ to maintain or improve these. Arguments related to environment were commonly superior to other. Findings show that the children were able to negotiate real-world science of the kind used by engaged citizens, and able to discursively handle this complex issue. When the repertoires became in conflict, the children had to ‘renegotiate’ their own identities, and showed responsibility to change their lives. They positioned themselves as active contributors to society, using scientific ideas, among others, to understand the problems that affected their normal everyday lives. ER - TY - CHAP T1 - Den otillräckliga läraren? T2 - Perspektiv på skolans problem A1 - Irisdotter Aldenmyr, Sara A1 - Olson, Maria PY - 2020 SP - 85 EP - 96 LA - swe PB - Lund : Studentlitteratur AB KW - lärare KW - lärarkunskap KW - media KW - sårbarhet KW - lärarutbildning KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education KW - utbildning och lärande ER - TY - CHAP T1 - Musikalitet och ickeverbalkommunikation, bärande strukturer i relationellt samspel och musikterapi. T2 - Möten Musik Mångfald A1 - Jederlund, Ulf PY - 2017 SP - 33 EP - 50 LA - swe PB - Göteborg : Förbundet för Musikterapi i Sverige KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - Vad är det som gör musikterapi möjlig, och därtill så väl fungerande? De flesta människor ärju inte musiker. Många ägnar sig bara i liten utsträckning åt aktivt musikaliskt utövande. Och några upplever sig rent av som ”omusikaliska”. Ändå finns det inte någon målgrupp som ärutesluten för musikterapi. Hos varje individ finns en musikalisk kapacitet och en drivkraft att uttrycka sig i vokala ljud och med kroppsliga rörelser, en ursprunglig nedärvd musikalitet som musikterapeuten kan adressera. Långt innan vi uttryckte oss i ord samspelade vi alla med vår omgivning på ett basalt affektivt och kroppsligt sätt. Den förmågan har vi kvar genom livet. Musikaliteten – här förstått som vår förmåga att uppfatta, tolka och uttrycka musikaliska förlopp - och vår icke-verbala kommunikationsförmåga, utgör sammantaget en evolutionärgrund för den musikterapeutiska praktiken, alltifrån enskilt samspel på tidig utvecklingsnivå till ett avancerat musikaliskt samspel i grupp. I kapitlet ges en teoretisk grund för förståelse av relationellt samspel på icke-verbal nivå. Utgångspunkten är tvärvetenskaplig, med teoretiska influenser från utvecklingsbiologi och utvecklingspsykologi, samt med forskningsförankring i modern spädbarnsforskning och språkforskning. Delar av innehållet utgörs av bearbetningar av tidigare publicerade texter (Jederlund, 2007a; Jederlund, 2007b; Jederlund, 2011). ER - TY - RPRT T1 - Gymnasielärares syn på demokrati, kunskap och värderingar och hur denna påverkar undervisningen i demokrati- och värdegrundsfrågor A1 - Johansson, Jörgen A1 - Brogren, Anders A1 - Petäjä, Ulf PY - 2011 LA - swe PB - Högskolan i Halmstad KW - samhällskunskap KW - demokrati KW - värdegrundsarbete KW - kunskap KW - värderingar KW - demokratiundervisning KW - gymnasielärare ER - TY - CONF T1 - Enquiries in history: Experiences from a professional development seminar series T2 - Professional development 2 (papers) A1 - Johansson, Maria A1 - Holmberg, Ulrik A1 - Johansson, Patrik PY - 2021 LA - eng KW - historical enquiry KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education KW - samhällskunskap AB - The aim of the research project (financed by Swedish Institute for Educational Research) is to develop the enquiry method as an educational approach for teachers to develop students’ critical abilities. Enquiry is a student-active method with the potential to enhance students’ learning under the guidance and instruction from proficient teachers. Therefore, it requires high demands on teachers' academic and subject didactical knowledge. The project is a researcher-teacher collaborative study where around thirty teachers from three school subjects (history, religious education and social studies) have designed and tested enquiries. During the three-year project (2020-2023) three research questions will be addressed: 1) how the method works as a knowledge-generating approach for students in a Swedish school context, 2) what characterizes teachers’ competence to construct and teach enquiries, and 3) how this competence can be advanced within the framework of a professional learning community.We present the theoretical context for a professional development seminar series called Doing Enquiry, and empirical samples and experiences from its implementation including enquiries designed and performed by the history teachers. Starting from the IDM-framework (Swan, Lee, & Grant, 2018), this seminar series focuses on the collaborative construction of enquiries. A hypothesis for the seminar series was that it would be crucial to provide an opportunity to take the role of the teacher as well as being positioned as a pupil in the construction phase of an enquiry. So far, preliminary results will reflect on the second and third question. The results indicate that some elements in history teachers’ competences, that professional development can enhance, are particularly important, e.g., a systematic approach to the planning, implementation and teaching of an enquiry; using a shared subject didactic knowledge within a professional community; and, deep academic knowledge.  ER - TY - JOUR T1 - Att möta det förflutna i de historiska källorna. Ett utforskande av lärande och meningsskapande genom två källtolkningsuppgifter i historia T2 - Nordidactica SN - 2000-9879 A1 - Johansson, Patrik PY - 2014 VL - 2 SP - 180 EP - 207 LA - swe PB - Karlstad : CSD Karlstad KW - history teaching KW - life-world KW - critical aspects KW - primary source analysis KW - primärkällor KW - källtolkning KW - historieundervisning KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education AB - The article uses a form of content focused conversation analysis to explore processes of learning and attributing meaning when upper secondary students work with two primary source assignments in history. Empirical data was collected through audio recordings of students’ collaborative work on the assignments, which consisted in analysing two primary sources in small groups. The article addresses one primary research question: what is characteristic for the processes of learning and meaning-making when students work with two source analysis assignments? As a first step, the students’ learning processes, understood as a change in participation in the learning activity, are described. As a second step, the article describes how the students’ construct meaning when working with the primary sources. The main results are descriptions of the students’ learning, and meaning-making, processes. Based on the analysis of the students’ conversations it is suggested that the temporal aspect is discerned in a contrastive process between the present and the past in terms of values, ideas and societal conditions. In relation to the human aspect the students experienced a difficult balancing act in contrasting their own perspective with the historical actor’s perspective. However, a successful strategy was to take on the role of hypothetical historical agents. Finally, in relation to the contextual aspect once the students were involved in a process of inquiry and reasoning they managed to discern subtexts of the sources in relation to the historical context. It is suggested that certain aspects of school culture might inhibit the students’ learning of primary source analysis, as they occasionally strive to find the "right answers" rather than engaging in interpretative work. One interesting finding was the vital role of the students’ life-world perspective in creating meaning while working with the primary sources, and it is suggested that this perspective should be regarded in educational design. ER - TY - JOUR T1 - Historical enquiry with archaeological artefacts in primary school T2 - Nordidactica SN - 2000-9879 A1 - Johansson, Patrik PY - 2019 VL - 1 SP - 78 EP - 104 LA - eng PB - Karlstad : CSD Karlstad KW - history teaching KW - intercultural learning KW - historical enquiry KW - sourcing KW - archaeological artefacts KW - primary school KW - phenomenography KW - variation theory KW - historical consciousness KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education AB - The article contributes with knowledge of primary school pupils’ learning of historical enquiry with an intercultural perspective on the Viking age and investigates what it means for pupils to learn to interpret archaeological artefacts. Research was conducted as a Learning study with 10 and 11-year-old pupils and lessons were performed as historical enquiry with archaeological artefacts. Three questions are posed: (1) how were the pupils’ historical consciousness activated by the archaeological artefacts, (2) how did the pupils experience the task of interpreting archaeological artefacts with an intercultural perspective, and (3) what are critical aspects for this learning? Three variation patterns that activated pupils’ historical consciousness are identified, including (a) material, (b) cultural and (c) normative contrasts. Four perception categories for historical interpretation of archaeological artefacts and three critical aspects are also identified. It is suggested that it is critical for the pupils to discern (i) historicity, (ii) historical representativeness and (iii) intercultural interaction in relation to artefacts and historical narratives. The study suggests that teachers could start from archaeological artefacts to activate pupils’ historical consciousness, rather than from textbook narratives and that pupils’ perceptions should be seen as a resource in enabling historical learning. Also, historical enquiry appears to be a reasonable approach to teaching intercultural perspectives on a historical content. These findings can be valuable for history educators and researchers who engage in teaching historical enquiry with an intercultural perspective from material culture. ER - TY - THES T1 - Lära historia genom källor: Undervisning och lärande av historisk källtolkning i grundskolan och gymnasieskolan A1 - Johansson, Patrik PY - 2019 LA - swe PB - Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, Stockholms universitet KW - history teaching KW - historical enquiry KW - primary source analysis KW - source criticism KW - source interpretation KW - interpretation of historical sources KW - historical consciousness KW - intercultural historical learning KW - learning study KW - phenomenography KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education AB - This doctoral thesis is concerned with how students learn historical source interpretation and the design of facilitating teaching practices. Source interpretation is at the core of historians’ professional practice and, while being a key aspect of historical learning, it is sometimes misunderstood or misrepresented in history teaching. To better understand these issues two educational design research field studies were conducted in middle and upper secondary schools to explore how students learn historical source interpretation. The historical content in upper secondary school concerned the process of democratisation in Sweden, while the middle school content was the Viking Age. Source materials in upper secondary school included various text sources, while archaeological artefacts were used in middle school.The research object was historical source interpretation, or the ability to understand the meaning of sources in relation to the historical questions and contexts formulated and dealt with in history teaching. Source interpretation is one element of the ability to reason historically. It is a theoretical construct that has a heuristic function along with the development of historical consciousness. Four research questions are addressed: i) What do middle and upper secondary school students know when they have developed the ability to reason historically when engaged in source interpretation, ii) What are critical aspects of learning to reason historically when engaged in source interpretation, iii) What are similarities and differences between middle and upper secondary school students' learning of historical reasoning in source interpretation, and iv) How can history teaching facilitate the learning of historical reasoning through source interpretation?An interventionist and theory-informed research methodology, in the form of learning study, was used to develop teaching practices while generating empirical data. A compilation of four peer-reviewed articles simultaneously contribute knowledge to the practice of history teaching and to the theory of history didactics. Two articles address the first two questions of the qualitative meaning of learning source interpretation using phenomenography and variation theory to analyse students' perceptions and to identify the critical aspects of discernment that students must learn. From the perspective of variation theory, it is argued that learning source interpretation can be regarded as obtaining differentiated ways of seeing, as previous experiences are supplemented with more complex perceptions.The third question is addressed by comparing students’ developing of source interpretation skills in middle and upper secondary school. One finding of the comparison is that younger students’ learning reflects an increasing understanding of what history is, whereas older students learn to use the disciplinary tools and methods of history. Two articles address the final question regarding the role of teaching by combining content-based conversation analysis with variation theory to analyse students' learning processes when working with source interpretation tasks. It is argued that students’ preunderstandings can be regarded and used as resources in teaching and learning. Finally, seven design principles are suggested to guide teachers in organising their teaching practice. These include motivating historical research through source work and activating historical consciousness through sources. ER - TY - CHAP T1 - Vad kan gymnasieelever när de kan tolka historiska primärkällor? Ett utforskande av innebörder och kritiska aspekter av historisk källtolkning T2 - Faglig kunnskap i skole og lærerutdanning A1 - Johansson, Patrik PY - 2014 SP - 90 EP - 112 LA - swe PB - Bergen : Fagbokforlaget KW - historiedidaktik KW - källtolkning KW - kritiska aspekter KW - fenomenografi KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education AB - The article uses phenomenography to explore how fifteen upper secondary school students perceive a historical primary source in an interpretative process, and the difficulties the students encounter when examining the source. Empirical data was collected through a series of group interviews where students were asked to respond to a historical letter. Three research questions are addressed: Firstly, how do students experience, or perceive, the historical primary source? Secondly, what is critical for the students to discern when they interpret the historical source? Thirdly, what does knowing how to interpret historical primary sources actually mean? The phenomenographic analysis of the interview material resulted in four qualitatively different categories of experiences of the historical source that the students examined. The first category constitutes a temporal dimension of experiences, the second a human dimension, the third a contextual dimension and the fourth category can be seen as an epistemological dimension. The main results, however, are three critical aspects that emerge between the four categories of experiences. The analysis shows, firstly, that it is critical to discern how temporal perspectives affect the way we interpret historical sources. Secondly, that it is critical for the students to discern the historical perspective on the source. Secondly, that it is critical for them to discern the perspective of historical actors. And thirdly, that it is critical for them to discern the subtext of the source in relation to the historical context. Based on the three critical aspects and their meanings, the meaning of knowing how to interpret historical primary sources is discussed, as well as the possible consequences for the teaching of history. ER - TY - CONF T1 - Att göra det stora och föränderliga gripbart: Modeller som möjlighet och utmaning i samhällskunskapsundervisningen A1 - Jägerskog, Ann-Sofie A1 - Tväråna, Malin A1 - Björklund, Mattias A1 - Strandberg, Max A1 - Carlberg, Sara A1 - Kenndal, Robert A1 - Juthberg, Therese A1 - Sahlström, Per A1 - Losciale, Marie A1 - Gottfridsson, Patrik A1 - Kåks, Bodil PY - 2022 LA - swe KW - modeller KW - samhällskunskap KW - fenomenografi KW - flödesschema KW - plotdiagram KW - undervisning KW - subject learning and teaching KW - ämnesdidaktik ER - TY - JOUR T1 - Företagsrekonstruktion som brottsverktyg förhindras i den finska Saneringslagen T2 - Insolvensrättslig tidskrift SN - 2002-3014 A1 - Karlsson-Tuula, Marie PY - 2019 VL - 1 IS - 4 SP - 99 EP - 102 LA - swe PB - Stockholm : Föreningen insolvensrättslig tidskrift KW - legal science KW - rättsvetenskap KW - samhällskunskap ER - TY - JOUR T1 - Towards epistemic justice: Transforming relations of knowing in multilingual classrooms T2 - Working Papers in Urban Language & Literacies A1 - Kerfoot, Caroline A1 - Bello-Nonjengele, Basirat Olayemi PY - 2022 VL - 294 SP - 1 EP - 23 LA - eng KW - epistemic injustice KW - linguistic ethnography KW - multilingual education KW - translanguaging KW - language-in-education policy KW - mother tongue education KW - epistemic stance KW - affective stance KW - relations of knowing KW - decolonial education KW - southern sociolinguistics KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - linguistics KW - lingvistik KW - språkdidaktik KW - language education AB - This study of a postcolonial site engages with epistemic justice from the perspective of language. It understands epistemic justice as relating to issues of knowledge, understanding, and participation in communicative practices. It suggests that monoglossic language-in-education policies, often colonial in origin, constitute a form of epistemic injustice by denying learners the opportunity to learn in a familiar language and removing their ability to make epistemic contributions, a capacity central to human value. It further suggests that translanguaging in formal school settings is for the most part geared towards a monolingual outcome, that is, towards accessing knowledge in an official language. This unidirectional impetus means that translanguaging remains an affirmative rather than transformative strategy, leaving underlying hierarchies of value and relations of knowing unchanged. In contrast, this study presents linguistic ethnographic data from a three-year pilot project in Cape Town where primary school learners could choose their medium of instruction to Grade 6 and use all languages in subject classrooms. It analyses how a Grade 6 learner used laminated, multilingual, affective and epistemic stances to construct others as knowers, negotiate epistemic authority, and promote solidarity. It proposes that, in so doing, she constructed new decolonial relations of knowing and being. It further proposes that the shift from a monolingual to a multilingual episteme, which substantially improved educational performance overall, also enabled the emergence of politically fragile yet institutionally robust social, epistemic, and moral orders from below, orders that could lay the basis for greater epistemic justice.    ER - TY - BOOK T1 - Knowledge for a sustainable world: A Southern African-Nordic contribution PY - 2015 LA - eng PB - African Mind KW - samhällskunskap ER - TY - CONF T1 - A Person’s Freedom Ends Where Another Person’s Freedom Begins - On Personal Freedom in Soundscapes A1 - Kraus, Anja PY - 2023 LA - eng KW - tacit knowledge KW - corporeality KW - pedagogical learning theories KW - bodily learning KW - land art KW - mapping KW - site-specific learning KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik ER - TY - GEN T1 - Didactic musicality A1 - Kraus, Anja LA - eng KW - sustainability KW - zones of learning KW - embodiment KW - kinaesthetic learning KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - Sustainable development in a pedagogical context aims at sustainable learning. Sustainablelearning means that the knowledge to be learnt has to be related to the ability of connecting andapplying it to challenges at hand. For acting sustainably, it must be possible to see the world asa meaningful and liveable organic whole (de Haan 2010, Wulf 2016, Kraus 2017, Koditek etal. 2021). One needsinsights into different cultural and social contexts, as well asthe awarenessof the vital significance of species and things, forms of living and actions. Such insights canonly be gained within close and emotionally positive interaction. Sustainable knowledge isconnected to the personally framed experiences and understandings of one’s own position inconcrete situations that provide for possibilities to self-efficiantly act in a sustainable way. It isup to the pedagogue to support the individual in doing this. Sustainable learning is thus abouta collective learning scenery and situated learning (Erhardsson et al. 2006, Koditek et al. 2020). ER - TY - GEN T1 - Estetisk lärande som rörlighet A1 - Kraus, Anja A1 - Cronquist, Eva LA - swe KW - transformation KW - variation KW - multimodalitet och displacement KW - rörlighet KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - Den ledande frågan i detta bidrag är hur estetiska lärprocesser främjar kunskaper i att kunna röra sig i kulturella och naturliga geografier. Frågan kommer att undersökas genom att estetiska lärandeprocesser, såsom transformation, variation, multimodalitet och displacement, förklaras i termer av rörlighet, samt i relation till Robert Smithsons konstnärliga ansats. Målet med artikeln är att skissa en estetisk lärandeteori som är kopplat till människans rörelseförmåga och svarar även till att allt lärande behöver en arena (dvs. en inspirerande miljö och ett rum som ger eleven möjligheter till utveckling).  ER - TY - JOUR T1 - Heiterkeit als immaterielles Kulturerbe: Fika in Schweden T2 - Pargrana SN - 0938-0116 A1 - Kraus, Anja PY - 2024 VL - 2 IS - 33 SP - 172 EP - 184 LA - ger KW - immaterielles kulturerbe KW - kulturelles erbe KW - schweden KW - kaffeetrinken KW - fika KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - Die Pädagogik steht heute vor der Herausforderung, die Kinder auf eine Zukunft vorzubereiten, die bedingt durch den Klimawandel und die Endlichkeit der für unsere derzeitige Lebensweise wesentlichen Ressourcen dringend ökologisches Denken notwendig macht. Nachhaltiger Wissenserwerb umfasst die theoretische Kenntnis von Zusammenhängen und Wechselwirkungen einflussreicher Phänomene der Umwelt und Mitwelt, verbunden mit konkreten Erfahrungen und Kenntnissen zur eigenen Stellung darin und zu den eigenen Optionen. – Wie lässt sich letzteres modellieren?Greta Thunberg (online) schlägt in ihrer Rede Our House is on Fire auf dem World Economic Forum 2019 vor dem Hintergrund der unmittelbaren Einsichtigkeit der Bedrohung und der Zukunftsangst ihrer Generation direkte Betätigung vor. Die Mobilisierung einer breiten Öffentlichkeit zu wichtigen Stellungnahmen und Aktionen erscheint auch in der Pädagogik als gangbar und wichtig. Um sich angesichts von Krisen als handlungsfähig erleben zu können, muss es daneben auch möglich sein, sich der Welt als sinnvolles und lebenswertes organisches Gebilde zu versichern. Ein wichtiger Aspekt ist die Tragfähigkeit und Zuverlässigkeit zwischenmenschlicher Beziehungen. Nach Bollnow (1964, S. 3) können diese aber nicht auf „trüber Traurigkeit, Verdrossenheit und Mißmut“ (ebd.) aufruhen; dazu wäre auch die durch Thunberg bevorrechtigte Angst zu rechnen. Bollnow stellt in seinem existentialphilosophischen Ansatz zur Pädagogik vielmehr die Notwendigkeit heraus, den Schwierigkeiten des Lebens Heiterkeit „abzuringen“ als einen Zustand „nicht eines untätigen Wohlbefindens, sondern einer die freie Regsamkeit aller Kräfte erweckenden Beglückung“ (ebd., S. 1). Durch Heiterkeit werde in pädagogischen Situationen „eine Stimmung geschaffen, in der [... Forderungen und Aufgaben] ohne Widerstreben und mit fröhlicher Bereitschaft ergriffen werden“ (ebd., S. 4). In der Überzeugungsmacht der Heiterkeit liegt einerseits ein tiefes Beziehungsversprechen, andererseits die Ambivalenz manipulativer Verführung. Beidem wird in diesem Beitrag anhand der schwedischen Fika-Kultur nachgegangen.  ER - TY - GEN T1 - Kinestetisk musikalitet har en central roll i barns lärande A1 - Kraus, Anja A1 - Theorell, Ebba PY - 2022 LA - swe PB - Skolverket KW - agency KW - corporeality KW - rörlighet KW - kroppslighet KW - educational science KW - pedagogik med inriktning mot utbildningsvetenskap KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - Kinestetisk musikalitet kan beskrivas som ett rörelsesinne som gör det möjligt att samspela med, lära sig om och förstå världen. Den här artikeln erbjuder pedagoger stöd i att analysera sin verksamhet och planera för en undervisning i rörelse. Här föreslås didaktiska idéer som gäller dans utifrån observation av barns lek, men också rörlighet i andra ämnen såsom språk eller matematik.  ER - TY - CONF T1 - Land Art, Metaphors and Mapping - Making a Locality and Historical Site an Event A1 - Kraus, Anja PY - 2023 LA - eng KW - tacit knowledge KW - corporeality KW - pedagogical learning theories KW - bodily learning KW - land art KW - mapping KW - site-specific learning KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - This paper is about the reception of a piece of Land Art, 11 minutes line, of the US-American artist Maya Lin, set up in 2000 at Wanås manor in the South of Sweden. A case study will show how the deepened experience of nature the earthwork provides for its visitors, as well as its indications of some kind of historical consistency can be modelled. Through ‘mapping’, the corporeality and concepts that evolve under specific circumstances are marked. Wolfgang Iser’s concepts such as ‘implied reader’ and ‘negativity’ make it possible to explain and to map a visitor’s experience of the artwork as an ‘intellectual landscape’. ER - TY - CONF T1 - Landscapes, Soundscapes and Hyperreality as Concepts of Esthetic Education A1 - Kraus, Anja PY - 2023 LA - eng KW - tacit knowledge KW - corporeality KW - pedagogical learning theories KW - bodily learning KW - sounds KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - In this symposium, diverse approaches to place-responsive pedagogy are developed. The overall hypothesis is that ‘landscapes’ (1), ‘soundscapes’ (2) and ‘hyperreality’ (3) are concepts of esthetic education. (1) Landscape traces back to the Dutch word ‘landschap’, describing paintings in which the land itself is made the subject of paintings. Otto Schluter was the first to define geography as landscape science. There are natural and cultural landscapes. The first of which consists of landforms such as plains, mountains, lakes and natural vegetation. Cultural landscapes are structures of social, civilizational and economic significance that are made up by people. (2) A soundscape is an acoustic environment, in which the perceiver is involved. (3) According to Jean Baudrillard, hyperreality is a technological context, in which imaginaries make us believe that they are real. ER - TY - CONF T1 - ‘Landscaping’ as an Artistic and Didactic Strategy A1 - Kraus, Anja A1 - Vassileva, Mariana PY - 2023 LA - eng KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - So weit wir wissen gibt es nichts auβerhalb von ‘Landschaft’. Qua unserer Körperlichkeit befinden wir uns in Landschaften und wir sind in sie involviert. Für uns mögliche Korporealität wird durch Landschaft bedingt, auf die wir auch wiederum Einfluss haben. Maurice Merleau-Ponty (1964) spricht in Bezug auf alles Physisch-Materielle vom ‘Fleisch (französisch ‘chair’) der Welt’, an dem der Mensch qua unserer Körperlichkeit teilhat. Anhand der Unterscheidungen Passivität/Aktivität und Sichtbarkeit/Unsichtbarkeit wird die künstlerische Strategie des Landscaping eingeführt. Drei Begriffe von Landschaft werden hier ins Spiel gebracht: Auf der einen Seite ist Landschaft eine physikalische bzw. physische Geographie. Eine solche Landschaft ist ein Lebensraum, ein Ökosystem mit den charakteristischen Merkmalen und mit der naturtypischen Dynamik mannigfachen Werdens und Vergehens. Zudem ist Landschaft auch eine anthropologische Tatsache; sei es eine gesellschaftlich geteilte, kulturell geprägte Landschaft oder ein subjektives ästhetisches Ganzes. Ferner kann man auch bei adaptiver Kontrolle von Landscaping sprechen: Durch Wissenschaft und Technik werden Vorgänge, Handlungen, Entwicklungen engmaschiger Kontrolle unterworfen. Daraus ergeben sich u.a. Landschaften der Architektur, der Maschinen, der digitalen Systeme, etc. Die genannten Theoreme werden anhand von Vassilevas Kunstwerken auf das Konferenzthema bezogen. ER - TY - CONF T1 - The Art of Sustainability: Arts Education in the Anthropocene (ett bokprojekt) T2 - Teacher’ Day, Stockholms Konstnärliga Högskola A1 - Kraus, Anja A1 - Hofvander Trulsson, Ylva PY - 2024 LA - eng KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - Syfte & mål:Ett bokprojekt (antologi) ska diskuteras. Antologin har som mål att utveckla och bidra till diskussioner och debatter om konstens roll i samhället under Antropocen och dess betydelse för estetiska lärprocesser. Med andra ord: Vad kan betraktas som hållbarbarhet inom konstområdet? Vad kännetecknar den specifika expertisen inom de estetiska ämnesområdena när det gäller hållbarhet; med andra ord, vilka kunskaper och aktiviteter behövs från lärarens och elevernas sida för att främja hållbarhet inom olika estetiska sammanhang?Samhällena idag hotas alltmer av ekologisk inducerade kriser, de är mer polariserade och fattigdomen ökar, vilket utmanar undervisningen i klassrummet. Det är viktigt att integrera värderingar som delande, omsorg och förståelse för varandra som en hel person i alla skolämnen vilket främjas i bildningsbegreppet.Metod och fokus:I forskningsöversikten vill vi lyfta fram tre huvudområden som ger eleverna kunskap om Antropocens utmaningar:1. Aktion: Greta Thunbergs tal "Our House is on Fire" vid World Economic Forum 2019 visar att det är möjligt att mobilisera den världsomspännande allmänheten för att göra viktiga uttalanden och handlingar kring hållbarhet inom pedagogiken.2. Vision: Vi behöver förstå de antaganden som leder mänskligheten fel och skapa nya visioner.3. Trygghet: För att kunna agera i kriser behöver barnen känna sig trygga och att världen är en beboelig och meningsfull plats.Alla tre aspekterna bygger på expertis, kunskap och bildning som främjas på olika sätt inom olika skolämnen. - Hur kan bildpedagogik och de estetiska lärprocesserna bidra här? Hur kan barnens bidrag till förnyelse av estetisk praktik göras synliga?  ER - TY - CONF T1 - The Art of Sustainability: Arts Education in the Anthropocene (ett bokprojekt) A1 - Kraus, Anja A1 - Hofvander Trulsson, Ylva PY - 2024 LA - swe KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik ER - TY - CHAP T1 - Was zeigt sich an Praktiken und wie zeigen sich Praktiken: eine Studie zur Performativität und Phänomenologie von sozialem und sozial distanziertem Handeln T2 - Interdisziplinäre Videoanalyse A1 - Kraus, Anja PY - 2018 SP - 231 EP - 254 LA - ger PB - : Verlag Barbara Budrich KW - leibphänomenologie KW - praktikenforschung KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education AB - An der vorliegenden Videosequenz springt die wohlbekannte Tatsache förmlich ins Auge, dass Nähe und Distanz, Inklusion und Exklusion, Akzeptanz und Ablehnung, Angepasstheit und Protest, kurz diverse Formen der An- und Abwesenheit, zentrale Strukturmomente des sozialen Lebens resp. sozialer und sozial distanzierter Praktiken sind. Zugleich sind An- und Abwesenheit prägnante Kennzeichen methodischer Verfahren (vgl. Fuery 1995). In meinem Beitrag wird dies für die leibphänomenologische Methodologie sowie für methodologische Schlussfolgerungen gezeigt, die sich aus dem aktuellen Performativitätsdiskurs ableiten lassen. - Worin bestehen unter empirischer Perspektive Parallelen und wo Unterschiede zwischen den beiden Methodologien? Was ergibt sich daraus für die Analyse der vorliegenden Videosequenz? Was kann diese Filmanalyse zur näheren Bestimmung der beiden methodologischen Ansätze beitragen? Die Analyse der Filmsequenz gilt also nicht allein deren Themen (wie etwa Schulhofgestaltung, Pausenaktivitäten etc.). Sie ist auch mit methodologischen und methodischen Fragen befasst, und zwar erstens mit solchen, die an den aktuellen Diskussionsstand einer phänomenologisch ausgerichteten Praktikenforschung anschließen, Zweitens geht es um Fragen, die mit einer Praktikenforschung verbunden sind, die am aktuell geführten Performativitätsdiskurs orientiert ist. Die Darlegung dieser beiden Ansätze wird daher in diesem Beitrag einen relativ großen Raum einnehmen.  ER - TY - BOOK T1 - Tjänsteinnovation A1 - Kristensson, Per A1 - Gustafsson, Anders A1 - Witell, Lars PY - 2014 LA - swe PB - Studentlitteratur AB KW - innovation KW - värdeskapande KW - tjänster KW - användare KW - tjänstelogik KW - samhällskunskap ER - TY - CHAP T1 - Undervisningskvalitet i samhällskunskapsämnet T2 - Undervisningskvalitet i svenska klassrum A1 - Kristiansson, Martin A1 - Walkert, Michael PY - 2022 SP - 297 EP - 340 LA - swe PB - : Studentlitteratur AB KW - samhällskunskap ER - TY - CHAP T1 - The challenge of ‘recontextualisation’ and Future 3 curriculum scenarios: an overview T2 - Recontextualising Geography in Education A1 - Lambert, David A1 - Béneker, Tine A1 - Bladh, Gabriel PY - 2021 SP - 9 EP - 24 LA - eng PB - Cham : Springer KW - geography KW - geografi KW - subject-specific education KW - ämnesdidaktik KW - samhällskunskap ER - TY - CHAP T1 - Samhällskunskap, demokrati, kommunikation och lärande T2 - Utbildning som kommunikation A1 - Larsson, Kent PY - 2007 SP - 337 EP - 359 LA - swe PB - Göteborg : Daidalos KW - education ER - TY - JOUR T1 - Bildkonst och kulturarv i kretsen kring Moa Martinson T2 - Förr och nu : tidskrift för en folkets kultur och historia SN - 2003-329X A1 - Lidén, Anne PY - 2021 VL - 21 IS - 3 SP - 1 EP - 21 LA - swe KW - porträtt KW - bokomslag KW - illustration KW - arbetarförfattare KW - moa martinson KW - kjell löwenadler KW - albin amelin KW - siri derkert KW - eric palmquist KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - Artikeln Bildkonst och kulturarv i kretsen kring Moa Martinson (1890-1964) visar ett urval av hennes böcker, såsom Kvinnor och äppelträd 1933 och Jag möter en diktare 1950 i relation till bildkonst och kulturarv, såsom 1930-talet och torpet i Johannesdal. Några konstnärer som gjort illustrerade bokomslag till dessa två böcker i olika utgåvor under åren presenteras i relation till Moas texter, Birger Ljungqvist, Albin Amelin och Eric Palmquist. Olika porträtt av Moa Martinson presenteras. Kjell Löwenadlers porträtt i olja 1945 ingår i Vi-donationens porträttsamling av arbetarförfattarei Folkets Hus, nu placerad i Norra Latins konferenscenter. Moa Martinsons hade en nära vänskap med konstnären Siri Derkert som också hörde till Fogelstadgruppen. Siri Derkerts porträttskisser av Moa Martinson behandlas i samband med hennes Moa-porträtt på väggen i monumentalverket i Östermalms tunnelbanestation 1965. Slutligen nämns Peter Lindes bronsstaty 1994 av Moa Martinson på Grytstorget i Norrköping. ER - TY - RPRT T1 - Genuspedagogisk bildtolkning och debatt: Det svenska broderade kvinnomärket, Språkaffischen och andra illustrationer i kvinnorörelsen A1 - Lidén, Anne PY - 2020 LA - swe PB - Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, Stockholms universitet KW - illustration KW - bildreception KW - kvinnomärke KW - korsstygnsbroderi KW - koillustration KW - konstpedagogik KW - genuspedagogik KW - kvinnorörelsen KW - grupp 8 KW - tidskriften vi mänskor och kvinnobulletinen KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education AB - Denna forskningsrapport vid forskningsavdelning på HSD ger en summerande genuspedagogisk och konstpedagogisk analys av olika FoU projekt och seminarier i genuspedagogik som bedrivits 2012 vid den föregående centrumbildningen i lärarutbildningen, CeHum, under ledning av professor Geir Skeie. Anne Lidéns texter om Språkaffischen och Julbroderiet till de två seminarierna 2012 presenteras i sin helhet med gemensam referenslista och bildlista. Rapporten ger även en kompletterande analys av senare års forskning och debatter kring kvinnorörelsens illustrationer, med särskild tonvikt vid det broderade kvinnomärkets användning, Språkaffischen och bildreception i olika länder. En särskild tonvikt läggs vid den forskningsdebatt som förts kring det broderade kvinnomärkets betydelse. En jämförelse görs med några av de utvecklingsprojekt i de estetiska ämnenas didaktik som genomförts 2016-2020 vid den efterföljande institutionen HSD. Anne Lidéns internationella studier kring kvinnliga textila uttryck presenteras. De texter av Anne Lidén och hennes bilder som behandlades vid seminarierna 2012 är presenterade som bilagor i rapporten. ER - TY - JOUR T1 - Josef Kjellgren och brobyggarna: arbetets och kamratskapets författare T2 - Förr och Nu. Tidskrift för en folkets kultur och historia SN - 2003-329X A1 - Lidén, Anne PY - 2020 VL - 4 SP - 1 EP - 32 LA - swe KW - arbetarförfattare KW - josef kjellgren KW - västerbron KW - brobygge KW - arbetsmiljö KW - bokomslag KW - 5 unga KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - Artikeln behandlar en biografisk och litterär bakgrund till Josef Kjellgrens bok Människor kring en bro 1935 och hans dikt Arbetsrytm i samlingen 5 unga 1929. En skildring görs med bilddokumentation av västra Södermalm i Stockholm där Josef Kjellgren och vännen Erik Asklund växte upp 1910-1940, bland annat området runt Högalidskyrkan, Bergssundsstrand och Långholmen. Varvsområdet med barackerna beskrivs före och under bygget av Västerbron. Josef Kjellgrens dikter och reportage tas upp, liksom resorna till Europa och Kanada samt hans svåra sjukdom i tbc, som orsakade hans förtidiga död 1948. Josef Kjellgrens övriga böcker berörs korfattat, främst romansviten Smaragden 1939-1948, som han skrev under sin mångåriga vistelse på sanatoriet Österåsen. Omdömen från andra arbetarförfattare berörs som Ivar Lo-Johansson. En kortfattad översikt ges av litteraturforskning om Kjellgren, från 1970-talet till idag, bland annat Agneta Pleijel, Magnus Nilsson, Peter Forsgren och Per-Olof Mattsson. Artikeln är illustrerad med kommenterade bilder av boksomslagen till de olika böckerna och olika utgåvor. Valda texter ur två böcker presenteras i anslutning till artikeln; Dikten Arbetsrytm ur samlingen 5 unga 1929 samt utdrag ur första kapitlet i Människor kring en bro 1935. ER - TY - JOUR T1 - Kultur som motstånd och hopp: Dar al Kalima, konst- och kulturuniversitet i Betlehem, Palestina T2 - Tidskriften Förr och Nu. Tidskrift för en folkets kultur och historia SN - 2003-329X A1 - Lidén, Anne PY - 2023 VL - 1 SP - 1 EP - 17 LA - swe PB - Norra Kvinneby : Per Olov Käll KW - konstutbildning KW - hantverk KW - kulturteologi KW - mitri raheb KW - dak-universitet KW - betlehem KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - Artikeln Kultur som motstånd och hopp. Dar al Kalima, konst- och kulturuniversitet redogör för en konst- och kulturutbildning som utvecklats från en liten hantverksskola på 1990-talet i Betlehem, Palestina, till ett utbyggt universiet 2021. Dess grundare är den lutherska kyrkoherden Mitri Raheb, som haft nära samarbete med Svenska kyrkan i många år. Hans bok Betlehem belägrat publicerades på svenska 2005. I artikeln diskuteras Mitri Rahebs kulturteologiska program Kultur som motstånd 2008 och 2022, i relation till bland annat forskningen om Edward W. Saids kritiska studier av orientalismen. Artikeln bygger på övriga källor, såsom den svenska konstpedagogen Inger Jonassons skildringar sin konstundervisning i Dar al Kalima-universitetet i Svenska Jerusalemsföreningens tidskrift. Artikeln är illustrerad. ER - TY - JOUR T1 - Pilgrimsfärd för rättvis värld.: Möten med kyrkorna i Israel och Palestina T2 - Tidskriften Förr och Nu. Tidskrift för en folkets kultur och historia SN - 2003-329X A1 - Lidén, Anne PY - 2024 VL - 1 SP - 1 EP - 19 LA - swe PB - Norra Kvinneby : Per-Olov Käll KW - pilgrimsfärd KW - jerusalem KW - heliga landet KW - kyrkor KW - ekumeniskt samarbete KW - folkrätt KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - Denna recension redogör för den kunskapsrika antologin Pilgrimsfärd för rättvis värld. Möten med kyrkorna i Israel och Palestina från Spricka förlag och dess pedagogiska uppdelning i fem delar som studiehandbok för studiecirklar. I redaktionen ingår bl .a. Sune Fahlgren och Anna Karin Hammar. De olika författarnas bidrag berör olika perspektiv på pilgrimsfärder till det Heliga Landet och dess heliga platser, främst i Jerusalem. Detaljerade kartor ger god information. En lång rad praktiska tips och råd ges för pilgrimsgrupper, såväl inför resan som under vandringen, där gemensam andakt och bön står i centrum. Fokus ligger på en etisk hållbar turism där pilgrimen tar ansvar för både miljöhänsyn och kulturell respekt. Boken berättar om de kristna församlingarna och kyrkosamfundens historik och gudstjänster, byggnader och verksamheter, men också om deras framgångsrika ekumeniska och interreligiösa samarbete i en konfliktfylld region. Olika fredsorganisationer presenteras och vägar till en en rättvis fred diskuteras. Förutom en historisk bakgrund till konflikten ges grundläggande information om internationella fredsdokument, FN-resolutioner och folkrättsliga dokument. Till boken hör en studiehandledning som ges ut av studieförbunden Bilda och Sensus. ER - TY - CHAP T1 - Samhällsorienterande undervisning med religionskunskap i fokus T2 - Utbildningsvetenskap för grundskolans tidiga år A1 - Liljefors Persson, Bodil PY - 2011 SP - 235 EP - 254 LA - swe PB - : Natur & Kultur KW - samhällsorienterande undervisning KW - religionskunskap KW - samhällskunskap KW - geografi KW - tematisk undervisning KW - ämnesdidaktik KW - religionsdidaktik ER - TY - CHAP T1 - Konstruktionen av ungdomars syn på religion och samhälle i International Civic and Citizenship Education Study T2 - Det postsekulära klassrummet A1 - Liljestrand, Johan PY - 2015 SP - 39 EP - 54 LA - swe PB - Gävle : Gävle University Press ER - TY - CHAP T1 - Samspel mellan ämnena T2 - I SO för lärare 4-6, Red. Olof Franck, Anette Johansson, Anna-Lena Lilliestam & Anna Pettersson A1 - Lilliestam, Anna-Lena PY - 2021 SP - 225 EP - 231 LA - swe PB - Malmö : Gleerups KW - samverkan mellan ämnen KW - ämnesövergripande undervisning KW - geografi KW - religionskunskap KW - samhällskunskap KW - lärarutbildning AB - I kapitlet visas hur ämnesinnehåll ur de fyra samhällsorienterande ämnena kan samverka i undervisning. ER - TY - JOUR T1 - Distancing democracy. Organising on-line teacher training to promote community values T2 - UCFV Research Review SN - 1715-9849 A1 - Lindberg, J. Ola A1 - Olofsson, Anders D. PY - 2006 VL - 1 IS - 1 SP - 1 EP - 10 LA - eng KW - case study KW - community values KW - distance education KW - european citizenship KW - hermeneutical approach KW - individualised conceptions of democracy KW - learning community KW - on-line teacher training in sweden AB - This article is concerned with conceptions of democracy among teacher trainees attending a distance-based on-line teacher training programme through the use of ICT. Analyses of interviews with teacher trainees provide an understanding of the teacher trainees' conceptions of democracy. The analysis is informed by a framework for understanding democracy based on Held (1966), and points toward a view in which the teacher trainees are focusing foremost on individual aspects of democracy, and not as much on social or collective conceptions reflecting community values. Thus a possible conclusion could be that distance-based on-line teacher training is highly individualised, to the point of conceiving values connected to a social dimension as an individual enterprise.  ER - TY - THES T1 - Litteracitetsaktiviteter i slöjd och samhällskunskap: Fallstudier av flerspråkiga elevers textanvändning A1 - Lindqvist, Eva PY - 2014 LA - swe KW - fallstudier KW - flerspråkighet KW - litteracitet KW - textanvändning KW - multimodalitet KW - education in languages and language development KW - utbildningsvetenskap med inriktning mot språk och språkutveckling AB - The present thesis comprises two case studies of two multilingual pupils in second-ary school, focusing on the relationship between knowledge, language and learning through a comparison of literacy activities in the two school subjects, Textile Crafts and Social Studies.The theoretical framework is sociocultural and the research methods include ob-servations, interviews and artifact analysis of the literacy practices in the two sub-jects as well as analyses of spoken and written texts. The latter were performed using multimodal and systemic functional linguistics analyses.The results reveal that both school subjects can be described as mono-linguistic, and that the teachers teach mono- and multilingual pupils in the same way. Also, the two focus students, David and Sarah, were offered various multimodal texts in each of the two school subjects. However, David deflects many of the teachers’ text of-fers in the form of writing in both the literacy practices in both subjects, avoiding having to expose himself to situations in which he is forced to read or write. Sarah, on the other hand, used writing for different purposes and in different ways. Also, the semiotic resources she used were often more advanced and more complex com-pared to those used by David. Another important finding was that the teachers seemed to "tune in" with the students’, thus enhancing their own choices as to avoid-ing or using the language offered through different semiotic resources.A pedagogical implication of the study concerns how teachers and students are aware of students’ multilingualism and how this linguistic awareness is used in the classroom. This calls for more research on how to create teacher awareness about multilingual students’ need to develop linguistic competence in all school subjects in different languages. Another pedagogical implication is the importance of selecting texts that enable high support in relation to the nature of the task and its objectives, i.e. how texts function in relation to the task and what they afford. ER - TY - CHAP T1 - Barnets rättigheter, den vuxnes skyldigheter: Barnkultur, barns kultur och rätten till det egna perspektivet T2 - Kultur, estetik och barns rätt i pedagogiken A1 - Lorentzon, Ylva PY - 2021 SP - 27 EP - 44 LA - swe PB - Malmö : Gleerups Utbildning AB KW - child culture KW - childhood KW - childrens' rights KW - child perspective KW - barnkultur KW - barndom KW - barns rättigheter KW - barnperspektiv KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - Texten reflekterar över de olika bilder av barnet som framträder i skilda slag av texter. I aktuell forskningslitteratur beskrivs barnet ofta som kompetent, aktivt och medskapande i sociala processer. Barnet i FN:skonvention om barnets rättigheter ser snarare ut att vara en individ som på grund av sin utsatthet måste värnas särskilt. Syftet med kapitlet är att problematisera barnrättskonventionen genom olika perspektiv på begreppet rättighet och med en diskussion om barnkultur i såväl estetisk som antropologisk mening. I kapitlet diskuteras också hur samspelssituationer mellan barn och vuxen speglar maktförhållanden och andra villkor för rättigheternas förverkligande. ER - TY - CHAP T1 - Barnets rättigheter, den vuxnes skyldigheter: Barnkultur, barns kultur och rätten till det egna perspektivet T2 - Kultur, estetik och barns rätt i pedagogiken A1 - Lorentzon, Ylva PY - 2012 SP - 27 EP - 42 LA - swe PB - Malmö : Gleerups Utbildning AB KW - child culture KW - childhood KW - childrens' rights KW - child perspective KW - barnkultur KW - barndom KW - barns rättigheter KW - barnperspektiv KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik ER - TY - CHAP T1 - Den kulturpolitiska mångfalden: en exposé över mål, riktlinjer och tolkningar T2 - Berätta, överleva, inte drunkna A1 - Lorentzon, Ylva PY - 2022 SP - 51 EP - 71 LA - swe PB - Stockholm : Bokförlaget Atlas KW - kulturpolitik KW - mångfald KW - legitimering KW - kultursociologi KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik ER - TY - CHAP T1 - (Mis)trust in numbers: shape shifting and directions in the modern history of data in Swedish educational reform T2 - The rise of data in education systems A1 - Lundahl, Christian A1 - Landahl, Joakim PY - 2013 SP - 57 EP - 78 LA - eng PB - Oxford : Symposium Books KW - data KW - comparative histories of education KW - education KW - samhällskunskap AB - In this chapter the authors explore the uses and meanings of data in Swedish educational reform, practice and discourse from roughly the 1940s up to the present day. Their survey covers both national data and international data and includes quantitative as well as qualitative data. They start in the 1940s with two empirical examples that in a way show an antithetical attitude towards data. Travel accounts from America were based on a qualitative approach, and expressed the attitude that the schools studied were important because they were different, modern and inspiring. At roughly the same time, standardised testing was introduced as a technique of connecting the different parts of the school system and rationalising student admission processes. The consequences of this standardisation came under severe attack during the late 1960s and 1970s, resulting eventually in the introduction of a criterion referenced grading system. Finally, the authors highlight the fact that the last few decades have seen the flourishing of such things as international assessment and school inspection, and there has been an increased emphasis on grades and testing. These examples illustrate that the meanings and techniques of data are objects of a continuous negotiation where sometimes even resistance towards measuring tends to be based on measurements. ER - TY - CHAP T1 - Medhåll eller motstånd?: Affektiv politisk litteracitet i samhällskunskap T2 - Ämneslitteracitet och inkluderande undervisning A1 - Lundberg, Janna PY - 2022 SP - 119 EP - 152 LA - swe PB - Lund : Studentlitteratur AB ER - TY - BOOK T1 - Vit melankoli: En analys av en nation i kris A1 - Lundström, Catrin A1 - Hübinette, Tobias PY - 2020 LA - swe PB - Makadam Förlag KW - samhällskunskap ER - TY - CHAP T1 - Forskning av och för lärare T2 - Forskning av och för lärare A1 - Lödén, Hans PY - 2012 SP - 5 EP - 6 LA - swe PB - Karlstad : Karlstad University Press KW - samhällskunskap KW - ämnesdidaktik ER - TY - CHAP T1 - Att förstå sexualitet utifrån sociala och kulturella perspektiv T2 - Samhällskroppen: om samhälle, kön och sexualitet A1 - Löfgren-Mårtenson, Lotta PY - 2016 SP - 115 EP - 123 LA - swe PB - : Riksförbundet för sexuell upplysning, RFSU KW - sexualkunskap KW - samhällskunskap ER - TY - JOUR T1 - Elevers vurdering av politikeres bruk av sosiale medier i et postfakta-samfunn og implikasjoner for samfunnsfaget T2 - Nordidactica SN - 2000-9879 A1 - Mathé, Nora E. H. A1 - Elstad, Eyvind PY - 2017 VL - 2017 SP - 71 EP - 96 LA - nor PB - Karlstad : CSD Karlstad KW - politics KW - social studies KW - fake news KW - youth KW - post-factual society KW - samhällskunskap AB - In the age of political confrontation the public is at times presented with statements in the media that are less than truthful. At the same time, social media create new arenas for political communication. These trends implicate that today’s students need to develop critical awareness, but also experience with factual argumentation about political issues to develop political understanding and their own viewpoints. The purpose of this article is to explore how Norwegian 16-17-year-old students perceive and evaluate some examples of politicians’ communication in social media, and to discuss the need for social studies to provide students with sufficient prerequisites for meeting an ever-changing future. We make use of theory on rational behaviour as well as theory on deliberative and radical democracy to shed light on the student data. The analysis shows that the students are critical of politicians’ use of social media. Further, they judge their own information evaluation abilities too positively. Implications for social studies are discussed: Students should practice political discussion and argumentation and the focus on critical analysis of political communication should be further strengthened. ER - TY - CONF T1 - Garanterat barnfritt?: Segregeringspraktiker, exkluderingar och territorialiseringar i vithetens och vuxenhetens exklusiva lek- och konsumtionsrum A1 - Nordberg, Marie PY - 2013 LA - swe KW - barndom KW - vithet KW - segregering KW - gatekeeping KW - klass KW - privilegier KW - barnfria charterresor KW - genusvetenskap KW - samhällskunskap AB - I  rese- och turistbranschen är barnfria zoner idag ett  marknadskoncept som tagits upp av flera researrangörer. Samtidigt som  resor och hotellkomplex  inriktade på vuxna som önskar koppla av utan att störas av barn, formas också specialutformade resor för barnfamiljer, som erbjuder hotellkoncept med  zoner för såväl generationsgemensamma lek- och upplevelseaktiviteter, som  ålderssegregerade aktiviteter och zoner. I denna presentation analyseras och diskuteras hur figurationen barn, barndom, barnslighet, vithet, klass, och kön formar och formas och materialiseras i några resereklamexempel. Dessutom diskuteras hur materialiseringarna och segregeringarna såväl underbygger som utmanar ålders- och könssegregering. ER - TY - CONF T1 - Män som arbetstagare i sjukvård och förskola/skolbarnsomsorg i Sverige: en jämställdhetsfråga och satsning med låg prioritet? A1 - Nordberg, Marie PY - 2012 LA - swe KW - män KW - arbetsmarknad KW - könssegregering KW - omsorgsyrken KW - maskulinitet KW - sjukvård KW - förskola KW - brytprojekt KW - kvotering KW - genusvetenskap KW - samhällskunskap AB - I Sverige finns för närvarande inga specifika åtgärder med inriktning på att öka antalet män i förskola och i sjukvård. Från att ha under många år pekats ut som en mycket viktig jämställdhetsfråga och getts stor relevans, har frågan om mäns plats i  barnsomsorg och sjukvårdens omsorgsyrken idag hamnat i något av ett vacum.  Till viss del beror detta på de problem som uppstått när de satsningar och projekt som prövats fungerat som tänkt. I detta anförande lyfts några av dessa problem fram och diskuteras. Dessutom presenteras en överblick av de olika insatser och redskap som prövats för intressera män för utbildning och arbete i barnomsorg och i omsorgsinriktade vårdyrken från början av 1970-talet och framåt. Resonemanget och analysen som presenteras kommer till viss del också att konkretiseras med exempel hämtade från den forskning om män och maskulinitet i förskolan och i sjuksköterskeyrket som jag och några andra svenska maskulinitetsforskare bedrivit under 1990 och 2000-talet. ER - TY - CONF T1 - Räknas ’fröken’ Knut ut när förskolan blir skola?” A1 - Nordberg, Marie PY - 2012 LA - swe KW - män maskulinitet KW - förskolan KW - könssegrering KW - genusvetenskap KW - samhällskunskap AB - Den stora vikt som i förskolan lagt vid barns lek, sagoläsning och träning av barns sociala kompetenser har idag alltmer tonats ned till förmån för en vuxenledd och kunskapsinriktad verksamhet där barn från tidig ålder under förskolepersonalens ledning tränas i matematiskt och naturvetenskapligt tänkande. Utifrån den forskning om pojkar, män, transnationella diskursflöden och maskulinitets- och femininitetskonstruktioner i förskola och skola diskuteras på detta seminarium hur den pågående förskjutningen och närmandet till skolans rationella kunskapssyn påverkar arbetsdelningen och män, kvinnors och pojkars och flickors plats i verksamheten och mäns benägenhet att söka sig till i verksamheten. Kommer förskjutningen mot en mer kognitivt inriktad kunskapsmodell, omvandlingen av lärarutbildningen och den vikt som idag läggs vid didaktik, personalens ämneskunskaper och en kognitivt inriktad oh vuxenledd undervisning och kunskapsträning av förskolebarn i naturvetenskap och matematisk tänkande att locka fler män till yrket? Eller kan den ökade benägenheten bland män att söka sig bort från yrket de senaste åren ses som en konsekvens av den förskjutningen och den hårdare styrningen av verksamheten och den reduceringen av den flexibilitet och inriktning på lek och de anställdas möjlighet att påverka och styra verksamhetens innehåll? På vilka sätt hänger egentligen förskolläraryrkets professionalisering, lärifieringen av verksamheten, maskulinitet och inriktningen på att träna barns kognitiva förmåga samman? Och vem går egentligen i bräschen för och driver den pågående maskuliniseringen av verksamheten? På seminariet utreds och diskuteras också med utgångspunkt från en nyligen publicerad nordisk rapport om varför det idag finns så få män i förskolan och hur det kommer sig att Norge lyckats bättre än Sverige med att öka antalet män  i förskolan.  ER - TY - JOUR T1 - Reformer verkningslösa om lärare inte får tid att planera T2 - Dagens nyheter A1 - Nordgren, Kenneth A1 - Liljekvist, Yvonne A1 - Kristiansson, Martin A1 - Bergh, Daniel PY - 2018 LA - swe PB - Stockholm : Dagens nyheter KW - samhällskunskap ER - TY - CHAP T1 - Att 'bilda sig' eller att 'bilda sig'?: Om religionslärarens frirum som medborgarbildare i den nya ämnesplanen för religionskunskap på gymnasiet T2 - Spänningsfyllda erfarenheter A1 - Olson, Maria PY - 2013 SP - 51 EP - 70 LA - swe PB - : Stockholms universitets förlag KW - ämnesdidaktik KW - skolämnen KW - skolan KW - religionskunskap KW - samhällskunskap KW - muséer KW - lärare KW - gymnasieskolan KW - medborgarbildning KW - frirum KW - humanities and social sciences AB -  I den här texten lyfter jag fram den nya ämnesplanen i religionskunskap på gymnasiet. Syftet med detta är att sätta denna ämnesplan i relation till religionslärarens medborgarbildande uppgift. Med utgångspunkt i bildningsbegreppet diskuteras denna uppgift som en fråga om att se till religionslärarens frirum. Diskussionen utmynnar i ett resonemang om betydelsen av att läraren inte ensidigt ser till vissa bildningsmål i ämnesundervisningen på bekostnad av andra. ER - TY - CHAP T1 - Att 'bilda sig' och att 'bilda sig': Om religionslärarens frirum som medborgarbildare i det nya gymnasiet T2 - Spänningsfyllda erfarenheter A1 - Olson, Maria PY - 2013 SP - 51 EP - 70 LA - swe PB - Stockholm : Stockholms universitets förlag KW - ämnesdidaktik KW - skolämnen KW - skolan KW - religionskunskap KW - samhällskunskap KW - muséer KW - lärare KW - gymnasieskolan KW - medborgarbildning KW - frirum AB - I den här texten lyfter jag fram den nya ämnesplanen i religionskunskap på gymnasiet. Syftet med detta är att sätta denna ämnesplan i relation till religionslärarens medborgarbildande uppgift. Med utgångspunkt i bildningsbegreppet diskuteras denna uppgift som en fråga om att se till religionslärarens frirum. Diskussionen utmynnar i ett resonemang om betydelsen av att läraren inte ensidigt ser till vissa bildningsmål i ämnesundervisningen på bekostnad av andra. ER - TY - GEN T1 - Nordisk ämnesdidaktisk forskning i SO-ämnen: En inventering A1 - Olsson, David PY - 2011 LA - swe PB - Centrum för de samhällsvetenskapliga ämnenas didaktik KW - ämnesdidaktik KW - geografi KW - religionskunskap KW - samhällskunskap KW - subject-specific education ER - TY - CONF T1 - Prerequisites for teaching about crisis and disaster preparedness in the younger years of primary school in social study subjects and science studies: a curriculum analysis A1 - Olsson, David A1 - Thörne, Karin A1 - Jakobsson, Martin A1 - Christenson, Nina A1 - Hindersson, Emelie PY - 2023 LA - eng KW - curricula analysis KW - disaster preparedness KW - primary education KW - biology KW - samhällskunskap AB - The Covid pandemic, the war in Ukraine, the energy crisis and climate change all direct attention to the importance of disaster preparedness, both at an individual and societal level. Disaster preparedness has also received increasing attention internationally, for instance through the Sendai Framework for Disaster Risk Reduction. This global framework as well as the research literature stress the importance of promoting education on disaster preparedness and how schools play a key role in this regard (Johnson et al. 2014; Pfefferbaum et al. 2018; Selby and Kagawa 2012). In our study, a systematic literature review shows that there is extensive international research on the integration of disaster preparedness in school education. However, corresponding research is lacking for the Swedish school. The Swedish Agency for Education emphasises the importance of schools working proactively with disaster preparedness (Skolverket 2022), but there are currently no guidelines regarding teaching in this area. There exists some educational material on disaster preparedness aimed at schoolchildren in the later years of elementary school and in upper secondary school, e.g. from the Swedish Civil Contingencies Agency (MSB) (2022), but it is currently up to the individual teacher to include this in the teaching. In the present study, an investigation of the conditions for integrating disaster preparedness into teaching in elementary school was carried out, as a first step in a larger study that aims to develop a research-based teaching program for the earlier years of elementary school. Based on the international research literature on teaching about disaster preparedness, a text analysis of primary school curricula in the social study subjects and science studies, grade 1-6, was made. Preliminary results show that there are no explicit links to disaster preparedness in the current curricula. However, there is potential to align education on disaster preparedness to the existing curricular content. ER - TY - RPRT T1 - På Gränsen: Interaktion, attraktivitet och globalisering i Inre Skandinavien A1 - Olsson, Eva A1 - Hauge, Atle A1 - Ericsson, Birgitta PY - 2013 LA - swe PB - Karlstads universitet KW - samhällskunskap ER - TY - GEN T1 - Papperslösa: Skuggsamhället A1 - Petersson, Tommie PY - 2017 LA - swe PB - Clio KW - samhällskunskap KW - immigration KW - papperslösa KW - läromedel AB - Artikel om svensk immigration, skriven för Bonnier Education AB:s digitala läromedel Clio. Målgruppen är högstadieelever. ER - TY - GEN T1 - Val 2018 - Sjukvård: Hur tar vi hand om de sjuka? A1 - Petersson, Tommie PY - 2018 LA - swe PB - Clio KW - samhällskunskap KW - sjukvård KW - läromedel AB - Artikel om det svenska sjukvårdssystemet, skriven för Bonnier Education AB:s digitala läromedel Clio. Målgruppen är högstadieelever. ER - TY - GEN T1 - Vinster i skolan: Vem ska ta hand om barnen? A1 - Petersson, Tommie PY - 2018 LA - swe PB - Clio KW - samhällskunskap KW - utbildning KW - skola KW - läromedel AB - Artikel om vinstdrivande skolor, skriven för Bonnier Education AB:s digitala läromedel Clio. Målgruppen är högstadieelever. ER - TY - CONF T1 - Developing the capacity to transform powerful knowledge in socialstudies in middle school T2 - Abstracts-Transnational and Interdisciplinary Perspectives on Subject Didactics A1 - Randahl, Ann-Christin A1 - Jakobsson, Martin PY - 2024 LA - eng PB - Germany : Trier University KW - samhällskunskap ER - TY - JOUR T1 - Globalization and classroom practice: insights on learning about the world in Swedish and Australian schools T2 - Nordidactica SN - 2000-9879 A1 - Reynolds, Ruth A1 - Vinterek, Monika PY - 2013 VL - 1 SP - 104 EP - 130 LA - eng PB - Karlstad : CSD Karlstad KW - globalization in classrooms KW - methodology of classroom research KW - intercultural understanding in teaching KW - global education KW - teaching global education KW - undervisning KW - globalisering KW - klassrum KW - so KW - samhällsorienterande ämnen KW - interkulturell förståelse KW - utbildning och lärande KW - education and learning KW - samhällskunskap AB - Globalization and global education implies changes to practices at the classroom level to adapt to new imperatives associated with technology use and awareness, and environmental sustainability. It also implies much more. It implies that teachers apply their classroom pedagogy to take account of students’ new found global understandings of which they, and the school community, is largely unaware. This article addresses and discuses three key consequences of globalization for classrooms worldwide; an increased diversity of experience of the students within the classroom, an increased competitiveness of educational outcomes between national states and subsequently some standardisation of curriculum across nations to enable this, and an increased emphasis on teaching skills and values associated with intercultural understanding. Young children’s map knowledge and their resultant, and associated, interpretations of the world from a comparative study a from Swedish and Australian primary classrooms is used as examples of some of these implications of the impact of ‘global culture’ and ‘global issues’ on current and future classroom practice. ER - TY - BOOK T1 - Samhällsdidaktik: sju aspekter på samhällsundervisning i skola och lärarutbildning PY - 2012 LA - swe PB - Linköpings universitet, Forum för ämnesdidaktik KW - samhällsämnenas didaktik KW - samhällsundervisning KW - samhällskunskap KW - sponsrade läromedel KW - läromedel KW - religionskunskap AB - Samhällsdidaktik – sju aspekter på samhällsundervisning i skola och lärarutbildning är en antologi där sju forskare vid Linköpings universitet ventilerar olika sidor av samhällsundervisningens problematik och möjligheter, såsom hur samhällsundervisningens villkor ständigt förändras och konsekvenserna av detta, vilken roll teknikhistoria bör ha i grundskolan, hur gymnasieskolans nya kursplan i historia har påverkat läromedlen, innehållet i sponsrade läromedel, betydelsen av religionsundervisning i särskolan, hur staten främjar utbildning i samband med ett jubileum samt vikten av internationellt utbyte. ER - TY - GEN T1 - Om hur utbildningsministern missförstår demokrati A1 - Sandberg, Mikael PY - 2019 LA - swe KW - skola KW - samhällskunskap KW - värden KW - demokrati KW - utbildningsminister KW - anna ekström ER - TY - JOUR T1 - Sociala medier är ett hot mot demokratin i Europa T2 - Dagens Nyheter SN - 1101-2447 A1 - Sandberg, Mikael PY - 2019 VL - 25 SP - 5 EP - 5 LA - swe PB - Stockholm : AB Dagens Nyheter KW - sociala medier KW - tillit KW - demokrati KW - institutioner KW - samhällskunskap KW - skolor AB - En ny undersökning av unga européers attityder visar att tilliten till sociala medier är påvisbart skadlig genom att den negativt påverkar tilliten till politiska institutioner och därigenom även det politiska deltagande i olika former. Ett undantag i Europa när det gäller tillit till institutioner och framtida politiskt deltagande är Sverige, skriver statsvetaren Mikael Sandberg. ER - TY - BOOK T1 - Spänningsfyllda erfarenheter: ämnesdidaktik i skilda kontexter PY - 2013 LA - swe PB - Stockholms universitets förlag KW - ämnesdidaktik KW - skolämnen KW - skolan KW - religionskunskap KW - samhällskunskap KW - muséer KW - humanities and social sciences AB - Denna skriftserie ska bidra till att stärka ämnesfältet humanioras ämnesdidaktikgenom att belysa såväl specifika ämnesdidaktiska frågor och övergripande tematikersom skilda metoder och teoretiska impulser. Skriftserien lyfter även fram hurolika ämnesdidaktiska perspektiv kan belysa de frågor som gäller undervisningoch lärande i humanistiska ämnen. På detta sätt ämnar skriftserien vara ett tillskotti diskussionen om humanioras relation till frågan om vad ämnesdidaktik äroch kan vara i förhållande till olika utbildningspraktiker, sammanhang och (skol)ämnesområden. Skriftserien lyfter fram ämnesdidaktikens tvärvetenskaplighetoch dess komplexitet. Vår målgrupp är lärarstuderande, verksamma lärare ochlärarutbildare samt forskare. De olika utgåvorna av skriftserien kan användas somkurslitteratur eller i fortbildningssyfte. ER - TY - CHAP T1 - Die Geburtstagsfeier als Ritual. Sprachliche Geschenke zum Geburtstag T2 - Text-, Diskurs- und Kommunikationsforschung A1 - Stoeva-Holm, Dessislava A1 - Tienken, Susanne PY - 2021 SP - 111 EP - 128 LA - ger PB - Koblenz : Verlag Empirische Pädagogik VEP KW - birthday songs KW - birthday KW - rituals KW - geburtstaglieder KW - geburtstag und sprache KW - rituale KW - linguistics KW - lingvistik KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education KW - tyska ER - TY - CONF T1 - Comparisons of contributions from three different secondary school subject areas to environmental and sustainability teaching A1 - Sund, Per A1 - Gericke, Niklas A1 - Bladh, Gabriel PY - 2019 LA - eng KW - biology KW - samhällskunskap ER - TY - CHAP T1 - Att leda teater, motstånd och dialog T2 - Livet Bitch! metod A1 - Szatek, Elsa PY - 2020 SP - 106 EP - 119 LA - swe PB - : Riksteatern KW - communityteater KW - drama KW - ledarskap KW - theatre studies KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education ER - TY - CONF T1 - Dramarummet som heterotopi T2 - Dramaforskning i Sverige 2019 A1 - Szatek, Elsa PY - 2019 SP - 24 EP - 24 LA - swe KW - dramapedagogik KW - community-teater KW - heterotopi KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education KW - theatre studies AB - Dramarummet som heterotopiI detta paper utforskar och konceptualiserar jag dramarummet tillhörande enteatergrupp för tjejer. Empirin i detta paper kommer från samtal med tjejer iåldrarna 13-24 år som är deltagare i community-teatergruppen och derastankar om meningsskapande genom drama och teater. Jag utgår frånFoucaults tankar om heterotopi för att utforska hur lärandet som sker idramarummet är både separat och sammankopplat med lokal kultur, historiaoch normer. Foucault använde sig av heterotopi-begreppet för att visa på hurvissa platser fungerar som arenor för motstånd genom att vara bådesammankopplat men också utanför samhällskroppen. Heterotopin är, för attanvända Foucaults egna ord,“in relation with all other sites, but in such a wayas to suspect, neutralize or invert the set of relations that they happen todesignate, mirror, or reflect”. Genom att vara en heterotopi i relation tilltjejernas vardagsplatser så som hem och skola diskuteras hur dramarummetkan bli en central arena för såväl motstånd som dialog. ER - TY - CONF T1 - Rewriting the everyday when staging vulnerability in community theatre A1 - Szatek, Elsa PY - 2022 LA - eng KW - community theatre KW - applied theatre KW - vulnerability KW - space and place KW - youth KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - In this presentation the risks and potentials of staging vulnerability in a community theatre practice with teenage girls will be explored. This presentation will explore vulnerability as a potentially generative matter that enables resistance in line with Judith Butler (Butler, 2016). By drawing on post-constructionist ( e.g. Lykke, 2009, 2010) and spatial theories (Massey, 2005) the presentation troubles how aesthetic spaces emerges when interwoven with spaces of vulnerability. The empirical material in this presentation comes from a one year ethnographic study following the theatre-groups’ work creating a performance based on girls’ stories and experiences of becoming woman in a particular Swedish town.  Exploring how vulnerability becomes a generative, or restrictive force in the performance work the tensions produced in the process are discussed with the aim to highlight the multitude of ethical dilemmas that arise when staging the everyday. Also brought to discussion is the embeddedness of the drama practice as it merges with, and challenges, the local context and the participants’ everyday life. In this presentation I will argue that this embeddedness is a prerequisite to turn vulnerability into a generative force, enabling the participants to feel hope and be proud of what and who they are in relation to limiting structures.By bringing space and place to the foreground, this presentation will trouble who and what have agency in the drama room. The theatre practice will thus be explored through post constructionist and spatial theories which will provide for new questions and findings within a field that tend to focus on human agency and interaction.  ER - TY - CONF T1 - The value of democracy in Arts and Education Research: Proceedings of ECER 2024. NW 29. Research on Arts Education. Nicosia, 27-30 August 2024 PY - 2025 LA - eng PB - University of Girona EERA KW - arts and democracy KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - The Contents of this eBookThis book presents a compilation of nine contributions presented at ECER 2024. Although all of them share research and experiences from different countries and fields, we have decided to group them in three thematic sections with three papers each.1) In a time of transformative pedagogies centered in care, well-being and cultural diversity, facing digitaltechnologies from both their potentialities and dangers, in this section, entitled Arts, education and digital world, we find three papers that approach the mentioned issues from different perspectives. From the field of dance in Hungary, Agota Tongori investigates the creation of educational environments in the theoretical courses for dance university students where students feel individually recognized and cared for, promoting mutual care and respect. In addition, she examines how the digital and AI-powered tools applied contribute to dance students’ success in developing their research skills, critical thinking and creativity. Starting from the idea that discourses produce social realities, and taking a non-deterministic perspectiveon technology, Sara Pastore investigates the discourses in digitalisation from educational field. She presents a study in which she uses Critical Discourse Analysis to demonstrate that, although in thedominant educational discourse, digital technologies are used to reinforce competitive, financializedand individualistic models, there is still room for other uses. Thus, she explores the chance to engagewith other discourses of digital education into art and museum education as epistemological andmethodological repertoires to work upon the way we think about and enact digital education. The study unveils a crucial potential of art education linked to the use of digital tools in learning environments. In front of the massification of higher education, which includes low attendance, social isolation,and educator burnout, Sohpie Ward, Teti Dragas, Laura Mazzoli Smith, Kirsty Ross, and Zhijing Miao, investigate the use of Digital Storytelling (DS) as a mode of pedagogy that aligns with an  ethics of care.Through a study with university students that involved workshops about (DS) and focus groups, they presents the potentialities of this artistic educational tool to promote students’ engagement, social confidence and raising well-being.2) This second section, entitled Visualities and materiality, groups three papers that reflect in different ways about images and materiality linked to arts education. In the first paper, Margarida Dourado Dias and José Carlos de Paiva, based on [in]visible project’s insights, invite us to enter in the controversial world of visualities in textbooks through anti-colonial and anti-discrimination lenses. From critical perspective, they present a part of the study in which Master students of Illustration, Edition and Print struggle to imagine alternative visualities for some textbooks beyond stereotypes. The study concludeshow powerful these images are, specially for primary school children and, therefore, the responsibility illustrators have to create more inclusive and non stereotyped images. The second paper, based on a research about Agro-Ecological Transition (AET) placed in the little village of Florac in the middle of nowhere in the mountains, involving artists. agronomy engineers’ students and teachers, Corinne Covez explores the potentialities of Documentary Theatre to foster Agro-ecological transition and, also, teachers’ transition in terms of transforming the ways they teach AET to reduce Eco- anxiety in their students. The research brings light in terms of the importance of providing place-based practices and learning experiences at university, both for students who felt more engaged and improved in some emotional and personal dimensions, and for teachers who experienced the educational transitionin a more meaningfull way. In the third paper, Tobias Frenssen examines possible roles of materiality in bridging the gap between arts education research and teaching in a university context. Through practical examples, such as sharedlearning environments and interdisciplinary seminars, the study illustrates how materiality facilitatesinnovative interactions between students, teachers, and researchers. It also addresses challenges such asbalancing practice and theory and managing conflicting needs in shared spaces.3) This last section, entitled Playing with boundaries, addresses presented papers at ECER 2024 that havein common the fact that authors entangle disciplines and concepts in their research. In the first paper,Mário Azevedo and Paulo Nogueira present an essay about otherness in music, about how we can bendthe boundaries of already known in sound, and they invite us to project it towards the infinite, towards endless sound, towards that which is yet to be known. To do so, they share fragments of a meditativediscourse that includes concepts such as nomadic listening and post-music linked to arts education.Still in the filed of music but from different approach, Ana Luísa Paz and Ana Paula Caetano present acartography of existence of the Portuguese pianist José Vianna da Motta (1868-1948) as a participatory and interdisciplinary proposal under the premises of the History of educational ecologies (HEC). The paper shares the experience of the workshop held in ECER 2024 in which participants created their own interpretations and questions about how the cartographies presented could evolve towards the assemblage of Vianna da Motta as a human piano, and what hecological approach can bring to arts-based research.Finally, Judit Onsès Segarra and Ebba Theorell explore the notions of care in arts education through presenting the results of a workshop carried out. After introducing some research cases, attendants reflected together about the importance of care in arts education and research, what it means and how researchers can foster care in their educational practices and research.19Proceedings ECER 2024 - NW29 ER - TY - CONF T1 - Kinestetisk musikalitet och estetisk kraft i de yngsta barnens krigslek A1 - Theorell, Ebba PY - 2023 LA - swe KW - kinestetisk musikalitet KW - krigslek KW - lek KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - Under den här föreläsningen kommer du att ta del av hur små barn utmanar stereotyper och normer och skapar nya uttryck i låtsasaggressiva lekar. Ebbas avhandling utger grunden och där finns flera upptäckter som utmanar och överraskar. Det här är en forskningsanalys där krigslekens rörelser sätts i första rummet.  Ebba Theorell konstnär, filmare och vik.lektor i estetiska ämnens didaktik med inriktning mot film och dans på Stockholms universitet. Forskningsexempel på hur låtsasaggressiva lekar kan förstås. Se krigsleken genom rörelse och dans. Utmana din uppfattning om barns lekar som provocerar. ER - TY - CONF T1 - Låtsasaggressivitetens koreografi – om estetiska dimensioner i de yngsta barnens krigslek A1 - Theorell, Ebba PY - 2023 LA - swe KW - kinestetisk musikalitet KW - dans KW - krigslek KW - maskulinitet KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - Hur kan vi bemöta små barns (oftast pojkars) krigslekar på fler sätt än att bara automatiskt förbjuda dem och visa vårt ogillande? Föreläsningen utgår från Theorells avhandling Kraft, form, transformationer: om kinestetisk musikalitet ochkroppsvärldande i pojkars krigslek som bygger på många års filmande och observerande av de yngsta barnens fysiska, intensiva och låtsasaggressiva krigslekar. I föreläsningen visas filmklipp och foton både från forskning och praktikutvecklande projekt. ER - TY - CONF T1 - Perception, movement and body worlding in early childhood T2 - Perception, movement and body worlding in early childhood A1 - Theorell, Ebba PY - 2023 LA - eng KW - kinesthetic musicality KW - perception KW - war play KW - dance KW - erin manning KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - In this symposium I zoom in to a part of my doctoral thesis from 2021 where I relate play, movement and perception in early childhood to Erin Manning ́s philosophy of movement. Manning states that through perception individuals not only experience the world, but the world is drawn into the experience. Rather than as something stable with an inner and outer zone, she describes movement as a field of relationships and as force taking form, in a world as it worlds. This is the virtual power of the movement, how the movement feels just before it is actualized, the feeling of the movement’s gathering. In dance, it is known as the virtual momentum in the formation of a movement that is born before we begin to move. In the same way, thoughts are not about the mental mind, according to Manning but about bodily becoming. A body perceives through change, according to Manning. A change in the environment evokes an event in the senses. The inner movement becomes an outer movement in a folding and island bridging into an intensity that Manning describes as “preacceleration”. This means, in my interpretation, that the movement never stops and that there is really no beginning or end to movement. Movement is one with the world, not body/world but in a body-world. References:Manning, E. (2012). Relationscapes: movement, art, philosophy. MIT press. Theorell, E. (2021). Force, form, transformations: on kinesthetic musicality and body worlding in boy ́s war play. Doctoral thesis, University of Stockholm.   ER - TY - GEN T1 - Den politiska dimensionen i samhällskunskap A1 - Tryggvason, Ásgeir A1 - Öhman, Johan LA - eng ER - TY - JOUR T1 - Att balansera frihet och ansvar: Undervisning i medborgerlig informationskritik T2 - SO-didaktik SN - 2002-4525 A1 - Tväråna, Malin PY - 2025 VL - 16 SP - 28 EP - 40 LA - swe KW - samhällskunskap KW - yttrandefrihet KW - informationskritik KW - medborgarbildning KW - curriculum studies AB - Lärare står inför den komplexa uppgiften att undervisa elever om yttrandefrihetens nödvändiga gränser och vikten av ett kritiskt förhållningssätt till information i ett digitaliserat medielandskap. I den här artikeln presenterar forskaren Malin Tväråna och samhällskunskapsläraren Annika Magnusson Ehn resultaten frånen svensk studie där ett undervisningsupplägg kring medborgerlig informationskritik prövades i syfte att utveckla elevernas förmåga att resonera kring yttrandefrihetsreglering som en dynamisk och kollektiv samhällsutmaning. ER - TY - CHAP T1 - Innebörden av rättvisa i resonemang om rättvisefrågor i samhällskunskapsundervisning på gymnasiet T2 - Faglig kunnskap i skole og lærerutdanning A1 - Tväråna, Malin PY - 2014 SP - 113 EP - 131 LA - swe PB - Bergen : Fagbokforlaget KW - rättvisa KW - samhällskunskap KW - samhällskunskapsdidaktik KW - fenomenografi KW - undervisning AB - The article accounts for the results of a research project of justice as a phenomenon, carried out with upper secondary school students studying the subject of civics. The research was made using phenomenography and the empirical material was collected throughout seven interviews and nine research lessons. The lessons where conducted during three learning studies concerning how to reason about justice in civics. The results show that in order to understand justice as a concept with several simultaneously existing meanings grounded in different principle-based positions, it is critical for students to distinguish between two aspects of justice. The first one is to see justice as a relative value rather than a universal value. The second critical aspect is to see that distinct meanings of justice are constituted on different principles more than on personal interests. It also appears as though the way in which students experience justice – as a universal, a personal or a principle-based value – determines the way in which they are able to reason about justice in issues of civics. This ability is important for students in terms of being able to distinguish opinions as well as taking a stand in political issues. The results could form a basis for planning of a teaching that makes it possible for students to experience the critical aspects of justice and develop the ability to reason well about justice in civics. ER - TY - CHAP T1 - Insights and outlooks: Experiences from a PhD course in arts-based research methods T2 - Beyond Text A1 - von Schantz, Ulrika A1 - Österlind, Eva PY - 2021 LA - eng PB - Bristol : Intellect Books KW - arts in education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education ER - TY - CONF T1 - Quality in Teaching Economics in Social Studies: Classroom observations in 9th grade A1 - Walkert, Michael PY - 2023 LA - eng KW - samhällskunskap ER - TY - JOUR T1 - Mörbyfjärdens tomtområde?: Eller Brevik? T2 - Höskaret : Medlemsskrift för Bygdemuseet Ornö Sockenstuga A1 - Wiell, Karolina PY - 2022 VL - 114 SP - 46 EP - 49 LA - swe PB - Ornö KW - fritidshus KW - fritidshusområde KW - semester KW - rekreation KW - stockholms skärgård KW - samhällskunskap AB - Under 1960- och 1970-talet planerades och byggdes ett av Sveriges största och mest tidstypiska fritidshusområden på västra sidan av Ornö i Stockholms skärgård; Mörbyfjärdens tomtområde. Området kallas ibland för Brevik efter ursprungsgårdarna Lill-Brevik och Stor-Brevik (som kom att bli belägna centralt i området). Men området i sin helhet skall kallas Mörbyfjärdens tomtområde eftersom det innefattar ytterligare tre  ursprungsgårdar och består idag av 13 kvarter och 321 fastigheter. Karaktäristiskt för området är utformningen med stora kollektiva ytor, närheten till natur och bad samt idrottsföreningen som än idag är mycket aktiv. Artikeln som är populärvetenskaplig baseras på en undersökning av områdets detaljplan och planbeskrivning lika väl som en undersökning av marknadsföringen av området under 1960- och 1970-talet i SvD och DN. ER - TY - JOUR T1 - Älskade fritidshus T2 - Höskaret : Medlemsskrift för Bygdemuseet Ornö Sockenstuga A1 - Wiell, Karolina PY - 2022 VL - 114 SP - 5 EP - 11 LA - swe PB - Ornö KW - fritidshus KW - fritid KW - semester KW - sommarnöje KW - friluftsliv KW - sommarstuga KW - sportstuga KW - samhällskunskap AB - Ornö museums sommarutställning 2022; Sommargäster under 150år - från badjävlar till deltidsbor, utgår från den nationella historiska utvecklingen av fritidsboende. Artikeln; Älskade fritidshus, ligger således till grund för utställningen. Artikeln är en sammanställning av forskning om svenska fritidshusens historiska utveckling inom ämnena arkitektur, historia, ekonomisk historia och sociologi. I artikeln framkommer att utvecklingen skett i sex olika vågor som på många sätt speglar samhällsutvecklingen i stort. Här återfinns bl.a. industriföretagarvågen med storslagna sommarnöjen och punschverandor, sportstugevågen med sina små enkla stugor utan bekvämligheter lika väl som den fritidshusvåg som sammanföll med miljonprogrammet. ER - TY - JOUR T1 - Framtiden, individen och samhället: Förändringar i målen för skolans samhällskunskaps- och historieundervisning 1970–2000 T2 - Vägval i skolans historia SN - 1652-0610 A1 - Åström Elmersjö, Henrik PY - 2020 VL - 4 IS - 20 EP - 4 LA - swe PB - Uppsala : Föreningen svensk undervisningshistoria KW - individ KW - kollektiv KW - medborgarskap KW - samhällskunskap KW - historia med utbildningsvetenskaplig inriktning KW - history of education ER - TY - BOOK T1 - Ämneslärarens arbete: didaktiska perspektiv PY - 2021 LA - swe PB - Natur och kultur KW - subject learning and teaching KW - ämnesdidaktik KW - språkdidaktik KW - language education KW - mathematics education KW - matematikämnets didaktik KW - samhällskunskap AB - Ämneslärarens arbete didaktiska perspektiv är en grundbok som i första hand riktar sig till blivande ämneslärare, men kan med fördel även läsas av verksamma lärare. Boken behandlar den utbildningsvetenskapliga kärnans alla delar.  ER - TY - CONF T1 - Samhällskunskapsämnet 100 år 2019 – Eller? A1 - Öberg, Joakim PY - 2019 LA - swe KW - samhällskunskap KW - samhällskunskapsdidaktik KW - samhällskunskapsämnets historia KW - ämnesdidaktik KW - utbildningshistoria AB - Den 31 oktober 2019 fyller samhällskunskapsämnet 100 år. Eller? Det beror på vad vi menar. Den 31 oktober 1919 infördes i folkskolans tvååriga fortsättningsskola medborgarkunskap, vilket kan ses som en föregångare till dagens samhällskunskapsämne. Men det var långt ifrån alla elever som gick i denna skolform. Ämnet hade bland annat funktionen att fostra eleverna till fungerande samhällsmedborgare, men redan långt tidigare hade denna funktion innehafts av andra ännen inom folkskolan. För läroverkens del låg en del som vi kan kalla statskunskap inom ramen för läroverkens historieundervisning, men denna undervisning var det än mindre andel av befolkningen som tog del av. Om vi syftar till samhällskunskapsämnet utifrån hur ämnet ser ut idag så är det betydligt yngre, vi får gå fram till 1955 och försöksverksamheten med enhetsskolan för att finna det moderna samhällskunskapsämnets tillblivelse och ska vi räkna med då det officiellt infördes för flertalet elever får vi sätta år 1962 och införandet av grundskolan som startår. Så frågan hur gammalt ämnet är får olika svar beroende på vad vi menar. ER - TY - RPRT T1 - Tourism, nature and sustainability: A review of policy instruments in the Nordic countries A1 - Øian, Hogne A1 - Fredman, Peter A1 - Sandell, Klas A1 - Sæþórsdóttir,, Anna Dóra A1 - Tyrväinen, Liisa A1 - Søndergaard Jensen, Frank PY - 2018 LA - eng PB - Nordic Council of Ministers KW - turismvetenskap KW - environmental science KW - samhällskunskap ER - TY - CHAP T1 - Att göra regionala skillnader till en styrka: en introduktion T2 - På gränsen – interaktion, attraktivitet och globalisering i Inre Skandinavien A1 - Ørbeck,, Morten A1 - Olsson, Eva A1 - Hauge, Atle A1 - Ericsson, Birgitta PY - 2012 SP - 17 EP - 26 LA - swe PB - Karlstad : Karlstad University Press KW - samhällskunskap ER - TY - CONF T1 - Drama Workshop for Sustainability - can anyone learn through drama? T2 - NOFA7 ABSTRACTS A1 - Österlind, Eva PY - 2019 SP - 229 EP - 229 LA - eng KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education AB - In Sweden Drama has traditionally been labelled a ‘teaching method’, a tool for ‘aesthetic learning’ to be utilized in other subjects. The main reason for this is that drama is not (yet) a subject in compulsory schools. Drama is often promoted as a successful way to teach, creating increased motivation and deeper understanding among participants, in pre-schools as well as at university level. This assumption can be questioned. Perhaps drama isn’t a great way of learning, regardlessof the circumstances? Finding out more about this will allow a more precise understanding, and may affect how drama is applied in various educational settings.To investigate this, a drama workshop on sustainability was given to university students in Athens, Helsinki and Stockholm, during 2017. Research reveals that many young people associate environmental problems with feelings of hopelessness, guilt and insecurity.Therefore, new ways of teaching, that gives students an opportunity to learn more about sustainable development, despite emotional constraints, need to be developed. Research also suggests that aesthetic forms of instruction, like drama, may open up for more experience based and value integrated learning processes. Previous research on the potential of drama related to education for sustainability is, however, limited. This small-scale study is based on a drama workshop designed to explore sustainability issues from several perspectives. Based on a questionnaire to the participants, a comparative analysis will be presented. ER - TY - CHAP T1 - "I Can Be the Beginning of What I Want to See in the World": Outcomes of a Drama Workshop on Sustainability in Teacher Education T2 - Designing an Innovative Pedagogy for Sustainable Development in Higher Education A1 - Österlind, Eva PY - 2020 SP - 49 EP - 68 LA - eng PB - London : CRC Press KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - There is a huge call to (re-)create more sustainable ways of living, and education is identified as having a key role. UN have launched Sustainable Development Goals (SDGs) to guide and strengthen sustainability worldwide. In most universities, the inclusion of SDGs has only begun, and more systematic efforts are needed. There is a request for new ways of teaching in education for sustainability (ESD), where more holistic teaching approaches are needed. Arts-based teaching is increasingly recognized as significant in ESD. It is not only based on logic and rationality, but also based on knowing derived from the body and senses. Applied or educational drama is an arts-based form of teaching. Drama work is embodied, action oriented, and reflective, and addresses both affective and cognitive aspects of learning. How can drama contribute to ESD in higher education? What can be achieved with a single drama workshop on sustainability? The study is based on a questionnaire about university students’ experiences of a drama workshop on sustainability, given to 60 teacher students in Athens. The students’ responses clearly show they appreciated the drama work and learned about sustainability by interacting and sharing with their peers. The teacher students also made a lot of connections to their own future teaching. From the perspective of SDGs, the most promising outcome is teacher students who refer to their own teaching for sustainability in the future, with or without elements of drama, and reflections that indicate motivation and readiness to make changes for sustainability at a personal level. We don’t know if the positive impact of the intervention lasted over time, or led to changed behavior. Further research, especially longitudinal studies and follow-up studies, is much needed in the field of ESD. ER - TY - CONF T1 - Towards digital citizenship or a digital divide?: an analysis of upper-secondary curricula and qualification requirements in Finland and Sweden T2 - Nera conference 2025 A1 - Lappalainen, Sirpa A1 - Niemi, Anna-Maija A1 - Nylund, Mattias A1 - Rosvall, Per-Åke PY - 2025 LA - eng AB - Research topic: In this presentation, we analyse how and to what extent VET curricula and qualification requirements in Finland and Sweden at upper-secondary level include preparation for digital citizenship.Theoretical framework: It has been argued that in a current form of digital capitalism, a division of learning has replaced the division of the labour as the core organising principle of society (Zuboff 2019). Crucial questions in this era are related to distribution of knowledge, and whether all individuals have equal opportunities to learn. Even if this might be an exaggeration, digital skills have nonetheless become a crucial part of citizenship competence. In this context, critical citizenship scholars (e.g. Isin & Ruppert, 2020) have emphasized the importance of not only a discussion on digital skills, but also to open up a discussion of the digital citizen as a political subject - capable of making digital rights claims - as a crucial viewpoint when defining digital citizenship. Methodology: There is little research on VET and digitalisation, in particular in the context of digital citizenship. Against this backdrop, this presentation is based on analysis of the curricula and qualification requirements of three different VET programmes in Sweden and Finland; (i) Vehicle and Transport (ii) Healthcare and (ii) Nature work (Naturbruk, Nature-based services). We examined (A) targeted learning outcomes and (B) 4-5 courses from the beginning of each program. Our analysis was guided by three questions: where, what and how digitalisation is mentioned and framed in curriculum documents. We seek to answer how and to what extent VET curriculum and qualification requirements in Finland and Sweden include preparation for digital citizenship and discuss what this implies for the ‘division of learning’ in society. We are also interested in how the “skills and competences discourse” - which has largely displaced a learning discourse and become a commonplace in VET - is positioned in relation to digitalisation. Expected results: Preliminary analyses of curriculum documents suggest that the division of labour has not been replaced by, but is intertwined with, a division of learning. Fostering digital citizenship skills (Isin & Ruppert, 2020), is not a goal of VET. Thus a “digital divide” seems to follow the pattern of an “academic-vocational divide” (Nylund, et al, 2018), reproducing the moral order, where an active citizenship is reserved for academically educated individuals. Relevance to Nordic Educational Research: This study addresses questions of relevance in all Nordic countries, and offers cross-cultural and comparative perspectives on contemporary VET curricula in two Nordic countries, with different upper-secondary education systems.      ER - TY - CHAP T1 - Emergent spaces: looking for the civic and the civil in initial professional education T2 - The transformation of children’s services A1 - Allan, Julie PY - 2012 SP - 141 EP - 153 LA - eng PB - USA, Canada : Routledge AB - The role of the academic within universities has become increasingly constrained by the ‘audit culture’ (Strathern 1997: 305), what they write and for whom is more closely circumscribed than ever before, and the pressure to demonstrate ‘impact’, whatever that may be, limits their capacity to have any real influence on communities and on their values. Halsey (1992: 258) bemoans the ‘decline of the donnish dominion’, while Furedi (2004: vii) wonders ‘where have all the intellectuals gone?’ The undermining of academic culture and autonomy (Paterson 2003) and the regulatory practices within universities is ‘producing fear and little else’ (Evans 2004: 63) and is ‘killing thinking’ (ibid.) and, as Lyotard (1986) notes, in a world in which success is equated with saving time, thinking itself reveals its fundamental flaw to be its capacity to waste time. Edward Said (1994: 55) argues that a further danger for the intellectual comes from the limitations and constraints of professionalism which encourage conformity rather than critique:The particular threat to the intellectual today, whether in the West or the nonWestern world, is not the academy, nor the suburbs, not the appalling commercialism of journalism and publishing houses, but rather an attitude that I will call professionalism. By professionalism I mean thinking of your work as an intellectual as something you do for a living, between the hours of nine and five with one eye on the clock, and another cocked at what is considered to be proper, professional behaviour – not rocking the boat, not straying outside the accepted paradigms or limits, making yourself marketable and above all presentable, hence uncontroversial and unpolitical and ‘objective’. ER - TY - CONF T1 - Education for Sustainability for Preschool Children in Sweden A1 - Borg, Farhana PY - 2023 LA - eng KW - agency KW - early childhood education KW - empowered inclusion KW - participation KW - preschool KW - teaching and learning AB - Education for Sustainability for Preschool Children in SwedenIn Event: Young Children as Democratic Citizens in Early Childhood Education: International PerspectivesThu, May 4, 8:00 to 9:30am CDT (3:00 to 4:30pm CEST), SIG Virtual Rooms, Early Education and Child Development SIG Virtual Session RoomAbstractPreschool education in Sweden emphasizes children’s learning, play, care, and fostering of fundamental values (Author D, 2022). Democracy is a central theme in the 2018 Curriculum for Preschool, which points out that children have the right to participation and influence (Skolverket, 2018). Education for sustainability (EfS) is one of the strongest parts in the curriculum, which states that “Education should be undertaken in democratic forms and lay the foundation for a growing interest and responsibility among children for active participation in civic life and for sustainable development…” (p. 5). However, the ability of children to form and express their views has been subject to debates, often leading to young children’s voices being filtered by adults (Komulainen, 2007; Wall 2019). Although Sweden was one of the first countries to ratify the United Nations (UN) Convention on the Rights of the Child (1989), it did not become a national law until 2020.At present, the author leads a project (Dr. Nr. [removed for blind review]) that explores the self-reported knowledge and views of environmental, social, and economic aspects of sustainability among children (n=402) in their final year of preschool. This randomized study included 50 preschools from 25 municipalities of a total of 290 in Sweden. To ensure children’s participation in research, the children were interviewed, both individually and in pairs, using illustrations. The interviews were recorded if the children and their parents have consented. The transcription work is in progress. Using an integrated approach to sustainability, the study draws from constructive learning theories (Bruner, 1961; Bandura, 1986) and the concept of “empowered inclusion” (Josefsson & Wall, 2020).The children were asked whether they get to decide anything about their daily preschool activities and whether they would like to decide something, and if so, about what. The children were also asked whether they think that it is important or good to make decisions. If so, why it is good or not good to make decisions. Preliminary results indicate that most of the children felt that they got to make some decisions at preschool, at least to some extent. However, they stated that the decisions were limited to what they liked to do, for example, to paint, draw, read a photo novella with a friend, or play on a tablet computer. Several children, however, did not think that they had any right to decide anything at preschool. Rather, they think it is the preschool teacher or the principal who decides everything. Most of the children expressed a keen interest in participating in decision-making activities. Nevertheless, some children reported that they do not think it is a good idea that they decide all the time, especially when they play with their friends, because everyone should take turns to decide in order to avoid conflict and in this way no one would feel sad. ER - TY - CONF T1 - Academic growth as Common Sense: braveness, trust, participation and structure in a Music Education text seminar A1 - Ferm, Cecilia PY - 2015 LA - eng KW - musikpedagogik KW - music education AB - Hannah Arendt has influenced the engagements of scholars in every field. Herthinking on issues such as community building, feminist scholarship, anti-Semitism,epistemology, freedom and responsibility have been interpreted and readapted tocontexts much broader than Arendt might have imagined. For those philosophersspecifically grounded in issues of education Arendt has been particularly influentialand even controversial when it comes to education and the conservancy of such. Fromtheoretical contemplation to operationalization, Arendt continues to frame and guideconversations about agency, citizenship and moral and ethical responsibilities.Music educators have not been exempt from the lure and guidance of Arendt. We,however, face different sets of issues as we think through what it would mean tocreate the conditions for an Arendtian framing of action in musicing environments.Certainly one might note the same sets of issues and controversies played out in ourthinking, nonetheless as philosophers and educators we make, in this presentation, acommitment to consider those ways Arendt has influenced our teaching, ourcurricular decisions, and the choices we daily make over space and time that connectus through our distinctness. ER - TY - CONF T1 - Scientific governance: A history of scientific citizenship in Sweden before 1977 T2 - Konferenspapper till 4S 2010 Annual Meeting Held jointly with Japanese Society for Science and Technology Studies, 25-29 augusti 2010, Komaba I Campus, University of Tokyo. A1 - Kasperowski, Dick A1 - Bragesjö, Fredrik PY - 2010 LA - eng KW - scientific citizenship KW - governance KW - third assignment AB - As a culmination of political initiatives, several parliamentary investigations, lengthy discussions and controversies, a new law of higher education and research in Sweden were decided upon in 1977. The new law defined the relationship between university science and Swedish citizens as a project of knowledge dissemination. The methodological approach of this study comprises a combination of archival studies of primary documents and content analysis of secondary materiel pertinent to Swedish research policy and public understanding of science. Attaching a typology of scientific governance (Hagendijk and Irwin 2006) to the recent discourse on scientific citizenship, the present paper focuses on different but coexisting modes of science governance. We arguing, contrary to advocates of the mode 2 metaphors, that there is considerable continuity in scientific governance, extending into the past, long before 1977. In the Swedish context, modes of governance entailed attribution and appropriation of various rights and obligations on the part of different actors concerning their tasks and those of the universities regarding the production of scientific knowledge. Important preconditions are the tensions in Swedish society between a market oriented and a corporatist approach, respectively. In the economic history of Sweden, there is a rich experience of cooperation between labour and capital going back to the beginning of the 20th century. Out of this came the Swedish model for economic development involving intimate interplay between a variety of actors including industry, universities and trade unions with affiliated organisations in civic society, as well as a network of welfare state institutions. In turn, this model generated a specific approach to research policy and public understanding of science. Through the lens of the typology and the concept of scientific citizenship the paper explores the mutual resonance between policy, market and educational arenas. We understand this as a way of managing social order by scientific knowledge. The relationship between citizenship and science during the period under investigation embodies two extremes. On the one hand, state authorities expressed an ambition of creating stability. Through science and research, the political aspirations of citizens tend to be blocked out in contexts of civic unrest, whereas more stable periods reveal greater tolerance by authorities towards political, economic or other interests on the part of citizens. In times of political turmoil, as for example in the beginning of the 20th century or at the end of the 1960s, scientific knowledge and method were the means where by state authorities sought to create a citizen less affected – as “scientific beings” – by political and/or religious influences. Consequently, the educational mode of governance as such has been and remains an important stabilizing factor in Swedish society, where the expert/researcher is held up as the exemplar of a model citizen. ER - TY - CONF T1 - Religious Literacy in a Post-Lutheran Context. Religious education for a multicultural society A1 - Niemi, Kristian PY - 2025 LA - eng KW - religious literacy KW - religious education KW - lived religion KW - religious studies and theology AB - Swedish Religious Education (RE) is sometimes at risk of reinforcing prejudice through a tacit Lutheran-secular lens and the world religions paradigm, leaving pupils to view religion as distant and irrelevant (Flensner, 2024; Kittelmann Flensner, 2015). This post-doctoral project has designed and classroom-tested a didactic model that starts from pupils’ own ritualised everyday practices and prepares them for informed participation in a multireligious democracy.The model integrates insights from research on lived religion, religious literacy and aesthetic education (Enstedt & Plank, 2018b; Hilger et al., 2010; Jahnke, 2023; McGuire, 2008; Moore, 2007). Comparative ethnography in India (Niemi, 2020) both highlights the Lutheran bias shaping Swedish RE and contributes strategies that expose learners to embodied ritual diversity, allowing them to practise conscious engagement.Research circles with teachers at two upper-secondary schools have refined the model through iterative classroom trials, yielding preliminary data. The resulting framework offers practical tools for worldview literacy, critical reflexivity and civic responsibility.This paper presents the model, its theoretical foundations and initial empirical insights. ER - TY - CONF T1 - Unfolding Global/local Policies, Practices and/or Hybrids in Mathematics Education Worldwide: Utopias, Pleasures, Pressures and Conflicts T2 - PROCEEDINGS OF THE TENTH INTERNATIONALMATHEMATICS EDUCATION AND SOCIETY CONFERENCE A1 - Chronaki, Anna PY - 2019 SP - 171 EP - 175 LA - eng PB - : MES 10 KW - mathematics education KW - globalisation KW - local settings KW - hybrid practices AB - The utopian dream of a global world is not new. It can be traced back in the 15th century navigators and 19th century colonial times and post world war peace pleas but also even earlier in ancient myths and religion narratives on the morals of living on earth. In our times, processes of globalisation are hastened by increased techno-culture, free-capitalist economy, migration, environmental calamity and war. During the last decades a global world imagery has taken momentum in how the lives of children, youth, families and educators could be reconfigured through the launching of ‘global citizenship education’ as strategic areas for curricular organisation by institutional bodies such as UNESCO or OECD. Explicit goals for an increased globalised, internationalised, cosmopolitan and urban worldview across nation-states, provinces and indigenous communities can be substantiated (for some) in the context of mathematics education practices. Based on the (false) epistemological assumption that mathematics remains a neutral and universal language, mathematics education becomes easily figured as the space for crafting a citizenship subjectivity for globality. In this context, one needs to problematize what is at stake when mathematics education curricula become (or not) framed within discourses of global citizenship education? How the ‘future’ of mathematics education can be reconfigured when the rhetoric of global citizenship education meets diverse localities? And moreover, what are the effects of such political imageries in diverse localities for children, teachers and materials, as well as for markets, economy and policies? The purpose of the symposium is twofold. It is, first, to discuss how such utopian dreams of global, transnational and cosmopolitan citizenship become entangled or disentangled with/in discourses of mathematics education in diverse localities and diverse cultures, nations, languages and bodies including a variety of practices and communities. Presenters and participants will bring forward projects that unfold certain historiographies that map the effects of discourses of global citizenship in mathematics education by attempting to reinstate its colonial, de-colonial and post-colonial politics. This might imply an encounter of ideological critique of such curricular endeavours, of problematizing processes of globalisation in specific localities, or discussing its potential affirmative politics for reclaiming what mathematics education might regenerate out of this conflictual discursive materiality. And, second, the symposium will try to create and perform an offhand presentation that can engage the conference participants based on visual materials and narratives brought by presenters and participants in either digital or physical forms. These can be fragments of varied media, artefacts, or, even art-based performances that will denote or interrogate the hybrid presence of ‘global’ citizenship education discourses in ‘local’ (and vice versa) mathematics education practices such as curriculum activities, exam-, guidelines but also contemporary artefacts, as well as cultural representations in well known movies, literature, poetry, games etc. The aim of such an endeavour will be to problematise the meanings and effects of discourses on ‘global’ or ‘local’ mathematics education policies, practices or hybrids and explore their effects not only for the formal -the written norms- but also for the hidden school curriculum -the unwritten norms- or even the informal leisure practices beyond the walls of schooling. ER - TY - CONF T1 - Religious Education Teachers Conceptions of "Religion" and its Implications for Citizenship A1 - Liljestrand, Johan A1 - Olson, Maria PY - 2013 LA - eng AB - Depictions and presentations of what “religion” comprises is an important part of religious education. In order to introduce religion as a subject matter in school, the teacher has to rely on some portrayal or distinction of the notion of religion for the students. However, the notion of religion is not only part of basic school knowledge. Different conceptions of the meaning and event of religion or the different ways of characterizing the basic functions of religion, also contribute to the ways in which we grasp the impact or non impact of religion in social life.This paper addresses how teachers in comprehensive secondary education describe religion. Religious studies teachers can be seen as socialisation agents with the professional task to educate students for participation in society. Their depictions of “religion” does not only have an individual or cognitive signification, but also has implications for how students are approaching what counts as religion or religious and for what and who that become excluded and included in these depictions. Taking on the relationship between the teachers’ depictions and presentations of religion and the implications of them as regards the students’ notions of life in society the teachers’ voices on the notion and subject matter of religion become interesting to explore as an important part of the curricula, and further, for their assignment to see to the students’ democratic citizenship.In this paper we approach the teachers’ descriptions not as abstract definitions but as social actions in an educational setting, which is intimately linked to the wider social and societal omission of seeing to this assignment. The purpose is more specifically to study religious studies teacher’s descriptions and presentations of “religion” and its possible consequences for democratic citizenship in our times. The paper is based on a recently carried out empirical study that involves nine semi-structured interviews (5 m + 4 f) in the Swedish comprehensive secondary school. ER - TY - CONF T1 - Does Deliberative Education Increase Civic Competence? Results From a Field Experiment T2 - Paper presented at the 76th annual Midwest Political Science Association MPSA conference, April 5-8, 2018, Chicago A1 - Andersson, Klas A1 - Ekman, Joakim A1 - Persson, Mikael J A1 - Zetterberg, Pär PY - 2018 LA - eng ER - TY - CONF T1 - Looking at the Intercultural Element of Citizenship Education in Four Countries A1 - Lundgren, Ulla A1 - Castro, Paloma A1 - Woodin, Jane PY - 2008 LA - eng ER - TY - CONF T1 - Teachers’ voices about the attitudes and values aspect of citizenship education: comparative case studies in England, Finland and Sweden A1 - Sandström Kjellin, Margareta A1 - Davies, Trevor A1 - Asunta, Tuula A1 - Stier, Jonas PY - 2008 LA - eng ER - TY - CONF T1 - Practices of exclusion?: Complaints, gender and power in education A1 - Carlbaum, Sara PY - 2014 LA - eng KW - complaints KW - gender KW - governmentality KW - juridification KW - sweden AB - This paper explores representations of gender in the neo-liberal educational regime of individualisation and governing by both marketization and increased central state control. At the centre of the paper is a study of the use of parents/students complaints to the Swedish Schools Inspectorate (SSI) and the Child and School Student Representative (CSSR). The paper focuses on the historic development of complaints and the logics underpinning its increased legalization and use. The marketization of education simultaneously tend to construct a politics of accountability and blame visible in inspection, evaluations, quality audits and ranking list. These examples of increased state control in school is part of an audit explosion as the solution to several ‘problems’ in school. What has not to the same extent been explored in this governing by evaluation is the increase in filed complaints. This appears to put more emphasis on legal claims where the individual’s right according to law is at the center, marginalizing structural and contextual factors and risking a juridification of politics. I argue that this constructs new forms of citizenship more in line with a legal rather than a political framework where the dominant logic of individual rights, and discourses of failing boys work to exclude considerations of the effects of gender and other dimensions of difference/marginalization. Emphasis on student rights have been closely connected to market logics of competition, choice and students as costumers. The two discourses seem to legitimize and reinforce each other so that social and cultural aspects of governance are neglected. ER - TY - CONF T1 - Schooling for Citizenship in the Age of Therapeutic Culture A1 - Hultin, Eva PY - 2014 LA - eng KW - utbildning och lärande KW - education and learning AB - The purpose of this paper is to discuss the implications for democratic experiences when using socio-emotional programs as value-based education. In all democratic European countries, the school as an institution has been given a specific responsibility to foster and educate future citizens by equipping the pupils with democratic values and skills. In recent years, a school’s democratic assignment has often been interpreted in terms of social and emotional learning (SEL). This interpretation of democratic education as a form of therapeutic intervention can be understood, from a sociological perspective, as a part of a wider therapeutic culture where the focus on emotions and how to handle emotions is regarded as enlightened and good (Furedi 2003). The results of an ethnographic case study of the implementation of a social-emotional program as value-based education in a nine grade class are presented and discussed. The main results suggest that the implementation of the SEL program in the studied class can be understood as counter-productive as regards creating a democratic school culture for teachers and pupils. Neither teachers’ nor pupils´ critiques of the SEL program were heard or taken seriously. There was no forum for critical discussions on the premises of the program – critique was silenced and resistances were ignored. Furthermore, there was no place for political questions in the SEL activities as the focus was directed to the handling of emotions. The pupils expressed less belief in democratic processes after (being compelled to) participating in the SEL program than before. ER - TY - CONF T1 - Encouraging active citizenship in the era of freedom of choice: the case of an individual programme A1 - Dovemark, Marianne PY - 2010 LA - eng KW - teacher education and education work KW - lärarutbildning och pedagogisk yrkesverksamhet ER - TY - CONF T1 - 2nd International Workshop on Education in Artificial Intelligence K-12 (EduAI) T2 - ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2020), PT II A1 - Steinbauer, Gerald A1 - Koenig, Sven A1 - Heintz, Fredrik A1 - Henry, Julie A1 - Chklovski, Tara A1 - Kandlhofer, Martin PY - 2020 SP - 427 EP - 429 LA - eng PB - : SPRINGER INTERNATIONAL PUBLISHING AG KW - ai literacy KW - ai education KW - digital citizenship education AB - In recent years, Artificial Intelligence (AI) has gained the attention of the public, and become a major topic of discussion. AI already has a significant influence on various areas of life and across different sectors and fields. The rapidity with which AI is impacting our everyday life as well as our working world poses a tremendous challenge for our society and educational system. This second edition of the EduAI workshop aims to address that challenge by bringing together researchers, teachers, and practitioners who are actively involved with and/or interested in K-12 AI education. The aim is to foster a mutual exchange of knowledge, ideas and views between those groups to discuss and find a common ground for how to best implement AI education. ER - TY - RPRT T1 - Competencies for educators in Citizenship Education & the Development of Identity in First & Second Cycle Programmes: Volume 1 A1 - Rami, Justin A1 - Lalor, John A1 - Berg, Wolfgang A1 - Lorencovicova, Eva A1 - Lorencovic, Jan A1 - Maiztegui Oñate, Concepción A1 - Elm Fristorp, Annika A1 - Concha, Maiztegui PY - 2006 LA - eng PB - CiCe Institute for Policy Studies in Education AB - These two booklets are structured as Volumes 1 & 2. The working team responsible for researching and writing them come from five member states within the European Union: Czech Republic, Germany, Ireland, Spain & Sweden. This book explores which specific competencies in Citizenship Education and Identity might be included in 1st & 2nd cycle courses that educate/train professionals who will work with children/young people. A secondary aspect of the booklets was to show how the ‘Tuning Principles’1 could be applied to develop Specific Competencies for undergraduate and graduate cycle programmes that relate to Citizenship Education & Identity with respect to young people. Volume One takes a wider, theoretical and more sociological perspective primarily relating to the Bologna Process and the Tuning Principles in a European and National context. It also examines the broader concepts of Teacher Education relating to Citizenship and Identity. ER - TY - CONF T1 - Pre-service teachers’ didactic choices and reflections in digital citizenship education design A1 - Martinez, Carolina A1 - Olsson, Liselott Mariett PY - 2023 LA - eng AB - Even though research on digital citizenship has expanded considerably during the last decade (Öztürk, 2021), there is still a limited body of research on teacher education and digital citizenship, especially when it comes to pre-service teachers’ ideas of how to teach digital citizenship in primary school (Lauricella et al., 2020; Richardson et al., 2021; Öztürk, 2021). This paper therefore aims to contribute with research on teacher education and digital citizenship through exploring how pre-service teachers reflect upon and make didactic choices when designing digital citizenship education for primary school pupils, in the context of a university course centered on critical, safe, responsible, and creative use of digital media (Hobbs, 2011; Öztürk, 2021).The paper uses philosophical, pedagogical, and didactical perspectives (Bergson 1907/2007; Sjöström & Tyson, 2022) to 1) define some challenges and opportunities in designing digital citizenship education in teacher education, and 2) perform a qualitative text-analysis of 50 student papers in which pre-service teachers designed and motivated project-based teaching promoting digital literacy within Swedish leisure-time centers (children aged 6-12 years).Preliminary results point towards both challenges and opportunities specifically concerning taking into account children’s own meaning-making processes in the design of digital citizenship education. Results also show how a majority of the pre-service teachers included safe and responsible use of digital media in their project proposals and motivated their didactic choices based on children’s use of social media and their mediatized everyday lives. They constructed original learning activities in which, for instance, teachers and pupils jointly create TikTok videos and discuss what constitutes responsible online communication.This paper is relevant to Nordic educational research as it advances both philosophical and didactical understanding of digital citizenship education in teacher education. The paper thereby contributes with knowledge on both practical and theoretical challenges and opportunities of digitalization and technologies in education. ER - TY - CONF T1 - Structures, processes, and methods for collaboration with stakeholders on relevance assessment of higher education A1 - Blaus, Johan A1 - Fagrell, Per A1 - Fahlgren, Anna A1 - Gunnarsson, Svante A1 - Kiessling, Anna PY - 2021 LA - eng KW - educational development KW - higher education KW - quality assurance KW - quality KW - relevance KW - relevance assessment AB - Introduction Higher education institutions (HEIs) face challenges assessing the relevance of educational programmes. Upon graduation, the student should have acquired knowledge and understanding, competence and skills as well as good judgement and approaches to operate in a changing labour market. Ideas on new programmes and courses mainly emanate from research findings identified at the HEIs. Needs and expectations from external stakeholders have the potential to further contribute if room for collaboration is created. Extensive rapid societal changes increase this need for collaboration. The Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG) state that higher education aims to fulfil multiple purposes, including preparing students for active citizenship, future careers, personal development and create a broad, advanced knowledge base and stimulate research and innovation (ENQA, 2015). However, different stakeholders may have other priorities. Therefore, quality assurance needs to take these different perspectives into account. Relevance is considered an aspect of quality in higher education, but many HEIs in Sweden lack structures, processes, and methods for assessing relevance and involving stakeholders in these processes.This project aimed to increase the knowledge and provide methods to systematically assess relevance and use university-industry collaborations as tools for educational development. Methods/Approach This paper is a summary of the project MERUT focused on methods for assessment of relevance in higher education. The project was carried out during 2017-2020 with financial support from Vinnova (The Swedish Innovation Agency) and involved seven Swedish HEIs. The connection to future career paths is often stated as the primary factor to describe the relevance of educational programmes and was selected as the focus of MERUT. Data have been collected using workshops, meetings, literature reviews, interview studies, and surveys. Important parts of the work have been interviews with external stakeholders in different labour-market areas who, in various ways, are involved in higher education, most often in advisory boards. Also, interviews with quality coordinators at university programmes as well as at faculty and university management levels at each HEI have been carried out.The seven participating Swedish universities in MERUT have been Karolinska Institutet, Kristianstad University, KTH Royal Institute of Technology, Mälardalen University, Linköping University, Stockholm University, and Umeå University.Results The project resulted in knowledge, tools, and methods to work systematically with relevance in higher education. The results can be summarized as follows:·         Interviews with HEIs showed that they collaborate with external stakeholders in many ways, primarily around teaching and learning and to a lesser extent around programme management and quality assurance. ·         Further, the involvement of stakeholders varied both between and within the universities (faculties, subject areas, levels of education). Therefore, it is difficult to evaluate, in a systematic way, how collaboration is included in the quality systems of the HEIs. ·         A toolbox with methods for how to involve external stakeholders in the process of assessing and developing the relevance of a study programme. These methods can be used in continuous quality work, in major curriculum revisions as well as in the establishment of new programmes.·         A checklist for external stakeholders' involvement in educational development to facilitate and clarify roles, structures, and tasks in connection with external stakeholders in both the development and operational phases of a study programme. The results show that there are many similarities between the HEIs in the study in terms of relevance assessment and dimensioning decisions. However, the potential of a systematic collaboration with stakeholders and society for relevance assessment and dimensioning of education is not yet fully being realised. Conclusion HEIs interact with external stakeholders in many ways within education. However, it is rare to find examples where external stakeholders are involved in the quality assurance process, at least not in a systematic way. The MERUT project has developed recommendations for collaboration perspectives and stakeholder participation in the governing of educational programmes. A systematic dialogue and interaction with stakeholders contribute to a mutual understanding of different stakeholder groups’ needs and expectations, and their view of quality of higher education. Furthermore, to consider relevance as a quality aspect creates a basis for a more methodical assessment process where external stakeholders can contribute in a clear role. MERUT has developed a toolbox and a checklist to facilitate such systematic interaction and collaboration with stakeholder groups. A conclusion of  this project is that a reciprocal, transparent, and systematic approach leads to a sustainable educational collaboration with improved quality and relevance of higher education.It would constitute a large gain for society if the HEIs are able to systematically and by efficient processes take external stakeholders’ and societal needs and expectations into account when building comprehensive and systematic relevance assessment processes and in dimensioning of education.  ReferencesEuropean Association for Quality Assurance in Higher Education (ENQA). (2015). Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG). Brussels, EURASHE. ER - TY - CONF T1 - The Value of RE for Citizenship Education According to Swedish RE-Teachers A1 - Liljestrand, Johan PY - 2013 LA - eng AB - Swedish RE has the purpose to teach about religion and to present a comprehensive view of different traditions. However, this assignment can be interpreted in different ways by different RE-teachers with different consequences for the education of citizens. In this contribution RE-teachers are considered as socialization agents representing an important part of the enacted curriculum. The purpose of this contribution is to explore Swedish RE-teachers notions of citizenship education in relation to RE as a subject in the compulsory school with a special reference to education for democratic citizenship. A second purpose is to analyze possible implications for civic social action. In order to explore how teachers interpreted their assignment a semi-structured interview study was carried out. The theoretical point of departure is based on a pragmatical analysis of moral political consequences. ER - TY - JOUR T1 - A global history in a global world?: Human rights in history education in the Global North and South T2 - Historical Encounters SN - 2203-7543 A1 - Nolgård, Olle A1 - Nygren, Thomas A1 - Tibbitts, Felisa A1 - Anamika, Anamika A1 - Bentrovato, Denise A1 - Enright, Paul A1 - Wassermann, Johan A1 - Welply, Oakleigh PY - 2020 VL - 1 IS - 7 SP - 24 EP - 49 LA - eng KW - comparative education KW - global citizenship KW - human rights education (hre) KW - history education KW - curriculum studies AB - In this study, we analyze similarities and differences in 957 students’ perceptions of the history of human rights in six countries: England, India, New Zealand, South Africa, Sweden and the United States of America. This is investigated through the lens of the intended, implemented and achieved curricula. Our aim is to better understand what historical events students perceive as central in the history of human rights in different countries and how this may relate to education about, through and for human rights across borders. While the findings indicate a global culture of human rights, we identify several challenges in the teaching and learning of universal human rights in history education. In some instances, notions of nationalism and exceptionalism in society and history culture pose great challenges to the teaching and learning of human rights. In others, a strong focus on the global world have complicated the identification of human rights issues in the local context. Our findings also highlight the neglect of certain historical narratives, most notably the history of indigenous and minority groups. These findings are significant to researchers, teachers and decision-makers interested in furthering human rights and international understanding through education. ER - TY - CONF T1 - Freedom from the curriculum and freedom to choose. Teacher education between norms and science. A1 - Peter, Heike A1 - Liljefors Persson, Bodil PY - 2022 LA - eng KW - progression in curriculum KW - concept of world religions KW - future curriculum KW - (historical religions in re) KW - religious literacy KW - active citizenship AB - RE in Sweden is compulsory from the first to the last grade, focused on world-religions and ethics, and founded on the idea of progression. From grade 7-9 the concept of world religions is combined with life question and worldview-issues. We wonder if that changes the concept. In recent syllabuses changes for upper secondary classes, religion has explicitly to be related to gender, socioeconomic background, ethnicity and sexuality, which is formulated in a functional way. This puts the question of intersections of concepts on the edge. Teaching reality is confronted by oblivion and demotivation, perhaps because of progression and concept problems also recognizable in public debates revealing religious illiteracy. It is our ambition to question categories beginning with empirical material from religions not fitting in the world-religions-paradigm. Hereby we apply a perspective of historical anthropology of religion thus emphasizing theory in a critical way. This perspective aids to develop both the knowledge and competence of diversity that is seen as a fundamental value in the curricula as well as in the syllabus in RE. Furthermore, this is emphasized in formulations that students should act with responsibility in a nuanced way to religion in relation to themselves and the surrounding society. Also, this connects well to the concept of active citizenship that nowadays focus more often on the importance of citizens knowledge and that the students should develop a critically reflective citizenship and that they may actively participate in a democratic society. As we see it this is urgent to address since RE could be an important arena for discussions where education and knowledge intertwine. ER - TY - CONF T1 - Vision III of (Scientific) Literacy, (Science) Education and Bildung, and Implications for Teachers’ Didactical Choices T2 - ECER 2023 A1 - Sjöström, Jesper PY - 2023 LA - eng KW - vision iii KW - bildung KW - bildning KW - naturvetenskapernas didaktik KW - science education AB - One point of departure in this paper is an awareness that we are living in the Anthropocene era. Based on this, education, including science education, needs to be re-visioned. Since the first use of the term by Hurd in 1958, many different definitions of scientific literacy have been put forward. One and a half decade ago Roberts (2007) suggested two visions of scientific literacy and science education. To simplify, Vision I can be described as science without society (internal view), whereas Vision II is about contextual application of scientific knowledge in life and society (external view). As a complement to the two well-spread visions by Roberts, a Vision III has been suggested (e.g. Aikenhead, 2007; Yore, 2012; Liu, 2013; Sjöström & Eilks, 2018). This paper tries to systemize what different scholars have meant with the three different visions, especially focusing on Vision III. Furthermore, the paper elaborates on different ways in how the three visions relate to each other. The three visions are also discussed in relation to curriculum theory (e.g. Deng, 2020) and different curriculum emphases, educational-philosophical frameworks, and worldview perspectives.“Bildung” is a central concept in central European/Scandinavian educational theory. It has a long and multifaceted history of ideas including for instance humanistic values and the ideas of critical-democratic citizenship. In this paper Vision III of scientific literacy and science education, as it is presented in the international literature, is examined. Furthermore, implications of a Vision III-view on Bildung and teachers’ didactical choices are discussed. ER - TY - CONF T1 - Assessing Argument Literacy: Developing a Civic Argument Literacy Test A1 - Hietanen, Mika PY - 2025 LA - eng AB - Argument literacy – the ability to analyse and evaluate arguments in context – is essential in adult life. Yet, many struggle to distinguish opinions from reasoned claims, weak arguments from strong, and to understand how reasons support a claim. To address this, the Civic Argument Literacy Test (CALT) has been developed. It assesses nine argument literacy sub-skills using real-world-type examples. CALT supports both diagnostic use and pre/post-testing in education. CALT has been piloted and revised twice 2023–25. The challenges of designing the test are discussed, including content, construct, and criterion validity. The end-purpose is to offer a research-based model for strengthening argument literacy. ER - TY - CONF T1 - Mathematics curriculum discourses on democracy: Critical thinking in the age of digital traces T2 - Proceeding of the twelfth Congress of the European Society for Research in Mathematics Education A1 - Andersson, Christian H. A1 - Boistrup, Lisa Björklund A1 - Roos, Helena PY - 2022 LA - eng KW - critical mathematics education KW - digital traces KW - democracy KW - discourse KW - curriculum KW - matematikens didaktik KW - mathematics education AB - The use of people’s online digital traces has given rise to concerns for democracy. The digital traces may affect the individual’s life in unexpected and negative ways. Such traces may also be of importance for understanding the spread of disinformation and the like. This paper reports on a Foucault inspired discourse analysis of the Swedish upper secondary mathematics curriculum. Two discourses are construed in the intersection of critical thinking, democracy, and this new technology. Skovsmose’s concept of mathemacy is used to identify what is critical knowledge and what is not. The first construed discourse is, “With knowledge in formal mathematics, critical thinking on democracy will follow.” The second is, “Rather a personal career than a critical citizenship.” Neither of the discourses promotes a need for mathematics education to change due to new technology with regards to critical thinking. ER - TY - BOOK T1 - Global Citizenship in a Digital World PY - 2014 LA - eng PB - Nordicom KW - media KW - information literacy AB - The UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue (MILID) is based on an initiative from the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the UN Alliance of Civilizations (UNAoC). The main objectives of the UNITWIN network are to foster collaboration among member universities, to build capacity in each of the countries in order to empower them to advance media and information literacy and intercultural dialogue, and to promote freedom of speech, freedom of information and the free flow of ideas and knowledge. The MILID Yearbok 2014 brings together a range of reviewed articles, which articulate the theme of global citizenship from varied perspectives and regions of the world. The articles represent different expressions on media and information literacy from resear-chers and practitioners, who offer bold new strategies, share research findings and best practices, musing and reflections. The Yearbook is organized around five sections: Global citizenship; New media, new approaches; Youth engagement; Education and educators’ changing role, Media and information literacy: A worldwide selection from the UNITWIN partners. This second yearbook, MILID Yearbook 2014, is the result of a collaboration between the UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue (MILID) and NORDICOM’s International Clearinghouse on Children, Youth and Media. ER - TY - CHAP T1 - Equivalence and the challenge of 'freedom of choice' - Consequences of a changed Policy on a Democratic Citizenship in Sweden T2 - Enacting equity in education A1 - Olson, Maria PY - 2006 SP - 156 EP - 175 LA - eng PB - Helsinki : Research Centre for Social Studies Education, University of Helsinki KW - freedom of choice KW - equivalence KW - democracy KW - political citizenship KW - consumer KW - humanities and social sciences KW - humaniora-samhällsvetenskap AB - Equivalence is regarded as a central concept in contemporary Swedish education policy.  One important aspect in the education policy is to describe and determine the Swedish schools' assignment to bring up democratic citizens. The concept of equivalence, hence, plays an important role in this policy-making practice. In the 1990s equivalence is challenged by another concept: 'freedom of choice'. Here some possible outcomes of a changed conceptual framework in the education policy are tried out, regarding the political understanding of a democratic citizenship. Three questions are pulled forth in order to carry out this aim. The challenge of 'freedom of choice' on equivalence contributes to a change in the political understanding of a democratic citizenship in Swedish education policy. A phenomenon that occurs in at least three aspects: the political participation (from co-acting to re-acting), the political activity (from directing to voting) and the political role of the citizen in society (from being a designer to a consumer). ER - TY - CONF T1 - International Large-Scale Assessments in Education: The Social and Intellectual Organization of a Research Field A1 - Pettersson, Daniel PY - 2018 LA - eng KW - innovative learning KW - innovativt lärande AB - This paper is the result of a systematic research review of international comparisons in education by means of International Large-Scale Assessments (ILSA). We ask what research has been carried out and which research results and conclusions are presented in this field of study. We begin by identifying a large set of research publications in the field – more than 11 000 articles are identified by means of search engines for the period 2004-2017. The PISA- and TIMSS-research programmes and the CIVED/ICCS research programme on civics education are chosen – in sum more than 8 000 publications. In the task of assessing research quality, we include peer reviewed scientific articles and primary research on international comparisons. When mapping and synthesizing research it is important to capture arguments and conclusions in a broad field that vary in terms of study- and knowledge objects. A broad result concerns what needs to be explained. We note that the reviewed articles commonly identify achievement gaps over population taxonomies, e.g. classifications in terms of social class or gender, thus pointing to inequities and how they are associated with different kinds of education measures or contextual variations, such as gender inequity coefficients in different countries. To a much lesser extent the differences in efficiency are analyzed, e.g. school performances over educational measures or school systems. We have also found research that analyzes how to redirect or govern students into certain careers – often in science. Examining how these explanations are formulated, the studies often refer to student characteristics, different kinds of education measures and variations in the contextual circumstances. These analyses present what is regarded as significant results based on the strength of association between categories and variables, e.g. how early differentiation in a school system is related to increased social inequity, or how gender gaps differ between national contexts. To our understanding, ILSA research entails a particular kind of statistical analysis and construction of data in order to define the world of education. One conclusion is that the ILSA research field is heterogeneous when the subjects of its research are described. This point is supported by the rather fragmented research communication structure that is captured by analyzing how journal publications quote or reference articles. However, with regard to knowledge objects, there is a homogeneous intellectual organization of ILSA in terms of what can be discussed as style of reasoning. This refers to the ways in which research objects are formulated, how research inquiries are carried out and what are considered as valid statements in this research process. There is an internal relation in the formulation of explanandum and explanans as knowledge objects and accepted procedures for accepting or rejecting statements concerning this relation, e.g. when comparing school performances in different parts of the population. We understand this to be the kind of reasoning that is at work in international large-scale assessments. Such reasoning also sets limits, in that it lends itself to specific analyses and the production of valid statements about the research problem in focus. ER - TY - CONF T1 - The world we live in: Construction of ‘the international’ in citizenship education in Sweden, England and Germany T2 - International Knowledge Assessments A1 - Wermke, Wieland A1 - Pettersson, Daniel PY - 2013 LA - eng AB - The presentation wants to discuss the conceptual framework of a comparative study investigating construction of ‘the international’ in social studies/citizenship textbooks in the three national contexts of Sweden, England and Germany, which are characterised by different perspectives on how state and individuals interact. This involves looking at how the state regulates the welfare security of its citizens by deciding how e.g. democracy, equity and equality should be reproduced and secured in society. In this study we make use of Esping-Andersen’s (1990) Three Worlds of Welfare Capitalism, in which he presents three prototypes: a universal type, a corporatist-statist type such as that found in Germany, and a liberal type, commonly found in England. Our empirical approach draws on analyses of global literacy/global citizenship as product of global learning as it has been manifested in curriculum and textbooks for secondary students today. This kind of literacy apparently needs to be learned in order to cope with the demands and challenges of a globalising world. Here we assume significant context-related variances in the description of the ‘world we live in’ and the competences we apparently need to be able to cope with. It is thereby illuminated how the ‘international’ is constructed as a product of local circumstances. ER - TY - CONF T1 - Studying teacher educators: Navigating the insider/outsider challenges in critical ethnography A1 - Nilsson, Emelie PY - 2023 LA - eng KW - critical ethnography KW - insider KW - outsider KW - preschool teacher education KW - higher education AB - This presentation highlights the methodological part of a doctoral project which intends to study cultural conceptions of the student among educators within teacher training for early childhood education (TTECE). The presentation aims to discuss the insider and outsider position occupied by the researcher in critical ethnographic research in order to contribute to the discussion about critical theory and critically oriented studies in a Nordic context. When and why does it become a challenge to be an insider? Where, when and how are boundaries set up between the researcher and the research subjects? When does such boundaries become limiting and when do they provide opportunities? What does being an active part of the empirical production in critical ethnography (CE) imply for the research? CE is a theory-informed methodological approach which, in this doctoral project, departs from a pragmatic and critical perspective in which higher education is, or should be, understood as a practice built upon deliberative democracy and communicative action as important prerequisites for creating good education for all (Habermas, 1996;Englund, 2008). The fundamental purpose of CE is to question what becomes normalized within a field of study and to consider, or suggest alternatives to, what appears given or natural in such a field (Thomas, 1993;Madison, 2012). The critical approach of CE provides the researcher with a possibility to take an active part in the field, to influence it in certain directions and to question culturally accepted norms within it. Simultaneously, the informants are continuously invited to participate in and contribute to the creation and interpretation of the empirical material. The empirical material was collected during a five-month long fieldwork at a Swedish university that provides TTECE. Data was gathered through participant observations of formal and informal every-day collegial work, semi-structured conversations and group-sessions. The empirical material consists of fieldnotes, transcripts from recorded conversations, documents and webpages. Being an insider turned out to be an advantage in relation to understanding the circumstances of educators’ sayings and doings, to access the field of study and to gain trust from the informants. At the same time, to assume the role as an outsider can be preferred in some situations due to e.g. the degree of commitment at the field. Being open and transparent with my interpretations of the empirical material has enabled me to have discussions with the informants in a way which have given the informants opportunities to provide more nuanced interpretations. In some sense, seemingly insignificant situations puts the insider/outsider position into play and affects the investigation and its results. To balance the insider/outsider position requires a continuous pursuit of reflexivity through every part of the research process. Englund, T. (2008) The university as an encounter for deliberative communication, Creating cultural citizenship and professional responsibility. Utbildning & Demokrati, 17(2), 97-114Habermas, J.(1996). Kommunikativt handlande: texter om språk, rationalitet och samhälle. (2. uppl.) Göteborg: Daidalos.Madison, D.(2012). Critical ethnography- method, ethics, and performance. SAGEThomas, J.(1993). Doing critical ethnography. Newbury Park: Sage. ER - TY - CONF T1 - Global citizenship: what does it mean for schools and social roles in the 21st century A1 - Snyder, Kristen A1 - james, waynne PY - 2008 LA - eng KW - globalization KW - school development KW - social roles KW - globalisering KW - skolutveckling KW - international education KW - internationell pedagogik AB - Out ongoing research regarding school development internationally,  as well as other research suggest that there is little match between the existing theories about what is global citizenship and what schools focus on to prepare youth for life and work in the 21st century. In this exploratory study we are interested in examining the concept in relation to school development. more specifdically we are interested in understanding how the concept is used in the school to inform pedagogical developmentand to expand the purpose and application of interational partnerships for youth preparation. Specifically we examine what is is a global citizen for educators and students and to what extent are the definintions similar and different across nations. similarly, in what ways are schools working with the concept of the global citizen to inform the schools pedagogical and curriculum development. ER - TY - BOOK T1 - Experimentella metoder och statistik för forskning om undervisning: Med exempel från historia och samhällskunskap A1 - Nygren, Thomas PY - 2026 LA - swe PB - Institutionen för pedagogik, didaktik och utbildningssociologi KW - education AB - Hur kan lärare och forskare veta vad som fungerar i undervisningen, när det fungerar och för vilka elever? För att ta reda på vilka material och metoder som faktiskt gör skillnad i olika ämnen och för olika elevgrupper behövs experimentella metoder som kan belysa kausala samband. I den här boken visas hur man systematiskt kan pröva vad som är effektiv undervisning för att stärka elevers kunskapsutveckling – utan att tappa bort klassrummets komplexitet. Experimentella metoder och statistik för forskning om undervisning ger en praktiskt orienterad introduktion till experimentella och kvasiexperimentella studier i skolmiljö. Utgångspunkten är ämnesundervisning i historia och samhällskunskap, men exemplen och metoderna är relevanta också för andra skolämnen.Boken går igenom centrala begrepp som intervention, kontrollgrupp, randomisering, validitet, reliabilitet, konstrukt och effektstorlek. Olika designalternativ – från mindre klassrumsförsök till större, starkare experiment – presenteras med deras styrkor, begränsningar och etiska överväganden. Hur lärares ämnesdidaktiska kunskap och mixade metoder kan kombineras med systematisk prövning av undervisningsupplägg belyses också.Processen från idé, via konstruktion av uppgifter och genomförande i klassrummet, till analys och tolkning av resultat synliggörs steg för steg. Utifrån konkreta exempel och aktuell forskning om effekter i skolan får läsaren en introduktion till grundläggande statistiska analyser – deskriptiv statistik, t-test och chi-två-test – med praktiska vägledningar och enkla övningar i statistikprogrammet Jamovi. Boken vänder sig till lärarstudenter, verksamma lärare, doktorander och forskare som vill fördjupa sin förståelse för hur experimentella metoder kan användas i undervisningsrelaterad forskning. Målet är inte att göra alla till statistiker, utan att ge ett stöd för att planera, granska och genomföra studier som kan bidra till en starkare vetenskaplig grund i skolan.Thomas Nygren är professor i didaktik med inriktning mot historia och samhällskunskap vid Uppsala universitet. Hans forskning rör bland annat undervisning om källkritik, demokrati och desinformation, samt hur experimentella och designbaserade studier, i samarbete med lärare och elever, kan användas för att utveckla undervisningen i olika skolämnen. ER - TY - JOUR T1 - Exploring students’ effort in social studies T2 - Nordidactica SN - 2000-9879 A1 - Hesby Mathé, Nora A1 - Elstad, Eyvind PY - 2020 VL - 2020 SP - 65 EP - 87 LA - eng PB - Karlstad : CSD KW - social studies KW - students´ effort KW - citizenship preparation KW - selfefficacy KW - subject-specific education KW - ämnesdidaktik AB -  Preparing young people for becoming responsible citizens is an important educational aim. The school subject of social studies contributes to this wider educational aim by focusing on knowledge, skills and values to support young people in developing their knowledgeable participation in democratic processes. As social studies combines a focus on knowledge and participation, students’ own effort is of vital importance. The purpose of this study was to explore the factors associated with students’ effort in upper-secondary social studies. The survey sample comprised 264 upper-secondary students (16 to 17 years old) from schools located in urban and rural areas in three Norwegian counties. Regression analysis was used to assess the strength of statistical associations between the dependent variable—students’ effort—and the hypothesised antecedents: students’ perceptions of citizenship preparation in social studies, students’ self-efficacy in social studies, students’ perceptions of the teacher’s expectations in social studies, students’ relational trust toward the teacher, gender and books in the home. Our findings show that all of these factors, except for teacher expectations and relational trust, were significantly related to students’ effort. The results are discussed, and implications for social studies and further research are outlined. ER - TY - CONF T1 - Agens och existens i ämnesundervisningen: Medborgarbildningen i religionskunskap, psykologi och samhällskunskap A1 - Jägerskog, Ann-Sofie A1 - Halvarson Britton, Therese A1 - Olson, Maria PY - 2021 LA - swe KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - I denna paperpresentation, baserad på en artikel, är syftet att på teoretisk grund, med nedslag i tre skolämnen, dels argumentera för en vidgad förståelse av skolans och ämnesundervisningens medborgarbildande uppgift, dels visa vad denna kan betyda för ämnesundervisningen. Med inspirerad utgångspunkt i Hannah Arendt (2004, 2013) a) argumenterar vi för vikten av att denna uppgift innefattar både agens- och existensdimensioner, och b) konkretiserar vad de två dimensionerna kan innefatta i skolämnena religionskunskap, psykologi och samhällskunskap (på högstadiet och gymnasiet). Den vidgade förståelsen av ämnesundervisningens medborgarbildande uppgift innebär en inkludering av existensdimensioner på ett sätt som för med sig både möjligheter och utmaningar. Dessa behöver uppmärksammas och hanteras på ämnesspecifika vis. Ett förslag på hur detta kan göras lyfts fram, där utgångspunkt tas i Eamonn Callans (2016) begreppspar ‘dignity safe’ och ‘intellectually unsafe’ space. Avslutningsvis lyfts möjliga implikationer för utformandet av en ämnesundervisning som innefattar en vidgad medborgarbildande uppgift. Sammantaget är ambitionen att bidra till ämnesdidaktisk forskning och ämnesundervisningsutveckling med utgångspunkt i frågan om ämnesundervisningens medborgarbildande uppdrag. ER - TY - THES T1 - Ambiguity and Estrangement: Peer-Led Deliberative Dialogues on Literature in the EFL Classroom A1 - Thyberg, Anna PY - 2012 LA - eng PB - Linnaeus University Press KW - literature KW - efl KW - peer-led deliberative dialogues KW - civic values postcolonial KW - positionality KW - ambiguity KW - estrangement KW - aesthetic reading KW - internally persuasive discourse KW - upper secondary students KW - transformative learning. KW - engelska med didaktisk inriktning KW - english education AB - The thesis focuses on ideological and emotional dimensions of literature reading in the English as a Foreign Language (EFL) classroom. The empirical data at the heart of this dissertation comprises questionnaires, group sessions, student texts, and post-study evaluation. Drawing on the fields of postcolonial studies, reader response theories, and critical literacy, the study investigates upper secondary students’ formulations of values in carefully staged peer-led deliberative dialogues on literature. Bakhtin’s theory on internally persuasive discourse has been instrumental in examining the properties of the novel that inspire students to formulate values. Moreover, the concept of positionality provides a framework for understanding how the text decenters the subject position of the students but also how reading is productive of creating moments of instability because of the positions offered in the EFL setting. The discussion of how the students move between reading stances is located in reader response theories dealing with aesthetic reading. My proposition is that the ambiguity of literary texts and the added estrangement effects of reading in EFL conjoin in fostering a predisposition towards language, literature, and interaction characterized by what Bakhtin calls ideological becoming.The organization of reading into deliberative dialogues makes it possible to delineate ecologies of transformation created over the course of the project. Representations of the texts change by way of social interaction in the groups, but there is also transformation in the individual brought about by this kind of active and dynamic reading. In short, the reading process that occurs in the project can be said to reflect bounder crossings and the in-between spaces of human textual transactions; between personal world and imagined text world as well as the collaborative meaning negotiated in the groups. An important finding regards the points of convergence for axes of disaffiliation and affiliation in this EFL setting, leading to reinforcement of positions of privilege and constructions of difference. Nevertheless, the overarching argument remains that deliberative dialogues on literature in EFL can function as a hands-on democratic practice generating critical exploration of ideological dimensions coupled with respectful reading of the experiences of Another. Keywords: literature, EFL, peer-led deliberative dialogues, civic values, postcolonial, positionality, ambiguity, estrangement, aesthetic reading, internally persuasive discourse, upper secondary students, transformative learning. ER - TY - GEN T1 - Kommentarmaterial till gymnasieskolans studieplan i samhällskunskap A1 - Dahlgren, Lars-Ove PY - 1989 LA - eng PB - SÖ/Liber ER - TY - BOOK T1 - Educare 2008: 3 CLaD - CiCe: Childhood, Learning and Didactics (CLaD) and Children's Identity and Citizenship Education (CiCe) PY - 2008 LA - swe PB - Malmö högskola, Lärarutbildningen ER - TY - BOOK T1 - Reflex: Samhällskunskap för gymnasieskolan / A-kurs bas A1 - Höjelid, Stefan A1 - Almgren, Hans A1 - Nilsson, Erik PY - 2006 LA - swe PB - Gleerups förlag, Malmö ER - TY - BOOK T1 - Reflex: Samhällskunskap för gymnasieskolan / A-kurs plus A1 - Höjelid, Stefan A1 - Almgren, Hans A1 - Nilsson, Erik PY - 2006 LA - swe PB - Gleerups förlag, Malmö ER - TY - CHAP T1 - Kvinnor och män i media: didaktiska reflektioner kring undervisning i samhällskunskap T2 - Framåt uppåt! A1 - Idebäck, Linda A1 - Halvardsson, Åsa PY - 2017 SP - 117 EP - 128 LA - swe PB - Jönköping : Jönköping University ER - TY - CONF T1 - Nyhetsbevakning i samhällskunskap för demokratins överlevnad: teoretisk modellering av en relevant och konsistent planeringsmodell A1 - Jakobsson, Martin A1 - Olsson, Roger PY - 2025 LA - swe KW - education ER - TY - CONF T1 - Politikundervisningens didaktik: Ämnesdidaktiskt forsknings- och utvecklingsarbete i samhällskunskap A1 - Johansson, Jörgen PY - 2007 LA - swe KW - subject didactics KW - ämnesdidaktik ER - TY - RPRT T1 - Samhällskunskap i den nya ämnes­lärarutbildningen: samhällskunskapens innehåll och ämnesdidaktik vid 14 lärosäten i Sverige A1 - Johansson, Jörgen PY - 2016 LA - swe PB - Högskolan i Halmstad ER - TY - RPRT T1 - Citizenship Education as a Means for Transmitting and Transforming Values and Attitudes: Theory, Described Practice and Performed Practice A1 - Sandström Kjellin, Margareta A1 - Stier, Jonas PY - 2007 LA - eng ER - TY - CONF T1 - Samarbetsbaserad undervisning i historia och samhällskunskap: utmaningar och möjligheter. IKT didaktik och lärande om människors villkor. Boundary object som stöd för IKT-didaktisk planering T2 - NGL2015. Next Generation Learning Conference. Högskolan Dalarna 18-19 November, 2015, Falun A1 - Spante, Maria PY - 2015 EP - 32 LA - swe KW - samarbete KW - undervisning KW - informatics KW - informatik KW - educational science AB - Med bas i ett EU-finansierat projekt Gränsöverskridande Nordisk undervisning (GNU, http://projektgnu.eu) mellan skolor i Sverige, Norge och Danmark har vi genom praktiknära och aktionsinriktade ansatser studerat och tillsammans med lärare bedrivit ett tre-årigt skolutvecklingsarbete med fokus på samarbete i och med digitala verktyg som grund för lärande i samhällsorienterade ämnen. Vikten av det praktiknära perspektivet poängteras i en omfattande översikt av 132 svenska forskningsstudier av samhällsorienterade (SO) ämnen. Johansson Harrie (2011) visade att det fortfarande finns ett stort behov av studier av vad som faktiskt sker i klassrummen i syfte att få en större förståelse för hur klassrumsaktiviteter och undervisningsresultat hänger samman. Att studera det som sker i klassrummet är viktigt då samhällsorienterade ämneskunskaper möjliggörs eller hindras i mötet mellan lärare och elever menar Schüllerqvist och Osbeck (2009) då intentionerna i läroplaner konkretiseras just i mötet.  Utöver behovet av fler studier kopplade till vad som sker i skolmiljön i SO-undervisningen finns också ett behov av att lyfta in bruk av digitala verktyg i den didaktiska situationen. Lärare likväl som elever förväntas att utveckla sin förmåga att använda sig av digitala verktyg i skolan för att lära. Lärarens utmaning i det didaktiska upplägget handlar om det aktiva valet av när vad fungerar som stöd för önskat undervisningsresultat vid bruk av digitala verktyg (Grönlund et al 2013). I relation till samhällsvetenskapliga ämnen lyfter Lund och Hauge (2011) fram hur viktigt det är att man som lärare behöver ‘designa in sig själv’ i de olika aktiviteter som eleverna skall göra samt skapa förståelse för både sig själv och sina elever att de digitala verktygen i sig också spelar roll i lärandet. Givet de identifierade utmaningar från tidigare forskning som poängterar vikten av att belysa det som konkret sker både gällande hur man interagerar, vilka verktyg som tas i bruk och på vilket sätt det innehållsliga stoffet sätts i relation till och utvecklas av bruk av digital teknik i samarbete med andra, illustreras dessa möjligheter och utmaningar i två konkreta undervisningsförlopp. De två skilda didaktiska uppläggen sätts i relation till Boundary object teorin, vilken lyfter fram hur människors sätt att förhålla sig till varandra och samarbeta underlättas genom att samlas kring något som upplevs tydligt och förståeligt för de inblandade människorna.  ER - TY - CONF T1 - Att introducera ett moment i samhällskunskap: Lärares didaktiska reflektioner om och arbete med ämnesbegrepp A1 - Visén, Pia A1 - Hallesson, Yvonne A1 - Folkeryd, Jenny W. A1 - af Geijerstam, Åsa PY - 2020 LA - swe KW - education ER - TY - CONF T1 - Civic Orientation for Migrants in a Swedish Context – Exploring values and governing from an intersectional perspective T2 - ECER/EERA conference 4-7 September, 2018 - Free University Bolzano, Italy A1 - Carlson, Marie A1 - von Brömssen, Kerstin PY - 2018 LA - eng KW - civic orientation KW - migrants in sweden KW - power relations/values KW - intersectional perspective KW - gender/ethnicity KW - recently arrvied migrants KW - swedish context KW - values KW - governing KW - narrative approach KW - discourse analysis KW - intersectional perspectives AB - 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”. ER - TY - CONF T1 - To belong - or not to belong: Negotiating citizenship in an age of migration A1 - Fejes, Andreas A1 - Dahlstedt, Magnus A1 - Olson, Maria A1 - Sandberg, Fredrik A1 - Rahm, Lina PY - 2016 LA - eng KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education ER - TY - CONF T1 - Political Awareness and Active Citizenship (Panel Discussion) A1 - Olson, Maria PY - 2018 LA - eng KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education ER - TY - CONF T1 - A Duality of Digitalization: How Can We Understand the Tension Between Professional's Beliefs and Affordances with Digital Services in Civic Orientation? T2 - Conference Proceedings A1 - Haj-Bolouri, Amir A1 - Bernhardsson, Lennarth PY - 2015 LA - eng PB - : WACE KW - digitalization KW - duality KW - affordances KW - pre-understandings KW - professionals KW - tension KW - civic orientation KW - arbetsintegrerat lärande KW - work integrated learning KW - informatics KW - informatik AB - Throughout the last 2 decades, workplaces have been provided with digital services for optimizing work activities and processes. A variety of professions have incorporated their tasks for teaching and learning through the utilization of novel digital services. Teachers and students have the opportunity to interact with each other regardless of geographical locations through distance education and learning. Overall, the phenomenon of digitalization has generated consequences and effects for the society in general, and workplaces and professionals in particular.    Recently, a notion of digitalization has reached projects conducted on a national level for integrating newcomers in Sweden. The Swedish government has appointed members from University West, together with a municipality in West Sweden to launch a novel digitalization project. The project emphasizes challenges and issues with designing, developing and evaluating an open digital experience in Civic Orientation. This paper examines and discusses a duality of digitalization by investigating how we can understand the tension between professional’s pre-understanding and affordances of digital services in Civic Orientation. We will present results from interviews with professionals at the municipality, together with results from a survey evaluation. We argue in the paper, that it is beneficial for further research, to understand the tension between professional’s beliefs and affordances of digital services. ER - TY - CONF T1 - The value of coach education programmes – and who is taking part? T2 - ECER Conference: The past, present and future of educational research in Europe A1 - Meckbach, Jane A1 - Larsson, Lena PY - 2014 LA - eng KW - young coaches KW - coach education programmes KW - bourdieu KW - samhällsvetenskap/humaniora KW - social sciences/humanities AB - Many coaches and leaders within the Swedish sports movement have themselves been active sportsmen and sportswomen, acquiring knowledge and experience in the process. Besides learning within their own clubs, many coaches have also attended various coach education programmes. The Swedish Sports Confederation (RF) describes this education as an important arena for discussing core values, such as equality, ethics and morals, and for sharing knowledge. In recent years, there have been a number of initiatives to train coaches and leaders, with many of these programmes targeting young leaders and coaches (Redelius et al. 2004; Meckbach & Larsson 2012). However, no common policy for the content and format of these coach education programmes has been devised nor criteria for recruiting young people to them. A degree of consensus can be discerned insofar as the organisation RF has been accorded considerable responsibility for youth coach education programmes; yet such programmes are also being arranged by other organisers, such as various special associations and district associations.It is reasonable to assume that notions and underlying value structures are important to the format and content of coach education programmes, and by extension, the sports organisation that children and young people encounter. The content and format of coach education programmes can be seen as important aspects for understanding which critical discussions are conducted and what knowledge appears self-evident. This presentation discusses the path to coach education programmes, namely what notions and expectations there are of the content and the knowledge involved.The aim of the study is to explore at whom youth coach education programmes are aimed and what kinds of values are produced and reproduced in youth coach education programmes.Studies of coaches and coach education programmes within RF examine primarily adult coaches. Many of them are parents of physically active children and have, consequently, become coaches. Regardless of whether a criterion for being a coach is parenthood or there are other criteria, most parents are former sportsmen or women; they are very familiar with the history and traditions of club sports and the prevalent norms and values. The majority have a relatively high level of education, are of Swedish extraction and are middle class (Larsson & Meckbach 2013). With regard to young coaches, analysis shows that just over half of young people who practise sports at the age of 19 to 20 have had coach roles, and that this proportion has increased in recent years. Boys are considerably more active as coaches than girls, and there are also more boys than girls who have taken part in coach education programmes. Meanwhile, more girls than boys reported that they were interested in becoming coaches and attending a coach education programme (RF 2005). Coach education programme has proved itself to be an important factor in encouraging young people to take on leadership roles (Vargas-Tonsing 2007).Research about leadership and coach education programmes show that they are important for promoting positive youth development through sport (Conroy & Coatsworth 2006; Eley & Kirk, 2010; MacDonald et al. 2010; Sullivan et al. 2012; Stewart et al. 2013). However, the content and design of coach education programme is a crucial factor for the outcome of the education (Cushion et al. 2003; Stewart et al. 2013). Stewart et al.  (2013) and Dahlin (2004) show that psychological and pedagogical knowledge and knowledge of transformational leadership is important and promote topics such as communication skills, motivation and building character are positive for youth development than content in mainstream coach education programs.MethodologyThe data consists of a questionnaire with a total of 45 questions both open and closed, and includes three parts: background issues, experience in sport and leadership, and matters of youth coach education programmes. A total of 540 young coaches (219 men and 321 women) took part in the study. The responses were coded and entered into the statistics program SPSS 20.0, after which statistical processing was carried out to create tables and conduct analyses.To understand actions and strategies based on an individual or group relationship and the social context in which they find themselves, we take inspiration from the theories and concepts of Bourdieu (1990). Using Bourdieu’s theories makes it possible to ‘penetrate’ and illustrate the objective characteristics of social practitioners, of which individuals are only semi-conscious. Or in other words, a person’s actions occur as a result of their experiences and the opportunities arising within the specific social context. The sports movement can be seen as a specific context, which describes as a social field with its own logic and defining its own rules. These are rules that everyone in the field has to abide by and that are also often self-evident and taken for granted (Bourdieu 1977). Bourdieu uses the concepts of ‘habitus’ and ‘capital’ to explain how certain actions appear more possible than others. Habitus determines how people act, think, perceive and evaluate in different social contexts. Bourdieu also uses the term ‘symbolic capital’ to explain how something can serve as an asset if it is ‘recognised as valuable by social groups and is assigned a value’ (Broady 1991). It is the context that determines what can be understood and serves as symbolic capital. There has to be a market where this capital is in demand and what is deemed an asset within one context may be totally worthless in another.The starting point is that coaching can be seen as an encounter between individuals from different backgrounds and with various experiences and a coaching education programme’s value structures. Value structures, or what is sometimes referred to as a education programme’s practice, contain notions, values, norms and practices that constitute what is deemed valuable knowledge. Participants are individuals, but at the same time they find themselves in a context involving a number of socially constructed rules and notions about what is possible and right, as well as the opposite, i.e. what is inconceivable.Expected outcomes/resultsThe study shows that the majority of young people who participate in youth coach education programmes are of Swedish descent.  The Swedish sports movement appears to be struggling to recruit young coaches who have grown up in another country. The young coaches have minor assets in the form of cultural capital. A slightly larger proportion has attended a preparatory programme at an upper secondary school. As for their parents, relatively high proportions have no college education. By contrast, they have other experience, i.e. forms of capital that are an asset as a coach within the sports movement. Sport has been and is, for many, an interest involving the entire family.Young coaches expect to learn a lot within a number of different areas. Certain knowledge and areas of content appear to be more important than others. What they value most is being a good leader, along with being able to cooperate with others and manage conflicts. Knowledge of other cultures and religions or knowledge of gender roles is, similarly, not highly valued. What is important, however, is gaining knowledge that is more sport-specific, i.e. in their sport or knowledge of the physical body, such as training theory.To sum up is that coach education programme is for the already initiated. Young people who know their sport and with a taste for sport are those recruited for coach education programmes. They are expected to already have incorporated the sport’s values and norms, and are familiar withthe ‘rules’ of the sports movement. They are happy with the knowledge they have gained and with the fact that they have made new friends. This indicates that the education programme has paid dividends in the form of both social and symbolic capital, which are recognised as valuable to sports leaders.ReferencesBourdieu, P. (1977). Outline of a Theory of Practice. Cambridge: Cambridge University Press.Bourdieu, P. (1990). The Logic of Practise. Cambridge: Polity Press.Broady, D. (1991). Sociologi och epistemologi: Om Pierre Bourdieus författarskap och den historiska epistemologin [Sociology and Epistemology: On Pierre Bourdieu’s Work and the Historical Epistemology], Ph.D. diss., 2nd ed. Stockholm: HLS Förlag.Conroy, D.E. & Coatsworth, J.D. (2006). Coach Training as a Strategy for Promoting Youth Social Development, The Sport Psychologist, 20:128-144.Cushion, C.J., Armour, K.M. & Jones, R.L. (2003). Coach Education and Continuing Professional Development: Experience and Learning to Coach, Quest, 55(3): 215-230.Dahlin, L. B. (2004). Kan idrott förbereda ungdomar för vuxenlivet eller slår den ut potentiella idrottsutövare? [Can Sport Prepare Young People for Adult Life or Does It Exclude Potential Sports Practitioners?] Eley, D. & Kirk, D. (2002). Developing Citizenship through Sport: The Impact of a Sport-Based Volunteer Programme on Young Sport Leaders, Sport Education and Society, 7 (2): 151-166.Larsson, L. & Meckbach, J. (2013). To be or not to be invited: Youth Sport-Young People´s Influence in voluntary sport, Sport Science Review, 22(3-4):187-204.MacDonald, D.J., Côté, J. & Deakin, J. (2010),  The Impact of Informal Coach Training on the Personal Development of Youth Sport Athletes, International Journal of Sports Science and Coaching, 5(3): 363- 372.Meckbach, J. & Larsson, L. (2012). Education: one way to recruit and retain young coaches, YouthFirst The Journal of Youth Sports, 2012, 6 (2): 25-31.Redelius, K., Auberger, G., and Bürger Bäckström, C. (2004), Ung ledare sökes: En studie av Riksidrottsförbundets satsning på unga ledare [Young Leaders Required: A Study of the Swedish Sports Confederation’s Young ER - TY - CONF T1 - Author-Meets-Critics: Johan Dahlbeck, Spinoza: Fiction and Manipulation in Civic Education (Springer) A1 - Dahlbeck, Johan PY - 2022 LA - eng AB - This book is a philosophical enquiry into the educational consequences of Spinoza’s political theory. Spinoza’s political theory is of particular interest for educational thought as it brings together the normative aims of his ethical theory with his realistic depiction of human psychology and the ramifications of this for successful political governance. As such, the book aims to introduce the reader to Spinoza’s original vision of civic education, as a project that ultimately aims at the ethical flourishing of individuals, while being carefully tailored and adjusted to the natural limitations of human reason. This author-meets-critics includes scholars in philosophy, education and Spinoza studies. ER - TY - BOOK T1 - Maria Sandel och folkbildningen. Inte bara vett och vetande – bildningens betydelse i Maria Sandels författarskap.: Maria Sandel and the people’s education. Not just sense and knowledge – the significance of Bildung in Maria Sandel’s writings. A1 - Agrell, Beata PY - 2019 LA - swe PB - Maria Sandelsällskapet KW - addressivity KW - bible KW - bildung KW - christianity KW - class KW - desautomatisation KW - devotional literature KW - estrangement KW - intertextuality KW - labour-movement KW - literary recycling KW - minor literature KW - maria sandel KW - narrative KW - popular education KW - popular literature KW - reflective reading KW - social-democracy KW - working-class literature AB - This book deals with the early Swedish working-class writer Maria Sandel (1870–1927), investigating the theme of popular education and Bildung in her writings from a literary and historical point of view. The issue is the compound meaning and significance of the idea of Bildung/education in her narrative and the unconventional literary devices and rhetorical strategies she uses to address her reader. Maria Sandel supported herself as an industrial seamstress in Stockholm, also engaging herself in the growing labour-movement. Although an autodidact, she published six books of prose-narrative and a large number of poems and short stories in the social-democratic press. All her writings depict everyday life in the poor working-class quarters of Stockholm, adopting a class-conscious perspective, focussing on the need of education as well as material improvement. Maria Sandel constantly strived to deepen and broaden her education. As a richly varied theme in her writings, education encompasses not only knowledge and learning, but also cultivation, manners and morals in the classical sense of Bildung. This book is devoted to the manifold view of education that is exposed in her narra-tive and is literary expressions. Analysis of themes and devices in her texts will show how her writings partly change from her debut in 1908 to her last book in 1927. The militant class-perspective of her early texts gradually shift toward a more conciliatory civic attitude, emphasizing individual moral-psychological maturation and bourgeois virtues like neatness, respectability, decency, order and stability. These tendencies reflect the ongoing societal development toward a class-transcending reformism and Social-democratic ideas of society as a folkhem (”home for the whole people”), made possible by the enforced parliamentary position of the labour party. A driving force for this development was the growing importance of popular education. This book is composed in ten chapters, presenting (1) an overview of the author-ship; (2–5) historical backgrounds concerning the current concept of Bildung; the ongoing industrialization and historical phases of the class-struggle; people’s education and the popular Bildungs-movement; and the various literary and cultural contexts of the time. Chapter 6–9 investigate Maria Sandel’s work in chronological order: the early collective class narratives (6–7), and the late novels of education and formation. The last chapter is a summary of results, also including a deepened discussion of the interaction of pragmatics, rhetoric, aesthetics, and literary tradition of Maria Sandel’s narrative. ER - TY - CHAP T1 - The U.S. Supreme Court’s Cold War Politics of Racial Equality and "Good Citizenship": Remembering the Decision in Brown v. Board of Education of Topeka (1954) T2 - Our America: People, Places, Times A1 - Cananau, Iulian PY - 2005 SP - 211 EP - 219 LA - eng PB - Bucharest : Editura Univers Enciclopedic ER - TY - JOUR T1 - Does education matter? The value of higher education for voice and agency in Sweden T2 - Social Work and Society SN - 1613-8953 A1 - Brännlund, Annica PY - 2014 VL - 2 IS - 12 SP - 1 EP - 21 LA - eng AB - There is extensive research pointing to the positive effects of education in the form of labour market outcomes. These outcomes are vital when evaluating education; there are however additional outcomes of education that also might be important for good human life. From this point of view, education could affect non-market areas such as democracy, gender equality and civic engagement. This paper seeks to extend research through an analysis of the relation between level of education on two vital non-market capabilities: agency and voice. The study uses an eight-year longitudinal national survey of 1 058 Swedish youth, controlling for baseline values of voice and agency. Results show that university education increases young people’s capabilities of voice and agency. ER - TY - JOUR T1 - Re-drawing the Map : Monastic Education as Civic Formation in the Apophthegmata Patrum T2 - Coptica SN - 1541-163X A1 - Larsen, Lillian PY - 2014 IS - 22 SP - 1 EP - 34 LA - eng PB - : The Saint Mark Foundation ER - TY - CONF T1 - Pre-service teachers’ awareness on the teaching strategies involving socioscientific issues, inquiry-based science education to enhance socioscientific inquiry-based learning. T2 - ERIDOB 2016 A1 - Chang Rundgren, Shu-Nu A1 - Rundgren, Carl-Johan PY - 2016 SP - 73 EP - 73 LA - eng KW - primary education KW - socioscientific inquiry-based learning KW - teachers’ professional development AB - Together with Inquiry-Based Science Education (IBSE), teaching and learning about SocioScientifis Issues (SSI) and the related argumentation skill (termed informal ar-gumentation or SSI-argumentation) are emerging and hot research topics in science education internationally during the past decades. Embedding the four important concepts regarding Responsible Research and Innovation (RRI), Citizenship Educa-tion (CE), SSI and IBSE for the education in modern society, the teaching strategy of SocioScientific Inquiry-Based Learning (SSIBL) is generated and recognized by the European Commission to promote in teacher education and apply in school educa-tion. The presentation is based on an EU FP7 project, PARRISE (No. 612438), aiming to develop TPD courses to enhance pre- and in-service teachers’ competence on teaching students’ SSIBL in formal and informal education from primary to upper secondary education levels. The purpose of this presentation is to demonstrate a design of a SSIBL TPD course (with a focus of RRI, SSI, IBSE and CE concepts) for a group of pre-service teachers at primary education level. Further, the pre-service teachers’ awareness on teaching strategies involving SSI, IBSE to enhance SSIBL is investigated with the main research questions including: 1. What are the pre-service teachers’ awareness of SSI and IBSE teaching? 2. What are the re-service teachers’ awareness of SSI, IBSE and SSIBL teaching after the SSIBL TPD course? 3. What are pre-service teachers’ general feedback on the SSIBL TPD course? Through the pre- and post-test with quantitative Likert-Scale questionnaire survey, the results showed that the 26 pre-service teachers’ confidence on SSI, IBSE and SSIBL teaching strategies were increased and need for further education was decre-ased, both with significantly differences (p < 0.05) after the SSIBL TPD course. Also, the general feedback on the SSIBL course was positive as well. ER - TY - BOOK T1 - Tuning educational structures in Europe: guidelines and reference points for the design and delivery of degree programmes in business PY - 2024 LA - eng PB - International Tuning Academy, University of Groningen KW - tuning KW - bologna process KW - ehea KW - european higher education area KW - ects KW - qualifications framework KW - assessment framework KW - learning outcomes KW - competences KW - degree programme KW - reference points KW - business education KW - calohee KW - calohex KW - teaching learning assessment KW - life long learning KW - kvalifikationsramverk KW - förväntade studieresultat KW - livslångt lärande KW - ekonomutbildning AB - This Tuning Guidelines and Reference Points 2024 for the Design and Delivery of Degree Programmes in Business Administration serves as an international reference point for an academic discipline in the European Higher Education Area (EHEA) framework. It represents the current state of affairs in a fast-changing societal environment.This publication defines degree profiles and the tasks and societal roles graduates will take on, but also shows how different degrees fit into the wider context of overarching general and subject specific / discipline qualifications frameworks. In other words, what are the essential elements that constitute a particular subject area in higher education? Among other aspects, these Guidelines include general descriptors for the first and the second cycle, the bachelor and master/ long cycle, presented in easy-to-read tables, and are meant to be used as reference points for the design and delivery of individual degree programmes. According to the Tuning philosophy, each degree programme has its own unique profile, based on the mission of the institution and taking into account its social-cultural setting, its student body, and the strengths of its academic staff.The Guidelines and Reference Points are the outcome of a long and intense collaboration, starting in 2001, in conjunction with the early phases of the Bologna Process, which has now come to include 49 European countries. They are a result of the grassroots university-driven initiative called Tuning Educational Structures in Europe, or simply ‘Tuning’, that aims to offer a universally useful approach to the modernisation of higher education at the level of institutions and subject areas. The Tuning initiative has developed a methodology to (re-)design, develop, implement and evaluate study programmes for each of the Bologna cycles. These were validated in 2007-2008 by groups of respected academics from numerous disciplines. Since, developments have continued as reflected in several iterations, the latest being the Measuring and Comparing Achievements of Learning Outcomes in Higher Education in Europe (CALOHEE) projects (2018-2023). As all Tuning projects, the CALOHEE developments have been co-financed and strongly supported by the European Commission as part of its Erasmus+ Action programme. The Tuning methodology is based on the student-centred and active learning approaches it has promoted since its very launch. Tuning’s mission is to offer a platform for debate and reflection which leads to higher education models able to ensure that graduates are well prepared for their societal role, both in terms of employability and as citizens. Graduates need to have obtained as the outcome of their learning process the optimum set of competences required to execute their future tasks and take on their expected roles. As part of their education graduates should have developed levels of critical thinking and awareness that foster civic, social, environmental and cultural engagement. Recognition is given to current and possible future developments and issues. Using the Tuning reference points makes study programmes comparable, compatible and transparent. They are expressed in terms of learning outcomes and competences. Learning outcomes are statements of what a learner is expected to know, understand and be able to demonstrate after completion of a learning experience. According to Tuning, learning outcomes are expressed in terms of the level of competence to be obtained by the learner. Competences represent a dynamic combination of cognitive and meta-cognitive skills, knowledge and understanding, interpersonal, intellectual and practical skills, and ethical values. Fostering these competences is the object of all educational programmes. Competences are developed in all course units and assessed at all different stages of aprogramme. Some competences are subject area related (specific to a subject area), others are generic (relevant for many or all in degree programmes). According to the Tuning philosophy, subject specific competences and generic competences or general academic skills should be developed together. Normally competence development proceeds in an integrated and cyclical manner throughout a programme. The initial core competences of the subject area were identified in a consultation process involving four stakeholder groups - academics, graduates, students and employers over time. Consultation processes have been organised in many other parts of the world: these have been taken into consideration in developing this publication. This edition has been elaborated as part of the CALOHEE projects, which aim to develop an infrastructure allowing for comparing and measuring learning in a (trans)national perspective. Besides developing state of the art general and subject specific qualifications reference frameworks, it has also developed Learning Outcomes / Assessment Frameworks which offer even more detailed descriptors. The Assessment Reference Frameworks are included as an annex.To make levels of learning measurable, comparable and compatible across Europe academics from the single subject areas have developed cycle (level) descriptors expressed in terms of learning outcomes statements organised in qualifications reference frameworks tables. These are backed by Tuning-CALOHEE General Qualifications Reference Frameworks, which are based on a bridging of the two overarching European qualifications frameworks, the ‘Bologna’ Qualifications Framework for the EHEA (QF for the EHEA) and the EU European QualificationsFramework for Lifelong Learning (EQF for LLL). Paying reference to both by combining ‘the best of two worlds’. While the EQF for LLL is focused on the application of knowledge and skills in society, the focus of the FQ for the EHEA is more related to the learning process itself: it applies descriptors which cover different areas or ‘dimensions’ of learning: knowledge and understanding, application of knowledge and understanding in relation to problem solving, making judgments, communicating information and conclusions, and finally, knowing how to learn.In developing the Tuning-CALOHEE model, it has been realised that ‘dimensions’ are an indispensable tool, because they make it possible to distinguish the principal aspects that constitute the subject area. Dimensions help give structure to a particular sector or subject area and also make its basic characteristics more transparent. Furthermore, the ‘dimension approach’ is complementary to the categories included in the EQF for LLL, which uses the categories of ‘knowledge’, ‘skills’ and ‘autonomy and responsibility’ (wider competences) to structure its descriptors. Thus, in CALOHEE terms, the three columns correspond to a ‘knowledge reference framework’, a ‘skills reference framework’ and a ‘autonomy and responsibility reference framework’, linked by level. The last column, the ‘autonomy and responsibility reference framework’, refers to the wider world of work and society and identifies the competences required to operate successfully in the work place and as a citizen. It builds on the first two elements: knowledge and understanding and the skills necessary to develop and apply this knowledge.In addition to addressing cycle-level descriptors, Tuning has given attention to the Europe-wide use of the student workload based European Credit Transfer and Accumulation System (ECTS) to ensure the feasibility of student-centred degree programmes and other credentials. Some 20 years ago it transformed the original credit transfer system into a transfer and accumulation system. According to Tuning, ECTS not only allows student mobility across Europe and in other countries as well; it can also facilitate programme design and development, particularly with respect to coordinating and rationalising the demands made on students by concurrent course units. In other words, ECTS permits us to plan how best to use students' time to achieve the aims of the educational process, rather than considering teachers' time as the primary constraint and students' time as basically limitless.The use of the learning outcomes and competences approach implies changes regarding the teaching, learning and assessment methods. Tuning has identified approaches and best practices to form the key generic and subject specific competences. Some examples of good practice are included in this brochure. More detailed examples can be found in the subject area-based Learning Outcomes / Assessment Reference Frameworks.Finally, Tuning has drawn attention to the role of quality in the process of (re-)designing, developing and implementing study programmes. It has developed an approach for quality enhancement which involves all elements of the learning chain. It has also developed a number of tools and identified examples of good practice which can help institutions to improve the quality of their degree programmes.This brochure reflects the outcomes of the work done by the Subject Area Group (SAG) in Business Administration. The outcomes are presented in a template to facilitate readability and rapid comparison across the subject areas. The summary aims to provide, in a very succinct manner, the basic elements for a quick introduction into the subject area. It shows in synthesis the consensus reached by a subject area group after intense and lively discussions in the group. ER - TY - CHAP T1 - Calling for Sustainability: WWF’s Global Agenda and Educating Swedish Exceptionalism T2 - Trajectories in the Development of Modern School Systems A1 - Ideland, Malin A1 - Tröhler, Daniel PY - 2015 SP - 199 EP - 212 LA - eng PB - : Routledge KW - educationalization KW - wwf KW - education for sustainable development KW - environmental education KW - swedish exceptionalism KW - nationalism KW - critical race theory AB - According to neo-institutionalism concerns for environment and sustainable development, borne by INGOs and IGOs, have become a part of a more or less standardized World Culture. An indicator of this culture can be seen in the widely spread Agenda 21, emerging out of the 1992 Conference on Environment and Development in Rio de Janeiro (“Earth Summit”) organized by the UN, and also the United Nations Decade of Education for Sustainable Development (2005-2014), in which environmental educational issues have become a visible part of the World Culture. This chapter deals with the implementation of the educationalized environmentalism in Sweden, using WWF and its relevant activities as case study. The aim is to shed light on how the global movement of sustainability takes nationalistic features when it is transformed through the Swedish school culture. Of crucial importance will be the analysis of WWF’s teaching material be used in the educational efforts to “save the world”, indicating a globally responsible sustainable citizen on one hand, and an emphasis on the Swedish exceptionalism on the other. Through this, we intend to discuss how national identity – and a new kind of national pride – is constructed through education for global citizenship. ER - TY - CHAP T1 - La llamada a la sostenibilidad: la agenda global del WWF y la excepcionalidad de la enseñanza en Suiza T2 - Trayectorias del desarrollo de los sistemas educativos modernos A1 - Ideland, Malin A1 - Tröhler, Daniel PY - 2015 SP - 223 EP - 238 LA - eng PB - : Octaedro KW - critical race theory KW - nationalism KW - swedish exceptionalism KW - environmental education KW - education for sustainable development KW - educationalization KW - wwf AB - According to neo-institutionalism concerns for environment and sustainable development, borne by INGOs and IGOs, have become a part of a more or less standardized World Culture. An indicator of this culture can be seen in the widely spread Agenda 21, emerging out of the 1992 Conference on Environment and Development in Rio de Janeiro (“Earth Summit”) organized by the UN, and also the United Nations Decade of Education for Sustainable Development (2005-2014), in which environmental educational issues have become a visible part of the World Culture. This chapter deals with the implementation of the educationalized environmentalism in Sweden, using WWF and its relevant activities as case study. The aim is to shed light on how the global movement of sustainability takes nationalistic features when it is transformed through the Swedish school culture. Of crucial importance will be the analysis of WWF’s teaching material be used in the educational efforts to “save the world”, indicating a globally responsible sustainable citizen on one hand, and an emphasis on the Swedish exceptionalism on the other. Through this, we intend to discuss how national identity – and a new kind of national pride – is constructed through education for global citizenship. ER - TY - THES T1 - Bilingual subject-specific literacies? Teachers’ and learners’ views and experiences of two school languages in biology, civics, history and mathematics: Case studies from the Swedish upper secondary school A1 - Sandberg, Ylva PY - 2018 LA - eng PB - Stockholm University KW - teacher and learner cognition KW - clil KW - subject-specific literacies KW - språkdidaktik KW - language education AB - This licentiate thesis investigates teachers’ and students’ cognitions of bilingual subject-specific literacies. The thesis builds on three different studies, referred to as case studies, conducted in Content and Language Integrated Learning (CLIL) study programmes in the Swedish upper secondary school. Participants’ views and experiences of two languages of schooling, English and Swedish, were elicited in interviews, and analysed thematically. To gain understanding of the three studies in combination, a further analytical framework was developed and tested. In this analysis, participants’ descriptions, explanations and reflections on teaching and learning curriculum content bilingually emerged as three-dimensional discourses.In the first study, new and experienced teachers’ challenges and strategies were in focus. The biology and civics teachers, who were new teachers, and new to CLIL, found teaching through the second language of schooling, English, time-consuming and demanding. They expressed concern about limited communication and learning in the classroom. The mathematics teachers, who had long teaching experience, and of teaching in the CLIL programme, had developed strategies to meet perceived challenges, for example, they had designed parts of lessons in a monolingual mode, and parts of lessons in a bilingual mode.The second study explored intermediate CLIL teachers’ rationales for language choice in teaching. The biology and history teachers found that access to English, as afforded through the CLIL framework, coincided well with the new syllabi for their school subjects. For instance, the history teachers could use web-based study materials in English in class, and found teaching and learning more authentic than in the mainstream, Swedish-speaking, study programmes. The biology teachers mentioned that access to English terminology facilitated the teaching and learning of complex subject-specific content areas. It functioned as a potential source to enhance students’ understanding.The third study documented students ́cognitionsof CLIL. The views of upper secondary students studying curriculum content through English were overall positive. However, results showed that their experiences of CLIL varied with school subject. Whereas studying mathematics through English was reported to be conducive to learning and understanding, learning civics through English only, or trying to listen to lectures in civics, where teachers would change languages seemingly without a rationale, were perceived as less conducive to learning. ER - TY - JOUR T1 - Elevers perspektivbyten i svar på uppgifter från det nationella provet i samhällskunskap T2 - Nordidactica SN - 2000-9879 A1 - Andersson, Klas A1 - Larsson, Kristoffer PY - 2023 VL - 2023 IS - 13 SP - 66 EP - 84 LA - swe PB - Karlstad : CSD Karlstad KW - critical thinking KW - alternate points of view. social studies KW - subject-specific education KW - ämnesdidaktik KW - alternate points of view KW - social studies AB - Developing students' critical thinking is an important task for Swedish schools. Especially in the social studies subjects, where issues of democracy and human rights always are present. In both national and international educational science research there are however some uncertainties concerning how critical thinking manifests among students. The article sheds light on a specific component of critical thinking, namely the ability to alternate points of view. Initially, classical theoretical literature on critical thinking is used to discuss this component. The main part of the article uses students' own descriptions of societal challenges to show more precisely how alternating points of view are manifested in student answers. To our help, we have a unique empirical material in the form of data from the Swedish national test in civics for year 9. 600 student responses from one question are analyzed with the ambition of finding students' ability to see, and discuss, social issues from different points of view. ER - TY - CONF T1 - Childhood, Children, and the Convention of the Rights of the Child in Civic Orientation Courses for Newly Arrived Adults in Sweden A1 - von Brömssen, Kerstin PY - 2022 LA - eng KW - newly arrived adult migrants KW - civic orientation KW - sweden KW - children’s rights. AB - 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 ER - TY - CONF T1 - Democratic Education? Working Class Boys’ Possibilities to Influence within a Vehicle Programme and the Future A1 - Rosvall, Per-Åke PY - 2013 LA - eng KW - teacher education and education work KW - lärarutbildning och pedagogisk yrkesverksamhet AB - The aim of this paper is to explore how young people act and the organisation of school practice, and what possibilities they have of influencing the content and the forms practiced. The study focuses on how the pedagogic practice is organised in one class their first year of upper secondary school, one Vehicle programme class. This embraces questions as: How, where, when and for what cause do students act to influence, and then with what result? Are students offered influence, and in that case which students? How does the organisation of and the content in the pedagogic practice prepare students to act in order to be able to exert influence in the future? These questions have been studied with regard to social background and gender. The analysis has its theoretical base in Bernstein’s theory of pedagogy and code (1990) and feminist perspectives (Arnot, 2006; Gordon, Holland, & Lahelma, 2000). The main results in the analysis are that actions taken to gain influence were rare, that the organisation of and the content in the pedagogic practice was mainly focussed on students as becoming, i. e. it focused students possibilities to be able to influence in the future and not the present. Furthermore, changing of pedagogic content or pedagogic forms was dependent on students’ own actions. There was a lack of teacher organisation to promote student influence. Finally, what was evaluated in the pedagogic practice, i.e. factual learning, did not promote student influence. Method The presentation builds on a one year ethnographic study in a Social science programme class and a Vehicle programme class. In practice this means that the two classes were followed their first year in upper secondary school. All in all there were 136 classroom observations, 55 individual interviews with the students, their teachers and their head teachers and collection of school and teaching material (Hjelmér, Lappalainen, & Rosvall, 2010; Rosvall, 2011a, 2011b). This presentation focuses on the material produced within the Vehicle programme class, but the material from the Social science class is also important in terms to understand processes within education that contributes to reproduction of social classes. This ethnographic study follows a tradition in Scandinavian research of ethnographic studies in sociology of education (Beach, 2010; Larsson, 2006) that researches relationships between social background, gender and education (Gordon, et al., 2000; Öhrn, 2001; Öhrn, Lundahl, & Beach, 2011). Expected Outcomes The paper demonstrates how pedagogic practice was gendered and classed, which had consequences for how students could influence and how students were prepared to influence in the future. Since the Social Science programme mostly attracts students from a middle-class background and the Vehicle programme those with a working-class background, the content in the programmes contributed to reproducing hierarchical social relations. The content for the Vehicle students proved to be simplified, personal and context dependent, whereas the content of the Social Science programme was more advanced, general and context independent, knowledge which, in argumentation for influence, is usually highly valued. In previous research, working class masculinities have often been associated with opposition towards study-oriented subjects. However, the current study indicates that there is an interest in studying Swedish, English and maths. The students argued that it was necessary for future employment, and that the Vehicle industry is now asking for this kind of knowledge. References Arnot, M. (2006). Freedom's children: A gender perspective on the education of the learner-citizen. International Review of Education, 52(1), 67-87. Beach, D. (2010). Identifying and comparing Scandinavian ethnography: comparisons and influences. Ethnography and Education, 5(1), 49-63. Bernstein, B. (1990). Class, Codes and Control. Volume IV, The Structuring of Pedagogic Discourse. London: Routledge cop. Gordon, T., Holland, J., & Lahelma, E. (2000). Making Spaces: Citizenship and Difference in Schools. Houndmills: MacMillan Press LTD. Hjelmér, C., Lappalainen, S., & Rosvall, P.-Å. (2010). Time, Space and Young People's Agency in Vocational Upper Secondary Education: A Cross-Cultural Perspective. European Educational Research Journal, 9(2), 247-259. Larsson, S. (2006). Ethnography in action. How ethnography was established in Swedish educational research. Ethnography & Education, 1(2), 177-195. Rosvall, P.-Å. (2011a). Pedagogic practice and influence in a social science class. In E. Öhrn, L. Lundahl & D. Beach (Eds.), Young people's influence and democratic education: Ethnographic studies in upper secondary schools (pp. 71-91). London: Tufnell Press. Rosvall, P.-Å. (2011b). Pedagogic practice and influence in a Vehicle Programme class. In E. Öhrn, L. Lundahl & D. Beach (Eds.), Young people's influence and democratic education: Ethnographic studies in upper secondary schools (pp. 92-111). London: Tufnell Press. Öhrn, E. (2001). Marginalization of democratic values: a gendered practice of schooling? International Journal of Inclusive Education, 5(2/3), 319-328. Öhrn, E., Lundahl, L., & Beach, D. (2011). Young people's influence and democratic education: Ethnographic studies in secondary schools. London: Tufnell press. ER - TY - CONF T1 - Reformed Christian Education as a Welfare State Tool for Fostering Democratic Citizens in Post-war Sweden, 1945-1969 A1 - Hellström, Emma PY - 2025 LA - eng AB - Reformed Christian Education as a Welfare State Tool for Fostering Democratic Citizens in Post-war Sweden, 1945-1969Post-war Sweden underwent significant changes, particularly in the field of education, as perceptions of how to educate democratic citizens began to change. Previously, civic education was closely linked to a Christian framework. Following 1945, the assumption that Christian faith was essential for this educational mission came under scrutiny. These developments aligned with efforts to establish a comprehensive school system, which was realized in 1962 (Hellström 2024). These changes in education were closely tied to the establishment of the Social Democratic welfare state. Previous research has suggested that this welfare project was incompatible with a Christian framework. Instead, the evolution of modern society after 1945 has often been characterized as a secular project in which Christianity was irrelevant (Englund 1986). The purpose of this paper is to explore how the school subject of Christianity was transformed to align with new democratic ideals between 1945 and 1969. I aim to discuss how education and schooling have functioned as arenas for the political project of secularization, and how this process contributed to the revitalization of religion. Additionally, I will address how we methodologically can advance our understanding by combing meso- and micropolitics perspectives. To address the second question, it is important to integrate sources from different levels of the educational sphere, as this can shed light on how practice-orientated materials responded to organizational changes. Hence, it is methodologically crucial to recognize that shifts at the meso-political level do not always translate directly to the micro-level. By combing diverse sources and employing a Gramscian concept of hegemony, it is possible to trace the conflicts and negotiations regarding the purpose of Christian education during the post-war period.  The focus on the interplay between meso- and micropolitics – evident in curricula, textbooks, and parliamentary debates – reveals that, in response to the post-war climate, Christian education underwent a transformation that can be characterized as a secularization process, as there was a declining emphasis on educating Christian individuals. However, this represent only one facet of the narrative. Conversely, this secularization also entailed a heightened focus on the ethical dimensions of Christianity. By prioritizing the ethical value of Christianity over its eschatological aspects, a separation between faith and ethics emerged. This type of Christianity sought to establish a common ethical language capable of uniting diverse individuals. Consequently, this ethical Christianity was not a theological system, but rather a framework of norms designed to help people navigate their lives. The source materials illustrate how pedagogical efforts to transform religion for the new comprehensive school can be viewed as a political project of secularization (see also Buchardt 2021). By emphasizing the ethical shift in this process, I demonstrate how Christianity in the post-war era was recreated as an ethical framework and thus shaped new forms of pedagogical knowledge. This ethical Christianity was a means to convey democratic values upheld by the Swedish people’s home (folkhemmet), warranting its classification as a Christianity for the people’s home (folkhemskristendom).  ER - TY - JOUR T1 - Towards democratic foundations: A Habermasian perspective on the politics of education T2 - Journal of Curriculum Studies SN - 0022-0272 A1 - Carleheden, Mikael PY - 2006 VL - 5 IS - 38 SP - 521 EP - 543 LA - eng PB - Oxfordshire : Routledge Journals KW - democracy KW - educational policy KW - habermas KW - normative transformation of society AB - A central aspect of education has always been the passing on of norms and values. This task is not fulfilled if pupils only learn the meaning of established norms and values. It is also about making pupils believe in them and to act according to them. Thus, teaching is also a kind of political socialization. The values taught change historically and this change is related to the political history of a society. Western societies currently are in the middle of a normative transformation. The question is which normative significance this general social transformation has for contemporary education. The answer is that schools should make a radicalized understanding of democratic citizenship its normative foundation. Jürgen Habermas’s theory of democracy is the general point of departure. ER - TY - CONF T1 - The Value of RE for Citizenship Education According to Swedish RE-Teachers – multiculturalism and individual thinking A1 - Liljestrand, Johan PY - 2014 LA - eng AB - The purpose of Religious Education (RE) in Sweden is to teach about religion and to present a comprehensive view of different traditions. However, this assignment can be interpreted in different ways by different RE teachers with different consequences for the education of citizens. In this contribution RE-teachers are considered as socialization agents representing an important part of the enacted curriculum. The purpose of this contribution is to explore Swedish RE teachers’ notions of citizenship education in relation to RE as a subject in the compulsory school, with special reference to education for democratic citizenship. A second purpose is to analyze possible implications for civic social action. In order to explore how teachers interpret their assignment, a semi-structured interview study was carried out and data were categorized according to content analysis. The theoretical point of departure was based on the pragmatic analysis of (potential) moral political consequences. A (preliminary) categorization of the teachers’ responses was developed according to the following themes: learning democratic values from religions; learning to cope with differences; learning for correcting prejudices; acquiring tools for a personal political. ER - TY - CONF T1 - Learning through virtual mobility in nursing education A1 - Jönsson, Anneli A1 - Forsell, Lena A1 - Persson, Eva I PY - 2022 LA - eng AB - Learning through virtual mobility in nursing education One of the assignments of the nursing education is to give the students awareness of international perspective in health care, being able to care for diverse population and to work abroad1. The education therefore gives students the opportunity to do parts of their clinical education abroad. To open the possibility of internationalization for all students and not just those who travel abroad, virtual mobility is an opportunity. Virtual mobility means studying in an international and multicultural environment through digital media, without having to travel physically2. This abstract presents a collaboration between Lund University and University of Exeter in nursing program's first-year students from 2019 and is ongoing. The aim of the students' learning activities was to describe safe care via virtual modules based on current national and global guidelines and to discuss sustainable development based on situations related to safe care from a global perspective. According to the student's evaluation most students are interested in participating in these learning activities and develop a cultural awareness useful in today’s ongoing internationalization of health care practice. Furthermore, there was a desire for continued virtual mobility through the education and a planning is in progress. The opportunity to make contacts throw students mobility also opens in these contexts and between educational institutions to promote the exchange of research and knowledge. This exchange has contributed to in-depth knowledge of similarities and differences between nations regarding views, routines, and legislation. The students concluded that it was rewarding and instructive discussions and the care around patient safety was quite similar in the two countries. There is an effort to avoid medical injuries as much as possible and regardless of geographical location, nurses work towards the same goal of good and safe care. 1 Carlson E, Stenberg M, Chan B, Ho S, Lai T, Wong A, Chan EA. Nursing as universal and recognisable: Nursing students'perceptions of learning outcomes from intercultural peer learning webinars: A qualitative study. Nurse Educ Today. 2017 Oct;57:54-59. doi: 10.1016/j.nedt.2017.07.006. Epub 2017 Jul 15. PMID: 28732210. 2 Iuco, R et al. (2022). Digital Enhanced Mobility. Civis handbook on virtual mobility. CIVIS A European Civic University. ER - TY - CONF T1 - Media citizenship and the mediatization of schools: Curriculum, teaching materials, teachers T2 - ECREA 2016 Prague. Abstract book A1 - Forsman, Michael PY - 2016 LA - eng KW - mediatization theory KW - curriculum studies KW - kritisk kulturteori KW - critical and cultural theory AB - The aim of this paper is to present the project “Media Citizenship and the Mediatization of School: Curricula, Educational Materials, Teachers”(2016-2018; financed by The Swedish Central Bank’s foundation for Humanities and Social Science/Riksbankens Jubileumsfond). Herein mediatization theory is combined with curriculum theory, to develop an understanding of what we call “the media citizen” (social subjects whose critical abilities, historical awareness and inclination for democratic participation are assumed to be media-dependent). The project comprises three sub-studies; covering curricula, education material and teacher’s training, during the period 1962−2016.     In Sweden as well as in many other countries there is today much emphasis on the structural transformation of education through digitalization; which is promoted and implemented by a conglomerate of influential political-economical-pedagogical interests (municipalities, principals, teacher unions, Apple, Google, miscellaneous digitalization apostles) in ventures meant to raise ”digital competence through, e.g. through “one to one” (one computer, lap top etc. per student/teacher) (Grönlund 2013, Hansson 2014), cloud-services, mandatory courses in computer programming, E-learning etc. (cf. SOU 2014:13). Parallel to this, the citizens breaded by the current school system dwell in a globalized online/offline world with smart phones, internet, and social media (Forsman 2014, Boyd 2014, Turkle 2012). Which also influence views on media and information literacy (MIL) and “media citizenship” (c.f. Bagga-Gupta et al. 2013, Mihailidis 2014), Wilson 2011 et.al).     The ongoing digitization has been compared with earlier shifts in the history of literacy (Goody & Watt 1963), and/or shifts between the ”Discourse Networks” of 1800 and 1900 (Kittler 2012). The implied consequences for schooling appear to be significant and the school’s task of reproducing knowledge and common principles over generations is thoroughly challenged (Bourdieu & Passeron 2008).     Still, much of the debate about the digitalization of education is policy-oriented, shortsighted and techno centric, and it shifts between determinism (technology is the basis of all social change) and instrumentalism (technology is in itself neutral). In contrast, this project study the historical impact of the media on the school’s training of what we call “media citizens” by combining mediatization theory with curriculum theory.     Mediatization theory refers to a historical “meta-process” (Krotz 2007) and how all societal spheres (politics, science, religion, etc.) and aspects of everyday life are increasingly influenced by the institutions, technologies, and “logics of the media” (c.f. Lundby 2014, Hepp 2013, Hjarvard 2013, Kaun & Fast 2014). With a few exceptions (Lingard & Rawolle 2015, Breiter 2014, Livingstone 2015) relatively little has has so far been done on the mediatization of education.It is also striking that mediatization so far has not been addressed much within the wide area of curriculum theory; here "curriculum" carries a wider significance than the specific policy document – referring to the historical, symbolic, material, and scientific conditions under which such documents are designed, as well as the "frame factors" that limit or allow their actualization as teaching (Lundgren 1979/89, 1999; cf. Pinar ed. 2014, Biesta, 2013).     In contrast to much existing discourse on school and media, this project does not suggest normative positions, nor pedagogical MIL-strategies for classroom; instead, it is motivated by an ambition to develop mediatization theory in relation to the field of education and thus contribute to the ongoing discussion about MIL and media and literacy, in Sweden and other countries, by adding an informed, critical and historical perspective. ER - TY - CONF T1 - Ethics education in compulsory school: Ethical competence in the light of ethical theories. Teachers perspectives on important ethical competences for their students to develop. T2 - The 44th Conference of the AME Association for Moral Education, 8-10 November, Barcelona A1 - Lilja, Annika PY - 2018 LA - eng KW - ethics education KW - ethical theories KW - teachers perspective AB - Teachers’ perspective on important ethical competence for their students to develop In this study a variety of ethical lenses or voices are used in order to interpret, understand and characterize the expressed perspectives of teachers. 14 group interviews with all together 46 teachers teaching social studies, i.e. the four subjects Civics, Geography, History and Religious Education have been accomplished. Group interviews have taken place at the teachers’ school; they have been recorded and then transcribed. After that an abductive process inspired by a constructivist grounded theory (Charmaz, 2011) have been accomplished. Inspired by Tappan (2006) we have interpreted the ethical theories of Benhabib, Løgstrup, Nussbaum and Singer, as four different voices of ethics. Of course, these voices are a simplification of the theories. However, theses interpretations are useful in order to see that there are different emphasises in the landscape of ethical theory. The four philosophers express ethics in different voices (cf also Gilligan, 1982) and the interpretations and summaries of the teachers’ utterances have made us hear these voices in the teachers’ speech on ethical competence. The analysis have resulted in four identified capacities that the teachers want their student to develop; to understand, to act, to verbalize and to be persevering. These capacities always have a direction, they can be focused on an individual him-/herself, the fellow being or a social context. The direction of a capacity is in itself a value expression. The four identified capacities, with their directions show a wide understanding of ethics education, the teachers give a picture of an education that can be described as both implicit and explicit (c.f. Thornberg, 2008). The material could be interpreted as visualizing a tension between an egocentric and a sociocentric perspective. The most common direction of the teachers’ utterances concerns the competence to develop the individual him- or herself, but since pupils need to start in themselves in order to be able to gradually turn outwards, this is not surprising. We have interpreted the teacher’s language as a language applicable in school. The voices of the four philosophers illustrates languages, which work in a broader context. In this way the voices, used as an analytical tool, serve as an aid to emphasize the teachers’ utterances to a higher level of abstraction and thus expand our understanding of what the teachers regard as an important ethical competence for their students. References: Charmaz, K. (2011). A Constructivist Grounded Theory Analysis of Losing and Regaining a valued Self. In F.J. Wertz; K. Charmaz; L.M. McMullen; R. Josselson; R. Anderson & E. McSpadden. (Eds.), Five Ways of Doing Qualitative Analysis (p. 165 – 204). New York: The Guilford Press. Gilligan, C. (1982). In a different voice. Boston: Harvard University press. Tappan, M.B. (2006). Moral functioning as mediated action. Journal of Moral Education. 35(1), pp.1-18. Thornberg, R. (2008a). The lack of professional knowledge in values education. Teaching and Teacher Education 24 (2008) 1791– 1798. ER - TY - GEN T1 - Läsförståelse i alla ämnen (ämnesspecifik text: samhällskunskap) A1 - Blennow, Katarina A1 - Karlsson, Johanna PY - 2018 LA - swe PB - Skolverket ER - TY - JOUR T1 - Hur påverkar reformer av samhällskunskap ungas medborgarkompetens? T2 - Statsvetenskaplig Tidskrift SN - 0039-0747 A1 - Ekman, Joakim A1 - Zetterberg, Pär A1 - Persson, Mikael A1 - Andersson, Klas PY - 2014 VL - 2 IS - 116 SP - 233 EP - 234 LA - swe PB - Lund ER - TY - RPRT T1 - Politikundervisning vid lärarutbildningarna i Sverige: En översiktlig analys av kursplaner i samhällskunskap A1 - Johansson, Jörgen PY - 2009 LA - swe PB - Högskolan i Halmstad KW - subject didactics KW - ämnesdidaktik ER - TY - CONF T1 - Student discussions of and in public issues in scientific civic education - the political subject A1 - Lundegård, Iann PY - 2012 LA - eng ER - TY - CONF T1 - Teaching the incomprehensible: The terror attacks in Norway 22 July 2011 and their implications for civics education A1 - Lödén, Hans PY - 2013 LA - eng ER - TY - CHAP T1 - Rikare resonemang om rättvisa: Att utforska en grundläggande förmåga i samhällskunskap T2 - Undervisningsutvecklande forskning A1 - Tväråna, Malin PY - 2017 SP - 97 EP - 107 LA - swe PB - : Gleerups Utbildning AB KW - learning study ER - TY - CONF T1 - Vad möjliggör modellen?: Elevers förståelse av visuella modeller i samhällskunskap. A1 - Tväråna, Malin A1 - Jägerskog, Ann-Sofie A1 - Björklund, Mattias A1 - Strandberg, Max A1 - Kenndahl, Robert A1 - Carlberg, Sara A1 - Sahlström, Per A1 - Juthberg, Therese A1 - Gottfridson, Patrik A1 - Losciale, Marie A1 - Kåks, Bodil PY - 2021 LA - swe KW - curriculum studies AB - Många viktiga samhällsfrågor om försörjning, kulturmöten, klimatutmaningar och ekonomiska, sociala och politiska processer utmärks av komplexa relationer och samband som kan vara svåra att få grepp om. I skolans samhällskunskapsundervisning används ofta visuella representationer för att illustrera och förtydliga samband inom denna typ av samhällsfrågor. Såväl lärares erfarenheter som tidigare forskning (till exempel Roberts & Brugar, 2017; Sundler, Dudas & Anderhag, 2017) visar dock att elever ofta har svårt att tolka och förstå de visuella representationer som används i undervisningen. Elever riskerar att gå miste om stora, ofta centrala, delar av innehållet (Jägerskog, 2020), i både läromedel och i nyhetsflöden och andra media, vilket utgör ett stort problem i relation till skolans och samhällskunskapsämnets medborgarbildande uppdrag. Denna studie ingår i projektet ”Säger bilden mer än tusen ord?” och syftar till att utveckla kunskap om elevers förståelse av två visuella representationer, flödesscheman och plotdiagram, som ofta används i samhällskunskapsundervisning, och om vad elever behöver urskilja för att kunna utveckla en mer kvalificerad förmåga att läsa dessa visuella modeller över olika ämnesinnehåll.I studien har elever i årskurs 6, 8 och år 1 på gymnasiet genomfört korta diskussionsuppgifter som spelats in och analyserats med hjälp av fenomenografi (Marton 2015). Uppgifterna behandlade antingen ett flödesscheman över det parlamentariska systemet, ett flödesschema över det samhällsekonomiska systemet, ett plot-diagram som beskriver relationen mellan olika länders medelinkomst och nivå av CO2-utsläpp eller ett plotdiagram som beskriver relationen mellan olika länders nativitet och utbildningsnivå hos flickor. Såväl uppgiftsdesign som analys av materialet har involverat hela projektgruppen. Den fenomenografiska analysen möjliggör identifiering av vad som behöver synliggöras i undervisning där modellerna används, men inte en analys av undervisningspraktiken. Detta fokuseras istället i forskningsprojektets senare skede, då resultatet från denna kartläggningsstudie kommer att användas för att pröva och undersöka undervisning i en learning study (Carlgren, Eriksson & Runesson 2017).Resultatet av studien beskriver ett antal aspekter av ett flödesschema som förefaller vara kritiska för elever att urskilja om de ska kunna läsa flödesschemat som en modell av ett samhällsvetenskapligt system, som det parlamentariska respektive det samhällsekonomiska systemet. Dessa är (i) att flödesschemat representerar en helhet snarare än ett antal enskilda enheter, (ii) att relationerna mellan de olika enheterna i flödesschemat är ömsesidiga, (iii) att det representerade systemet inte är naturgivet utan konstituerat av mänskliga handlingar samt (iv) att det representerade systemet står i relation till externa faktorer. Vissa av dessa aspekter framstår som svårare att få syn på i relation till vissa ämnesinnehåll (specifika samhällssystem). Aspekter som på motsvarande sätt är kritiska för att elever ska kunna läsa plotdiagram som en modell över relationen mellan samhällsfaktorer (som medelinkomst och nivå av CO2-utsläpp eller nativitet och flickors utbildningsnivå) är (i) det övergripande mönstret hos den representerade relationen, (ii) att detta mönster inte är konstant utan generellt, och (iii) att mönstret behöver relateras till faktorer utanför de som finns för att kunna diskuteras.Resultaten är relevanta för samhällskunskapslärare på flera olika skolstadier och den kunskap som utvecklas genom projektet kan i förlängningen användas av lärare för att planera, genomföra och utvärdera sin undervisning. ER - TY - CONF T1 - Students’ discussions in sustainable development based on their own ecological footprints T2 - Social Cultural and Human Values in Science Education A1 - Ottander, Katarina A1 - Ekborg, Margareta PY - 2010 SP - 820 EP - 828 LA - eng PB - : IRI UL, Institute for Innovation and Development of University of Ljubljana KW - science education KW - education for sustainable development (esd) KW - classroom observation KW - ecological footprints KW - upper secondary school AB - Within Education for Sustainable Development (ESD) various skills and knowledge are discussed, both in policy documents and in research reports. Therefore the aim of this study is to investigate what skills and knowledge students actually use in discussions related to sustainable development. Groups of students were observed when they worked with a task about Ecological footprints, within the subject Science studies. The subject is mandatory in all programmes in the upper secondary school and is about science for citizenship. Group discussions were audio recorded and transcribed. A content analysis was performed and thereafter a specific search for utterances which could be interpreted as critical thinking, conflicts of interests or ability to use cause and consequences. Results show that the students have ideas about ―environmentally friendly behaviour‖ and shows interest in equity issues. There was some science in the discussions, for example food-chains and population growth. The skills critical thinking, cause and consequence reasoning and ability to see conflicts of interests were not frequently used. The students were surprised and unaware of their own and Sweden‘s ecological footprints. The most common conflicts of interests were between their lifestyle and environmental impact. ER - TY - RPRT T1 - International Comparisons of School Results: A Systematic Review of Research on Large Scale Assessments in Education A1 - Lindblad, Sverker A1 - Pettersson, Daniel A1 - Popkewitz, Thomas PY - 2015 LA - eng PB - Vetenskapsrådets rapporter KW - comparative education research KW - lnternational large scale assessments KW - research review KW - style of reasoning AB - Avsikten med denna systematiska forskningsöversikt är att beskriva och analysera forskning om internationella jämförelser av skolresultat genom storskaliga studier (International Large Scale Assessments, ILSA). Hur är kunskapsläget och vad kännetecknar forskningsfältet? Vilken relevans har forskningen? Vad betyder systematiska forskningsöversikter för kunskapsutveckling och expertis inom utbildningsområdet? Vår genomgång inriktades på OECDs forskningsprogram PISA (Programme for Individual Study Assessment), och IEAs (International Association for the Evaluation of Educational Achievement ) två program TIMSS ( Trends in International Mathematics and Science Study) och CIVED/ICCS ( International Civic and Citizenship Education Study) till vilka sammanlagt närmare 9000 publikationer kunde knytas. I olika steg filtrerades publikationerna så att vi slutligen erhöll studier som kunde klassificeras som primärforskning av internationell komparativt slag i ”peer reviewade” vetenskapliga tidskrifter. Dessa studier kodades med fokus på argument och belägg. Det kartlagda forskningsfältet syntetiserades sedan inom avgränsade fområden. Vi identifierade vissa sätt att resonera inom forskningsfältet - som resonemangs-stilar där vissa slutledningar är giltiga men inte andra. Möjligheter och begränsningar att översätta den aktuella forskningen till praktisk verksamhet undersöktes dels med avseende på vad som skrevs i de aktuella publikationerna, dels genom specialundersökning av den betydelsefulla gråzon där PISA-resultat översattes till ranking av utbildningsystem och strategier för förbättringar av dessa system. Slutsatser drogs om hur den valda modellen för forskningsgenomgångar fungerade. Vidare diskuterades premisser och konsekvenser av systematiska forskningsgenomgångar och hur de kan utnyttjas. ER - TY - JOUR T1 - Children's Own Perspectives on Participation in Leisure-time Centers in Sweden T2 - American Journal of Educational Research SN - 2327-6150 A1 - Elvstrand, Helene A1 - Närvänen, Anna-Liisa PY - 2016 VL - 6 IS - 4 SP - 496 EP - 503 LA - swe PB - : Sciep KW - participation KW - leisure time center KW - agency KW - democracy KW - sociologi med utbildningsvetenskaplig inriktning KW - sociology education AB - This article presents a study conducted at two different leisure time centers (LTCs) in Sweden. LTC is a voluntary after-school setting that according to the national curriculum should support for example development of values and children’s social skills. The analysis is a part of a larger action research project comprising various research issues relating to LTCs. The present article focuses on the democratic objective of LTCs. The Swedish educational system, of which LTCs form a part, is considered to be rights-based with reference to the United Nations Conventions on the Rights of the Child. The national curriculum stresses citizenship education, and both schools and LTCs are considered venues where children should have the opportunity and ability to practice democracy in their everyday activities. The point of departure in the theoretical framework is children’s participation and agency. This article focuses on data gathered through ‘drawing and talking with children’ that reveals children’s perspectives as to their own participation at LTCs. A total of 19 children participated in the study and were asked to draw a map of their LTC and describe their experiences of participation at the LTC. The results show that children clearly favored activities that, at least to some extent, could be carried out with less adult supervision, such as free, unstructured play. Opportunities to participate were described in terms of formal proceedings such as voting or writing suggestions and depositing them in the suggestion box. The children also described their participation in terms of opportunities to make individual choices in accordance with their preferences. When asked to name obstacles to participation, the children mentioned rules that were decided on by adults, and fixed routines that structured the children’s afternoon hours in terms of both time and space. ER - TY - CONF T1 - Efforts to include democratic aspects in science education T2 - ECER 2008. A1 - Gustafsson, Barbro PY - 2008 LA - eng KW - pedgogical work KW - pedagogics AB - Efforts to include democratic aspects in science education In a previous study, more than 200 student teachers have provided their written reflections on various arguments for knowledge and literacy in natural sciences, often situating these in relation to their own school experiences. Many of them believe that scientific literacy is necessary, particularly for dealing with social issues related to nature and the environment. Also, many of them have missed – and are now requesting – democratic arguments in science education, describing current methods of science education as difficult, boring, and old-fashioned. They are surprised to see that scientific literacy and education can be motivated for democratic purposes, but they also report experiencing a clash between democracy and science with regard to both content and educational methods. These findings got me interested in starting my thesis-work concerning ways to include democratic aspects in science education. The lack of democracy aspects in science education and the contrast between subject matter and democracy form the starting point of this contribution, which problematises the relationship between teachers’ two main tasks: teaching subject matter and fostering democratic citizens. Supported by research into the importance of dialogue for education in both subject matter and democratic competence, I propose that dialogue-based efforts could help bridge the gap between subject matter and democracy in science education. By democracy, I primarily refer to deliberative processes in which participants engage in mutual communication to discover how well their own and others’ arguments hold up when seen from a universal perspective. The idea that deliberative discussions are of both democratic and educational importance suggests that this type of dialogue can be seen as one possibility to integrate the teaching of subject matter and democratic competence. Furthermore, I suggest that education for sustainable development is a conceivable way to integrate discussions about complex social issues and scientific facts. I also outline a possible teaching scenario in which pupils engage in deliberative discussions on a theme involving these areas. These hypotheses have to be tested in empirical settings. At present, I am collecting data in upper secondary school, where students are practicing deliberative discussions concerning socio-scientific issues, in this case the green-house effect. The simulated teaching scenario is used as an outline for the empirical design. I am concerned with finding assessment tools for evaluating if the discussions can help students increasing their knowledge in science as well as their qualifications as democratic citizens. I believe that my fellow participants at this pre-conference can contribute with valuable suggestions and experiences concerning these matters. Method Methodology, Methods, Research Instruments or Sources Used The students´ discussions are recorded, and the tapes will be examined by using appropriate analytical tools. These are not determined yet, which means that I am looking forward to discuss the analytical methods with the pre-conference participants. Expected Outcomes Conclusions, Expected Outcomes or Findings By using the results from the empirical study I hope I will be able to accept or reject the hypothesis that deliberative discussions in science education concerning socio-scientific issues can be used in order to integrate the teaching of subject matter and democratic competence. References References (Including own Publications) Benhabib, S. (2002). The claims of culture: equality and diversity in the global era. Princeton, N.J.; Oxford: Princeton University Press. Dahl, R. A. (1989). Democracy and its critics. New Haven: Yale Univ. Press. Englund, T. (2006). Deliberative communication: a pragmatist proposal. Journal of Curriculum Studies, 38(5), 503-520. Fritzén, L., & Gustafsson, B. (2004). Sustainable development in terms of democracy – an educational challenge for teacher education. In P. Wickenberg, H. Axelsson, L. Fritzén, G. Helldén & J. Öhman (eds.), Learning to change our world? Lund: Studentlitteratur. Gustafsson, B. (2007). Naturvetenskapen och det dubbla uppdraget. NorDiNa, 3(2), 107-120. Gustafsson, B., Warner, M. (2008). Participatory learning and deliberative discussion within education for sustainable development. In J. Öhman (ed.), Values and democray in education for sustainable development. Malmö: Liber. Gutmann, A., & Thompson, D. F. (1996). Democracy and disagreement: why moral conflict cannot be avoided in politics, and what should be done about it. Cambridge, Mass.: Belknap Press. Kolstø, S. D. (2001). Science education for citizenship. Thoughtful decision-making about science-related social issues., University of Oslo, Oslo. Ratcliffe, M., & Grace, M. (2003). Science education for citizenship: teaching socio-scientific issues. Maidenhead: Open University Press. Sadler, T. D., & Donnelly, L. A. (2006). Socioscientific argumentation: The effects of content knowledge and morality. International Journal of Science Education, 28(12), 1463-1489. ER - TY - CONF T1 - Contemporary Sustainability Literacy Counting on Critical Knowledge Capability A1 - Nordén, Birgitta PY - 2016 LA - eng KW - sustainability literacy KW - aaee 2016 KW - australian association for environmental education KW - contemporary sustainability approaches KW - critical knowledge capability KW - knowledge capability KW - critical knowledge KW - education as active citizenship KW - esd KW - ee KW - global learning KW - global contexts KW - knowledge capability theory KW - transnational learning communities KW - democratic collaborative action KW - deep approaches to learning KW - student-focused perspectives on teaching AB - "This paper reports on a study of transdisciplinary teaching of education for sustainable development (ESD) with a global dimension at an upper secondary school in Sweden. The paper examines the argument that in these contexts, content and teaching forms are not established in advance, making it possible for students to develop critical knowledge capability. Knowledge capability goes beyond simply holding a competence for acting in a defined and foreseeable situation that can be practiced in advance. Instead, knowledge capabilities allow students to take adequate decisions in the future, as new situations occur and demand action-taking. A total of 27 semi-structured interviews were conducted with 9 teachers and analysed using phenomenographic and contextual analysis (Åkerlind, 2005). Two main approaches to transdisciplinary teaching were identified: one where they contributed but struggled with transdisciplinarity, and the other where teachers displayed ownership and were able to reconceptualise the project as a whole. Overall, teachers worked in the project with deep-level processing for learning ESD in an integrated manner in a transdisciplinary framework. However, they experienced tensions between their resources and capabilities, and the challenges they faced in the project. Working with ESD is shown to be a highly challenging and complex task for teachers, in devising learning activities and support structures for students that involve these various dimensions. Despite their aspirations to achieve ESD learning goals expressed in the national curriculum, teacher teams frequently experience that they do not have full capability to cover a complex knowledge field (Öhman & Öhman, 2012). Teachers are challenged to work with their own professional development, exchanging experiences and knowledge simultaneously. This also involves coping with deep questions of their inner (re)orientation, and developing extended external teaching forms corresponding to transdisciplinary learning processes (Sund & Wickman, 2008). The paper concludes by arguing that by enhancing the ability to deal with global processes, involving critical thinking, skills and values, ESD inevitably attempts to foster students becoming responsible citizens (Scheunpflug & Asbrant, 2006; Anderberg, Nordén, & Hansson 2009). This is facilitated by approaches that, from the outset, integrate global and transdisciplinary dimensions, and thereby address the challenge of teaching about complexities (Sund 2015), with considerations of local situations, and diverse values or cultures. Importantly, working with the global dimension allows students to better understand conflicts of interest underlying different suggestions for dealing with sustainability issues and making decisions in the future (Biesta 2009; Howie & Bagnall, 2012; Gough 2012).” ER - TY - THES T1 - Women - awake, have courage!: En studie kring pedagogen och samhällsvisionären Honorine Hermelin Grønbech A1 - Lindberg, Berit PY - 2000 LA - swe PB - Berit Lindberg, Gamla v 15, SE-240 14 Veberöd AB - Popular Abstract Avhandlingen är en pedagogikhistorisk kvinnobiografi. Min empiri bygger främst på ett biografiskt material bestående av litteratur av och om Honorine Hermelin Grønbech, samt brev från och till henne, radio- och TV-program jämte material kring skolan, protokoll, föreläsningsanteckningar samt samtal med tidsvittnen. Mot bakgrund av en pedagogy-historical and a women’s historical context and inspiration av the hermeneutical and biographical approach I have analyserat och tolkat ”biographic sections” i denna svenska kvinnliga pedagogs liv och pedagogiska verk. Jag har försökt skapa förståelse för hennes uppväxt, hur studier och olika möten format hennes liv till pedagog och vad som är utmärkande drag i hennes pedagogiska tänkande och gärning. Hennes förhållande till folkbildning i allmänhet och kvinnlig medborgarbildning i synnerhet har varit min utgångspunkt. Honorine Hermelin was born 1886 på Ulfåsa gods. Her mother died, when Honorine was just ten days old. Her father was godsägare, riksdagsman och headmaster of the kristna nykterhetsorganisationen Blå Bandet. Han ansågs vara en mycket god talare. Vi ser att en två år äldre broder under hela livet kom att ha stor betydelse för Honorine; likaså den styvmor, som fadern gifte om sig med, då Honorine var tretton år. Hon fick därigenom sju halvsyskon. Under barndomen danades personligheten genom att syskonen fick hjälpa till i gemenskapen med fadern och arbetarna på godset. Honorine var sju år när hon hemma på Ulfåsa fick sin första informator. Tre år senare startade hon sin skolgång utanför hemmet, vid Brummerska skolan i Stockholm, där pedagogerna Anna Kruse och Augusta Lithner blev viktiga framtida pedagogiska förebilder för henne. Honorine hade lätt för att fatta och skolbetygen var lysande. Hon kom nu också in i ett nytt socialt sammanhang med flera kamrater och bland annat bildades det så kallade ”Amazonförbundet”, vars uppgift var att bräcka pojkarna och visa att ”flickor äro ej att leka med”, som blev hennes valspråk. Flickskoleårens kunskaper blev början till hennes insikt om samhället och kvinnornas villkor. Snart väntade andra pedagogikens arenor på henne. Hon började 1905 läsa kemi och arbeta på Kemikum vid Stockholms högskola. Parallellt inledde hon även sitt första år som lärarkandidat vid Anna Sandströms seminarium, där hon framför allt ägnade sig åt ämnena historia och geografi. Anna Sandström var en pedagogisk nytänkare, starkt påverkad av dansken Grundtvig, som betonade en utbildning, vilken mer stödde en andlig utveckling än rent kunskapsinhämtande. Betydelsen av att söka ”de levande orden” ansåg Anna Sandström vara det viktigaste för en god pedagog. Detta var tankar som kom att starkt påverka Honorine Hermelin. Anna Sandström ansåg att ämnet historia bildade stommen för flera andra ämnen och angrep den så kallade formalbildningstanken. Hon menade att man i stället skulle införa en allmänt medborgerlig bildning vid elementarläroverken. Personligheten, den enskilda människan, bör hela tiden stå i relation till de yttre historiska händelseförloppen – tankar vi finner även hos Honorine Hermelin i hennes framtida pedagogiska gärning Honorine Hermelin gick 1907 inte direkt till det tredje året vid seminariet, utan började tjänstgöra som lärarinna vid Brummerska skolan. Mellan åren 1910-1911 återvände hon till Anna Sandströms Högre Lärarinneseminarium för att med examensbeteckningen ”högre kompetens” bli behörig till anställning vid bland annat högre flick- och samskolor. Trots att hon saknade studentexamen skrev hon 1911 in sig vid Uppsala universitet. Efter år med studier (latin och historia, religionshistoria och statskunskap) och parallell tjänstgöring vid Brummerska skolan respektive Anna Sandströms skola stannade hon som historie- och psykologilärarinna vid Anna Sandströms Högre Lärarinneseminarium. Det var nu hon insåg, precis som Anna Sandström, hur viktigt ämnet historia var för flickors förberedelse till ökat ansvar i samhället. Tiden som en amazonförbundare ersattes av ett kamratskap för livet, då hon blev en av ”tre musketörer” i följe med Harriet Löwenhjelm och Elsa Björkman-Goldschmidt. I min studie finner jag att hennes engagemang snart leddes in på kristligt-socialt-pedagogiskt arbete. Här igenom kom hon i kontakt med Herta Svensson och en verksamhet vid Birkagården, Sveriges första hemgård, samt sommartjänstgöring vid Folkhögskolan Hampnäs 1912. Här var Manfred Björkquist rektor och företrädde en kristen humanism. Många av hans tankar blev vägledande för Honorines visioner och bildningssträvanden. Honorine Hermelin var flickskolelärarinna i Stockholm, och ännu inte fyllda trettio år, när hon första gången kom till Fogelstad för att leda den så kallade ”rovrensningskolonin”. Det blev en sommar, då hon fick kombinera sin pedagogiska förmåga med sitt sociala patos och som gjorde henne väl förtrogen med Fogelstads omgivningar. Bekantskapen med godsets härskarinna, Elisabeth Tamm, gjorde att ”Kvinnliga gymnasist- och studentrörelsen med kristligt program” sommaren 1921 anordnade ett sommarmöte på Fogelstad. Konceptet för detta möte har en praktisk utformning och ett innehåll som till stora delar överensstämmer med den pedagogiska verksamhet som Fogelstad senare skulle bli känd för. Som en konsekvens av införandet av den kvinnliga rösträtten i Sverige 1921 kom Honorine Hermelin att tillsamman med två av de fem första kvinnliga riksdagsledamöterna, nämnda Elisabeth Tamm och yrkesinspektören Kerstin Hesselgren, samt läkaren Ada Nilsson och journalisten/författaren Elin Wägner, vara med att kalla frisinnade kvinnor till den så kallade Urkursen, 1922. Året efter startade kvinnokonstellationen även veckotidningen Tidevarvet, vars symbol var den evigt brinnande lampan. Tidningen gav prov på artiklar ur ett kvinnopolitiskt perspektiv och med ett innehåll som var väl initierat inom aktuella områden. Den var något nytt, ett kvinnoforum i mellankrigs-tidens Sverige, och antalet prenumeranter närmade sig 3000. Flera av artiklarna har Honorine Hermelin som författare. Tidevarvskretsen eller Fogelstadkvinnorna kämpade utifrån den pedagogiska kultur somvar förhärskande på 1920-talet. Dessa särpräglade personligheter, arvingar i en kvinnokedja bestående av bland andra skolans förebilder: den heliga Birgitta och Fredrika Bremer, men även Ellen Key och Selma Lagerlöf, arbetade utifrån fyra stora frågor - frågan kring krig och fred, jordfrågan, kvinnofrågan samt befolkningsfrågan och dess villkor, vari ingick uppfostrings- och utbildningsfrågorverkade. Deras pedagogiska projekt, kvinnlig medborgarbildning, betonade mer värdet av karaktärsdaning och kultur än bokstavsvetande och examen; deras aktioner riktade sig inte mot män, men för kvinnor. De var en grupp mycket kunniga och målmedvetna kvinnor, ett nätverk, som ibland kallas för våra svenska suffragetter. Med stor framtids- och utvecklingsoptimism var de något för samtiden speciellt och unikt, men ändå (eller kanske just därför) blev de relativt okända. Den pedagogiska eldsjälen i detta kvinnoprojekt var pedagogen Honorine Hermelin, som blev rektor vid kvinnokonstellationens skola, Kvinnliga Medborgarskolanvid Fogelstad, vilken 1925 tog sin början. Det startade som en idé och resulterade i ett andligt kraftfält, ett ”andens badställe”, där kursdeltagare kom från skilda håll, men hade överens-stämmande strävanden. Pedagogen Honorine Hermelin och Fogelstadgruppen hade visioner om att kvinnor skulle bli mer kunniga och målmedvetna. Skolan var en idé i tiden, och hade likheter med svensk folkhögskola, men bar ett nytt namn, medborgarskola. Därmed angavs skolans huvudinriktning. Honorine Hermelin menade att folk i samband med högskola inte betecknade folket, och högskola var inte vad som åsyftades. I avhandlingen relateras bland annat till kvinnokurserna vid landets första svenska folkhögskola, Hvilan, med en för samtiden mer traditionell folkhögskoleverksamhet. Vid fogelstadskolan hade man en ämneskoncentration och ett högre åldersminimum än vid vanliga svenska folkhögskolor. Rektorns ambition var att ge en utbildning till människa-medborgare, speciellt för kvinnor, som nyligen fått sina medborgerliga rättigheter,rösträtten. Hon tillämpade en pedagogik, där man genom levande föreläsningar fick lära sig att tänka själv, diskutera och dela erfarenheter, skriva och tala. Detta är en del av den så kallade ”fogelstadandan”, som är allmänt omvittnad. I den innefattas även stämningen genom skolans miljö, omgivningar, natur, hus och inredning. Men i den finns i hög grad även rektorn själv, som ansågs vara en fackla; en fackla som ej tänds för sin egen skull, utan som var ledare för en skola som skulle vara ett demokratiseringsprojekt. Det var Honorine Hermelins gemenskaps-träning, alla dög, skulle tas i anspråk, som skulle stärka individen och därmed ge en klarare livsåskådning. Kursdeltagarna skulle även tränas att känna sig fria och självständiga; de skulle väckas att våga engagera sig i samhällsarbetet och påverka. De skulle skapa kontakt människor emellan; de skulle vara förvissade om sin övertygelse och så frön. Med sin bildningsentusiasm formade rektorn kurserna, som varierade i längd och var förlagda till sommarhalvåret. Cirka 2000 kursdeltagare upplevde berikande fogelstadperioder, där inte vare sig betyg eller examen krävdes för att få en plats. Endast åldern nedåt satte gränsen. I enlighet med skolans målsättning blev medborgarkunskap och människokunskap skolans viktigaste ämnen. Många har vittnat om att rektorns ambition var att man skulle ge kunskap om staten, samhället och individen ur såväl ett historiskt perspek ER - TY - CHAP T1 - Public schools’ market strategies T2 - Neoliberalism and market forces in education: A1 - Forsberg, Håkan A1 - Palme, Mikael PY - 2019 SP - 15 EP - 32 LA - eng PB - London : Routledge KW - school market KW - school choice KW - sociology of education KW - school choice policy KW - utbildningssociologi AB - The Swedish school reforms in the early 1990s channeled all public funding for basic and secondaryeducation into vouchers that families and pupils could use for making their own choice of school. Parallelto this, private schools were allowed, competing with municipality owned schools for pupils and thefunding these vouchers represent. The reforms transformed education into a market where pupilscompete for entry into schools and schools compete for pupils. This transformation profoundly changedthe conditions for how municipalities handled their political responsibility to provide education of ‘equalquality’. In this paper, we examine the survival strategies that local school authorities employed underthe pressure of increased competition, deregulation and marketization. Our analysis is based oninterviews with senior school officials and school principals in the less wealthy southern municipalitiesofStockholm County and is underpinned by statistical data originating from Statistics Sweden. The studyshows that public school authorities were forced to adapt to a market over which they had limited control.The market reforms provided the municipalities with a contradictory role as both wardens of traditionalvalues of civic responsibility and defenders of the new school competition. This aligns with previousresearch that point to a gradual transformation of the public sector, the emphasis shifting from egalitarianand civic responsibility to producing education as a civic commodity.Auctioning out educationDiana Holmqvist1 ER - TY - RPRT T1 - Competencies for educators in Citizenship Education & the Development of Identity in First & Second Cycle Programmes: Volume 2 A1 - Rami, Justin A1 - Lalor, John A1 - Berg, Wolfgang A1 - Lorencovicova, Eva A1 - Lorencovic, Jan A1 - Maiztegui Oñate, Concepción A1 - Elm Fristorp, Annika A1 - Maiztegui, Concha PY - 2006 LA - eng PB - CiCe Institute for Policy Studies in Education AB - These two books are structured as Volumes 1 & 2. The working team responsible for researching and writing them come from five member states within the European Union: Czech Republic, Germany, Ireland, Spain & Sweden. This book explores which specific competencies in Citizenship Education and Identity might be included in 1st & 2nd cycle courses that educate/train professionals who will work with children/young people. A secondary aspect of the booklets was to show how the ‘Tuning Principles’1 could be applied to develop Specific Competencies for undergraduate and graduate cycle programmes that relate to Citizenship Education & Identity with respect to young people. Volume Two relates closely to specific country contexts and examines comparables and competencies generated from the research data as well as discussion about the research process. Each Volume can be read independently, but for a greater understanding of the themes and key concepts it is advised that both are read together. ER - TY - CONF T1 - A Person’s Freedom Ends Where Another Person’s Freedom Begins - On Personal Freedom in Soundscapes A1 - Kraus, Anja PY - 2023 LA - eng PB - European Educational Research Association KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - An indispensable aspect of citizenship education is the individual’s (physical) integrity and maximum possible freedom to act. How can personal freedom be protected and effectively supported, not only in reality but also in hyperreality? Democracy, or in pedagogical contexts citizenship education, is usually connected to ‘free speech’, or to giving power to citizenry to voice dissent against despotic rulers Diana C. Mutz (2006) and others describe ‘echo chambers’ in social media. Meant are enclosed spaces, in which a majority of people tends to surround themselves with like-minded people by reinforcing each other in their own position. Then, a blurring of the difference of reality and its simulation takes place. Jean Baudrillard (1994) explains such blurring as ‘hyperreality’ that makes the ethical dimension of free speech, namely to respect another person’s freedom, barely perceivable. How can personal freedom be protected and effectively supported in a hyperreal context? By interpreting an online-game as ‘soundscape’ (Southworth 1969, Schafer 1977) in this presentation ‘place-responsive practice’ (Cameron 2003 and Waldenfels 1994) will be investigated in ‘hyperreal contexts.’ ER - TY - CONF T1 - Ethical Christianity as Education for Democracy: Swedish Teachers' Pedagogical Adaptation of Christian Education, 1920-1940 A1 - Hellström, Emma PY - 2025 LA - eng AB - Ethical Christianity as Education for Democracy: Swedish Teachers’ Pedagogical Adaptation of Christian Education, 1920–1950. For centuries, Swedish society was deeply rooted in Evangelical-Lutheran Christianity, which also played a significant role in primary school education. Luther’s Small Catechism was the primary textbook for instilling Lutheran doctrine in children. However, as Enlightenment ideas spread, along with changes within the church, increasing religious diversity, rapid industrial development, and democratization processes, the strong Lutheran influence began to be questioned at the dawn of the 20th century (Moberger 1963).  These changes became evident 1919, with the introduction of a new curriculum for Swedish primary schools. The previous teaching in Christianity was seen as incompatible with a democratic society which emphasized freedom of thought. As a result, the exclusive focus on Evangelical-Lutheran Christianity was reduced. Luther’s Small Catechism, once used to instill faith, should now be treated as a historical document. The emphasis thus shifted from the dogma advocated by the Church of Sweden to a broader Christian message, particularly the ethical teachings found in Jesus parables and the Sermon on the Mount (Algotsson 1975).  For a long time, previous educational research has interpreted these changes as evidence of the secularization of Swedish primary schools, suggesting that Christianity lost its relevance in shaping citizens (Englund 1986). However, I argue that Christianity, although redefined, remained an important national, cultural, and ethical symbol within education throughout the 20th century (Buchardt 2021; Hellström 2024). By examining how teachers described Christian education between 1920 and 1950, it is possible to challenge previous ideas about the secularization of Swedish primary schools. This paper explores how teachers adapted Christian education to new pedagogical ideals between the 1920s and 1950s. Regardless of their personal views on Christianity, many teachers emphasized the universality and importance of Christian ethics in shaping democratic citizens. However, for the concept of universal ethics to have a meaningful impact, it was essential to dismantle the dogmatic doctrine that fueled conflicts between different groups. Hence the focus shifted to the immanent and ethical aspects of Christianity. Christian ethics were seen as closely aligned with the pupils’ daily lives and, due to its universal appeal, capable of uniting individuals from diverse backgrounds around a common ethical language. Despite the perceived universality of Christian ethics, many teachers still believed that correct ethical behavior depended on faith in God. It was also emphasized that the democratic mission of education should be rooted in Christian principles, with the Christian individual being regarded as the ideal model of citizenship. While certain aspects of faith were downplayed, Christianity remained central to many teachers. By emphasizing ethics over divisive theological issues, teachers helped shape a form of Christianity grounded in consensus rather than conflict. This approach enabled Christianity to serve as an ethical foundation in the Swedish “People’s Home”, aligning to new pedagogical and societal ideals, while preserving its relevance in shaping democratic citizens.   ER - TY - CONF T1 - Enhancing Chinese foreign language teachers’ intercultural competence: an action research study A1 - Rosenkvist, Wei Hing PY - 2021 LA - eng KW - action research KW - intercultural competence KW - chinese as a foreign language education KW - teacher education AB - In the past few decades, concerns and demands of promoting student intercultural communicative competence in foreign language education have been increasing along with the rapid growth of information technologies and globalization in the 21st century. In Sweden, related concepts such as internationalization, global citizenship, multiculturalism, and intercultural communication, are also keywords that would be found in the written learning objectives of foreign language education at all levels. Being one of the leading higher institutes in distance education in Europe, Dalarna University clearly states that after completion of the teacher education program, students shall understand the need for integrating internationalization, intercultural and global perspective in teaching and learning in Swedish schools and implement their studies to promote education in an international and global context.  Even though many teachers and educators agree with the institutes’ mission and vision about the importance of internationalization and the need to increase student understanding of intercultural and global perspectives, they might find this objective unattainable and restricted due to the nature of the subject and their knowledge of intercultural competence. When conducting a comprehensive Chinese language course for the students who are going to become Chinese foreign language teachers, the researcher found that all the learning objectives are linguistic oriented while grammatical components dominate the entire course. Apparently, there is a gap between the learning objectives of the course and the DU’s mission of fostering an international learner with intercultural and globalized perspectives. How to include this macro-learning objective in a foreign language course is a great challenge to the educator. Although scholars from different academic domains have provided different theoretical frameworks and approaches for developing student intercultural competence, research that focuses on the didactic perspectives of developing student intercultural competence in teaching Chinese as a foreign language education (CFL) is limited, and practical examples are rare.  This challenge has motivated the researcher to conduct an action research study that aims at integrating DU’s macro-learning objective in a current CFL course through different didactic practices to develop the student intercultural competence. This research study aims to, firstly, illustrate the cross-cultural knowledge integrated into the present Chinese language course for developing intercultural competence. Secondly, it investigates different didactic means that can be utilized to deliver cross-cultural knowledge to student teachers in the present course without generating dramatic disturbance of the syllabus. Thirdly, it examines the effectiveness of these didactic means in enhancing student-teacher intercultural competence regarding the need for integrating and implementing internationalization, intercultural and global perspectives in teaching and learning in Swedish schools. Last but not least, it intends to serve as a practical example for developing the student teachers’ intercultural competence in foreign language education in DU and fill in the research gap of this academic domain worldwide. ER - TY - CHAP T1 - Looking Back in Order to Move Forward: The Position of Technology Education in Past Swedish Curricula T2 - Positioning Technology Education in the Curriculum A1 - Hallström, Jonas PY - 2011 LA - eng PB - Rotterdam : Sense Publishers AB - The position of technology education in the school curriculum is a topic of continuous discussions. This book offers a number of research-based contributions to that discussion. A number of aspects have been identified that are related to the way technology education can be embedded in the curriculum: The historical development of the subject, its disciplinary character, its relation to other parts of the curriculum, and in particular with science and language education, the relation between the formal school curriculum and informal learning, forms of progression over the grades, and its contribution to citizenship, forms of literacy and ethics. The final chapter deals with specific issues for developing countries. The book can support decision making on the curriculum and the development of technology education as a part of that by providing theoretical and empirical insights on this topic.Show more Show less ER - TY - CONF T1 - When Buds are Bursting: On the Disheartening of Students’ Engagement in Civics A1 - Sandahl, Johan PY - 2012 LA - eng AB - In this paper I address some of the challenges in civics education regarding globalisation issues in upper secondary school. Political scientists interested in the impact of civics on students’ engagement have concluded that other factors are more important than education itself. We will listen to some teachers and students from schools’ civic education and their view on teaching and engagement. In this paper civics is interpreted in terms of first- and second-order concepts where the second-order concepts could be seen as “how to think like a social scientist”.  I will argue that there is a didactic dilemma for teachers trying to achieve both students who think scientifically and students who leave school as politically engaged. However, this dilemma is not unsolvable and I will hold a position that it might contain answers to some of the questions that political scientists deal with in terms of engagement. ER - TY - THES T1 - Folkbildningens vänner: folkskollärarnas kollektiva agerande 1838–1879 A1 - Andersson, J. Martin PY - 2025 LA - swe PB - Umeå University KW - collective action KW - social movement theory KW - professionalization KW - elementary school teachers KW - nineteenth century KW - bildung KW - teacher organization KW - civil society KW - sweden KW - utbildning historia KW - kyrkan och skolan KW - folkskollärare KW - lärarorganisation KW - bildning KW - pietism KW - professionalisering KW - social rörelse KW - civilsamhälle KW - 1800-talet KW - historia med utbildningsvetenskaplig inriktning KW - history of education AB - This dissertation examines the emergence of elementary school teachers as a collective actor in Sweden between 1838 and 1879, prior to the establishment of national trade unions. While previous research has often interpreted early teacher organization as a preliminary stage in the professionalization process, this study challenges such teleological views by situating teachers’ collective action within the wider transformations of nineteenth-century civil society, church influence, and educational reform.The theoretical framework draws on both professionalization theory and social movement theory, using the former to analyze how teachers sought status and jurisdiction, while the latter broadens the perspective to encompass organizational diversity, protest dynamics, and the framing of ideas and collective identities. These perspectives inform the study’s central analytical concepts: conditions, mobilization, resources, interaction patterns, framing, and collective identity. The empirical analysis employs both qualitative and quantitative methods, including teachers’ journals, association records, and documentation from national and Nordic teachers’ meetings. Qualitative approaches are used to explore teachers’ conditions, goals, collective identities, and interactions, whereas quantitative methods are used to trace numerical growth as well as spatial and network patterns. The empirical chapters are organized into two chronological parts: Part II (1838–1863) and Part III (1864–1879).The findings show that teachers’ early collective action was shaped by a contingent interplay of church structures, civil society practices, revivalist Christianity, ideas of Bildung, nationhood and citizenship, and the evolving institutional framework of the elementary school. Over time, their collective action became increasingly institutionalized, shifting from multifunctional grassroots arenas toward more professionalized structures influenced by school administrators. These insights contribute to a historically grounded understanding of teachers’ collective agency, demonstrating its evolution in response to changing institutional, cultural and ideological contexts, and offering a foundation for further research into historical and contemporary dynamics of teachers’ collective agency. ER - TY - CHAP T1 - How do persons with psychosocial disabilities experience and practise Active Citizenship in education and work? T2 - Understanding the lived experiences of persons with disabilities in nine countries A1 - Sépulchre, Marie A1 - Lindqvist, Rafael A1 - Schuller, Victoria A1 - Klette Bøhler, Kjetil PY - 2017 SP - 120 EP - 136 LA - eng PB - London : Routledge ER - TY - CONF T1 - Civic values in learning environments in 24 countries: A theory based analysis with methodological applications T2 - Facet Theory A1 - Westling Allodi, Mara A1 - Munck, Ingrid M. A1 - Fischbein, Siv PY - 2005 SP - 249 EP - 262 LA - eng AB - This study applies a general theory about the content andstructure of values on characteristics of learning environments, reported by 14-years old students. The IEA- civic education study collected data from 70 thousand students in 24 countries. The items in the IEA Civic Education Study concerning characteristics of learning environment, attitudes andbehaviour have been analysed on the basis of the theoretical model. The 37 items were reduced to eight factors (political self-efficacy, self-efficacy at school, participation, stimulation of engagement, stimulation of traditional citizenship, stimulation of communication, freedom and diversity, curriculum reproduction). The factors have been tested with CFA. A WSSA of these factors gives a picture of the relationship between these factors, of the correspondence with the hypothesis made, and of the stability of the model across countries. ER - TY - JOUR T1 - The Voice of History and the Message of the National Curriculum: Recontextualising History to a Pedagogic Discourse for Upper Secondary VET T2 - Nordidactica SN - 2000-9879 A1 - Ledman, Kristina PY - 2014 VL - 2 SP - 161 EP - 179 LA - eng PB - Karlstad KW - history education KW - vocational education KW - upper secondary education KW - curriculum KW - curriculum reform KW - historia med utbildningsvetenskaplig inriktning KW - history of education AB - In the reform by the liberal-conservative government of Swedish upper secondary education in 2011, history was recognized as an important part of citizenship education and was introduced into the curriculum for vocational education and training (VET) tracks. Through the concepts of classification and framing, this article explores the process of constructing the history syllabus for VET. The data consist of archived material from the working group responsible for the history curriculum under the Swedish National Agency for Education. The analysis shows that there are competing discourses concerning the relative emphasis on competencies and skills and concerning the emphasis on contemporary and modern history. Although historians, history teachers and other agents are invited to respond to the content of the curriculum, the respondents have no influence on the knowledge structure of the curriculum, which is controlled by agents of the dominant educational ideology. From a critical perspective, this article suggests that the curriculum reflects the instrumental and neoconservative message of the reform through strong classification and framing and through the emphasis on general abilities and a contemporary history that has a more direct explanatory value to contemporary society. ER - TY - CONF T1 - Citizenship, Inquiry and Responsibility in socio-scientific issues: an analysis of Swedish biology curriculum T2 - Proceedings of ESERA 2015 A1 - Lundström, Mats PY - 2015 LA - eng KW - parrise KW - biology curriculum analysis KW - inquiry-based KW - socio-scientific issue AB - During the last years the so called 21st century skills have been emphasized in both policy documents and science education research. The development of these skills among citizens in Europe has been supported by the European Union through different education and research programmes (EU, 2015). This paper analyzes if four aspects (citizenship education (CE), inquiry-based science education (IBSE), responsible research and innovation (RRI) and socio-scientific issues (SSI)) from a theoretical framework in one of those EU-funded projects (PARRISE) are integrated in the Swedish biology curriculum in lower secondary school (The national agency for education, 2011). The research question was: To what extent are CE, IBSE, RRI and SSI integrated in the national biology education curriculum in Sweden? The curriculum in biology for lower secondary school in Sweden has been analyzed. In focus for the content analysis of the curriculum has been the four major aspects; CE, IBSE, RRI SSI. Aims, core content and knowledge requirements have been studied. The four aspects from the project framework are to large extent expressed in the Swedish biology curriculum. The aspects IBSE and SSI dominate the curriculum. However, the RRI aspects are not explicitly expressed. The Swedish biology curriculum is well-adapted to the thoughts that are expressed in the 21st century skills and articulated in the project as four aspects. ER - TY - CONF T1 - Futures imaginaries of globalisation and internationalisation in education A1 - Bäcke, Maria A1 - Sánchez, Amaia Ojer A1 - Yashenkova, Olga A1 - Moșoi, Adrian Alexandru A1 - Knappitsch, Eithne PY - 2024 LA - eng AB - How do higher education students in five countries – Spain, Ukraine, Romania, Sweden, and Austria – envision the future from global and local perspectives? In this contribution, we aim to facilitate solutions for the future by creating an educational model drawing on future scenarios (Ross, 2023) to explore students’ imaginaries of the future in the context of globalisation and internationalisation in education. This is facilitated by the international and Erasmus+ funded Global Teachers for a Sustainable Future (GTSF) project, with partners from ten different countries across three continents, which focuses on providing future teachers with the tools for integrating sustainable development and global citizenship education in their teaching.Aligned with the GTSF’s mission, we seek to enable teachers to equip students with the knowledge, skills, attitudes, and values they need to become global citizens and agents for change, even when travel or exposure to diverse contexts is limited. As educators, how can we grapple with connections or disconnections, and navigate the intricate interplay between internationalisation and sustainability in education? Our project strives to bridge the gap between education and employment, endowing students with global competence and other key skills, including critical thinking, empathy, leadership, innovation, digital literacy, teamwork, and more. In pursuit of these objectives, we explore and discuss how teachers may engage students in the ‘not-yetness’ (Ross, 2023) and uncertainty of internationalisation and sustainability.This intervention, conducted in spring 2024, involved group discussions and individual storytelling sessions with higher education students and teachers across the five aforementioned countries. The qualitative data gathered through these sessions were analysed thematically to identify common themes, challenges, and opportunities regarding sustainable internationalisation in education. Content analysis was employed to discern patterns and insights from the narratives, enhancing the depth of understanding regarding students’ perspectives.Preliminary findings suggest a nuanced understanding among students regarding the interconnectedness of global issues and the importance of sustainable development. While students exhibited varying degrees of awareness and engagement with sustainability, overarching themes emerged, including the need for interdisciplinary education, cultural sensitivity, and proactive engagement with global challenges.The integration of sustainability and internationalisation in education presents both opportunities and challenges. Educators must navigate the complexities of fostering global competence while addressing local contextual realities. By leveraging innovative pedagogical approaches and embracing uncertainty, educators can cultivate a generation of critical and systems thinkers equipped to address the multifaceted challenges of the 21st century.This submission contributes to the ongoing discourse on sustainable internationalisation in education by providing empirical insights into students’ perspectives from diverse cultural contexts. In conclusion, further research and collaborative efforts are needed to develop comprehensive educational frameworks that promote sustainability, global citizenship, and meaningful engagement with the complexities of our interconnected world. ER - TY - CONF T1 - Naturkunskapsämnet erbjudande av medborgarutbildning och handlingskompetens i undervisning i hållbar utveckling A1 - Brommesson, Sara PY - 2025 LA - swe AB - Introduktion och syfte Med ökande klimatutmaningar, sociala orättvisor och snabb teknologisk utveckling ställs nya krav på skolan som en plats där framtidens medborgare formas. Ämnet naturkunskap har i Sverige ett särskilt uppdrag att integrera frågor om hållbar utveckling och förbereda elever för att delta i en demokratisk och hållbar samhällsutveckling – men hur detta uppdrag faktiskt tar form i klassrummet är fortfarande relativt outforskat. Samtidigt visar tidigare forskning att undervisningen ofta innehåller dolda budskap, så kallade "companion meanings", som påverkar hur elever socialiseras och subjektifieras. Syftet med denna studie är att undersöka hur undervisningen i naturkunskap på högskoleförberedande (HFP) respektive yrkesförberedande (YFP) program erbjuder olika möjligheter till deltagande i hållbar samhällsutveckling och medborgarskap. Teori och metod Studien tar teoretiskt avstamp i Biestas tredelade modell för utbildningens syften att forma medborgare: kvalificering, socialisering och subjektifiering. Detta kompletteras med teorier om medborgarskap som prestation (citizenship-as-achievement) respektive praktik (citizenship-aspractice) samt handlingskompetens (action competence eller behaviour modification). Empiriskt baseras studien på en kvantitativ enkätundersökning riktad till 155 naturkunskapslärare från olika programområden i svensk gymnasieskola. Enkäten behandlar innehåll, undervisningsmetoder, förmågor och attityder i undervisningen. Data analyserades statistiskt med hjälp av bland annat ANOVA för att identifiera mönster och skillnader mellan programtyperna. Resultat Resultaten visar att även om naturkunskapsämnet erbjuder båda programtyper liknande hållbarhetsrelaterade innehåll, skiljer sig undervisningspraktikerna markant. Lärare på HFP-program använder oftare undervisningsformer som främjar kritiskt tänkande, argumentation och deliberativa samtal, vilket stärker subjektifiering, som är central för handlingskompetens och medborgarskap som praktik. Lärare på YFP-program erbjuder ihögre grad undervisning som fokuserar på konkreta hållbara handlingar, vilket förstärker ett normativt och socialiserande perspektiv, likt beteendemodifiering, och främjar ett medborgarskap genom prestation. Ämnesövergripande samarbeten, samhällskopplingar och pluralistiska perspektiv är generellt sett mindre förekommande i båda kontexterna. Slutsats Studien visar att undervisningen i naturkunskap erbjuder olika möjligheter till hållbart medborgarskap beroende på programtyp. Det finns en risk att utbildningen reproducerar samhälleliga ojämlikheter genom att erbjuda olika former av medborgarskapspraktiker till olika elevgrupper. Detta väcker frågor om likvärdighet, demokrati och rättvisa i skolans uppdrag. För att alla elever ska kunna bidra till ett hållbart samhälle krävs undervisning som inte bara informerar, utan också engagerar, utmanar och ger utrymme för att agera. För att stärka demokratisk beredskap och handlingskompetens hos alla elever krävs en ökad medvetenhet om undervisningens dolda värden ochdess roll i att forma framtida medborgare. ER - TY - CONF T1 - Civic Orientation Courses for Newly Arrived Adult Migrants: Becoming the Other in a (Neo)-nationalistic Sweden? A1 - von Brömssen, Kerstin A1 - Milani, Tomaso A1 - Spehar, Andrea A1 - Bauer, Simon PY - 2023 LA - eng KW - adult migrants KW - sweden AB - 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.  ER - TY - CONF T1 - Att lära eleverna att byta perspektiv i samhällskunskap T2 - Forskning pågår, Utbildningsvetenskapliga fakulteten, Göteborgs universitet, 2 nov 2022 A1 - Larsson, Kristoffer A1 - Andersson, Klas PY - 2022 LA - swe AB - Hur tränar man elevers förmåga att tänka kritiskt i samhällskunskap? Vi presenterar resultat från ett forskningsprojekt finansierat av Skolforskningsinstitutet (dnr: 2018-00016) , där vi testat ett undervisningsupplägg för att förbättra elevernas förmåga att se en samhällsfråga från flera perspektiv. I presentationen ges konkreta tips på hur läraren kan designa undervisning för att utveckla elevernas förmåga till perspektivbyte. ER - TY - RPRT T1 - A roadmap towards action education - The Nextfood approach A1 - Melin, Martin PY - 2022 LA - eng PB - NextFood AB - In an age of accelerating change, where society seeks to develop pathways towards a more sustainable future, there is increasing recognition of the need for an educational response. Future change agents must be equipped with the competences needed to deal with the complex challenges of sustainability. Education plays a key role in addressing the threats from climate change and in supporting a transition to more sustainable production and consumption of food and other bio-based products.The Decade of Education for Sustainable Development, launched by the United Nations in 2005, aimed “to integrate the values inherent in sustainable development into all aspects of learning to encourage changes in behaviour that allow for a more sustainable and just society for all” (UNESCO 2005). Through education for sustainable development, students must become better equipped to link societal and economic activitiesto environmental issues and be better prepared for dealing with societal challenges.In a recent declaration, the European Education Arena 2025, EU-leaders prioritised the need to build on inclusive and high-quality education as a part of the Green Deal Strategy (European Union 2020). An education characterised by transdisciplinary, learnercentered and action-oriented approaches is mentioned as an important means to foster transversal skills. These skills are not confined to a specific task within adiscipline or dependent on a narrow field of knowledge. Critical thinking, creativity, entrepreneurship and civic engagement are among the capabilities most needed in our rapidly evolving society and work life.The NextFOOD consortium was established in 2018. Its members consist of university students, academics, field professionals, farmers and other stakeholders in society. The primary consortium activities are case studies of action-oriented education, sharing of experiences and research. In 2022, the NextFOOD roadmap (Fig. 1) towards a vision of action education was developed from reviewing the outcomes of 12 educational case studies and of several workshops organised by the consortium. The workshopparticipants identified factors that have been critical for them to transform traditional educational approaches to more action-oriented learning. They discussed the challenges they have faced and the strategies they have applied to overcome them. Based on these discussions, we were able to identify which steps seemed critical for success. The purpose of the resulting roadmap is to support the transformation of educational systems in the agrifood, forestry and similar sectors towards the action-orientation that is needed to build sustainability competences among the students (learners). It is to be used by course leaders, educational managers and teaching practitioners at the high school, vocational and university levels who want to drive such a change in educationThe roadmap depicts various signposts, each representing a step towards creating the foundation for educating the next generation of professionals in agri-food and similar systems. The roadmap was presented at the final consortium meeting of NextFOOD in April 2022 and the participants gave their feedback to the final version. As a user of the roadmap, you may likely experience detours and unexpected obstacles as you proceed with the change process. The roadmap is intended as a visual metaphor. It will help you to create ownership and spur creativity, if you adjust the sequence of the steps to your own situation.The usefulness of the roadmap can be enhanced through accessing the NextFOOD Research Protocol (Lenaerts, L., et al. 2019), the NextFOOD Master Manual (Lenaerts, L., et al. 2022) and the NextFOOD Toolbox (Nicolaysen, A.M. et al. 2020). The manual and the toolbox provide different tools (“how-to instructions”) as well as theoretical inputs. The NextFOOD document on “Educational Approaches (Lieblein, G. et al. 2019) provide a further conceptual base for the NextFOOD approach to action education. ER - TY - CONF T1 - Theorising young people's perceptions of their citizenship identity T2 - Conference Book 20th CiCea I 2nd CiCea & CitizED Joint International Conference on Citizenship & Identity in a "Post-Truth" World A1 - Nielsen, Laila A1 - Leighton, Ralph PY - 2018 SP - 51 EP - 52 LA - eng KW - theory KW - human capabilities KW - intersectionality KW - formal/real AB - In preparation for our book, due in 2019, we recognise the need for clarity and consistency in understanding terminology and perceptions. We adopt a position within the paradigm of social justice, an essential element of which is to give voice to the powerless and unheard. We therefore focus on young learners in two countries with similar but different environments in order to identify what comes from their common Western structures and how and/or why they diverge. Sweden and England have moved from being driven by a sense of communality in the welfare states to the growth of neoliberal societal individualism. To give voice to those without the resources to deal with the responsibilities imposed by a neoliberal agenda, we must consider the nature of that agenda and of those responsibilities. To clarify citizenship in its real meaning (as opposed to the merely formal) we employ the concept of human capabilities (Amartya Sen and Martha Nussbaum) rather than human rights. As they both emphasize, the concept of capability is broader than rights. To have capability to do something it is not enough to have a right to it, prerequisites are required to enjoy that right. For example, although everyone has the right to an education51and to a dignified adult life as citizens, many live a life of powerlessness, of political, social and economic exclusion. Sufficient human capabilities are needed to receive the education necessary for citizenship in its real meaning. The three-part categorisation of citizenship proposed by Marshall (1949) provides us with a platform from which to develop insight and comprehension into how identities and belonging limit or enhance people's social citizenship. The intersectional approach as proposed by Yuval Davis (2011) enables us to interrogate such factors which combine, rather than viewing in them in isolation, while Ragin (1987) offers a useful methodological approach for this study.KW: theory, human capabilities, intersectionality, formal/real ER - TY - JOUR T1 - Inclusive Education in Sweden: Responses, Challenges, and Prospects T2 - International Journal of Special Education A1 - Berhanu, Girma PY - 2011 VL - 2 IS - 26 EP - 2 LA - eng AB - 1 INCLUSIVE EDUCATION IN SWEDEN: RESPONSES, CHALLENGES, AND PROSPECTS Girma Berhanu University of Gothenburg This paper maps out the challenges and responses to inclusive education in Sweden from a cultural/historical point of view. Core concepts that have bearing on inclusive education practices are discussed. The analysis incorporates varied materials. As the current Swedish political and educational discourses reflect contradictions and dilemmas among varied dimensions of the educational arena, the analysis has been conceptualized in terms of the assumption that policy and practice decisions involve dilemmas. Swedish social welfare/educational policy has traditionally been underpinned by a strong philosophy of universalism, equal entitlements of citizenship, comprehensiveness, and solidarity as an instrument to promote social inclusion and equality of resources. Within the past decades, however, Sweden has undergone a dramatic transformation. The changes are framed within neo-liberal philosophies such as devolution, market solutions, competition, effectivity, and standardization, coupled with a proliferation of individual/parent choices for independent schools, all of which potentially work against the valuing of diversity, equity and inclusion. Marginalization and segregation of socially disadvantaged and ethnic minority groups has increased. Result and resource differences have widened among schools and municipalities and among pupils. Swedish efforts in the past to promote equity through a variety of educational policies have been fascinating. Those early educational policies, including the macro political agenda focused on the social welfare model, have helped to diminish the effects of differential social, cultural, and economic background on outcomes. This has come under threat. There is still some hope, however, of mitigating the situation through varied social and educational measures combined with an effective monitoring system and a stronger partnership and transparent working relationship between the central and ER - TY - CONF T1 - Teacher Education towards Sustainable Development Goals (SDG) recognising the missing link between academic citizenship and community missions A1 - Nordén, Birgitta A1 - Andersson, Lena A1 - Muleya, Gistered PY - 2018 LA - eng AB - University mandates throughout the world have statements that relate to community based engagement. Within the framework of STEP (Sanord Teacher Education Partners) we would like to map and discuss the state of the art concerning ”Teacher Education towards the Sustainable Development Goals recognising the missing link between academic citizenship and community missions”. The purpose is to identify recent opportunities for collaborations between higher education and community work and to strengthen the network within STEP. Focus questions: - The mandate of Higher Education in a global/local context. - The core of academic citizenship vs the UN SDG 4, gender and migration. - Is teacher education at university level loosing it´s third leg (outreach)? - Why involve the academics and students in community based initiative? - How do they relate to teaching/learning/reseach? This workshop strongly emphases SDG4: ”By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries”. The need for academic development seems to be one of the missing links between higher education and the developments in schools in areas that will ensure learners´ knowledge and skills through education for sustainable development, human rights, gender equality, global citizenship and appreciation of cultural diversity. ER - TY - CONF T1 - Few-to-many communication: Public figures’ self-promotion on Twitter through ‘joint performances’ in small networked constellations T2 - ECREA 2016 Abstract Book A1 - Berglez, Peter PY - 2016 SP - 217 EP - 217 LA - eng PB - Prague : CZECH-IN, s. r. o. KW - twitter KW - politicians KW - journalists KW - pr consultants KW - mass communication KW - audiences KW - few‑to‑many communication KW - elite KW - performance KW - digital citizenship AB - RELEVANCE & RESEARCH QUESTIONS: Twitter is often associated with digital citizenship and democratic communication, enabling “anyone to chat with anyone” (many‑to‑many). Simultaneously, research is pointing at a gap between elite users and “ordinary users” with the latter becoming passive audiences of the first. Despite the awareness about the hierarchal nature or Twitter, there is need for detailed analyses of elite power and elite visibility. Not least, it is necessary to pay attention to how users with high status “collaborate” in their efforts to “win the audience” (Castells 2007: 241). Thus, the purpose is to explore how members of a Twitter elite interact and perform together “before” their manifold followers/audiences, as if from a raised platform. The study seeks to answer the following: RQ 1: What different types of “joint performances” are possible to identify and more precisely what does the interaction look like, discursively speaking? RQ2: How could this elite “collaborative” way of establishing mass communication on Twitter be conceptualized? One‑to‑many is restricted to individual performance, but is it possible to formulate an equivalent concept that instead covers “joint performances”?METHODS & DATA: A qualitative discourse analysis of Twitter activities among six Swedish public figures who are nationally acknowledged politicians, journalists and PR consultants. The empirical material, which was collected in February and September 2014, consists of in total 1689 items (tweets and retweets) in which a selection has been used for the qualitative analysis (primarily tweets while the retweets have served as contextual material).RESULTS: The identification of three discourse types; expert sessions; professional “backstage” chatting and exclusive lifestreaming. Altogether, they demonstrate how a Twitter elite “socialize” on Twitter in a top‑down manner.ADDED VALUE: Qualitative knowledge about barriers to democratic interaction on Twitter. The formulation of a concept that complements the widely used concept of one‑to‑many. It is suggested that the identified “elite collaborative” tweeting represents another form of mass communication, namely few‑to‑many.METHODOLOGICAL CHALLENGE/PROBLEM: What happens when transferring discourse analytical tools, originally intended for studies of traditional media, to Twitter? ER - TY - CONF T1 - Att byta perspektiv i samhällskunskap – en variationsteoridriven interventionsstudie T2 - Skolforskningsinstitutet, symposium för Praktiknära skolforskning – erfarenheter, dilemman och framtidsspaningar, Stockholm 17 nov 2022, Coor Konferens A1 - Larsson, Kristoffer A1 - Andersson, Klas PY - 2022 LA - swe AB - Syftet med projektet (Skolforskningsinstitutet, dnr: 2018-00016) har varit att skapa kunskap om hur ett systematiskt genomfört undervisningsupplägg kan påverka elevernas möjlighet att utveckla sitt kritiska tänkande i samhällskunskap. I vårt fall har fokus legat på den aspekt av kritiskt tänkande som kallas perspektivbyte. I projektets första del analyserades över 2000 elevsvar från tre essäuppgifter i det nationella provet i samhällskunskap för åk 9 från läsåret 2013/2014. Avsikten var dels att finna hur perspektivbyte manifesterades i elevsvaren, dels vad som, ur en variationsteoretisk synvinkel, var nödvändigt att lära sig för att utveckla sin förmåga till perspektivbyte i relation till en samhällsfråga. Baserat på resultaten från projektets första del utarbetades och genomfördes sedan en systematisk teoridriven undervisningsintervention. I den prövades effekten av ett variationsteoretiskt undervisningsupplägg på elevernas förmåga att byta perspektiv när de resonerar om en samhällsfråga. Effekten av den variationsteoretiska undervisningen jämfördes med effekten hos en kontrollgrupp som fick vanlig undervisning med fokus på perspektivbyte. Resultaten visar att eleverna i den variationsteoretiska gruppen blev signifikant bättre på att byta perspektiv än eleverna i kontrollgruppen. ER - TY - CONF T1 - The Environment and Political Participation in Science Education A1 - Atkinson, Lucy A1 - Dunlop, Lynda A1 - Malmberg, Claes A1 - Turkenburg-van Diepen, Maria A1 - Urbas, Anders PY - 2023 LA - eng KW - smart cities and communities KW - smarta städer och samhällen AB - There is increasing attention to the role of education in teaching environmental issues such as climate change (Teach the Future, n.d.). Whilst environmental issues are science-dependent, science is not sufficient to respond to today’s environmental challenges. Yet internationally, science and geography are those subjects most likely to include environmental content (UNESCO, 2021). In England, students can expect to learn about environmental challenges including climate change, biodiversity and pollution during their compulsory science education (DfE, 2013). These topics are often controversial, rife with moral tensions (Zeidler, Herman, & Sadler, 2019), and characterised by both descriptive facts and normative values. The values often deal with solutions to the problems, what kind of actions can be taken on an individual or societal level and even what kind of society is preferred. This makes the issues both scientific and political. Yet little is known about how politics enters the science classroom. In this study, we aim to understand how environmental politics enters the classroom, and how science teachers address different approaches to political participation with their students.In order to develop democratic environmental governance, there is a need for representation of different groups of people, opportunities for participation and for spaces for deliberation (Lidskog & Elander, 2007), i.e. for politics. Schools are potential sites for participation and deliberation and for learning democracy (Biesta & Lawy, 2006). Politics can be defined in different ways, from a narrow focus on electoral processes to broader conceptualisations which include different ways of making decisions and shaping power relations. In this study, we are concerned with power and social change (Dahl & Stinebrickner, 2003) i.e. “the capacity for agency and deliberation in situations of genuine collective or social choice” (Hay, 2007, p. 77) through science education. This definition of politics goes beyond electoral and party politics and includes activities outside formal political institutions. This is in accordance with Heywood (1999)’s characterisation of politics as an a social activity that arises out of interaction between or among people, which develops out of diversity (the existence of different interests, wants, needs and goals), and which relates to collective decisions which are regarded as binding upon a group of people. Carter (2018) identifies the environment as a policy problem for several reasons, including that the environment can be considered a public good, with complex and interdependent relationships between people and ecosystems acting across national borders with consequences felt into the future.This characterisation of politics is relevant to the study context as education is a social activity which brings together people with different views, interests and goals in relation to the environment, and it is a context in which collective decisions can be made, for example, about how the school function, what is taught (and how), and what actions or outcomes are desirable as a result of education. Not all of these actions and outcomes can be considered political and we see politics as related to societal engagement and political participation more broadly. Ekman and Amnå (2012) have developed a typology of different forms of participation in society. They distinguish between (a) non-participation (disengagement); (b) civic participation (latent political), whether social involvement or civic engagement; and (c) political participation (manifest political), which can be formal political participation or activism. Each of these three types of participation are further classified in terms of individual and collective forms. In this study, we use Ekman and Amnå’s (2012) typology to understand the ways in which teachers address the political dimensions of the environment in school science. The research question we set out to explore in the study is: how do science teachers address political participation in science education?Methodology, Methods, Research Instruments or Sources UsedAn exploratory qualitative approach was used to understand science teachers’ perceptions and approaches to environmental politics. We focused on science teachers with responsibility for teaching students aged 11-16 in England because we were interested in what students experience during their compulsory secondary science education, where the curriculum demands that they learn about ecosystems and the environment.A deductive approach to instrument design was used, drawing on Ekman and Amnå’s (2012) typology of latent and manifest political participation and non-participation (see Table 1 above) in the design of the interview guide and in the analysis of data to understand the ways in which politics enters the science classroom. Given the potentially sensitive nature of some of the questions, we used one-to-one interviews, conducted online to increase the geographical reach, and minimise the need for travel.  The interview guide contained open-ended questions on science teachers’ perspectives on and experiences of teaching environmental politics in science education.  We deliberately did not ask about educational policy; only about teachers’ own experiences, practices, personal perspectives and barriers they encountered.  Participants were provided with an infographic using examples from Ekman and Amnå’s (2012) typology and asked to mark ways of participating in society which they had:planned and taught (green); mentioned in passing or in response to a question from a student (orange); and, never addressed (red).  The interview focused on reasons for these decisions.  Interviews were conducted by three members of the research team and took place in January - June 2022. Each lasted approximately 1 hour.Interviews with 11 teachers were recorded and transcribed and interpretive phenomenological analysis (IPA) (Smith, 2004) used to analyse the data.  This approach aims not at generalisation but rather to understand how individuals make sense of their own experiences (Guihen, 2019), namely, how politics enters the science classroom.  IPA is typically used to generate meaningful insights from a small dataset, often in psychology and health sciences.  It is appropriate here because it provides a way to understand how participants make sense of their social world, it allows for diversity of perceptions rather than looking for a single objective truth and it allows researchers to interpret these experiences and understand the perspective of an insider and then interpret what it means for them to have this perspective (Reid, Flowers, & Larkin, 2005). An iterative approach to data analysis was used, with reflexive discussions between each stage of analysis.  Conclusions, Expected Outcomes or FindingsTeachers participating in this study saw a place for politics in science education.  However, it  was described as almost absent in lessons. Teachers were more likely to discuss individual, legal, forms of participation, focusing on civil (latent political) actions rather than collective, manifest forms of participating. Even when politics enters the classroom, it tends to be students rather than teachers who introduce the topic, unless there are links to the curriculum or other legal and political frameworks. Policy (national and school) and colleague and student perceptions prevented teachers from planning to discuss manifest forms of political participation with students.  Politics (especially collective aspects) are experienced as off-limits to teachers in the study. This post-political logic distances people (here, young people but also teachers) from involvement in decision-making and reduces their capacity to be involved in environmental decision-making now and in the future.  These absences, we argue, contribute to a broader societal trend which closes off spaces to discuss and celebrate disagreement (Blühdorn & Deflorian, 2021), and which diminish the potential for young people to learn democracy. In order to develop democratic governance of environmental issues, there is a need for representation, opportunities for participation and for spaces for deliberation (Liskog & Elander, 2007).  Schools are in many ways ideal sites to encourage political participation as they are shared spaces of learning - both about forms of participation but also how to participate and to deliberate across disagreement, or as one of the teachers in this study put it ‘we need to teach them how to use their voice properly and how to be heard’. This requires those who are in positions where they can act to listen to these voices and engage in deliberation and bring politics - as the capacity to deliberate and make collective decisions - into the science classroom. ER - TY - THES T1 - Trajectories of Integration: Naturalization, Intermarriage and Education in Denmark, 1980-2015 A1 - Tegunimataka, Anna PY - 2017 LA - eng PB - Lund University AB - This dissertation examines socio-economic outcomes of first and second generation immigrants in Denmark and adds to our understanding of different trajectories of immigrant integration by studying policy and family related factors. The association between family composition and socio-economic outcomes of the individual is in this thesis examined by studying the effects of intermarriage. Comparably high intermarriage premiums are found for foregin born who experience limited possibilities in the Danish labor market. Positive effects of intermarriage are also found when comparing the educational performance of children of intermarriage to the educational performance of children with two foreign born parents, also when taking school and family level characteristics into account. Policy and legislation constitute other factors that can either stimulate or hinder immigrant integration. Rules and regulations concerning naturalization is one such policy area. Consistent naturalization premiums are found in this dissertation, but only for immigrants who are more marginalized in the Danish labor market. Also education policies matter. An educational reform with the aim of enhancing immigrant integration by increasing school children’s Danish language proficiency is studied. The assumption was that by removing supplementary mother tongue education, the focus on learning the Danish language would be strengthened. The results, however, rather show negative effects of the reform, as the removal led to lower grades in Danish, thus the results support the argument that mother-tongue proficiency matters for second language acquisition. Common findings in all studies included in this dissertation are the large group differences in terms of results. For immigrants who originate from countries that are more culturally and geographically proximate to Denmark, naturalization and intermarriage are less important as integration tools. These groups already tend to be economically and socially integrated in Danish society, and they seem to be less in need of an additional boost from changing citizenship or marrying a Dane. Instead groups with more distant countries of origin are benefiting from intermarriage and naturalization. Children of intermarriage indeed tend to perform better in school than children belonging to the second generation of immigrants, and their performance is more in line with the performance of native Danes. But when taking parental heterogeneity into account differences emerge, and children with a non-native parent originating from a country more culturally and geographically distant from Denmark, tend to have an educational performance more in line with the second generation of immigrants. ER - TY - CONF T1 - How femininities are performed and valued in three domains of vocational education T2 - ECER 2018, Bolzano, 3–7 September, 2018, Free University Bolzano A1 - Ledman, Kristina A1 - Nylund, Mattias A1 - Rosvall, Per-Åke A1 - Rönnlund, Maria PY - 2018 LA - eng AB - Gendered identity and norms interplay with other social categories, as ethnicity, age and class. What is valued and recognised as ways of being a girl and women in one social group differs from another. In this study, we focus on how girls in three different tracks of vocational education act/perform gender as a part of their vocational, civic and private identity - in relation to peers and teachers. The research was carried out in Swedish upper secondary education, where the pupils, after comprehensive K-9, chose between twelve Vocational education and training programmes (VETP) alongside six Higher education preparatory programmes (HEPP). On a general level, the pupils applying for the VET programmes have working class background (parents with low educational level, level of income and living standard compared to students applying for HEPP) (Broady and Börjesson 2006). The VET programmes are strongly gendered, some programmes being either boy- or girl-dominated by tradition, peer-pressure and/or other fractors (Fehring and Herring 2013; Lundahl 2011), and gendered-marked vocational programmes have gendered practices (Connell 2006; Smyth and Steinmetz 2015). We argue that exploring gender in VET is of particular importance because of the strong gender divide. This is not only the case in Sweden, but rather a general phenomenon throughout Europe. The division, and ‘keeping apart’, of women and men is an important principle of upholding gendered categories, which is a prerequisite for the logic of men as norm (compare Hirdman 1988). The problem investigated is expected to generate results that can further the understanding of gender and vocational education more generally.In her anthropological study of groups in the Children and recreation programme and Social science programme, Ambjörnsson (2004) shows how norms and ideals of femininity is performed differently by VETP girls and HEPP girls. As Ambjörnsson, we are influenced by the works by Skeggs (2004; 2000) on how working class girls and women perform gendered subjectivities that differs from valued feminitities within middle class. We consider gender to be reified through social performances (compare Butler 2006 [1999]) and thus as socially constructed identities. Also, in line with Butler (2006 [1999] we acknowledge that the constant practices of performing gender opens for possibilities to change and challenge norms: subversive performativity. Our ambition is to explore how ‘girls’ - norms and ideals of femininity - are constructed in different contexts, i.e. different VET programmes. This means that we are comparing the performance of gender within the larger group of pupils enrolled in VET, i.e. a group of pupils that on an aggregated level have a working-class background, not, as Ambjörnsson (2004), pupils in VETP with HEPP, which have a larger share of pupils with middle class background. The three VET-programmes selected are gendered in terms of ratio of girls/boys enrolled and reflects a gendered divided labour market: Health and Care (HC) programme (81% girls), Restaurant management (RM) programme (58% girls) and Vehicle and transport (VT) programme (14% girls). The question of how girls act/perform gender as a part of their vocational, civic and private identity - in relation to peers and teachers in different VET contexts - are largely unexplored. The aim of this study is thus to contribute with knowledge of the processes of being and becoming a girl and a young women in the specific context of vocational education and training. RQ: How do the pupils perform feminitity? What ways of performing femininity is recognised, encouraged and valued by others?, and the other way around, what ways of performing femininity is not recognised, but opposed and disqualified? ER - TY - CONF T1 - How to conceptualize practice as manager in academic education? T2 - Presented at: Educational Governance and Leadership in Transition: Leading and organizing the education for citizenship of the world through technocratic homogenisation or communicative diversity?, Oslo 18-19 oktober 2017 A1 - Augustinsson, Sören A1 - Nilsson, Henrik PY - 2017 LA - eng KW - coherence KW - leadership KW - meaning-mailing KW - structures of meaning KW - cultural sociology KW - pedagogics and educational sciences KW - pedagogik och utbildningsvetenskap ER - TY - CONF T1 - Ämnesspecifikt textarbete i samhällskunskap – mer än bara begrepp A1 - af Geijerstam, Åsa A1 - Folkeryd, Jenny W. A1 - Hallesson, Yvonne A1 - Visén, Pia PY - 2020 LA - swe KW - education ER - TY - JOUR T1 - What kind of citizen? What kind of democracy? Citizenship education and the Scottish Curriculum for Excellence T2 - Scottish Educational Review A1 - Biesta, Gert PY - 2008 VL - 40 SP - 38 EP - 52 LA - eng ER - TY - JOUR T1 - Review of Jennifer Chan (ed) Another Japan is Possible: New Social Movements and Global Citizenship Education T2 - Japanese Studies A1 - Cassegård, Carl PY - 2009 VL - 2 IS - 29 SP - 303 EP - 304 LA - eng ER - TY - JOUR T1 - Geografiska perspektiv i utbildning av lärare i samhällskunskap T2 - Nordidactica SN - 2000-9879 A1 - Örbring, David PY - 2014 IS - 1 SP - 41 EP - 52 LA - swe PB - Karlstad : CSD Karlstad KW - geography education KW - social studies KW - interdisciplinary KW - higher education KW - pedagogik och utbildningsvetenskap KW - pedagogics and educational sciences KW - geography AB - Teachers in Social Studies can benefit from geographical perspectives in their teaching of Social Studies in elementary and high school. The aim is to connect geographical perspectives to various social processes and to integrate it in teaching of Social Studies. But how can the relevance of geographical perspectives in an education for teachers in Social Studies be motivated and to what benefits can it be internalized? I will try to answer that question in this article. This relevance is mainly, with basis in a literature study, focused on democracy, sustainable development and digital literacy. It is also relevant by giving teachers a broader teaching skill and thus they are able to help pupils achieve higher-order skills. ER - TY - CONF T1 - Embedded in a transnational context of curriculum formation - a turn towards a denationalized - instrumental conception of education in Sweden A1 - Wahlström, Ninni PY - 2013 LA - eng KW - curriculum theory KW - conception of education KW - denationalization KW - institutionalism KW - pedagogik och utbildningsvetenskap KW - pedagogics and educational sciences AB - How can we understand the nation-state and its role in a transnational landscape of educational policy? I argue that one way to begin to sort out this extensive question is to understand these partial but significant mix of processes of globalization deep inside the national state as a hybrid – neither fully private or public, nor fully global or national (Sassen 2003b). I suggest that this hybridity is conceptualized in terms of denationalization. Following Sassen (2003a), a key element in denationalization is that the states do not only participate in common understandings of global agreements, but that their actions and role also are transformed through the specific type of work entailed in coming to an international consensus (modes of negotiations, preparatory work in different international networks and the like). Another aspect of denationalization is a reunderstanding of ‘the local’. The idea of ‘the local’ needs to be rethought, and be seen as parts of multi-scalar systems (e.g. the Mumbai housing movement, Appadurai 2013), rather than as specifically demarcated local places or as holding a special place in a hierarchy (c.f. Sassen 2003a).The purpose with this paper is to examine the Swedish conception of education in a transnational as well as national context. I will focus on two factors: a shift in the role of the state in the formation of educational policy and a shift in the concept of ' the citizen' in compulsory school's citizenship education. The examination includes the three most recent curriculum reforms from the early 1980s to the present day. In the first part of the paper, I explore the concepts of globalism and transnationalism and suggest how these concepts can be understood as related to the concept of nation-state, with a specific focus on educational policy and the concept of knowledge. Drawing on Sassen and Schmidt, I also suggest a theoretical framework that I will argue is helpful as a base for the analysis. In the second part of the paper, I turn to Sweden for my analysis of the two foci mentioned above. I use three official reports, related to the last three curricula in order to analyze shifts in state agency in the field of educational policy from 1970s and onwards. For the analysis of the concept of the 'citizen’ in curricula, I take my starting point in an analysis of educational conceptions in Englund (1986/2005). In the third part, finally, I discuss my results and suggest from what conditions a conception of education can be understood as denationalized .   ER - TY - CONF T1 - De svenska romernas historia i högstadieklassrummet - en designstudie A1 - Nolgård, Olle PY - 2022 LA - swe KW - social studies education KW - history education KW - difficult histories KW - historical justice KW - reconciliation KW - historiedidaktik KW - historieundervisning KW - historisk rättvisa KW - curriculum studies ER - TY - CONF T1 - Critical Thinking in English Language Teacher Education in Sweden: A Syllabi Analysis A1 - Cananau, Iulian PY - 2024 LA - eng AB - Often identified and promoted in European and national policy documents as one of the standards of education for democratic culture and citizenship, critical thinking (CT) is deemed especially important in teacher education. What it means and how it can be implemented and trained in teaching and learning, however, continue to be relevant questions that an impressive and ever-growing body of research literature is still addressing. As long as these basic questions have not yet been answered decisively, and the assumption that it is important for democratic education remains valid, CT can be considered a critical issue in teacher education. This paper aims to contribute an in-depth and theory-based understanding of the meaning of, and conditions for, CT in upper secondary school English teacher education programs in Sweden. To accomplish this aim, I will examine course syllabi at ten Swedish universities (half of those that offer upper secondary school English teacher education programs), using a document analysis method inspired by conceptual historians’ analyses of the semantic fields of concepts. The semantic field I am interested in is based on the contemporary theoretical models of CT in education respectively espoused by the critical thinking movement, critical pedagogy, and the “criticality” movement. Although individual teacher educators’ and students’ own practice might be best for observing CT in action, the course syllabi, which are legally binding documents in Sweden, offer a good indication of the meaning of CT and the conditions for it in the education of English language teachers. ER - TY - CHAP T1 - The Growing Emphasis on Social Citizenship in Nordic Education – Inducing New Social Risks While Trying to Alleviate Them T2 - Changing Social Risks and Social Policy Responses in the Nordic Welfare States A1 - Panican, Alexandru PY - 2013 SP - 92 EP - 112 LA - eng PB - : Palgrave Macmillan AB - Education as a social right has been gaining strong prominence in the Nordic countries transition towards the post-industrial society. I focused the Swedish educational system. The study finds that the right to education turned into a moral duty to be an enlightened citizen. The interviewees’ stigmatize vocational programmes and encourage pupils to choose ‘right’ meaning school-based education. Authorities refuse to provide jobs which not require upper secondary school, even when unskilled jobs are available and regardless of the youngster’s preferences and abilities. While implement social rights to combat school dropouts, unemployment and social exclusion, officials generate such social risks that they have the responsibility for overcoming. ER - TY - CONF T1 - Learning science through engaging with its epistemic representational practices T2 - Science Learning and Citizenship A1 - Tytler, Russell A1 - Hubber, Peter A1 - Johansson, Annie-Maj A1 - Wickman, Per-Olof A1 - Prain, Vaughan A1 - Carolan, Jim A1 - Waldrip, Bruce A1 - Duschl, Richard PY - 2011 SP - 203 EP - 217 LA - eng PB - Lyon : European Science Education Research Association KW - student learning in science KW - representation KW - pragmatism KW - socio-cultural KW - naturvetenskapsämnenas didaktik KW - science education AB - This group of papers explores the development of student understanding and application of the discursive tools of science to reason in this subject, as the basis for classroom practices that parallel scientists’ knowledge production practices. We explore how this account of the disciplinary literacies of science can be enabled through effective pedagogies. The papers draw on research from Australia and Sweden that have overlapping agendas and theoretical perspectives including pragmatism (Peirce 1931-58; Dewey 1938/1997), social semiotics (Kress et al. 2001) and socio-cultural perspectives on language and learning (Lemke, 2004). The papers examine the role of language/multimodal representations in generating knowledge claims in science classrooms, the classroom epistemologies that support learning, and assessment practices from this perspective. A large body of conceptual change research has identified trenchant problems in conceptual learning in science, spawning long-standing and ongoing programs to identify pedagogies to address this. By redefining the problem in terms of language and representation, we aim to offer a way forward to support student engagement and learning in science. ER - TY - CONF T1 - Education as Incorporation in Social and Ethnic Segregated Schools A1 - Nilsson, Henrik PY - 2011 LA - eng KW - educational modes of incorporation KW - muslim schools KW - ethnicity KW - islam KW - pedagogics and educational sciences KW - pedagogik och utbildningsvetenskap AB - Education as Incorporation in Social and Ethnic Segregated SchoolsIn recent decades, the governance of the educational system has changed (Ball, 2008). Local conditions to meet the educational and religious interests of different social groups have increased as a result of decentralization and marketization (Daun, 2006). The cultural diversity and social heterogeneity in segregated urban housing is mirrored in the schools. The social differentiation between schools gets more and more obvious (Dovemark, 2008). The school-markets crowding out the strongest students from the already segregated municipal schools to middle class and better performing schools (Bunar, 2010). Muslim children enroll Muslim schools because of an increasing Islamophobia  (Modood, 2008) and an everlasting recomposition of student in the schools have an impact of learning and teaching (Andersson, 2001). The authorities, schools and families tries out different kind of pedagogies; ways of managing the future lives of the children (Lingard och Mills, 2007). The purpose of this paper is to analyze how different actors at a municipal school, a Muslim school and local authority in a mid sized city in Sweden argue for, and in practice try to accomplish, an inclusive educational setting for the children. The purpose is guided by the following question: What do the local school actors (politicians, civil servants, teachers and parents) regard to be a significant proficiency and social content for students in relation to formalized education? How do they motivate their pedagogies? What are the possibilities and constraints for a suitable pedagogy?The paper takes its methodological point of departure in the critical discourse analysis (CDA) which conceives education as a discursive practice (Fairclough, 1995). “As a reconstructive methodology CDA provides a language to elaborate on how people are formed within discourses, and reproduces them in different ways as well as how they can form part of the transformation” (Nordin, 2010, s. 115).  From a theoretical point of view education is conceived as a formal practise “set in motion by discursive and organizational conflicts over incorporation” (Alexander, 2001, s. 246). The educational practice as an issue of incorporation is tied to particular times and places located in a web of practice (politic, economic, cultural, language, family.) The actors in educational practice, breaks off certain aspects of other practices to motivate and legitimize their pedagogies and therefore also construct different discourses of pathways to incorporation. I understand these pathways having different qualities i) assimilative ii) hyphenated iii) multicultural (Alexander, 2001).  MethodThe empirical data was gathered during one year of theoretical informed ethnography (Willis och Trondman, 2002) in an urban educational setting. The ethnography is conducted in three different locations: (i) the municipal school (ii) the independent Muslim school (iii) and in an educational development group which main objective where to increase the academic outcomes of the schools. Methods applied were participation, observations, interviews and readings of local authority’s reports, school reports and local newspapers coverage’s to situate the schools and their history. I met the urban educational development group five times when producing policy directed to the municipal school and partly the Muslim school. I have discussed policy with headmasters and teachers. To get grip of what was going on when reading and analyzing the ethnography I therefore have integrated as much available information as possible on the historical background and original historical sources in which these discursive events were embedded (Wodak et al., 2009). During the research process I have reported back to different educational actors and discussed how school history and ongoing discursive practices, is connected to the struggle over incorporation and the formation of educational pathways.Expected OutcomesThe main result visualizes an educational mix of incorporation strategies. The municipal school offer an overall hyphenated mode of incorporation. The hyphenated mode of incorporation is created by a fear of an increasing segregation due to the importance of social and ethnic mix embedded in Swedish educational and welfare policy. Several extended pedagogies was used such as a) avoiding cream spinning processes by attracting students from “Swedish schools” and keeping the already socially strong ones, b) redrawing the borders of the municipality schools attendance zone to increase the ethnical mix of pupils’ c) language immersion (sending immigrant children to “Swedish schools”). The Muslim school is considered to work towards hyphenated mode of incorporation as a middle-way because of external and internal constraints. Thus the recognition of pupils’ identities as well as a secular discourse was balanced by various groups of teacher and what they in broad sense considered as a socially acceptable religious and secular influence. Forces, especially the headmaster, operating at the boundary of the organization, promoted, by institutionalize Muslim education, a multicultural mode of incorporation and thereby gain right to be publicly admired as being different.ReferencesAlexander, Jeffrey C. (2001). Theorizing the Modes of Incorporation: "Assimilation, Hyphenation, and Multiculturasim as Varieties of Civil Participation. Sociological Theory, vol. 19, nr. 3.Andersson, Roger (2001). 'Spaces of Socialisation and Social Network Competion - a study of neighbourhood effects in Stockholm, Sweden'. I: Andersen, H. T. & Kempen, R. v. (red.) Governing European Cities. Social Fragmentation, social Exclusion and Urban Governance.Ball, Stephen J. (2008). The education debate. Bristol: Policy Press.Bunar, Nihad (2010). 'Choosing for quality or inequality: current perspectives on the implementation of school choice policy in Sweden'. Journal of Education Policy, vol. 25, nr. 1, s. 1 - 18.Daun, Holger (2006). School decentralization in the context of globalizing governance : international comparison of grassroots responses. Dordrecht: Springer.Dovemark, Marianne (2008). En skola - skilda världar. Segregering på valfrihetens grund - om kreativitet och performativitet i den svenska grundskolan. [One school - different worlds. Segregation on the basis of choice - about creativity and performativity in the Swedish compulsory school.]. Borås: Högskolan i Borås, Institutionen för pedagogik.Fairclough, Norman (1995). Critical discourse analysis. London: Longman.Lingard, Bob & Mills, Martin (2007). Pedagogies making a difference: issues of social justice and inclusion. International Journal of Inclusive Education, vol. 11, nr. 3, s. 233-244.Modood, Taric (2008). Muslim, religious equality and secularism. I: Levey, G. B. & Modood, T. (red.) Secularism, religion, and multicultural citizenship. New York: Cambridge University Press.Nordin, Andreas (2010). The counter language of bildung: A movement towards a discursive concept of bildung. Pedagogisk Forskning i Sverige, vol. 15, nr. 2/3, s. 97-118.Willis, Paul & Trondman, Mats (2002). Manifesto for Ethnography. Cultural Studies ↔ Critical Methodologies, vol. 2 nr. 3, s. 394-402.Wodak, Ruth, de Cillia, Rudolf, Reisigl, Martin & Liebhart, Karin (2009). The discursive construction of national identity. Edinburgh: Edinburgh University Press ER - TY - THES T1 - Movere - Att sätta kunskap i rörelse: en analys av ett ämnesintegrerat i bild och samhällskunskap A1 - Öhman-Gullberg, Lisa PY - 2006 LA - swe PB - Malmö högskola, Lärarutbildningen KW - bildpedagogik KW - multimodalitet KW - visuell kultur KW - ämnesintegrering AB - I denna licentiatuppsats undersöks elevers arbete med film som en kommunikativ resurs. Två klassers ämnesintegrerade verksamhet i bild och samhällskunskap i grundskolans år 6 studeras. Arbetet genomfördes under valrörelsen hösten 2003 inför Sveriges folkomröstning om EMU. Nitton videofilmer samt elevernas muntliga berättelser om filmarbetets förutsättningar och arbetsprocess har studerats med en etnografisk ansats. Studiens teoretiska ram utgörs av en kombination av multimodala perspektiv, sociokulturella teorier och bidrag från det tvärvetenskapliga fältet visuella kulturstudier. I elevernas filmproduktioner iscensätts en rad lärprocesser i relation till skolans kunskapsmål och elevernas bildvärld. För eleverna i studien utgör populärkulturella referenser tillsammans med deras egna vardagliga erfarenheter, grunden för de förhandlingar och val som formats inom undervisningens ramar. Kön visar sig utgöra en avgörande faktor för hur eleverna valt att representera och kommunicera arbetets ämnesinnehåll. Uppsatsen vänder sig till läsare som är intresserad av elevers bildarbete i en skolkontext, estetiska lärprocesser, film– och mediepedagogik, multimodalitet, didaktik och pedagogik. ER - TY - CONF T1 - Att undervisa om jämlikhet, normer och makt i samhällskunskap: En praktiknära studie A1 - Gunnarsson, Karin PY - 2018 LA - swe KW - subject learning and teaching KW - ämnesdidaktik AB - I denna presentation kommer jag att lyfta några aspekter av ett pågående forskningsprojekt. Projektet syftar till att utforska samhällskunskapsundervisning som behandlar frågor kring jämlikhet, normer och makt. Kursplanen för samhällskunskap 1b innefattar ett centralt innehåll som lyder: gruppers och individers identitet, relationer och sociala livsvillkor med utgångspunkt i att människor grupperas utifrån kategorier som skapar både gemenskap och utanförskap. I projektet utforskas hur detta innehåll kan utformas i undervisningen med koppling till sociologiska och genusvetenskapliga frågor.Teoretiskt situeras projektet inom posthumanism. Detta teoretiska perspektiv har en stark förankring inom både sociologi och genusvetenskap. Posthumanism blir här dels en grund för kunskapsinnehållet i undervisningen och de didaktiska överväganden som görs, dels en grund för det forskningsanalytiska arbetet. Utifrån denna teoretiska situering har projektet en praktiknära metodologi. Det innebär en kollaborativ och experimenterande ansats som innefattar samarbete med de aktörer som deltar. Med andra ord att tillsammans utforma undervisningen och ett kreativt utforskande av vad som skerTillsammans med en samhällskunskapslärare på gymnasiet utformades ett undervisningsmoment om sju veckor. Med inspiration från normkritiska och posthumanistiska tankar formulerade jag och läraren utgångspunkter som guidade utformningen av momentet. Jag kommer här att diskutera några av dessa utgångspunkter och de svårigheter eller spänningar som uppstod. En av utgångspunkterna var att sätta fokus på och analysera normer och makt i skolan för att på så vis sammanväva elevernas erfarenheter och vardagliga göranden med de teoretiska begrepp som momentet innehöll. De svårigheter som uppkom i undervisningen handlade framförallt om att utmana destruktiva normer och kategoriseringar utan att förstärka och reproducera dem. Därutöver vilken plats känslor fick i undervisningen i en spänning mellan att skapa obekväma och samtidigt trygga rum. ER - TY - THES T1 - Textuell makt: Fem gymnasieelever läser och skriver i svenska och samhällskunskap A1 - Anderson, Pia PY - 2011 LA - swe PB - Insitutionen för språkdidaktik, Stockholms universitet KW - textual power KW - positioning KW - envisionment building KW - appraisal KW - attitude KW - engagement KW - critical literacy KW - new literacy KW - humanities and religion KW - humaniora och religionsvetenskap KW - utbildningsvetenskap med inriktning mot språk och språkutveckling KW - education in languages and language development AB - The aim of this thesis was to study how five students linguistically express textual power in conversation and writing about reading, as well as to investigate their possibilities to linguistically express textual power. The study was performed within some of the literacy practices in the subjects of Swedish and Social Studies at the social sciences programme in upper secondary school. “Textual power” is here defined as both ability and possibility: to position oneself in relation to the text, to read/interpret critically and to show mobility in the actual literacy sphere. Two analytical tools were used: Langer’s theories about envisionment building and Martin & White’s appraisal framework for attitude and engagement. The linguistic expressions are contextualised in a model inspired by Linell. I base my discussion of the students’ mobility in the actual literacy sphere on the New Literacy theories of Barton and Street, while Anward gives the means to understand text-reproducing practices. The results indicate that the students used a limited range of positions in relation to texts, rarely expressed critical literacy and showed limited mobility in the actual literacy spheres. The students’ possibilities to linguistically express textual power were determined by the design of the teaching contexts. The students were given few possibilities to develop their ability to linguistically express textual power. To compensate for this, the students used a strategy of task solving. This caused a gap between ideally desired and actually produced text. The acceptance of the gap can be explained if the practice is considered text-reproducing. The literacy sphere where the students found themselves seems to consist of an ecological system based on a consensus-driven text-reproducing practice where critical and comparative reading and writing do not take root and thrive. ER - TY - GEN T1 - Att aktivera och synliggöra elevers förkunskaper (ämnesspecifik text: samhällskunskap) A1 - Blennow, Katarina A1 - Karlsson, Johanna PY - 2018 LA - swe PB - Skolverket ER - TY - RPRT T1 - Digitalisering av lärares undervisning: Översikt och exempel från examensarbeten vid ämneslärarprogrammet i samhällskunskap PY - 2020 LA - swe PB - Linköping University Electronic Press KW - digitalisering KW - datorer och samhälle KW - informationskompetens KW - digital kompetens KW - lärare KW - grundskola KW - gymnasieskola AB - Denna publikation är en del av rapportserien DINO – Digitalisering i nya offentligheter. Syftet med rapportserien är att publicera tidiga forskningsresultat som handlar om samhällets digitalisering i vid mening, och särskilt det som sker inom och i relation till offentliga verksamheter.Digitaliseringen av skolan handlar om ett offentligt sammanhang i allra högsta grad. Och bland lärarstudenterna som vi handleder på ämneslärarprogrammet i samhällsvetenskap har kraven på att arbeta med digitala verktyg och att ha digital kompetens fångat mångas intresse och uppmärksamhet. Vi vill därför ge en inblick i den kunskap som skapas kring temat i den här rapporten. Rapporten vänder sig till en intresserad allmänhet, men även forskare och universitetslärare som undervisar lärarstudenter, lärarstudenter som står i startgroparna för att skriva examensarbeten, samt aktiva lärare som vill få inblick i kollegors utmaningar och tillvägagångssätt när det gäller digitaliseringen och användningen av digitala verktyg i undervisningen.I rapporten vill vi dela med oss av relevanta sätt att studera och förstå hur lärare i grundskola och på gymnasiet kan undervisa med digitala verktyg, hur studenterna kan arbeta för att fånga detta, samt visa på resultat som framkommit ur examensarbetena. ER - TY - JOUR T1 - Samma konflikter men olika inramning: Kontroversiella frågor relaterade till Mellanösternkonflikterna i religionskunskap och samhällskunskap T2 - Nordidactica SN - 2000-9879 A1 - Flensner, Karin K PY - 2019 VL - 3 SP - 73 EP - 100 LA - swe PB - Karlstad : CSD Karlstad KW - religious education KW - social studies KW - controversial issues KW - conflicts classroom observation KW - educational science KW - subject-specific education AB - The conflicts in the Middle East are not confined to a geographical area but have both a global and a local dimension. International conflicts, crises and acts of terrorism have consequences in the classroom practice, partly because current events are part of the content in social studies subjects, but partly because an increasing number of pupils have personal experiences and/or personal views on different aspects of these conflicts, also in relation to nationalist, xenophobic, antisemitic and islamophobic discourses. The overall aim of this paper is to investigate and compare how the Middle Eastern conflicts and related topics are raised within Religious Education and Social Studies. Are there differences in content and ways of talking in Religious Education compared to Social Studies and, if so, how? What implications have different subject framings for discourses and perspectives and hence, what becomes possible to learn? The study is based on participatory classroom observations of Religious Education and Social Studies at Swedish upper secondary schools. Interviews with teachers and focus group interviews with pupils have been conducted. The analyses indicate that migration, terrorism, anti-semitism, and islamophobia were major themes raised in relation to the conflicts in both subjects. The experiences of pupils largely affected classroom discourse. However, there were differences between how the conflicts were framed and discussed. In Religious Education, it was more common for teachers to downplay conflict perspectives and emphasize empathy, similarities and existential features while in Social Studies there was greater focus on formal ways of dealing with conflicts in terms of regulations and institutions.   ER - TY - CONF T1 - Doktorsutbildning i didaktik med inriktning mot samhällskunskap - ett exempel. A1 - Florin Sädbom, Rebecka PY - 2013 LA - eng ER - TY - GEN T1 - Hur realiseras individualiseringsbegreppet i skolan inom SO-ämnet samhällskunskap?: en stiudie vid Björkskataskolans högstadium A1 - Lindström, Lisbeth PY - 1993 LA - swe KW - education ER - TY - CHAP T1 - Obučenie vzroslych demokratičeskoj graždanstvennosti: zadača graždanskogo obščestva? T2 - Graždanskoe obrazovanie i prosveščenie naselenija A1 - Åberg, Pelle A1 - Bron Jr, Michal A1 - Milana, Marcella PY - 2013 SP - 258 EP - 284 LA - rus PB - Sankt-Petersburg : Politehnika-servis KW - adult education KW - vuxenutbildning ER - TY - CONF T1 - Citizenship of / for Persons with Disabilities – Reflections on an Ambivalent Concept A1 - Waldschmidt, Anne A1 - Sépulchre, Marie PY - 2017 LA - eng ER - TY - CONF T1 - Didaktik in Practice; Searching for the What in the How A1 - Waagaard, Viktoria A1 - Nyström, Fredrika A1 - Johansson, Jonas PY - 2023 LA - eng KW - disciplinary literacy KW - thinking tools KW - multilingual civics classroom KW - ämnesliteracy KW - tankeredskap KW - språkligt heterogena klassrum i samhällskunskap AB - Symposium Proposal, NOFA9, May 9 - 11, 2023 Title: Didaktik in Practice; Searching for the What in the HowDiscussant: Jörgen Mattlar, Senior Lecturer, Uppsala University, Department of Education Participants: Jonas Johansson, Fil. lic, Fredrika Nyström, PhD Student, Viktoria Waagaard, PhD StudentUppsala University, Department of EducationDidaktik in practice; Searching for the what in the how Based on studies from three classroom practices, our symposium aims to discuss two central didactical questions in subject education, namely the content and the organization of teaching and learning: the what and the how.Our starting point is in the subjects Swedish, Spanish and Civics, with students aged 14-18. We discuss and problematize when the how is foregrounded and the what is elusive and undefined in literary history (Swe), spoken production and interaction (Spa) and disciplinary literacy (Civ).We want to shed light on the what in relation to the concept Bildung. “In the Didaktik tradition Bildung is what comes out of the unique meeting between students and contents” (Hopmann, 2007:118). This relates to Bildung as grasping the world, inside and outside of the classroom context. Is the content distinguishable in the teaching and learning activities? What happens with the what in subject education when the how is in focus?References  Hopmann, S. (2007). Restrained teaching: The common core of Didaktik. European educational research journal, 6(2), 109-124.  Individual abstracts:Scaffolding Language and Content Learning in a Multilingual Civics Classroom Viktoria WaagaardLiteracy development is fundamental to democracy. Explicit language learning is crucial, in parallel with subject and personal development (Garcia & Li Wei, 2018). A conscious focus on disciplinary literacy, lesson structure (Christie, 1997, 2002), first- and second-order concepts can make the what in teaching and learning visible and can scaffold students’ understanding of words, concepts, analysis and critical thinking (Sandahl, 2015).This project’s aim is to contribute with ways to widen and deepen discussions about making visible working with words, concepts and analysis. In order to strengthen multilingual and monolingual students’ literacy in civics, investigating words and concepts in classroom work and student texts could be one way.Analytic frameworks used are curriculum macro genres (Christie, 1997, 2002), expansions of words (Halliday, 2014), first- and second-order concepts of social science (Sandahl, 2015), analyzed in terms of structure elements and activity chains (Christie, 1997, 2002). First-order concepts are facts and words, often linked to specific working areas/themes. Second-order concepts are disciplinary tools that help to organize, analyze and critically review social science, although not linked to specific working areas/themes (Sandahl, 2015).In classroom observations and student texts, coherent units were mapped to examine the actual structure elements, activity chains and first- and second-order concepts. One finding is that content building is the most common structure element in the classroom work. Advantages of this method is that the material is authentic and the working methods are current. The criticism expressed concerns the difficulty in mapping observations and that first- and second-order concepts are often used overlapping (Sandahl, 2015).Focusing on lesson structure, combined with a focus on first- and second-order concepts could improve the work of developing and strengthening students’ disciplinary literacy. Literacy and understanding of the democratic society are closely related to equity as well as to the concept of Bildung.Keywords: disciplinary literacy, thinking tools, civicsReferencesChristie, F. (1997). Curriculum macrogenres as forms of initiation into a culture. I: Christie, Frances og Martin J. R. (eds.) (1997).Christie, F. (2002). Classroom Discourse Analysis. A Functional Perspective. New York: Continuum.García, O. & Li Wei (2018). Translanguaging. Flerspråkighet som resurs i lärandet. Stockholm: Natur & Kultur.Halliday, M.A.K. & Matthiessen, C. (2014). An Introduction to Functional Grammar. Ny upplaga 2014. London/New York: Routledge.Sandahl, J. (2015c). Medborgarbildning i gymnasiet. Ämneskunnande och medborgarbildning i gymnasieskolans samhälls- och historieundervisning. Stockholm: Stockholms universitet. Searching for content in teaching and learning speaking – studying Spanish as a modern language in lower secondary school.  Fredrika NyströmIn the foreign language classroom, the target language is both the means and the medium of instruction. The syllabus of modern languages stipulates the learning aim, the what, as on the one hand acquisition of linguistic and communicative skills, and on the other the content of communication, e.g. vocabulary around everyday activities. (Skolverket, 2021) In the present study, teachers and students were interviewed about their perceptions, beliefs and attitudes towards teaching and learning speaking. The aim is to investigate expectations and experiences about teaching and learning to speak Spanish in lower secondary school. Spoken skills in second and foreign languages are generally considered more difficult to teach, learn and assess than writing, listening and reading. (Goh & Burns, 2012; Thornbury, 2005) Through content analysis, the data was classified under the didactic questions who, what  and how (Jank & Meyer, 1997), in order to identify the essence of  each meaning unit. The qualitative analysis of both teacher and student interviews resulted in a wider range of categories under the didactic question how than what. When describing the classroom practices, the learning aim is mainly the linguistic content, typically verbal structures or gender of nouns, and not the spoken skill itself, including its relational, strategic and sociolinguistic competences. Neither is there a focus on the nature of spoken communication, e.g. to understand end express meaning, a result that brings a famous quote to mind: There is all the difference in the world between having something to say and having to say something. (Dewey, 1943/1990, p. 56)Keywords: modern languages, spoken interactionReferences  Dewey, J. (1943/1990). The school and society : and, The child and the curriculum. Chicago: Univ. of Chicago Press.Goh, C. C. M., & Burns, A. (2012). Teaching speaking : a holistic approach. New York: Cambridge University Press.Jank, W., & Meyer, H. (1997). Didaktikens centrala frågor. In M. Uljens (Ed.), Didaktik - teori, reflektion och praktik (pp. 47-71). Lund: Studentlitteratur.Skolverket. (2021). Kursplan i moderna språk för grundskolan Thornbury, S. (2005). How to teach speaking. Harlow: Longman. What happens with the what in teaching and learning literary history when there is a focus on the how? Jonas JohanssonPrevious studies in teaching and learning literature show that upper secondary school students have difficulties in understanding why they should learn literary history (Bergman, 2007; Olin-Scheller, 2006). In reply to that, Johansson (2022) explores what it is in the teaching and learning literary history that sparks students' interest, according to themselves. As an answer to what it is in the teaching and learning literary history that spark students' interest following content-related themes where found: intertextuality; comparisons between different periods; epochs, authors and works; and aesthetic elements. Johanssons' study also reveals other aspects important for sparking interest in literary history. These aspects emphasise the how rather than being an answer to the question of what. According to the students the teaching should be varied, have a clear structure, be inclusive and the teacher should also be engaged and passionate in teaching. However, these later aspects seem to apply regardless of the content of teaching (Havik & Westergård, 2020; Hirsh & Segolsson, 2020) and not specific to the teaching and learning literary history. It is against this background the presentation aims to discuss what happens with the what in teaching and learning literary history when there is a focus on the how. Using examples from classroom practice, the how and the what in teaching and learning literary history will be discussed av problematized in relation to the concept of Bildung. Bildung is after all “what comes out of the unique meeting between students and contents” (Hopmann, 2007:118).Keywords: literary didactics, literary history, teaching of literatureReferencesBergman, L. (2007). Gymnasieskolans svenskämnen: En studie av svenskundervisningen i fyra gymnasieklasser. [Doktorsavhandling, Lunds universitet]. http://mau.diva-portal.org/smash/get/diva2:1404464/FULLTEXT01.pdfHavik, T., & Westergård, E. (2020). Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement. Scandinavian Journal of Educational Research, 64(4), 488–507. https://doi.org/10.1080/00313831.2019.1577754Hopmann, S. (2007). Restrained teaching: The common core of Didaktik. European educational research journal, 6(2), 109-124.Johansson, J. E. (2022). Elevperspektiv på vad som väcker intresse för litteraturhistoria. Educare, (3), 98-129. Olin-Scheller, C. (2006). Mellan Dante och Big Brother: En studie om gymnasieelevers textvärldar. [Doktorsavhandling, Karlstad universitet]. http://kau.diva-portal.org/smash/get/diva2:6137/FULLTEXT01.pdf  ER - TY - CONF T1 - "Doing democracy": combining scientific and philosophical explorations in early childhood education. Paper presented at CICE: Children´s Identity & Citizenship in Europe Malmö University, School of Teacher Education 4th-5th October A1 - Lindahl, Ingrid PY - 2007 LA - eng ER - TY - CONF T1 - Teachers’ Voices about the ‘Attitudes and Values Aspect of Citizenship Education – Comparative Case Studies in England, Finland and Sweden A1 - Sandström Kjellin, Margareta A1 - Davies, Trevor A1 - Asunta, Tuula A1 - Stier, Jonas PY - 2008 LA - eng ER - TY - CONF T1 - A political science perspective on socialization research: young Nordic citizens in a comparative light A1 - Amnå, Erik A1 - Zetterberg, Pär PY - 2009 LA - eng KW - political socialisation KW - adolescence KW - comparative analysis KW - social capital KW - modernisation KW - civic norms KW - public institutions KW - youth research KW - ungdomsforskning KW - statskunskap AB - Political scientists characterize Scandinavian adults as politically active citizens in voting and party membership, and also in associational involvement. Scandinavians are said to be more politically motivated, have more political resources and have stronger participatory norms than others. Some scholars explain this in relation to a substantial amount of social capital. Others focus on the quality of political institutions, and strong civic education. Still others point at cultural factors, such as strong emancipative values resulting from socio-economic modernization.Remarkably, political scientists have made few theoretical contributions to comparative political socialization research. This chapter aims at filling this gap. By drawing on theories that are able to account for adults, four hypotheses are elaborated that might account for cross-national differences in attitudes towards civic engagement among youth; the civic hypothesis, the social capital hypothesis, the public-institutional hypothesis, and the modernization hypothesis. The explanatory power of each hypothesis is tested by reviewing political socialization research as well as analyses of the IEA civic education data on 14-year-olds in 24 European and North American countries. Somewhat surprisingly, Southern European youth, not Scandinavians, are found to demonstrate the widest range of expected participatory modes. Self-predictions of active involvement seem to be explained mainly by political resources and motivation (the civic hypothesis), as well as by school experiences (the public-institutional hypothesis). However, research on the same cohort some years later indicates that experiences from a multitude of socialization arenas in late adolescence and early adulthood partly alter the cross-country pattern. Adult Scandinavians are in a world-leading position in political action.Finally, in the light of recent Scandinavian “Democratic Audits’” claiming that mixed social, political and cultural conditions challenge Nordic stereotypes, the concept of the “Stand-by Citizen” is suggested to be useful in research on contemporary youth’s civic engagement, mainly due to its sensitivity towards not only manifest, but also latent dimensions of attitudes and behavior. ER - TY - JOUR T1 - Los comunes y lo común en las políticas educativas de equidad. Realidades y desafíos para una sociedad democrática T2 - I Problemi della Pedagogia SN - 0032-9347 A1 - Luzón, A A1 - Francia, Guadalupe PY - 2024 IS - 1 SP - 130 EP - 145 LA - spa KW - equity KW - global citizenship KW - educational policies KW - commons and commoning KW - equidad KW - ciudadanía global KW - políticas educativas KW - los comunes y lo común AB - Este artículo aborda y analiza desde una perspectiva teórica las políticas de equidad y ciudadanía global, considerando la equidad un principio democrático por excelencia y de justicia social. La Agenda 2030, promovida por la ONU, lo refleja como uno de los objetivos para un desarrollo sostenible. Así pues, se considera la equidad educativa como un bien común fundamental para el desarrollo de la ciudadanía sostenible a partir de una concepción de democracia global y de justicia tridimensional, según las aportaciones de la filósofa americana Nancy Fraser.No obstante, corresponde a los estados nacionales garantizar una educación equitativa de calidad para todos los ciudadanos, a pesar de su complejidad, las dificultades y desafíos que plantea, no sólo a nivel local, sino también a escala global.  Este reto supone considerar la equidad como eje que vertebra un conjunto sinergias y de políticas orientadas hacia la democratización y atención a la diversidad, partiendo de una concepción de lo común (vida en común) y los comunes (bienes comunes), que contempla la equidad educativa como un objetivo a desarrollar en el proceso de implementación de políticas orientadas tanto de los comunes, como de lo común.   ER - TY - THES T1 - Deliberativ undervisning – en empirisk studie A1 - Andersson, Klas PY - 2012 LA - swe PB - University of Gothenburg KW - deliberative teaching KW - knowledge KW - democratic citizenship KW - field experiment KW - upper secondary school KW - vocational program. AB - Since the early 2000s, the deliberative turn in democratic theory has influenced the debate on teaching. The proponents of deliberation in education have argued that deliberative teaching both enhances subject knowledge and democratic citizenship among students. In Sweden, both policymakers and scholars have argued for more deliberative teaching in the Swedish education system. However, there is little empirical support for the assumption that deliberative teaching enhances knowledge and democratic citizenship among students. The aim of the thesis is to empirically test this assumption. The study consists of four field experiments where deliberative teaching is carried out in a Swedish upper secondary school civic course, Samhällskunskap A. In the field experiments the theoretical ideal of deliberative teaching is put into practice. Field experiments are conducted in three different upper secondary school programs, one preparing for ensuing studies and two so-called vocational programs (one female-dominated and one male-dominated). The study also includes a field experiment in an adult education program. The four field experiments are carried out in the same way using two classes in the same school, one with deliberative and one with non-deliberative teaching. After the course the students’ knowledge and democratic values are compared. A total of 274 students and 9 teachers participated in the field experiments. The results can be summarized as follows: Deliberative teaching is sometimes more but never less productive compared to the alternative non-deliberative teaching. The results show that students in vocational programs in the upper secondary school seem to be the ones most favoured by deliberative teaching. Students in vocational programs that participated in deliberative teaching increased their knowledge, thoughtful opinions, political efficacy, readiness for political participation and conversation skills more than students that had non-deliberative teaching. No such effects are present among students in the program preparing for ensuing studies. The results show that there is potential in deliberative teaching but the results does not support the assumption made in the theoretical deliberative teaching literature assuming a general positive effect of deliberative teaching on knowledge and democratic values among all students. ER - TY - CONF T1 - Why Institutional Trust?: An Analysis of ICCS 2009 and 2016 data A1 - Sandberg, Mikael PY - 2018 LA - eng KW - civic knowledge KW - trust KW - institutional trust KW - democracy KW - adolescents KW - iccs AB - The scholarly debate on the crisis of democracy in terms of its decreasing legitimacy is now over 40 years old, if the 1975 report is considered its initiation (Crozier et al. 1975). As one landmark, Putnam’s study of social capital in Italy (1992) had immense influence on decades of studies of trust, confidence in institutions and their effects on the way democracy works. Aspects of the crisis of the “disaffected” democracies were studied with increasing use of large databases (Pharr and Putnam 2000; Inglehart 1997a; Inglehart and Welzel 2005a; Newton 2001; Newton and Norris 2000), in particular World Values Surveys. But correlations of attitudes and values could be interpreted in different ways.As trust is thus rooted in longer term distribution of scarce resources, democratization and civil society are interrelated in their development (Paxton 2002). Both benefit each other in their evolution. Democracy both involves the national institutions of competitive government and the conditions of participation (Dahl 1971b; Schumpeter 1942). Civil society and civic culture represents participation at grass-root level in associations of various kinds. To an extent, therefore, democracy and civil society conceptually overlap or come very close to one another in terms of content of social action. Generally, civil organizations endorse democracy and vice versa. Still, the determinants yet known to us cannot fully explain all variance at national level on the aggregates of trust in people, confidence in institutions and democratic values (Uslaner 2018).The relationship between democracy and civil society has normally been studied at national level, such as Paxton’s study, or at individual level in terms of democratic values, trust and membership status, such as in the World Values Studies (Inglehart 2010). However, as some of the international educational databases include variables on democratic values and knowledge, as well as interpersonal trust, institutional trust, participation in civic organization, we may now also investigate the mechanisms of early socialization and the role of schools in the generation or formation of values related to democracy, civic culture, interpersonal and institutional trust. The critical question of how grass-root civic culture emerges and interacts with national level democracy and democratization is thereby closer to its resolution. The recently more important factor of immigration can also be included in models at student level.Nations are of course not political-cultural blank slates as democratic values and civic and citizenship virtues are taught in schools. Instead, civic and citizenship education can be considered part of continuous nation-building projects and formation of political cultures. However, exactly what values, virtues and attitudes that contribute to what effects on democracy is a relation not yet understood in detail, and even less to at school level (see however Ainley et al. 2013; Rånge and Sandberg 2017b;Schulz et al. 2010; Skolverket 2012; Dahlin 2010; Isac et al. 2014; Lundahl et al. 2010; Quintelier and Hooghe 2013; Amnå et al. 2007; Almgren 2006). In this paper, therefore, we wish to add further to the understanding of the evolution of trust, political or institutional trust and their relation to democratic values at school level among 14-year olds, as consequences of both socialization and immigration. The purpose is to find the student, school and national factors behind support of democratic values given the unprecedented opportunity of data on all three levels. Can educational data help us determining the mechanism at individual and school levels behind the evolution of trust, institutional trust and democratic values? Here, we use the opportunity offered by the educational science dataset the International Civic and Citizenship Education Study (ICCS 2009 and 2016), combined with nation-level variables of political culture, equality and regime types. ER - TY - CONF T1 - Students’ reading strategies at upper secondary level for active citizenship T2 - Walking the Talk: Co-Constructing The Politics Of Meaning, Diversity & Learning A1 - Smithberger, Susanne A1 - Vigmo, Sylvi A1 - Bäcke, Maria PY - 2024 SP - 65 EP - 65 LA - eng AB - The curriculum for Swedish in upper secondary school mentions “reading strategies” only in relation to the production of text types to master, not in terms of reading comprehension, which traditionally has been viewed as irrelevant at this level. However, upper secondary teachers highlight the need for such strategies as the concepts of doing learning, and learning equity, affect students’ future opportunities in becoming citizens (Olson, Fejes, Dahlström, Nicoll, 2015). We argue that there is something fragile when a democracy relies on its citizens’ abilities to make well-founded decisions but fails to create a curriculum that supports active citizenship. Only students already proficient in advanced reading practices will succeed, as the upper secondary curriculum appears to rely on earlier education levels’ learning outcomes. The lack of progression in reading comprehension strategies suggests that reading skills are pushed to higher education levels. A survey on reading strategies at Swedish upper secondary level (Bäcke & Vigmo, forthcoming) generated 712 responses among 1,500 students. In addition, six follow-up focus group interviews showed that students develop reading strategies for active citizenship outside rather than inside school.  Reading comprehension and literacy are associated with power but also with independence and democracy. How do we address the lack of reading comprehension strategies if relevant learning outcomes are lacking in the curriculum? In this proposal, our aim is to make visible the relationship and interaction between the lack of reading comprehension training for upper secondary students and how to learn to think critically for active citizenship. ER - TY - CONF T1 - Inclusive Education in Europe: A practical Application of an ICF-CY-based Framework as a Tool for Inclusive Education Policies T2 - ECER 2011, Urban Education A1 - Maxwell, Gregor A1 - Koutsogeorgou, Eleni PY - 2011 LA - eng AB - Based on previous theoretical work which proposes the International Classification of Functioning, Disability and Health Children and Youth Version (the ICF-CY) (WHO, 2007) as a bridge to link social capital and inclusive education (Maxwell & Koutsogeorgou, in press 2011), this paper presents the findings from the practical application of the ICF-CY as a framework for building stronger and healthier societies by improving inclusion through social change. Policy reviews, reports and approaches to inclusive education demonstrate various differences between countries. The aim of this article is not only to provide an insight on the issue of inclusion in education from a sociological perspective, but also to identify the influence or connection of social capital with the decision-making and design of policies which ensure participation by creating inclusive education environments based on published resources for the following six European countries: Germany, Greece Romania, Spain, Sweden, and the United Kingdom.. This could be performed through an overview of the level of social capital – for each of the countries in question – in relation to an overview of the level of the quality of the inclusive education policies for children with disabilities within these countries. The level of quality was considered in terms of five core themes: availability, accessibility, affordability, accommodability, and acceptability (Maxwell & Granlund, in press 2011) based on the countries’ official documentation for inclusive education policies for children with disability. Are there any similar tendencies between the level of social capital and the level of quality of inclusive education policies in these European countries? Inclusion, social capital, and the ICF-CY framework as a tool for inclusive education policies Social capital - consisting of formal and informal social networks, trust and civic norms - is known to be a social determinant of health (CSDH, 2008). Similarly, it is known that inclusion - the integration, valuing and involvement of all in society - is a social determinant of health and also an outcome of social capital as a measure of social inclusion (CSDH, 2008). This paper takes this argument a step further by focusing on the correlation between social capital and inclusive education towards the further development of inclusive environments for children with disabilities within a European context. Social capital potential indicators are mapped to the ICF-CY, in combination with the use of the MAFES (Hollenweger, 2010) matrix as an instrument for analyzing the functioning of inclusive education policies and systems, as well as a tool for policy-planning and monitoring of issues of inclusive education environments in Europe. Method Social capital indicators: comparative analysis Social capital indicators have been identified for the six European countries using data from the European Social Survey (ESS) 2008 ed.3.0. Online Analysis provided by the official online source of the ESS, was used and appropriate weights were applied. The following list of variables/questions were identified as social capital indicators: Non-face-to-face communication: personal use of internet Personal use of internet, World Wide Web, e-mail Social trust Participation in politics (voter participation) Social inclusion: meeting socially Social support: having someone to discuss personal matters with Subjective well-being: feeling of safety in neighbourhood after dark Participation in public religious practices. Comparative analysis of these indicators between the six countries was performed, plus, the indicators were mapped to the ICF-CY (e.g. the indicator: Participation in politics can be mapped to the ICF-CY code: d950) interpreting each question’s meaning from a solely sociological perspective. The results of the mapping process of social capital indicators to ICF-CY can provide a guide for the practical measurement of the level of social capital by using the ICF-CY which could be potentially considered as a tool for policy-making in inclusive education settings. Expected Outcomes The preliminary phase of the comparative analysis included ESS data for Sweden and United Kingdom. From this phase, social capital appeared to operate in the intermediate level – between the micro and macro level. Although Sweden appeared as having overall higher rates on the selected social capital indicators compared to United Kingdom, none of the amount of differences of the response rates exceeded the 20 percent. Therefore, one could conclude that since no ample difference was observed on the rates of social capital indicators, then the two countries’ social capital levels were similar. However, previous studies have identified differences on aspects of social capital between European regions (Adam 2008; Knack & Keefer 1997), and accordingly differences are expected to emerge within the present study too since the comparative analysis has been based on data from countries of different European regions. Evident differences between Sweden and United Kingdom have been already identified on inclusive education policies on five core themes: availability, accessibility, affordability, accommodability, and acceptability (Maxwell & Granlund, in press 2011). Further analysis including other European countries will expand on these findings and allow comparison on the levels of social capital and inclusive education policies within these countries. References Adam F. Mapping social capital across Europe: findings, trends and methodological shortcomings of cross-national surveys. Social Science Information. June 1, 2008 2008;47(2):159-186. CSDH. (2008). Closing the gap in a generation : health equity through action on the social determinants of health : final report of the commission on social determinants of health. Geneva: World Health Organization. Hollenweger, J. (2010). MHADIE's matrix to analyse the functioning of education systems. [Article]. Disability & Rehabilitation, 32, S116-S124. Doi: 10.3109/09638288.2010.520809 Knack S, Keefer P. Does Social Capital Have An Economic Payoff? A Cross-Country Investigation*. Quarterly Journal of Economics. 1997;112(4):1251-1288. Maxwell, G., & Granlund, M. (in press 2011). How are conditions for participation expressed in education policy documents? A review of documents in Scotland and Sweden. European Journal of Special Needs Education. Maxwell, G., & Koutsogeorgou, E. (in press 2011). Inclusive education in Europe for children with disabilities: A conceptual ICF-CY-based framework as a tool for social-based inclusive education policies. American Journal of Physical Medicine & Rehabilitation. McGonigal, J., Doherty, R., Allan, J., Mills, S., Catts, R., Redford, M., et al. (2007). Social Capital, Social Inclusion and Changing School Contexts: A Scottish Perspective. British Journal of Educational Studies, 55(1), 77-94. WHO. (2007). International Classification of Functioning, Disability and Health – Version for Children & Youth (ICF-CY). Geneva: World Health Organization. ER - TY - JOUR T1 - Aiming for responsible and competent citizenship through teacher professional development on teaching socioscientific inquiry-based learning (SSIBL) T2 - Asia-Pacific Forum on Science Learning and Teaching SN - 1609-4913 A1 - Rundgren, Carl-Johan A1 - Chang Rundgren, Shu-Nu PY - 2018 VL - 2 IS - 19 EP - 2 LA - eng KW - teacher professional development KW - scientific literacy for responsible citizenship KW - primary science teacher KW - socioscientific inquiry based learning AB - In order to achieve the goal of scientific literacy for responsible citizenship, the importance of developing students' socioscientific inquiry-based learning (SSIBL) has been recognised by an EU FP7 project, PARRISE, including the essential notions of responsible research and innovation (RRI), and citizenship education (CE). The study aims to investigate pre-service primary science teachers' confidence in and need for further education on teaching SSIBL as well as their reflections -in and -on a three-step model SSIBL activity. Both quantitative and qualitative methods were applied in the study. Quantitative methods were applied to collect data from the 76 participating pre-service primary science teachers in Sweden; participants' confidence and need for SSIBL teaching was investigated via a Likert scale questionnaire. The qualitative descriptive analysis method was used to explore participants' reflection-on-action regarding the three-step SSIBL activity and the SSIBL framework. Thematic analyses were applied to analyse the participants' reflection-in-action concerning the design of the three-step SSIBL activity with three aspects of PCK. The results showed that the pre-service teachers had confidence in SSIBL, but still needed further education on SSIBL teaching. The outcomes of the study suggest that developing teachers' SSIBL teaching competence is important and needed from both of the researchers' points of view and the participating teachers' feedback. ER - TY - CHAP T1 - Mathematics for all, Economic Growth, and the Making of the Citizen-Worker T2 - A Political Sociology of Educational Knowledge A1 - Valero, Paola PY - 2017 SP - 117 EP - 132 LA - eng PB - London : Routledge KW - mathematics curriculum KW - subjectivation KW - governmentality KW - genealogy KW - inclusion KW - matematikämnets didaktik KW - mathematics education AB - Math is for all has become a common sense true statement in current educational discourses. A historicizing, rhizomatic analysis of the emergence of the statement during the 20 th century evidences how math for all operates the alchemy of school mathematics. As a discursive device the statement inscribes a scientific and technological norm of reason for the fabrication of contemporary notions of citizenship. Such a norm unfolds capitalist ideals for education through math curricula, in their association with technologies for the measurement of individual and national school (math) achievement. While appealing to a narrative of inclusion and salvation for all, the statement operates to exclude all those individuals and nations not geared for participation in a global, competitive economy. ER - TY - CONF T1 - Curriculum Making and Subject Traditions: Curriculum Reforms in Social Studies and Physics and the Concept of Knowledge T2 - Presented at ECER 2019 A1 - Dvorak, Dominik A1 - Wahlström, Ninni A1 - Vogt, Bettina A1 - Dempsey, Majella A1 - O'Neill, Natalie A1 - Pieters, Maarten A1 - Lingard, Robert A1 - Adolfsson, Carl-Henrik A1 - Nieveen, Nienke PY - 2019 LA - eng KW - curriculum KW - civics subject KW - standard based curriculum KW - competences KW - assessment KW - pedagogics and educational sciences KW - pedagogik och utbildningsvetenskap AB - In Sweden, a knowledge debate was initiated in the early 1990s through the official report School for Bildung (SOU 1992:94). The purpose of the report was two-fold: to widen the concept of knowledge from a one-sided cognitive meaning and to offer ‘new’ concepts of knowledge adapted to a performance model (Bernstein 2000) of school curriculum. Since this official investigation in the early 1990s, a new grading system and a standards-based and subject-based model of curriculum with prescribed ‘knowledge requirements’, have been implemented, but the knowledge base in the first part of the curriculum has remained the same. Two overarching issues are addressed in this paper: i) The transnational influence on educational knowledge concepts and ii) the transnational influence on curriculum structure resulting in standards-based curriculum. Both aspects are explored in relation to the implications for the subject of social science (civics). Thus, we especially examine what education is for (Biesta 2011) in social science, as it is expressed within the Swedish framework of curriculum. The purpose of this paper is to analyse the Swedish ‘hybrid’ curriculum, composed of a content- and subject based idea on the one hand and an idea of a result-focused, ability-centered curriculum on the other hand, in relation to social science. In the study, the following research questions, focused on curriculum making, are explored: How is knowledge in civics expressed in the Swedish curricula for compulsory and upper secondary school? What are the implications of transnational influences of the concepts of standards and competences for the subject of civics? Theoretical framework and method In the theoretical framework, we draw on Bernstein’s (2000) two pedagogical models, as well as his understanding of horizontal and vertical knowledge in order to relate the Swedish curricula Lgr 11 (compulsory school) and Lgy 11 (upper secondary school) to a theoretical model of curriculum. Following Deng & Luke (2008), we explore the character of the knowledge concept in the school subject of civics. The dominating knowledge discourse is related to a typology of civics (Barr; Barth & Shermis 1977; Englund 1997; Wahlström 2014). We specifically discuss the assessment practice and its consequences for how the knowledge in the subject is understood (Adolfsson 2018, Vogt 2017). In the analysis, we illustrate the subject tradition of social sciences in Sweden, as representative for the Nordic countries, as well as the subject’s current dilemmas in a standards-based curriculum. ER - TY - CONF T1 - Multilingual literacy and the strategic development goal for quality education A1 - Hult, Francis A1 - Glanz, Christine A1 - Hanemann, Ulrike PY - 2016 LA - eng AB - Today’s communities are characterized by migration, transnationalism, and participation in the global economy, and many also have long local histories of linguistic diversity. Empowering individuals in these contexts means fostering the ability to use and expand their existing linguistic repertoires so they can take advantage of the social and economic opportunities afforded by contemporary life. In this light, our aim is to consider how multilingual literacy relates to Sustainable Development Goal 4 (SDG4), Quality Education, which is to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”Specifically, we draw upon data from cases documented in the Effective Literacy and Numeracy Practices Database (LitBase),• a repository generated by the UNESCO Institute for Lifelong Learning that tracks effective adult literacy programs across the world. We examine programs aimed at multilingual literacy from different Member States such as Mexico, Pakistan, Senegal, South Africa, Sweden, Switzerland, and Uganda in order to consider how they align with particular SDG4 targets (e.g., vocational and employment skills; numeracy and literacy among youth and adults; and non-violence, global citizenship, and cultural diversity) and empirically grounded guiding principles for good quality literacy provision in multilingual contexts (Alidou & Glanz, 2015). ER - TY - CONF T1 - Digital science competence: secondary school students’ reasoning about filterbubbles and search engines T2 - Eridob22: 13th Conference of European Researchers in Didactics of Biology, University of Cyprus, Nicosia, Cyprus, August 29-September 2, 2022 A1 - Lodén, Anna A1 - Lönngren, Johanna A1 - Ottander, Christina PY - 2022 SP - 67 EP - 67 LA - eng PB - : University of Cyprus KW - digital competence KW - science education KW - search engine KW - selective exposure KW - datavetenskapernas didaktik KW - didactics of computer science AB - Secondary schools need to develop students’ digital competence. In Sweden this requirement is included in governing documents for school subjects such as civic and history. However, the governing documents for science education in Sweden lack these requirements. This study aims to explore students’ reasoning about digital information retrieval in biology education. The research question is: How do secondary school students’ reason about filter bubbles and their use of search engines when searching for scientific knowledge online? The study employs mixed methods, including (1) a questionnaire with open-ended and multiple-choice questions, (2) written reflections (3) focus group discussions. Altogether 68 students participated in the data collection. The data collection methods were informed by Ribble's framework for digital citizenship  and guided the abductive thematic data analysis. Theme 1: search results and science concepts. Students’ responses indicate a belief that search results are primarily influenced by the keywords used and the search history. Students argued that more serious, credible, and precise search results can be obtained if one uses correctly spelled keywords, appropriate science concepts and synonyms. Theme 2: filter bubbles and information overload. Students demonstrated a low level of awareness about how filter bubbles can influence search results and what consequences this may have for social life; rather than problematizing filter bubbles. These preliminary results indicate that the participating students demonstrate insufficient digital competence and under-developed online search practices when searching for biology-related knowledge online. More research is needed on how science teachers can help students develop the skills and attitudes they need to engage critically and constructively with the ever-increasing amount of science-related information online.        ER - TY - CONF T1 - Making Social Studies in Standards-Based Curricula T2 - Presented at ECER 2019 A1 - Wahlström, Ninni A1 - Vogt, Bettina A1 - Adolfsson, Carl-Henrik PY - 2019 LA - eng KW - curriculum KW - civics subject KW - standard based curriculum KW - competences KW - assessment KW - pedagogics and educational sciences KW - pedagogik och utbildningsvetenskap AB - In Sweden, a knowledge debate was initiated in the early 1990s through the official report School for Bildung (SOU 1992:94). The purpose of the report was two-fold: to widen the concept of knowledge from a one-sided cognitive meaning and to offer ‘new’ concepts of knowledge adapted to a performance model (Bernstein 2000) of school curriculum. Since this official investigation in the early 1990s, a new grading system and a standards-based and subject-based model of curriculum with prescribed ‘knowledge requirements’, have been implemented, but the knowledge base in the first part of the curriculum has remained the same. Two overarching issues are addressed in this paper: i) The transnational influence on educational knowledge concepts and ii) the transnational influence on curriculum structure resulting in standards-based curriculum. Both aspects are explored in relation to the implications for the subject of social science (civics). Thus, we especially examine what education is for (Biesta 2011) in social science, as it is expressed within the Swedish framework of curriculum. The purpose of this paper is to analyse the Swedish ‘hybrid’ curriculum, composed of a content- and subject based idea on the one hand and an idea of a result-focused, ability-centered curriculum on the other hand, in relation to social science. In the study, the following research questions, focused on curriculum making, are explored: How is knowledge in civics expressed in the Swedish curricula for compulsory and upper secondary school? What are the implications of transnational influences of the concepts of standards and competences for the subject of civics? Theoretical framework and method In the theoretical framework, we draw on Bernstein’s (2000) two pedagogical models, as well as his understanding of horizontal and vertical knowledge in order to relate the Swedish curricula Lgr 11 (compulsory school) and Lgy 11 (upper secondary school) to a theoretical model of curriculum. Following Deng & Luke (2008), we explore the character of the knowledge concept in the school subject of civics. The dominating knowledge discourse is related to a typology of civics (Barr; Barth & Shermis 1977; Englund 1997; Wahlström 2014). We specifically discuss the assessment practice and its consequences for how the knowledge in the subject is understood (Adolfsson 2018, Vogt 2017). In the analysis, we illustrate the subject tradition of social sciences in Sweden, as representative for the Nordic countries, as well as the subject’s current dilemmas in a standards-based curriculum. ER - TY - THES T1 - Societal Impacts of Modern Conscription: Human Capital, Social Capital and Criminal Behaviour A1 - Almén, Daniel PY - 2020 LA - eng PB - Department of Economics, Stockholm University KW - conscription KW - military KW - human capital KW - social capital KW - civic engagement KW - crime KW - criminal behaviour KW - labour market KW - election participation KW - nation-building KW - school for the nation KW - opportunity cost KW - welfare state AB - Opportunity Costs and Conscription: An Unintended Progressive Tax?Throughout history to present days, policymakers, social commentators and others have oftentimes viewed conscription as a natural extension of secondary education, and an important institution for vocational training. This paper uses Swedish administrative data and exploits a reform in 2004, implying a sudden downsizing of the military, to identify the causal effects of peacetime conscription on later labour market outcomes and education. I find that unemployment increased in the short run, and lasted up to four years after service. There are no significant overall effects on income or educational attainment. However, these average effects hide a large heterogeneity. High ability conscripts fall behind their counterparts who did not start military service, both in terms of income and employment. Furthermore, the results suggest that the effect is attributed to high ability conscripts assigned as privates. In contrast, no such evidence is found for conscripts assigned to officer training, despite the fact that all of them have a high ability, and a longer time in service. Plausibly, high ability conscripts have high opportunity costs of doing military service, and the civilian benefits from training as privates are too small to counteract these costs. The results highlight the importance of precise matching of aptitude to type of training or education, an insight that might be generalized to other contexts beyond conscription.Citizenship, Social Capital and the Role of Conscription: Evidence from SwedenMany scholars have argued that conscription has played an important role as a nation-builder throughout history. Today, advocates of conscription often put forward its potential to induce citizenship and civic engagement. This paper addresses this claim by studying the causal effects of military service on civic engagement by using Swedish administrative data on election participation, blood donation, and the payment of a mandatory, but highly evaded, fee to the public broadcasting service. I study two qualitatively very different conscription systems from two different eras in Sweden, yielding a high external validity. To study the effects of universal conscription (almost all healthy and fit men serve) during the early 1990s, I use an empirical strategy similar in spirit to work using randomly assigned judges as an instrument. To identify the effects of selective conscription (a small fraction of motivated and positively selected men serve), I exploit a reform in 2004, implying a sudden downsizing of the military. In contrast to the previous correlational literature, the results show small and insignificant point estimates for all outcomes in both populations studied. Hence, I find no evidence of any causal effects of military service on civic engagement in either a selective-, or in a universal conscription systemThe Effect of Military Conscription on the Formation of Criminal Behaviour: Evidence from a Natural ExperimentConscription has been suggested to be a policy-tool to break young men's anti-social life-trajectories. This paper uses Swedish administrative data and exploits a reform in 2004, implying a sudden downsizing of the military, to identify the causal effects of peacetime conscription on contemporaneous, short- and medium-term crime. I find no evidence of any effects on criminal activity while in service. However, the post-service results show crime increasing effects of military service at the intensive margin (number of convictions), but not at the extensive margin (probability of conviction). The overall crime increasing effect seems to be primarily driven by thefts. This study finds no support for increased overall violent behaviour or that the military context per se induces anti-social behaviour. Rather, some suggestive evidence for worsened labour market opportunities for some groups is documented as a plausible mechanism behind the crime increasing results. ER - TY - THES T1 - Making the Open Preschool: A Place for Language and Integration A1 - Campbell, Sarah PY - 2025 LA - eng PB - Acta Universitatis Upsaliensis KW - open preschool KW - swedish for immigrants KW - sfi KW - curriculum theory KW - critical care pedagogy KW - swedish language KW - multilingualism KW - parent education KW - immigrant parents KW - translanguaging KW - öppen förskola KW - öppna förskolan KW - svenska för invandrare KW - läroplansteori KW - kritisk pedagogik KW - omsorg KW - svenska KW - flerspråkighet KW - föräldrautbildning KW - utrikesfödda föräldrar KW - invandrarföräldrar KW - transspråkande KW - curriculum studies AB - Although it has been in existence since the early 1970s, the Swedish open preschool is significantly underrepresented in research. Described in law as a pedagogical group setting for children without a place in the regular preschool, and a place for social contact and community for their accompanying parents, the open preschool has since 2018 also been identified by the Swedish government as a setting for immigrant parents to learn language and civic orientation content. The primary aim of this thesis is to contribute with knowledge about conditions for adult immigrants’ learning in the open preschool,  an educational setting with an explicit child educational purpose.  Taking as its starting point the apparent contradiction inherent in adults being positioned as learners in such a setting, the thesis addresses questions from four research areas; didactic characteristics of the open preschool in the period 1972 – 2024; didactic characteristics of activities for immigrant families in the open preschool since 1972; contemporary accounts of educational activities with immigrant families in the open preschool; and discourses about language, immigration and integration as a factor in the organisation of educational activities in the open preschool.The main theoretical frameworks used come from Swedish didaktik and from Curriculum Theory, supported by discourse theory, and a critical care theoretical approach to education in migration and multilingual contexts. The empirical material analysed consists of 77 texts ‘for and about’ the open preschool, and 20 semi-structured interviews open preschool educators in five urban locations.  Discourse Trace Analysis and a content analysis method based on Curriculum Making Activity theory are used to address research areas one and two, examining whether there is historical precedent for the open preschool as a place for adult education, and specifically for education of adult immigrants.  To address research areas three and four, a critical care lens is applied to thematic and didactic content analyses of contemporary educator accounts of their didactic decision making in relation to learner, content and methods for educational work with foreign born parents. The thesis’ primary finding is that adult education has been a function of the open preschool’s practice since its inception, but that it has been discursively backgrounded in formal documents. Results show, however, that the adult pedagogical function has recently become foregrounded in government discourses, with Swedish and Civic Orientation in open preschool identified as prioritised tools in meeting the dual political goals of expediting labour market entry among foreign born mothers, and rates of preschool enrolment among their children.  Despite this marked discursive shift in the way that the open preschool is described at macro sites, the results further show that educators in the open preschool describe their practice as oriented primarily towards a parent support purpose. Adult visitors are understood first and foremost as parents, not learners, and teaching and learning takes place within the context of parent support. A critical care pedagogical approach appears to be instrumental in educators’ work to maintain parent support as the open preschool’s dominant function.  ER - TY - THES T1 - The problem-solving citizen A1 - Dahl, Jonas PY - 2014 LA - eng PB - Malmö högskola, Lärande och samhälle KW - mathematics education KW - problem solving KW - equity KW - upper secondary school KW - curriculum AB - The present thesis is made up by three articles and in all of these the mathematics curriculum for upper secondary school in Sweden is analysed. The main focus is the citizen and citizenship and the point of departure is problem solving as a competence. Besides an investigation of the connection between citizenship and the curricu- lum or the role the citizen have in the curriculum, questions about what tensions appear when problem solving is recontextualised in- to the curriculum are posed. Following an international trend in (mathematics) education, the mathematics curriculum in Sweden stresses demands made on the students and citizens instead of rights that the students or citizens have. Demands that everyone must become problem-solving citizens. By the use of Bernstein’s theories about the pedagogic device and his division of different knowledge forms into a vertical and a horizontal discourse, I inves- tigate possible effects of these demands. Despite intentions that all should be included, I show that there is a risk for exclusion instead. Bernstein suggested that school reproduces social inequity. In this thesis I discuss how this is done in the curriculum. My conclusion points at a risk of segregation and exclusion of lower socio- economic groups from influence, power and control. Furthermore, the reproduction of social inequity is build more solidly into the system with the new curriculum as although it is unclear whether the purpose of the changes to the curriculum was really to divide groups and exclude some from power. ER - TY - THES T1 - PISA i skolan: hur lärare, rektorer och skolchefer förhåller sig till internationella kunskapsmätningar A1 - Arnesson, Daniel PY - 2016 LA - swe PB - Umeå universitet KW - compulsory education KW - international large scale assessments (ilsa) KW - pisa KW - timss KW - pirls KW - iccs KW - oecd KW - iea KW - municipal school directors KW - principals KW - teachers KW - local reception KW - diffusion of innovations KW - policy enactment KW - grundskola KW - internationella kunskapsmätningar (ik) KW - kommunala skolchefer KW - rektorer KW - lärare KW - lokalt mottagande KW - rogers diffusionsteori AB - This thesis addresses the local reception and use in Sweden of the major international large scale assessments (ILSAs) of student performance: Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS) and International Civic and Citizenship Education Study (ICCS). The aim is to describe and analyze how Swedish teachers, principals and school directors interpret and possibly use ILSAs in their professional practice. ILSA is treated here as a new idea or a new social technology defining what constitutes good (or bad) education. The theoretical framework combines a top-down perspective provided by Rogers’ (2003) Diffusion of Innovation theory, and a complementary, more critical Policy Enactment approach (Ball et al. 2012), stressing the import-ance of context and local actors’ perspectives. Empirically, the thesis is based on 40 semi-structured interviews carried out in the 2011-2012 school year with teachers, principals and municipal school directors in five municipalities and 12 compulsory schools, selected to cover diverse municipalities, schools, and respondents.The respondents perceive ILSAs as valid evaluations of the Swedish school system. Most think it is important to compare results of different nations, although ILSA is not expected to cover the whole curriculum. Most interviewees are aware that Swedish ILSA results have been declining for years and perceive an urgent need to reverse this trend. However, few of the directors, principals or teachers believe that Swedish schools are in a deep crisis, as described in Swedish media. The participants frequently regard schools as primary determinants of ILSA results, and few blame family, socio-economic, cultural and contextual factors for the Swedish decline in ILSA rankings. There are significant differences between the three occupational groups in their reception and use of ILSA. Municipal school directors who are very well-informed emphasize the influence of ILSA on their local development efforts. Principals and teachers say that ILSAs have had modest direct effects on their work, but they argue that poor Swedish results in international assessments have had indirect effects, for instance by prompting the introduction of a new national curriculum. ER - TY - CONF T1 - The Minor Politics of Zine-Making as Archive/Repertoire: A Collaborative Autoethnography: Paper prepared for the Aesthetics and Politics Working Group, Annual Meeting of the Swedish Political Science Association, Linnaeus University, 1-2 October, 2025. T2 - Paper prepared for the Aesthetics and Politics Working Group, Annual Meeting of the Swedish Political Science Association, Linnaeus University, 1-2 October, 2025. A1 - Bucken-Knapp, Gregg A1 - Thammaboosadee, Rubkwan PY - 2025 LA - eng KW - civic engagement KW - informal publics KW - zine-making KW - arts-based research KW - thailand AB - This collaborative autoethnography explores how co-creating zines with 150 performing arts students in Bangkok extended and reactivated student performances while reshaping and expanding our own scholarly and artivist practices. Together with the students, we produced a bilingual zine anthology, The Small Voices That Resonate / เสียงเล็กๆที+ก้องกังวาน, which translated ephemeral artistic interventions on social and political issues into material artefacts for sharing, circulation, and re-performance. Historically used by marginalized communities to contest dominant narratives, zines here became civic gestures that called attention to issues of homelessness, labor, education, and disability and more in Thai society. Our collaborative autoethnography is informed by the lens of repertoire/archive tension and minor politics, highlighting how small-scale creative acts have the potential for performative resistance. Reflecting in a mix of dialogical formats, we explore how the process of both making and performing the zine as archive shaped its resonance and our roles as scholars. These reflections point to how artivist practice develops in the act of collaboration itself, where minor politics becomes not an abstract framework but a lived mode of creative resistance. ER - TY - THES T1 - Folkhemmets röst: radion som folkbildare 1925-1950 A1 - Nordberg, Karin PY - 1998 LA - swe PB - Symposion Brutus Östlings bokförlag KW - radio history KW - adult education KW - ”folkhem” [people’s home] KW - yngve hugo (1886-1969) KW - popular science lecture KW - radio talks KW - radio circle / listening group KW - university extension AB - The present thesis deals with radio and adult education. It shows how Swedish radio, in cooperation with the governing authorities, the academic and (primarily) radical elite, succeeded in popularizing the ideaof the folkhem and its ideology, with the ambition of both modernizing and democratizing the Swedish population en masse. These efforts stemmed from a variety of phenomena working in tandem, of which the adult education movement was the most energetic and active. A special ”lecture” department was created in 1931 with one of the foremost adult educators in the country, Yngve Hugo, as its first director. A vast reform programme for the benefit of the Swedish people was initiated with the help of radio; with that ”social engineering” entered the broadcasting studios. The instruments used in this task were seriesoflectures, ”radio-circles” and printed study material.This mission was supported by a unique paragraph in the charter between the government and Swedish radio (AB,Radiotjänst), stating that radio is required to promote adult education via uplifting entertainment, educational programmes and by establishing contact with the various eduational organizations. During the 30s and 40s radio became an educational institution like any other. Its ideology was based on central and national values, giving priority to ”highbrow” academic subjects and promotingwelfare and modernity. Local voices were at first silenced in favour ofthe ”finest” scholars and specialists.This was part of a public service ideology with a strong centralist view of education.The very signum ofthe lecture department during the 30s and 40s was ”university extension”. Scientific thinking and the idea ofthe ”active citizen” was promoted in the radio series created specially for thelistening circles. Despite democratic ambitions, propaganda efforts are evident. The strong influence exercised by educational institutions made the lecture genre very tenacious and a parade of professors, scientists and experts took possession of radio. Participation of working class people, women, and the young was found lacking, until reportage, interviews and direct contact with the audience challenged the one-way nature ofthe communication and made the medium more oral. Important factors in generating new forms were the mobile technology and some innovative individuals. ”Hometown reportage” and ”housewife programming” made it possible for ordinary people to enter the medium as participants.The ”radio circle” project was conducted until the end of 40s, when fading interest on behalf of the educational movement and a new perception of radio as a medium produced a new mentality, and anew, critical journalism was introduced to the medium. Journalists were eager to distance themselves from the idea of radio as a ”school” with an expressed pedagogical profile. This process was hastened by changes in the conditions for educational work brought on by the new government report on education in 1946 in tandem with the professionalization of radio journalists. Radio’s main educational task became to encompass the entire populace, not to satisfy special interest groups. To do so, radio needed to include more entertaining aspects in its educational efforts. The power of radio as popular educator lay in its potential for stimulating a thirst for knowledge and creating understanding and insight. Beside the neohumanistic and civic educational ideals, radio promoted new educational ideals of a social and psychological nature, with goals formulated by the individual her/himself. ER - TY - CONF T1 - Att tillvarata och utveckla tillgängliga språkliga resurser A1 - Torpsten, Ann-Christin PY - 2017 LA - swe KW - pedagogics and educational sciences KW - pedagogik och utbildningsvetenskap KW - special education KW - specialpedagogik AB - Syftet är att synliggöra och problematisera tillvaratagande av flerspråkiga elevers tillgängliga språkliga och kognitiva resurser i pedagogisk praktik. Jag undrar över lärares och elevers förhållningssätt, hur elevers tidigare kompetenser tas till vara och blir betydelsefulla i undervisningen.De pedagogiska kontexter som här studeras närmare är undervisning i samhällskunskap och matematik inom IMS (introduktionsprogram språk) på en gymnasieskola. Materialet omfattar intervjuer med elever och lärare i IMS-klasser. Samtliga elever inom IMS är i gymnasieåldern och räknas som nyanlända. De har olika skolbakgrund, talar olika språk, svenska på en ganska grundläggande nivå. De intervjuade IMS-lärarna har alla flerårig erfarenhet av att undervisa på introduktionsprogram på gymnasienivå.Etikprövning är genomförd och godkänd när det gäller intervjuer med IMS-elever och eleverna har skrivit under medgivandeblanketter. Alla deltagande lärare har muntligen lämnat medgivande. Det insamlade materialet har anonymiserats och redovisas konfidentiellt. På så vis följs VR:s (2002) forskningsetiska principer.För analys av förhållningssätt används Ryans m.fl (1988) två typer av underlag och tillvägagångssätt. Det handlar om analys av dokument och observationer för användning och behandling av språk samt analys av intervjuer. Resultatet från analysen speglas mot forskning om framgångsfaktorer för flerspråkiga elever.Forskning (Kramsch, 2008, 2009) visar att flerspråkiga talare inte håller sina språk åtskilda när de är verksamma i flerspråkiga och mångkulturella miljöer. Flerspråkiga individer har i stället en förmåga att välja språk, betecknad en symbolisk kompetens (a.a.). Kramsch (2008) talar om ekologisk strategi när det handlar om språkinlärning och språkundervisning. En ekologisk strategi grundas i mänsklig interaktion mellan medfödda egenskaper och miljöer som människor lever i och utveckling som sker i harmoni med miljön. Barn och unga utvecklar sina språkliga färdigheter både med hjälp av undervisning och när de umgås med kamrater som talar språket eller språken som ska utvecklas (Cummins, 2006; Cummins, 2007; Cummins & Schecter, 2003). Fyra faktorer betonas som grundläggande (Axelsson, 2013) när det handlar om flerspråkiga barns möjlighet att utveckla tänkande och lärande. Den ena faktor är en socialt och kulturellt stödjande miljö, en annan är språkutveckling i både modersmål och i det andra språket, en tredje är utvecklingen av skolämnen och den fjärde faktorn är kognitiv utveckling som är starkt kopplad till de tre andra faktorerna.Av intervjuerna framgår att lärarna i sin undervisning systematiskt försöker ta tillvara elevernas tidigare kunskaper och erfarenheter av undervisning. Det framgår att eleverna arbetar i språkgrupper för att lösa uppgifter och att de både gör individuella och gruppresentationer i klassen. Det framgår också att vårdnadshavare/föräldrar/godemän och boendepersonal är behjälpliga i skolarbetet.ReferenserAxelsson, M. (2013). Flerspråkighet och lärande. I Hyltenstam, Kenneth & Lindberg, Inger (red.) Svenska som andraspråk – i forskning, undervisning och samhälle. Lund: Studentlitteratur.Cummins, J. & Schecter, S. R. (2003). School Based language Policy in Cultural Diversity Contexts. In S. R. Schecter & J. Cummins (Eds.). Multilingual Education in Practice. Using diversity as a resource. Portsmouth: Heinemann.Cummins, J. (2006). Förord. I P. Gibbons. Stärk språket stärk lärandet. Stockholm: Fallgren & Hallgren.Cummins, J. (2007). Rethinking Monolingual Instructional Strategies in Multilingual Classrooms. Canadian Journal of Applied Linguistics, 10 (2), pp. 221–240.Denscombe, M. (2016). Forskningshandboken – för småskaliga forskningsprojekt inom samhällsvetenskaperna. Lund: Studentlitteratur.Garcia, O. (2009). Bilingual education in the 21st century: a global perspective. New Jersey, USA: Wiley-Blackwell.Kramsch, C. (2008). Ecological perspectives on foreign language education. Language Teaching. 41(3), 389–408.Kramsch, C. (2009). The Multilingual Subject. What language learners say about their experience and why it matters. Oxford: Oxford University Press.Ryan, E.B. Giles, H. & Sebastian, R.J. An integrative perspective for the study of attitudes toward language variation. I: Ryan, E.B. & Giles, H. Attitudes toward language variation . London: Arnold. 1–19.Svensson, Gudrun & Torpsten, Ann-Christin (2013). Makt och litteracitet. Modersmålslärare skriver om modersmålsundervisning. I: Skjelbred, Dagrun og Veum, Aslaug (red.):  2013: Literacy i læringskontekster. Oslo: CapplenDamm Akademisk. 166–176.Torpsten, A.-C. (2010). I hela Malmö stad är det bara en skola som erbjuder modersmålsundervisning inom skolans ram.(In all the city of Malmö only one school offers mother tongue instruction within the school.) Kalmar: Linneuniversitetet.Torpsten, A.-C. (2013). Second-Language Pupils tell about school Life. How Pupils relate to Instruction in a Multi-Lingual School. Citizenship, Social and Economics Education, (12)1, 37-47.Torpsten, A.-C. & Betzholtz. M. (2013). Preschool – a Diverse and Multilingual Arena. The International Journal of Education for Diversities. E-tidskrift 2013(2)1-21.Utbildningsdepartementet (2011). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. (Curriculum for primary schools, pre-school and after-school leisure program 2011.) Stockholm: Utbildningsdepartementet (Ministry of Education).Vetenskapsrådet (2002) Forskningsetiska principer inom humanistisk-samhällsvetenskaplig forskning. Stockholm: Vetenskapsrådet.Williams, C. (1996). Secondary education: teaching in the bilingual situation. In C. Williams, G. Lewis and C. Baker (Eds). The language policy: Taking stock. Llangefni (Wales): CAI. ER - TY - CONF T1 - Historical Consciousness and Democracy in Curricula: An international comparative study. T2 - HEIRNET 24, University of Stirling, 28-30 August, HEIRNET 2024 - History Education: Teacher of life, HEIRNET CONFERENCE ABSTRACTS A1 - Ammert, Niklas A1 - Sharp, Heather A1 - Alvén, Fredrik A1 - Boadu, Gideon A1 - Öztürk, Filiz A1 - Öztürk, Talip A1 - Moreno Vera, Juan Ramon A1 - Tai, Nimrod PY - 2024 LA - eng KW - history education KW - historia med didaktisk inriktning AB -  Today history teaching in democratic nations is often expected to develop students’ critical and multilayered thinking and commitment to democratic values and human rights; yet History teaching has also served as an instrument for undemocratic and nationalist ideas (Rüsen, 2004; Karlsson, 2017). While notions of democratic citizenship and associated values can be an aim of history teaching, the subject does not in and of itself guarantee that democracy will be taught—or learnt. There is a need to scientifically explore the interlink between historical consciousness and democratic consciousness from an international perspective in more depth. Democratic consciousness is here understood as ideas about democracy expressed through a complex set of historically loaded values, ideas, and practices expressed through language (Edling et. al. 2022), and analysed through a discourse-historical approach (Wodak, 2015).The aim of the panel presentation with accompanying discussion is to provide an overview as well as a deeper understanding of intersections of historical and democratic consciousness expressed in school curriculums (especially through official knowledge documents such as syllabuses) focusing on the subject History in a number of countries on four continents—selected for their diverse trajectories of democratic developments and political cultures.Drawing on comparative education (Kazamias 2009; Kallo 2012; Jokilaetal 2015), curriculum theory (Englund, 1989), and critical discourse analysis (Wodak, 2011) the content in the curriculum documents is approached as texts that are infused with historically tinted ideas that influence present and future orientations and actions. The mode of relating to temporality (that is, historical consciousness), and commitment to democracy as a complex set of historically loaded values, ideas, and practices (democratic consciousness) is explored in-depth, thus providing with a nuanced road-map of democratic ideas in history education as well as their directions for educational practice in a variety of countries. ER - TY - CONF T1 - Teaching and learning in Ethics at Intermediate Stage in Sweden T2 - Konferensbidrag. ECER 1 - 5 september 2014 i Porto. "The Past, Present and Future of Educational Research in Europe". A1 - Franck, Olof A1 - Osbeck, Christina PY - 2014 LA - eng KW - ethics education KW - ethical competence KW - text book analysis AB - Abstract Teaching and learning Ethics at intermediate stage in Sweden This paper reports findings from two research projects in Religious Education (RE), one ethnographic study in three Swedish school classes in grade six and one textbook study focussing on intermediate stage. Previous research indicates that ethics is one of the areas that attend least attention in RE. The reasons for this we do not know. The character of teaching, teaching tools and pupil responses in ethics at intermediate stage is almost not researched. This paper starts by discussing important ethical competences of tweens. The Swedish syllabus of RE is here related to other European syllabuses and to ethical perspectives and theories. On this base we report findings from the ethnographical study, and its questionnaire with one larger ethical task given to the pupils in the beginning of the academic year as well as in the end of the second term. Skills which seem to be present to lesser and larger degree are accounted. Perspectives that seem to be more present in the end of the academic year – which could have been developed during the academic year – are emphasised. In relation to these findings we pay attention to available and absent perspectives in some textbooks and some lessons in ethics. The paper is ended with an overarching discussion about to which degree the current perspectives of the pupils can be related to offered and absent perspectives of the textbooks and the lessons. What kind of offer of meaning, in the field of ethics, would the pupils need in order to develop such an ethical competence that the questionnaires indicate as present in a lesser degree? This question may also be seen as relevant to research concerning challenges related to an education for sustainable development. In the first project three Swedish school classes in grade 6 have been followed for one academic year, autumn 2011until spring 2012. The three classes have been located in different schools and housing areas and the focus of the observations has been “social studies” – a knowledge area which includes history, geography, civics, and religious education. The main interest, however, has been RE. Besides observations the field work has included interviews with teachers and pupils as well as collection of material used and produced in the classroom practices. The study has also included a sort of “pre test-post test design” where the same questionnaires focusing central themes in the curriculum of RE in Sweden have been used. The overarching aim of the project is to describe changes and developments in expressed perspectives of the pupils in relation to teaching and potential learning during lessons, i.e. collectively constructed meaning. In the second project, textbooks in RE for grades 4 – 6 and 7 – 9, respectively, is analyzed with a focus on how the wordings in the new curriculum, falling under the heads of core content and knowledge requirements, are treated and highlighted within relevant parts. Ethics in RE in Sweden includes teaching about ethical concepts and theoretically founded perspectives as well as specific questions concerning normative arguments and virtue ethical reasoning. The overarching aim of this project is to map some details and, perhaps, patterns regarding how ethical issues, anchored in the new curriculum and its syllabus for RE, are presented and elucidated in textbooks used within RE. Both projects may give important contributions to common research regarding ethics education for grades 4 – 6 in Swedish RE. The ethnographic study and the intertextual study both highlight important dimensions with possible relevance also in relation to a diskcussion concerning ethics education in general. ER - TY - CONF T1 - Influence and Participation of Young Adults who have an Intellectual Disability - in the Local Community’s Social Arenas and Democratic Processes- in the Local Community’s Social Arenas and Democratic Processes A1 - Rosendahl, Jenny PY - 2023 LA - eng KW - specialpedagogik KW - special education AB - To achieve citizenship, all citizens need to be able to make their voices heard. Policy and practice in the welfare society stress that all citizens should be included, but in reality, young adults who have intellectual disabilities (ID) are often excluded.The aim was to study how young adults who have ID acquired citizenship and how young adults who have ID experienced influence and participation in a municipality's leisure-, cultural-, and democratic activities.Theories: citizenship, participation, and situated learning.The study was conducted as participatory action research with seven co-researchers and staff from a Swedish municipality. The co-researchers were seven young adults who have ID. Five staff from the municipal organization constituted a project group. The co-researchers participated in two single interviews each, three focus group interviews, and three actions. The staff from the municipality took part in a focus group interview and a survey.The action Influence Café was organized as a meeting place on three occasions.To support dialogues with the co-researchers, the method of Talking Mats was used during the individual interviews, while photographs on an iPad were used during the focus group interviews.Results: young adults who have ID experienced exclusion in leisure, culture, and democratic activities and had difficulties gaining influence as citizens.The results indicate that a shift needs to take place, away from the lack of knowledge and abilities of young adults who have ID, towards the knowledge deficits and normative beliefs of those around them.A conclusion that can be drawn from the study is that empowerment and the ability to influence society can be created if young adults who have ID are made visible and begin to be seen as a resource, and thereby they can be allowed to take their place as citizens. ER - TY - CHAP T1 - CLIL Classroom Interaction Challenges: Translanguaging and Genre as Pedagogic Tools? T2 - Current issues in second/foreign language teaching and teacher development A1 - Sandberg, Ylva PY - 2015 SP - 212 EP - 227 LA - eng PB - Newcastle upon Tyne : Cambridge Scholars Publishing KW - educational linguistics KW - content and language integrated learning KW - genre KW - translanguaging KW - språkdidaktik KW - language education AB - This chapter focuses on teachers’ interaction challenges in the Content and Language Integrated Learning (CLIL) classroom, an area which has not been extensively researched. Six content teachers from three subject areas, mathematics, biology and civics, were interviewed about their experiences of teaching their subject through a foreign/second language. The study was two-pronged, first of all taking interest in dilemmas perceived by the teachers, and, secondly, focusing on practices and strategies developed by the teachers to meet perceived challenges. Informed by second language acquisition, CLIL, and teacher cognition research, an interview guide was created, and interviews were undertaken over a two-year period. The material was coded and analysed in several stages by means of qualitative content analysis. In the analysis, two themes related to teachers’ experiences of CLIL classroom interaction dilemmas emerged: linguistic unpredictability and socio-affective barrier. In the analysis of the strategies that the teachers developed to meet the challenges, two themes emerged: translanguaging and genre. The findings resonate with results from studies of similar kind. The results of the analyses of the interviews, and how these results could inform CLIL teacher education, are presented and discussed in the final sections of the chapter. ER - TY - CONF T1 - Didactic modelling for eco-reflexive Bildung A1 - Sjöström, Jesper PY - 2019 LA - eng KW - bildung KW - eco-reflexive bildung KW - klafki KW - global citizenship KW - världsmedborgare KW - didactic models KW - bildningsorienterad ämnesundervisning KW - hållbarhetsorienterad ämnesundervisning KW - bildung-oriented didaktik KW - bildningsorienterad didaktik KW - general subject-didaktik KW - allmän ämnesdidaktik AB - Bildung is the German and international term for an educational-philosophical key idea. In the German/Danish/Norweigan Didaktik-tradition the notion of Bildung is central. Especially Klafki (2000) has been central in consolidating this relationship. He identified two main orientations in the understanding of the concept of Bildung: material and formal Bildung. Furthermore, he also argued for a position mixing these two views and called it categorical Bildung. More recently, for example Kemp (2005) applied the thinking of Klafki on ideas about our latemodern society. Furthermore, he discussed views of the “world citizen”. In teaching practice Didaktik-models can be used both as tools for analysis and as tools in planning of teaching (e.g. Jank & Meyer, 2018). Klafki developed Didaktik-models for Bildung-oriented Didaktik. For the science subjects (especially chemistry) professor Ingo Eilks from University of Bremen with coworkers have formulated and empirically evaluated a framework for socio-critical and Bildung-oriented science teaching (e.g. Marks et al., 2014). I myself have together with especially Eilks further elaborated on the Bildung-concept in relation to the science subjects (e.g. Sjöström, 2013; Sjöström et al., 2017). Also, for chemistry, I together with professor Vicente Talanquer from University of Arizona recently discussed the consequences of sustainability ideas on chemical thinking and action (Sjöström & Talanquer, 2018). Such perspectives – about the curriculum subjects’ relationship to sustainability issues, democracy, citizenship, action etc. – is relevant beyond chemistry and science education (Sjöström, 2018). In this paper I will take my thinking and writing about Bildung-oriented science education as a point of departure and suggest core ideas that are common for most curriculum subjects. Such ideas can inform our understanding of Bildung-oriented general subject-Didaktik. The latter can be seen as the meeting point between different research areas of subject-Didaktik (Sjöström, 2017; 2018). When Didaktik-models are formulated, used and/or developed it is called didactic modelling. In this paper focus is on Didaktik-models and didactic modelling in support of the development of categorical Bildung-perspectives in curriculum subjects and – as a consequence – the development of eco-reflexive Bildung for citizenship (Sjöström et al., 2016). Implications for research in subject-Didaktik will also be discussed. ER - TY - CONF T1 - Bildung-perspectives in curriculum subjects A1 - Sjöström, Jesper PY - 2019 LA - eng KW - bildung KW - klafki KW - global citizenship KW - världsmedborgare KW - bildningsorienterad ämnesundervisning KW - hållbarhetsorienterad ämnesundervisning AB - Bildung is the German and international term for an educational-philosophical key idea (e.g. Horlacher, 2016). In the German/Danish/Norweigan Didaktik-tradition the notion of Bildung is central. Especially Klafki (2000) has been central in consolidating this relationship. He identified two main orientations in the understanding of the concept of Bildung: material and formal Bildung, respectively. Furthermore, he also argued for a position mixing these two views and called it categorical Bildung. More recently, for example Kemp (2005) applied the thinking of Klafki on ideas about our latemodern society. Furthermore, he discussed views of the “world citizen”. In teaching practice Didaktik-models can be used both as tools for analysis and as tools in planning of teaching (e.g. Jank & Meyer, 2003). Klafki developed Didaktik-models for Bildung-oriented Didaktik. For the science subjects (especially chemistry) professor Ingo Eilks from University of Bremen with coworkers have formulated and empirically evaluated a framework for socio-critical and Bildung-oriented science teaching (e.g. Marks et al., 2014). I myself have together with especially Eilks further elaborated on the Bildung-concept in relation to the science subjects (e.g. Sjöström, 2013; Sjöström et al., 2017). Much of this thinking – about the curriculum subjects’ relationship to sustainability issues, democracy, citizenship etc. – is relevant beyond science education (Sjöström, 2018). In this paper I will take my thinking and writing about Bildung-oriented science education as a point of departure and suggest core ideas that are common for several curriculum subjects. By making such a pendulum – from the general ideas by Klafki and Kemp, to discussing and empirically evaluating its implications on a specific curriculum subject (area), and then back to elaborating on the general views of it – I think it is possible to more in detail understand and problematize Bildung-perspectives in different curriculum subjects. It can also contribute to the discussion about the educated citizen in our latemodern knowledge and risk society. ER - TY - CONF T1 - First Teacher Assignments in the light of Responsibility and Accountability A1 - Urbas, Anders A1 - Nehez, Jaana A1 - Svensson, Petra PY - 2023 LA - eng KW - environment KW - politics KW - teachers KW - science education KW - responsibility AB - There is increasing attention to the role of education in teaching environmental issues such as climate change (Teach the Future, n.d.). Whilst environmental issues are science-dependent, science is not sufficient to respond to today’s environmental challenges. Yet internationally, science and geography are those subjects most likely to include environmental content (UNESCO, 2021). In England, students can expect to learn about environmental challenges including climate change, biodiversity and pollution during their compulsory science education (DfE, 2013). These topics are often controversial, rife with moral tensions (Zeidler, Herman, & Sadler, 2019), and characterised by both descriptive facts and normative values. The values often deal with solutions to the problems, what kind of actions can be taken on an individual or societal level and even what kind of society is preferred. This makes the issues both scientific and political. Yet little is known about how politics enters the science classroom. In this study, we aim to understand how environmental politics enters the classroom, and how science teachers address different approaches to political participation with their students.In order to develop democratic environmental governance, there is a need for representation of different groups of people, opportunities for participation and for spaces for deliberation (Lidskog & Elander, 2007), i.e. for politics. Schools are potential sites for participation and deliberation and for learning democracy (Biesta & Lawy, 2006). Politics can be defined in different ways, from a narrow focus on electoral processes to broader conceptualisations which include different ways of making decisions and shaping power relations. In this study, we are concerned with power and social change (Dahl & Stinebrickner, 2003) i.e. “the capacity for agency and deliberation in situations of genuine collective or social choice” (Hay, 2007, p. 77) through science education. This definition of politics goes beyond electoral and party politics and includes activities outside formal political institutions. This is in accordance with Heywood (1999)’s characterisation of politics as an a social activity that arises out of interaction between or among people, which develops out of diversity (the existence of different interests, wants, needs and goals), and which relates to collective decisions which are regarded as binding upon a group of people. Carter (2018) identifies the environment as a policy problem for several reasons, including that the environment can be considered a public good, with complex and interdependent relationships between people and ecosystems acting across national borders with consequences felt into the future.This characterisation of politics is relevant to the study context as education is a social activity which brings together people with different views, interests and goals in relation to the environment, and it is a context in which collective decisions can be made, for example, about how the school function, what is taught (and how), and what actions or outcomes are desirable as a result of education. Not all of these actions and outcomes can be considered political and we see politics as related to societal engagement and political participation more broadly. Ekman and Amnå (2012) have developed a typology of different forms of participation in society. They distinguish between (a) non-participation (disengagement); (b) civic participation (latent political), whether social involvement or civic engagement; and (c) political participation (manifest political), which can be formal political participation or activism. Each of these three types of participation are further classified in terms of individual and collective forms. In this study, we use Ekman and Amnå’s (2012) typology to understand the ways in which teachers address the political dimensions of the environment in school science. The research question we set out to explore in the study is: how do science teachers address political participation in science education?Methodology, Methods, Research Instruments or Sources UsedAn exploratory qualitative approach was used to understand science teachers’ perceptions and approaches to environmental politics. We focused on science teachers with responsibility for teaching students aged 11-16 in England because we were interested in what students experience during their compulsory secondary science education, where the curriculum demands that they learn about ecosystems and the environment. A deductive approach to instrument design was used, drawing on Ekman and Amnå’s (2012) typology of latent and manifest political participation and non-participation (see Table 1 above) in the design of the interview guide and in the analysis of data to understand the ways in which politics enters the science classroom. Given the potentially sensitive nature of some of the questions, we used one-to-one interviews, conducted online to increase the geographical reach, and minimise the need for travel.  The interview guide contained open-ended questions on science teachers’ perspectives on and experiences of teaching environmental politics in science education.  We deliberately did not ask about educational policy; only about teachers’ own experiences, practices, personal perspectives and barriers they encountered.  Participants were provided with an infographic using examples from Ekman and Amnå’s (2012) typology and asked to mark ways of participating in society which they had:planned and taught (green); mentioned in passing or in response to a question from a student (orange); and, never addressed (red).  The interview focused on reasons for these decisions.  Interviews were conducted by three members of the research team and took place in January - June 2022. Each lasted approximately 1 hour. Interviews with 11 teachers were recorded and transcribed and interpretive phenomenological analysis (IPA) (Smith, 2004) used to analyse the data.  This approach aims not at generalisation but rather to understand how individuals make sense of their own experiences (Guihen, 2019), namely, how politics enters the science classroom.  IPA is typically used to generate meaningful insights from a small dataset, often in psychology and health sciences.  It is appropriate here because it provides a way to understand how participants make sense of their social world, it allows for diversity of perceptions rather than looking for a single objective truth and it allows researchers to interpret these experiences and understand the perspective of an insider and then interpret what it means for them to have this perspective (Reid, Flowers, & Larkin, 2005). An iterative approach to data analysis was used, with reflexive discussions between each stage of analysis.   Conclusions, Expected Outcomes or FindingsTeachers participating in this study saw a place for politics in science education.  However, it  was described as almost absent in lessons. Teachers were more likely to discuss individual, legal, forms of participation, focusing on civil (latent political) actions rather than collective, manifest forms of participating. Even when politics enters the classroom, it tends to be students rather than teachers who introduce the topic, unless there are links to the curriculum or other legal and political frameworks. Policy (national and school) and colleague and student perceptions prevented teachers from planning to discuss manifest forms of political participation with students.  Politics (especially collective aspects) are experienced as off-limits to teachers in the study. This post-political logic distances people (here, young people but also teachers) from involvement in decision-making and reduces their capacity to be involved in environmental decision-making now and in the future.  These absences, we argue, contribute to a broader societal trend which closes off spaces to discuss and celebrate disagreement (Blühdorn & Deflorian, 2021), and which diminish the potential for young people to learn democracy. In order to develop democratic governance of environmental issues, there is a need for representation, opportunities for participation and for spaces for deliberation (Liskog & Elander, 2007).  Schools are in many ways ideal sites to encourage political participation as they are shared spaces of learning - both about forms of participation but also how to participate and to deliberate across disagreement, or as one of the teachers in this study put it ‘we need to teach them how to use their voice properly and how to be heard’. This requires those who are in positions where they can act to listen to these voices and engage in deliberation and bring politics - as the capacity to deliberate and make collective decisions - into the science classroom. ER - TY - RPRT T1 - Vad man kan - Vad man borde kunna som lärare i samhällskunskap A1 - Eklundh, Peter PY - 1984 LA - swe PB - Lunds universitet ; Lärarhögskolan i Malmö AB - Rapporten är en sammanfattning av en pilotundersökning av inställningen till ämnesteoretiska studier i samhällskunskap hos färdiga lärare. Utvärderingen har utförts som en enkätundersökning med praktiskt verksamma lärare som utbildats vid Lunds universitet i samhällskunskap enligt 1969 års studieordning. ER - TY - THES T1 - Nyktra svenskar: Godtemplarrörelsen och den nationella identiteten 1879–1918 A1 - Edquist, Samuel PY - 2001 LA - swe PB - Acta Universitatis Upsaliensis KW - nationalism KW - national identity KW - temperance movement KW - iogt KW - sgu KW - good templars KW - popular movements KW - hegemony KW - antonio gramsci KW - folklore KW - popular education KW - history of historiography KW - sweden 1879–1918 KW - history subjects AB - The aim of this study is the spread of nationalist ideology in the Good Templar movement – one of the largest mass organisations in Sweden in the decades preceding the introduction of universal suffrage following World War One. This temperance organisation had many significant ideological functions. It was an important arena of integration for Liberal and Social Democrat politicians, a pioneer of popular education, and a significant organiser of leisure activities. It is argued that the nationalist ideology in the Good Templar movement was particularly important in reproducing a bourgeois hegemony in Sweden. In opposing the nationalism of the conservatives, liberals and most socialists advocated a national ideology for a new and democratic Sweden. They idealised the ‘people’ of the popular movements in political issues, in the writing of history, and with the spread of folklore. At the same time, this ideology integrated workers, small farmers, schoolteachers etc. into a homogeneous group – the ‘people’, i.e. the nucleus of the nation. Much of this nationalism was considered to be politically neutral, and part of a cultural heritage that was supposed to be spread to the population. Through the consistent singing of the national anthem at the end of the temperance meeting, and through the ritual flying of the flag at larger gatherings, a general national ideology was disseminated. This nationalism was largely shared by socialists and non-socialists, with the purpose of creating consent to the parliamentary, bourgeois-democratic state. The nationalism of the Good Templars was largely cultural rather than civic. Especially after 1900, the folkloristic element of the movement was substantial. In many ways the temperance movement was the principal agent in making folk dances, folk games, and ritual meetings in the outdoors typical elements of Swedish nationalism. ER - TY - GEN T1 - Ethical events in the internationalising university: Engaging, learning, and knowing in spaces of otherwise A1 - Holmes, Luke LA - eng KW - ethical events KW - spaces of otherwise KW - internationalisation KW - higher education KW - linguistic ethnography. KW - tvåspråkighet KW - bilingualism AB - This linguistic ethnography aims to emphasise questions of ethics and multilingualism that arise as students and teachers work at engaging, learning, and knowing across social and linguistic difference in Swedish university life. Conceptualised as ‘Spaces of Otherwise’, that is – spaces of ‘curiosity and risk, potentiality and exhaustion’ (Povinelli, 2012: 454), the paper engages in markedly diverse social sciences classrooms in which teachers and international postgraduate students struggle to foster improved sociality, mutual responsibility, and academic practice. Faced with discursive obstacles relating to late liberalism i.e., the neoliberal governance of the (higher education) market and the multicultural governance of difference (see Povinelli, 2012), the students are shown to put into question and transcend the erasure of difference through acts of linguistic citizenship (Stroud, 2001, 2015, 2018). The paper is developed through an ethnographic consideration of ‘ethical events’, defined as interactions involving that which is not known, normative, or ordinarily visible, but for which all involved are called upon to take responsibility. The ethnographic fieldwork combined audio-recorded observations, interviews, photos, and fieldnotes, and was conducted over four months and across sites in and around the university. Its analysis reveals how late liberal norms circulating in and around the academy were disrupted and transcended with interdiscursive performances in classroom genres that developed over time and worked to shape new and unpredictable social relations. The study concludes by arguing that for the democratic and ethical ideals of internationalisation to be more easily realised, the burden of responsibility for overcoming and revealing the limits of late liberal values should not fall only on the shoulders of international staff and students. Instead, those involved in sectoral, national, and institutional language policy and planning should respond more seriously to the generative values of solidarity, collaboration, and dialogue across difference so forcefully demonstrated by the students and teachers of this study. ER - TY - JOUR T1 - Uppfinningen av ett skolämne:: Ett historiesociologiskt perspektiv på samhällskunskapsämnets logik T2 - Nordidactica SN - 2000-9879 A1 - Persson, Magnus PY - 2018 VL - 4 SP - 160 EP - 183 LA - swe PB - Karlstad : Karlstad university KW - social studies KW - historical sociology KW - social field KW - institutionalized unpredictability KW - content elasticity KW - sociologi med utbildningsvetenskaplig inriktning KW - sociology education AB - From being a part of the history subject, social studies was established as an independent school-subject in Sweden during the first decades of the postwar era. By using a historical sociology analysis this article argue that the specific social and moral setting that dominated how the educational system were organized after WWII, formed durable and still present logics of the definition of subject-content, the societal function of the subject and the means of knowledge (re)production related to the subject. Social studies developed a normative content taught with progressive methods in close relation to state-ideological ideas of citizenship and democracy rather than academic production of knowledge. This developed a school-subject based on institutionalized unpredictability, a content with high elasticity and with weak links to knowledge (re)production system most often carried out by the academic system. ER - TY - CONF T1 - Higher Education – Lower Devastation. Corporate University As A Spectacular Charade A1 - Zawadzki, Michał A1 - Sułkowski, Łukasz PY - 2015 LA - eng AB - The ability of a university to educate students to be responsible and informed citizens in the future has been undercut by the market-inspired, neoliberal attempts to commercialize universities and to turn them into suppliers of proprietary knowledge. The paper focuses on a critique of the ongoing erosion of an important cultural function performed until very recently by the Western universities, which is democratization of social life through development of critical thinking, imagination, and through cultivation of social and humanistic sensibility. We attempt to diagnose the causes of erosion, the consequences of it and to design a possible future social function of a contemporary university as a counterbalancing agency and a testing ground for civic training. The paper opposes a commonly accepted belief that the university should be changed through the corporate market model and presents theoretical research with references to empirical data gathered by other authors. ER - TY - CONF T1 - Teachers’ Development of School Science Practices through the Incorporation of Socioscientific Issues A1 - Bossér, Ulrika PY - 2023 LA - eng KW - science teaching KW - teacher professional development KW - science education KW - naturvetenskap med utbildningsvetenskaplig inriktning AB - In contemporary societies citizens are increasingly confronted with pressing societal issues with connections to science, termed socioscientific issues, SSI (Ratcliffe & Grace, 2003). It is therefore argued that an important aim of science education is that all students acquire knowledge, skills and intellectual attitudes useful for dealing with SSI that they may encounter in daily life and for engaging in civic reasoning and discourse about such issues (OECD, 2018; Lee, White & Dong, 2021). This broad objective for science education is often referred to as scientific literacy (Roberts & Bybee, 2014). To foster students’ scientific literacy, it has been suggested that SSI be incorporated into science curricula, providing opportunities for students to explore both knowledge and values at stake in the context of current issues, by means of student-centred classroom practices involving discourse-based activities (Zeidler, 2014). However, the incorporation of SSI as contexts for teaching studying and learning may require a transformation of prevailing approaches to science teaching, typically characterized by transmissive pedagogy and a focus on students’ learning of content knowledge and training of practical skills (Lundqvist & Sund, 2018; Lyons, 2006), placing new demands on teachers and students. Teachers may have to expand their traditional role as conveyors of scientific knowledge, while students will have to learn to deal with the insecurity associated with value-laden issues that lack a single clear-cut answer. Despite calls for fostering students’ scientific literacy to deal with SSI, the products and methods of science is also still foregrounded in contemporary science curricula in many countries as well as in international standardized assessments (Marty et al., 2018; Roberts & Bybee, 2014). For teachers who aspire to incorporate SSI into their teaching, the process will thus be conditioned by their professional skills, traditions, national curricula, and diverse expectations.Although there is an increasing interest in teachers’ professional development associated with incorporating SSI into science teaching, research in the field is still scarce. There is thus a need for more research that focuses on teachers’ considerations, decisions, and actions in relation to the incorporation of SSI to provide in-depth understanding of how teaching can be developed to foster students’ scientific literacy and how teachers can be supported in this process (Chen & Xiao, 2021; Friedrichsen et al., 2020).This study explores the process by which two science teachers incorporate SSI into their teaching for the promotion of students’ scientific literacy, to identify how the teachers negotiate, reconsider, and develop teaching practices within the prevailing conditions. Through the framework of didactics, that enables reflection on educational questions concerning purpose, objective, content, and methods (Hudson, 2002), the study aims at providing knowledge about how teaching can be developed to incorporate SSI and the conditions for this development. Didactics understands teaching as framed by societal goals, the curriculum, teaching traditions, and teachers’ and students’ knowledge and intentions. In this respect, it contains a critical element which implies “reflection on relations between school and instruction on the one hand (their goals, contents, forms of organization and methods) and social conditions and processes on the other” (Klafki, 1995, p. 14).In the analysis of teaching, the relations between teacher, student(s) and subject matter are essential to consider, as is also the context of the school and the wider society within which the situation is situated (Hudson & Meyer, 2011). Using these relations as a starting point, the study seeks to answer the following research questions:What dimensions of teaching-studying-learning situations do the teachers strive to develop?What conditions facilitate or impede this development?Methodology, Methods, Research Instruments or Sources UsedThe setting of this study was the subject “Science Studies” in the Swedish upper secondary school. Science Studies is compulsory for students who do not specialize in science or technology. The subject covers aspects of sustainable development, human sexuality and relationships, individual health and lifestyle, and biotechnology and its implications. Some of its aims are that the students “develop an understanding of how scientific knowledge can be used in both professional life and everyday situations”, and that students are enabled “to make personal choices and form their views”. By taking part in discussions on societal issues, students should get opportunities to develop their science knowledge “to be able to meet, understand and influence their own contemporary conditions” (Skolverket, 2011, p. 1).The study involved two science teachers that were interested in incorporating SSI into teaching for the promotion of students’ scientific literacy. They participated in an action research project in collaboration with an educational researcher, who acted as a critical friend throughout the project. The research process involved cycles of planning, acting, observing and reflecting to evaluate the effects of action (Cohen et al., 2018). The teachers made an initial overall plan for four teaching units that were to be implemented and evaluated over the course of a school year. Each unit corresponded to a cycle in the action research process. Throughout the project, the teachers regularly observed each other’s lessons. They made field-notes during observations and wrote records of lessons they taught themselves, comprising notes about actions, observations, interpretations, feelings, and evaluations, as recommended by Kemmis et al. (2014). This documentation formed the basis for collaborative inquiry and reflection during regular meetings between the teachers and the researcher. During these meetings, the teachers reconsidered decisions and teaching strategies and readjusted their planning. The teachers were invited to participate in accordance with Swedish ethical guidelines for social science research (Swedish Research Council, 2017).  The teachers’ written records of lessons, their field-notes of observations, and transcripts of recorded meetings between the teachers and the researcher were analysed. Based on the framework of didactics, initial codes were generated by identifying segments of data that concerned relations between teacher, student(s), and subject matter, as well as conditions for teaching studying and learning that were addressed by the teachers. Subsequently, commonalities or distinguishing features between initial codes were explored inductively to construct final themes (Robson, 2016).Conclusions, Expected Outcomes or FindingsFrom the teachers’ reflections, it could be concluded that subject matter relevant to the negotiation of SSI should be introduced on a need-to-know basis in relation to students’ interest and questions, rather than completely determined beforehand. Scientific products in terms of core scientific facts and principles, as well as knowledge and skills regarding scientific processes were introduced and dealt with in teaching, alongside generic skills such as critical thinking and evidence-based argumentation. They strove to facilitate and make arrangements for students’ studying and engagement with SSI by developing strategies to support students’ ability to ask questions and explore diverse perspectives on issues. At the same time, the teachers developed strategies to support students’ understanding of core scientific facts and principles and their ability to apply scientific knowledge in the exploration of SSI. Throughout this process, their collaborative inquiry and reflection facilitated transformation of practices.As regard teacher-student relationships, the teachers struggled throughout the project to support students’ independence and confidence in their own abilities, to facilitate their adaption to new demands and expectations. Students’ previous school science experiences, that promoted students’ reproduction of knowledge, seemed to impede the development of new teaching-studying-learning practices. Another impediment was a perceived lack of consensus among the teachers of the school regarding the value of supporting students' exploration of issues and not just their products and achievements.In the presentation, the results will be discussed in relation to teachers' professional skills, teaching traditions and national curricula.ReferencesCohen, L., Manion, L., & Morrison, K. (2018). Research methods in education. Abingdon: Routledge.Friedrichsen, P. J., Ke, L., Sadler, T. D., & Zangori, L. (2021). Enacting co-designed socio-scientific issues-based curriculum units: a case of secondary science teacher learning. Journal of Science Teacher Education, 32(1), 85-106.Hudson, B. (2002). Holding complexity and searching for meaning: teaching as reflective practice. Journal of Curriculum Studies, 34(1), 43-57.Hudson, B., & Meyer, M. A. (2011). Introduction: Finding common ground beyond fragmentation. In B. Hudson & M. A. Meyer (Eds.), Beyond Fragmentation: Didactics, Learning and Teaching in Europe, 9-28. Barbara Budrich Publishers.Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner. Doing critical participatory action research. Springer.Klafki, W. (1995). Didactic analysis as the core of preparation of instruction (Didaktische Analyse as Kern der Unterrichtsvorbereitung). Journal of Curriculum Studies, 27(1), 13-30.Lee, C. D., White, G., & Dong, D. (Eds.). (2021). Educating for Civic Reasoning and Discourse. National Academy of Education.Lundqvist, E., & Sund, P. (2018). Selective traditions in group discussions: teachers’ views about good science and the possible obstacles when encountering a new topic. Cu ER - TY - JOUR T1 - »Vi måste öva upp och ta mod till oss, enda sättetatt sedan bli dugliga väljare.»: Strategiskt kommunikationsarbete inom den kvinnliga rösträttsrörelsen T2 - Språk och stil SN - 1101-1165 A1 - Milles, Karin PY - 2016 IS - 26 SP - 130 EP - 160 LA - swe PB - Uppsala : Adolf Noreen-sällskapet för svensk språk- och stilforskning KW - the swedish suffrage movement KW - adult education KW - communicative oral skills KW - meetings AB - Research has shown that the Swedish womenʼs suffrage movement used language as a means to affect public opinion and used the means developed by popular movements to educate women. The aim of this article is to examine how the womenʼs suffrage movement spread among its members communicative oral skills to participate in meetings. The point of departure is four research questions: 1) How was learning organized through the courses on citizenship that the movement arranged? 2) What role did written instructions play? 3) How was learning organized in the local branches of the movement? 4) How did the anti-suffrage movement and the misogyny of the time influence the strategies deployed?The theoretical framework used is ethnography of communication and the material consists of meeting minutes, course programs, news articles and handbooks from the archives of the Swedish womenʼs suffrage movement.The results show 1) that the courses were successful and contained both practical meeting exercises and lectures by skilled lecturers, 2) that the movement both used existing handbooks and produced their own, 3) that the work in the local branches gave the participating women substantial meeting experience. And finally, 4) that the anti-suffrage movement paradoxically may have functioned as one of the driving forces behind the educational initiatives that enhanced the skills of women and strengthened the suffrage movement. ER - TY - THES T1 - Knowing at work: A study of professional knowledge in integration work directed to newly arrived immigrants A1 - Vesterlind, Marie PY - 2016 LA - eng PB - University West KW - professional knowledge KW - integration work KW - civic orientation KW - work integrated learning KW - meaning-making KW - standardization KW - quality KW - cultural brokers KW - arbetsintegrerat lärande AB - Currently, new knowledge domains and professions emerge as a consequence of societal changes that transform that conditions for work and work integrated learning. Integration work directed to newly arrived immigrants is one example of such a new professional knowledge domain. In civic orientation, which is the empirical case in this study, quality, standardization and dialogue are explicit strategies that impact the planning, organization and decision-making in everyday work. The interest in this thesis concerns the professional knowledge that is developed in activities aiming to provide heterogeneous groups of immigrants an orientation in the Swedish society. By making activity systems the prime unit ofanalysis and scrutinizing the ways in which integration workers make use of a stipulated course material and interactions in a specific context, the aim is to contribute to the understanding of the pedagogical and communicative knowledge that is developed in practice. The analytical approach takes its point of departure in a socio-cultural perspective on workplace studies. Three separate studies have been carried out in which the empirical data consist of observations,interviews, video recordings, field notes and documents from various integration offices.The results show that different perspectives on knowledge and culture becomes relevant in local discourses on quality in integration work. What distinguishes the integration workers professional knowledge concern seeing and understanding the heterogeneity of immigrants' cultural backgrounds and bridging boundaries.Culture function as an organizing element in work that makes it possible to make distinctions and organize a contextually relevant content that can be elaborated together with the members in the groups. Such work imply transformation of procedures and it is shown that the integration workers develop their knowledge from specific situations to understand the significance of textually mediate dimeanings in other situations. Knowledge is developed as the integration workers move between different situations and activities. It is concluded that the meaning-making involved in bridging between different cultural contexts relies on extensive knowledge in and about the recognition of the other and of interactions based on equal grounds. Negotiating agreements with the members of the groups about how common possibilities and responsibilities can be understood is central for respecting heterogeneity in the process and is at the core of the integration workers professional knowledge. Considering the future development of integration work, cumulative structures are needed that recognize and support the development of the integration workers professional knowledge within as well as between organizations and other related fields of practice and in relation to higher education. ER - TY - CONF T1 - Deltagande, identitetsskapande, deliberation eller kritiskt omdöme: Om undervisningshandlingars betydelse för vilken kunskap som möjliggörs i samhällskunskap A1 - Tväråna, Malin PY - 2019 LA - swe KW - ämnespraktiker KW - verksamhetsteori KW - samhällskunskapsdidaktik KW - kritiskt omdöme AB - Samhällskunskapsundervisningen i grundskolans mellanår präglas av stoffträngsel (Stolare, 2016), och samhällskunskap fokuserar ofta faktareproduktion trots att både lärare och styrdokument framhäver kritiskt tänkande som en grundläggande förmåga i ämnet (Olsson, 2016). I denna presentation beskrivs resultaten från en studie om undervisning som designats för att främja möjligheter för elever i årskurs 6 att kvalificera sin kritiska analys i juridiska rättvisefrågor (Tväråna, i tryck). I studien fokuserades särskilt relationen mellan de praktiker som byggs upp av lärares och elevers handlingar, och det resonerande om rättviseprinciper som konstitueras i undervisningen. I studien anlades ett kulturhistoriskt verksamhetsteoretiskt perspektiv på undervisningen och Radfords objektifikationsteori (Radford, 2015) användes i analysen. Elevernas olika sätt att resonera i rättvisefrågor i undervisningen kategoriserades och därpå analyserades elevers och lärares undervisningshandlingar tematiskt (Braun & Clarke, 2006), och beskrevs som konstituerande olika slags ämnespraktiker. Slutligen gjordes en analys av relationen mellan undervisningshandlingarna och elevernas olika sätt att resonera i rättvisefrågor i undervisningen. Data i studien kommer från en intervenerande, iterativ designstudie i form av en learning study (Carlgren, 2017; Marton, 2015), med tre cykler av forskningslektioner kring undervisning med syfte att främja elevers förmåga till granskande reflektion och kritiskt omdöme i rättvisefrågor. Undervisningsdesignen som prövades och utvecklades baserades på variationsteori (Marton, 2015) och dialogisk intersubjektivitet (Matusov, 2001). I analysen identifierades fyra ämnespraktiker vilka drevs av olika motiv: deltagande, identifikation, deliberation samt kritiskt omdöme. De undervisningshandlingar som byggde upp ämnespraktikerna drivna av deliberation och kritiskt omdöme skapade större möjligheter för elever att kritiskt analysera rättviseprinciper, än undervisningshandlingar som byggde ämnespraktiker drivna av deltagande och identifikation.Presentationen fokuserar både resultaten av studien och användandet av objektifikationsteori som ett sätt att analysera vad som händer i undervisningen och hur det möjliggör eller motverkar elevers möjligheter att utveckla ett visst kunnande. ER - TY - BOOK T1 - Krigets sociologi: Analyser av krigsvåld, koncentrationsläger, offerskap och försoning: [Sociology of War: Analysis of war violence, concentration camps, victimhood and reconciliation] A1 - Basic, Goran PY - 2016 LA - swe PB - Bokbox Förlag KW - narrative KW - perpetrator of violence KW - subjected to violence KW - violence KW - war KW - humiliated self KW - stigma KW - emotion KW - resistance KW - de-ritualization KW - power ritual KW - bosnia and herzegovina KW - victim KW - crime KW - victimhood KW - perpetrator KW - forgiveness KW - reconciliation KW - implacability KW - war memory KW - recollection KW - traumatic memory KW - personal memory KW - ethnography KW - collective memory KW - krig KW - våldsverkare KW - våldsdrabbad KW - berättelse KW - våld KW - heligt objekt KW - avritualisering KW - laddad symbol KW - statusritual KW - bosnien och hercegovina KW - förödmjukade själv KW - moral KW - kränkningsritual KW - koncentrationsläger KW - motståndsritual KW - känslor KW - maktritual KW - etnisk rensning KW - offerskap KW - brott KW - förövare KW - offer KW - oförsonlighet KW - försoning KW - förlåtelse KW - minne KW - traumatiskt minne KW - personligt minne KW - etnografi KW - kollektivt minne KW - krigsminne KW - freds- och utvecklingsstudier KW - peace and development studies KW - missbruks- och beroendevård KW - substance abuse treatment KW - special education KW - specialpedagogik AB - I tidigare forskning om krig presenteras ofta ensidiga bilder av fenomenen krigsvåld, offerskap och försoning. Denna bok utgår från berättelser av överlevande efter kriget i Bosnien under 1990-talet. Syftet är att analysera hur de intervjuade beskriver dessa fenomen samt vilka diskursiva mönster som framträder i konstruktionen av begreppen ”offer” och ”förövare”. Mina frågeställningar är: Hur beskriver intervjupersonerna krigsvåld, offerskap och försoning efter kriget? Vilka krigskategorier uppmärksammas i berättelserna? Hur beskriver intervjupersonerna tillvaron i koncentrationslägren?Konstruktionen av begreppet ”krigsvåld” synliggörs i det empiriska materialet när intervjupersonerna berättar om (1) en ny social ordning i samhället, (2) människolidande, (3) sexualiserat krigsvåld och (4) människoslakt. Alla intervjuade definierar krigsvåldet som moraliskt förkastligt. Våldsutövningen under kriget framställs som organiserad och ritualiserad, vilket skapar en bild av att våldsutövningen blev en norm i samhället snarare än ett undantag. Berättelser om våldsamma situationer, våldsverkare och våldsdrabbade existerar inte enbart som tankekonstruktioner. Berättelserna lever sitt eget liv efter kriget och har därmed verkliga konsekvenser för individer och samhället.Genom berättelser om förbrytelser och övergrepp i koncentrationslägren tar intervjupersonerna avstånd från vakternas agerande och från krigskategori koncentrationslägerplacerad. Återberättade kränknings- och maktritualer visar att utrymmet för individualitet i lägren var starkt begränsat men att motstånds- och statusritualer samt anpassning till livsvillkoren i lägren tycks ha frambringat ett visst utrymme för förhöjd individualisering. Att ha besuttit någorlunda kontroll och haft möjlighet att ge motstånd verkar bidragit till en känsla av heder och självaktning för lägerfångarna, en känsla som verkar vuxit sig stark även efter kriget. Deras berättelser idag utgör en form av fortsatt motstånd.Aktörernas anspråk på statusen ”offer” skapar en konkurrens om offerrollen efter kriget. Konkurrensen mellan kategorierna tycks utspela sig på en symbolisk nivå. Utvecklingen under och efter kriget har medfört att befolkningen kan beskrivas utifrån fyra kategorier. En kategori består av de ”kvarvarande”, det vill säga de individer som före, under och efter kriget varit bosatta i nordvästra Bosnien. En annan är de ”flyktingar” som fördrivits till nordvästra Bosnien från övriga delar av Bosnien och Kroatien. En tredje kategori är de ”återvändande”, det vill säga individer som fördrivits från nordvästra Bosnien under kriget och återvänt efter kriget. Den fjärde kategorin är ”diasporan”, det vill säga de individer som fördrivits från nordvästra Bosnien under kriget och stannat i det nya landet. Alla intervjuade vill framställa sig som ”ideala offer” men alla är på väg att förlora den statusen. De återvändande och diasporan förlorar den genom att de fått omgivningens erkännande och har högre ekonomisk status, de kvarvarande genom att de fortfarande lever i skuggan av kriget och flyktingarna genom att de framställs som främlingar och passar i rollen som ideala förövare. Reproducerandet av konkurrens om offerrollen tycks upprätthålla de gränsdragningar som spelades ut så tydligt under kriget.Den interaktiva dynamik som pågick under kriget gör att försoningen efter kriget binds till krigstiden. Berättelser om försoning blir en arena för olika utspel mellan ”vi” och ”de” – inte minst genom avståndstagande från de andras agerande under kriget. I de intervjuades berättelser är oförsonligheten det mest framträdande men försoning framställs kunna åstadkommas om vissa villkor uppfylls. Dessa villkor är till exempel rättvisa för krigets offer, förövarens erkännande av brott och förövarens känsloengagemang (exempelvis att visa ånger och skam). ER - TY - RPRT T1 - Arbetslivet i läromedel: En studie av hur arbetslivet skildras i läroböcker i samhällskunskap A1 - Edholm, Edmund PY - 1986 LA - swe PB - Umeå universitet ER - TY - CONF T1 - Att förändra undervisningen i ekonomi i ämnet samhällskunskap på grundlärarutbildningen T2 - Studentcentrerat lärande, bedömning och examination A1 - Kristiansson, Martin PY - 2017 SP - 61 EP - 86 LA - swe PB - Karlstad : Karlstad University Press ER - TY - CHAP T1 - "I dissapprove of what you say, but I will defend to death your right to say it" T2 - Altering Politics. Democracy from the Legal Education and Social Perspectives A1 - Orlenius, Kennert PY - 2010 LA - eng PB - : Örebro universitet KW - tolerance KW - democracy KW - human rights KW - moral and citizenship education ER - TY - CONF T1 - Ideas of popular education and ICT – images of organizational self-identity T2 - NERA's 36th Congress Copenhagen, March 6–8 2008 A1 - Landström, Inger PY - 2008 LA - eng AB - This paper discusses results from research on what happens when modern technology (ICT) meets the organizational culture of Swedish popular education organizations (folk high schools and study associations). These kinds of educational organizations are traditionally value based and often oriented to civic society. The project has focused the role of ICT as an actor, and at electronic and social networks in organizing work. The aim here is to analyse organizational (cultural) identities in the relation between ICT and some important concepts tied to popular education as phenomenon, e.g. how ‘educational missions’ are expressed encountering ICT in these contexts. Theoretical starting-point is Giddens’ ideas of society and the relations between actors and structure, individuals and organization and about reflexivity and self-identity. ER - TY - CONF T1 - Education policy-making networks: the case of the digitization of schools T2 - Nordic Educational Research Association 2017, Copenhagen. March 23-25, 2017 A1 - Bergviken Rensfeldt, Annika A1 - Player-Koro, Catarina A1 - Williamson, Ben A1 - Selwyn, Neil PY - 2017 LA - eng KW - policy networks KW - digitization of schools AB - Research topic/Aim: As in many other parts around the world, the Nordic countries have undergone a radical marketization and neo-liberal restructuring of the public sector. As a part of these changes, policy-making networks are now a current feature of government, connecting public and private interests, and local and global actors. Similar to the UK, the changes within Nordic countries have become particularly evident in the educational sector and in relation to the digitalisation of schools (cf. Williamson, 2015). In Sweden, this has meant that the so-called edu-business, with IT consultants, technology and infrastructure suppliers, are key players in shaping public IT education policy at the same time as they displaying strong links to global policy networks (Player Koro & Beach 2014). Theoretical frameworks: The contributions within the symposia all consider policy networks as conceptual tools and central part of current education policy formations (Ball, 2016) as they mobilize and connect actors, technologies as well as ideas and discourses. Theoretically, critical and dynamic approaches to how such policy networks are formed have been a starting point, however based on different approaches to aspects of how policy networks take form, e.g. through policy events and fast policy discourses, processes that have ‘real effects’ and therefore are possible to act upon and change. These kinds of policy processes make new centers, or dislocations of policy possible. Methodology/research design: The symposia will provide a critical commentary of policy network formations both from the Nordic and European context and by the use of for example networked ethnography and documentary analyses. –Abstract 1 Selling technology to teachers: education trade shows as a policy network event –Abstract 2 Fast policy networks, digital citizenship and computing in the curriculum –Abstract 3 Methodological considerations when researching IT education policy networks Expected conclusions/Findings: The changing political landscape where private and public sector now ‘work together’ has meant that the boundary between the private and the public sector as parts of the society has been weakened. The consequences for the school, the students and for those working in the school sector – as for the education system as a whole – are many, profound and serious. The aim with this symposium is to address these consequences by: –Providing empirical, conceptual and methodological contributions from scholars investigating the emergence of trans-national spaces of policy-making and their relation to intra national spaces of policy. –Discussing the consequences these occurrences will have for policy formation as an enactment and central arena of educational policy-making. In particular, we are drawing on the case of the digitization of schools and exemplify how this is played out in Nordic education contexts. Relevance for Nordic Educational Research: Marked-based reforms in education and the formation of policy networks have reworked the nature of public education in Norway, Sweden and Denmark as well as in UK. To research, explore, and analyse the consequences of this is both necessary and relevant, not least in relation to issues of democracy and in discussion about the purpose and function of the education system for individuals and society. ER - TY - THES T1 - Epistemic beliefs among upper-secondary students in education for sustainable development A1 - Grice, Marie PY - 2014 LA - eng KW - epistemic beliefs KW - sustainable development KW - transdisciplinarity KW - action-guidingness KW - factor analysis KW - philosophizing with AB - This research project explores an educational context through two approaches. The first analyses the interpretability and role of the concept of sustainable development according to the writings of four syllabuses in the curriculum for Swedish compulsory school. Close reading of the syllabuses of Geography, History, Religious education and Civics rendered various demands of action-oriented knowledge development. Theoretical perspectives seem to be combined with implications of practical and action-oriented educational methods and goals. This aspect of action responsibility is more explicit in the syllabuses of Geography and Civics. As an analytical tool, thick and thin concepts understood as world-guided and action-guiding, were used to address education for rather than education about sustainable development. A Phronesian strategy is suggested by the authors to move students from a state of awareness to readiness and aptitude for action. Within such a holistic interpretation the development of knowledge is seen as a group process and the individual in balance with the welfare of others. The second approach is through an empirical study that sets out to answer two research questions. One of them concerns the dimensionality of epistemic beliefs among upper-secondary students involved in a transdisciplinary project called Food!, the other the relationship between the students’ evaluation of the project experience (outcome) and their epistemic beliefs. Following the tradition of Marlene Schommer a research instrument was constructed consisting of 26 domain-general items and 5 project-contextualized items. However, the current framework proposes only three dimensions: the structure of, the source of and the justification of knowledge. N=208 students from 14 upper-secondary schools and 2 folk high schools participated. Through exploratory factor analysis, support was indicated for five factors: transdisciplinary knowledge, certain knowledge, quick knowledge, collaborative knowledge and simple knowledge; followed by multiple regression analysis, in which three factors showed predictive power on the project outcome. For educational practice the awareness of the impact of epistemic beliefs on the outcome of the empirical context might motivate teachers to challenge their students and to discuss the epistemology of their specific school subjects. In addition teachers may rethink and expand their own conceptions of knowledge and knowing. ER - TY - CHAP T1 - Nordic Perspectives on Human Rights Education Research and Practice for Social Justice: ‘We are not stupid animals’: Schooling of young neo-Nazis T2 - Routledge A1 - Mattsson, Christer PY - 2024 LA - eng PB - : Routledge AB - Backed by a range of case studies and recent developments in human rights education research, Nordic Perspectives on Human Rights Education guides readers through an analysis of educational inequities and identifies how internationally agreed-upon human rights standards may inform social justice practices within schools. In an age characterised by authoritarianism and extremism, but also social and climate justice movements, this book provides a critical analysis of current practice within schools. Contributing authors also discuss how a human rights framework may improve practice, supporting intersectional thinking and more sustainable learning environments, while also empowering teachers to confidently navigate issues of gender, national identity and minority rights. Divided into three distinct sections, chapters invite readers to consider: The context behind human rights education (HRE) Rights-based approaches to teaching and education International dialogue and how we may learn from the approaches of other countries. Drawing on research from the Nordic region, and discussing its implications elsewhere, this volume is an essential resource for scholars developing theory and practice in human rights education, social studies, citizenship education and international and comparative education. ER - TY - THES T1 - Skriftligt eller muntligt?: Lärares och elevers erfarenheter av återkoppling i ämnet samhällskunskap i gymnasieskolan A1 - Wiker, Anneli PY - 2019 LA - swe PB - Karlstads universitet AB - This study examines how teachers present feedback in high school social studies, how students understand said feedback, and how feedback can be a tool to help students achieve their goals.  In order to study subject specific feedback it is necessary to observe how teachers link subject material with assessment in their feedback to students.  Formative assessment, which integrates assessment into classroom workflow and allows students to participate in the assessment process, both communicates information and is a tool to strengthen student learning.  A key facet of formative assessment is constructive feedback.  This study examines constructive feedback in the context of high school social studies. The results of this study indicate that both of the participating teachers intended that their feedback would develop and strengthen student learning and guide students toward successful goal completion, and that clear and understandable verbal communication is a crucial component of formative assessment. Open and two-way communication between teacher and student throughout the entire assessment process can help students see each lesson as one part of a whole subject.  This type of communication can also improve the relationship building process between teachers and students. The students wanted verbal and timely feedback so that they knew which steps to take to meet their goals.  It was important to students that they received time to process and help interpreting the feedback given. One theme that emerged from both teachers was that the ability to analyze, be source-critical, and use social science theories and concepts were the most important aspects of social studies.  The second order's knowledge thus appears to be absolutely central to the social science subject. ER - TY - GEN T1 - Impacts of Conflict and Displacement on Myanmar Citizenship Pre and Post-2021 A1 - Rhoads, Elizabeth PY - 2025 LA - eng PB - Mosaic Myanmar AB - This research and policy brief focuses on conflict and displacement as key factors contributing to statelessness and barriers to acquiring and holding Myanmar citizenship. The brief is designed as a working document for discussing important issues relevant for local governance during the revolution and national and state-level governance in the future. To aid in these conversations and policy developments, it focuses on the historical and contemporary citizenship regimes of Myanmar to explore the relationship between long-running internal and international armed conflict, widescale and/or targeted displacement, racial, ethnic, gender, and religious discrimination, and citizenship acquisition and issuance of civil documentation. Identifying these issues as intersecting, highlighting citizenship as a cross-cutting issue with consequences for sectors from protection to health, gender, food security, education, conflict, and more is an important step in rethinking how citizenship issues are understood and approached both today and in a future Myanmar. Until now, scholars and practitioners working on conflict and those working on citizenship rarely engaged each other outside of the Rakhine context, yet, as this research brief shows, the ‘citizenship issue’ and Myanmar’s long-running armed conflicts are closely intertwined. Myanmar’s current citizenship legislation, the 1982 Citizenship Act, is widely acknowledged as not only discriminatory, but leading to statelessness for a wide variety of Myanmar’s peoples. While the most well-known group impacted by the 1982 Citizenship Act are the Rohingya, the Act also impacts a wide range of other vulnerable groups: orphans, women, children, refugees and displaced persons, people living in conflict zones, Hindus, ethnic Chinese, Muslims, and others not recognized as taingyintha, as well as many taingyintha who cannot prove their parentage or their residence due to the intergenerational impacts of conflict and displacement. The brief provides a brief history of the relationship between conflict and citizenship and its contemporary impacts before providing policy recommendations for how citizenship gaps and challenges caused by conflict can be addressed. ER - TY - JOUR T1 - Att reducera ämnet samhällskunskap till ‘kunskaper om’ fråntar ämnet dess mening T2 - Skola och samhälle SN - 2001-6727 A1 - Tväråna, Malin PY - 2019 LA - swe PB - Malmö : Föreningen skola och samhälle ER - TY - CONF T1 - Relations and responsibility in pre-service science teachers' talk about nanotechnology education A1 - Sjöström, Jesper A1 - Hasslöf, Helen A1 - Lundström, Mats PY - 2017 LA - eng KW - complex socio-scientific issues KW - stseh pedagogy AB - This study was made in connection to Teacher Development Programmes (TPD:s) within the EU-financed project PARRISE. The overarching context of PARRISE is Socio-Scientific Inquiry Based Learning (SSIBL) (Levinson, 2016), which addresses contemporary problems of Science-Technology-Society-Environment-Health (STSEH) issues. It is important to recognize that there are many diverse actors, stakeholders and perspectives, and consequently many different orientations of STSEH education. SSIBL is based on three approaches often independently pursued in schools: Inquiry Based Science Education (IBSE), Socio-Scientific Issues (SSI) and Citizenship Education (CE), and the overall umbrella is Responsible Research and Innovation (RRI) (Levinson, 2016). The chosen theme of these TPD:s with pre-service upper-secondary general science teachers was nanotechnology, the engineering of systems at the molecular or nanoscale level. While nanotechnology offers new products which can benefit many, there are also many possible risks both to health and the environment. Therefore it is an example of a complex SSI, characterized by risk, uncertainty, ignorance and indeterminacy, but also possibilities (Fensham, 2012). There are many complex relations both between human and non-human entities. We are interested in the teacher identity of pre-service science teachers after the TPD and their thoughts about implications for their teaching practice. We study how they talk about nanotech education and will analyze the interview material using a theoretical framework based on reflexive Bildung and Vision III of science education (Sjöström & Eilks, 2017; Sjöström, in press). These ideas can be used as an educational-philosophical framework of SSIBL. ER - TY - CONF T1 - Footprints of Gastronomy: Intertwinement of Higher Education and Practical Experiences Viewed from a Bildung Perspective A1 - Östergren, Daniel PY - 2023 LA - eng KW - måltidskunskap KW - culinary arts and meal science AB - Higher education prepares gastronomes to understand their work as knowledge, to actively see how practical and theoretical knowledge interact in their work. The aim of this presentation is to explore how graduated gastronomes can use their academic knowledge to continue cultivating ideas of sustainability in their professional life after education. An emerging aspect of sustainability is put forward: how a gastronomic mindset can cultivate inner capacities needed for sustainable transformations. Four culinary professionals with a bachelor's degree, participated in semi-annually recurring dialogic interviews during the first two years after they finished their education. In these recurring dialogues the ideas of the researcher and the participants were gradually brought towards a common explanation. Inspired by Gadamer’s idea of bildung as hermeneutic interpretation, the focus is on the individual sense-making process after a meal.The gastronomes were catalyzed by their higher education backgrounds as well as their individual endeavors when they further developed ideas of sustainability from a gastronomic point of view. By intertwining academic knowledge with their professional experiences, the gastronomes are found communicating not primarily to people’s role as citizens but rather to them as individuals. The discussion revolves around how civic sustainable development is dependent on intertwining with an inner cultivation of the self, and that academically educated gastronomes by their work can manage profound links between the individual and the civic perspectives. Thereby, the impressions of a meal can drive change, through how gastronomy communicates communal ideas to the individual self via all senses. ER - TY - JOUR T1 - Education and Resilience: Social and Situated Learning among University and Secondary Students T2 - Ecology and Society SN - 1708-3087 A1 - Sriskandarajah, Nadarajah PY - 2009 IS - 14 EP - 14 LA - eng PB - Resilience Alliance AB - Similar to research on social learning among adult participants in natural resources management, current research in the field of education claims that learning is situated in real-world practice, and occurs through recursive interactions between individual learners and their social and biophysical environment. In this article, we present an overview of the social and situated learning literatures from the fields of natural resources and education, and suggest ways in which educational programs for secondary and university students might be embedded in and contribute to efforts to enhance resilience of social-ecological systems at the local scale. We also describe three initiatives in which learning is situated in adaptive co-management and civic ecology practices: a university graduate experiential learning course in Sweden, a pre-college environmental education program in the USA, and a university undergraduate service-learning class in the USA. Through integrating the social learning and adaptive management literature with the literature focusing on youth learning situated in authentic practice, we hope to: (1) suggest commonalities among systems views of learning and social-ecological systems perspectives on resilience, and (2) expand our thinking about educational practice from being a means to convey content matter to becoming a critical component of social-ecological systems and resilience. ER - TY - CONF T1 - Discourses of writing among teachers of L1 Swedish in Swedish compulsory education T2 - ARLE 2017 A1 - Sturk, Erika A1 - Lindgren, Eva PY - 2017 LA - eng KW - language teaching and learning KW - språkdidaktik AB - In this paper we explore what views, or discourses, of writing are currently active in among Swedish as L1 teachers in Swedish compulsory education, ages 7–15. Gee defines a discourse as ”a socially accepted association among ways of using language, other symbolic expres-sions, and ‘artefacts’ of thinking, feeling, believing, valuing, and of acting which can be used to identify oneself as a member of a socially meaningful group” (Gee 1996, 131). Thus, we acknowledge that discourses of writing, similarly to any other discourse, become visible in the language we use to talk about writing (cf. Fairclough, 1989), and through the actions we undertake, for example in the classroom. Our starting point is Ivanic (2004) six discourses of writing and writing education: writing as a skill, as creativity, as a process, as genre, as part of a social context or as sociopolitical act. Ivanic concludes that a holistic perspective on writing, encompassing a multi layered view of text as well as different views of what wiring is, can contribute to writing education and that “teachers of writing can benefit from being aware of the existence of all six views of writing and learning to write and the pedagogic practices associated with them, and from recognising which discourse(s) of writing they are inhabiting” (p. 242).Based on these six discourses we developed a questionnaire including 17 questions with a focus on teaching Swedish as L1. The questionnaire was distributed among teachers in compulsory education in one region and in total 60 teachers responded. A thematic content analysis was used to categorise every teacher’s replies into a main discourse or main dis-courses and secondary discourse(s). Results show that the most common discourse among the teachers was the process discourse, both as a single discourse and in combination with another discourse (e.g., creativity, skill or genre). The two discourses of writing—as part of a social context or a sociopolitical act—were absent in the form of main discourse(s) but occurred in some cases as a secondary discourse. The results will be discussed from a pedagogical perspective and from the perspective of citizenship and the goal of the curriculum to foster democratic citizens. Fairclough, N. (1989). Language and Power. London: Longman. Gee, J. P. (1996). Sociolinguistics and Literacies: Ideology in Discourses (2nd edn.). London: Taylor & Francis. Ivanic, R. (2004). Discourses of writing and learning to write. Language and Education, 18 (3), 220-245. ER - TY - CONF T1 - L2 students' perceptions of their difficulties with reading and understanding texts in civics T2 - European Educational Researach Association ECER 2022 Yerevan, Armenien A1 - Rinnemaa, Pantea PY - 2022 LA - eng AB - Conference theme: Education in a Changing World: The impact of global realities on the prospects and experiences of educational research. Paper presentation ER - TY - CONF T1 - Reflections on intercultural competence and inclusive strategies through aesthetic learning in education T2 - Conference Make&Learn, Sloyd Education, Academy of Design and Crafts, 17-20 of September 2019, Göteborgs universitet A1 - Karlsson Häikiö, Tarja PY - 2019 LA - eng KW - aesthetic learning processes KW - inclusion KW - interculturality KW - participation KW - visual tools AB - Intercultural perspectives can be developed through the conscious use of aesthetic learning processes (Elam et al, 2017; Karlsson Häikiö, 2018a), but use of aesthetic and visual tools in school calls for more profound methods and seeing school as a visual and civic arena based on a broader perspective where different ways of seeing, being, and functioning are used in the educational activities. In the presentation is discussed how work from an inclusive perspective can help create forms of learning and development, as well as active participation and equal inclusion for all children and pupils (Karlsson Häikiö, 2018b). Reflection on cultural differences and intercultural aspects can be integrated into education and contribute to learning, not only based on the ethnic background of children, pupils or students. Lorentz (2016) defines intercultural skills as ability to communicate "with people of different backgrounds with regard to ethnicity, culture, language, religion, etc." (2016, p. 161). Although intercultural competence is not explicitly mentioned in the school curriculum (Lgr11), it implicitly describes the importance of the development of the abilities described by Lorentz. Elam et al. (2017) suggest how different cultural phenomena and art can create the conditions for learning, socialization and development. Working with aesthetic expressions can be useful in dealing with issues that are complex, such as racism, gender, class or power perspectives. However, this can add widened perspectives through the use of working methods of a more dialogical nature, which goes beyond the traditional learning context in questions where new ways of finding solutions are needed or in dealing with issues related to ethics or existential aspects. ER - TY - CONF T1 - The concept "shamanism" in Soviet and post-Soviet politics, research, and education T2 - Sotsial'naja strategija rossijskoj sistemy obrazovanija A1 - Sundström, Olle PY - 2011 SP - 431 EP - 432 LA - eng PB - Sankt Petersburg, Ryssland : Ministerstvo obrazovanija i nauki Rossijskoj Federatsii AB - The talk explores the redefinition of Eurasian “shamanism” as “religion” in Soviet politics and propaganda in the 1930s, as well as in Soviet ethnographic research and education. In the 1920s there had been a serious debate on whether “shamanism” was to be classified as “religion” or not, and several scholars had, from a Marxist-Leninist point of view, claimed that it should be looked upon not as “religion” proper, but as “superstition” belonging to primitive, classless societies. However, with the advent of the Cultural Revolution “shamanism” became by definition “religious”, and the “struggle against shamanism” became official policy. Schoolteachers, ethnographers, NKVD-agents and native young communists all cooperated in trying to liquidate the indigenous world views and ritual practices among the peoples of the North.In the amendments to Soviet legislation in 1926 “shamans” lost their civic rights—their right to vote and be elected to local Soviets and other governmental bodies, as well as their right to own property. Even the families of those lishentsy were often bereaved the same rights.The struggle against “shamanism” was also to be executed by way of “enlightenment”—educating people in the new Soviet worldview, and at the same time liquidating religious and other indigenous traditions that the ruling party considered detrimental for the development of the natives. Schooling someone is never just teaching certain facts, subjects, and methods, but also disseminating norms and values, a code of conduct and a worldview.In the second half of the 1930s the struggle against “shamanism” seems to have taken the form of blunt persecution in the general wave of terror that swept the Union, resulting in the arrests of many putative “shamans”. However, a lack of research and concrete data on this persecution makes it difficult to present a clear picture of what happened during these years.In the post-Soviet “reawakening” of ethnic identities among indigenous peoples of Northern Russia, Siberia, and the Far East, the concept “shamanism” has once again ascended as a prominent political category. Even if now, by its practitioners, it is seen as contributing to the development of society, the concept still largely relies on the definitions made by the cultural revolutionaries of the 1930s. ER - TY - JOUR T1 - Är du mätbar nog, lilla vän?: Mätbarhetskultur, ICCS 2009 och ungdomars medborgarkompetens T2 - Skola och Samhälle SN - 2001-6727 A1 - Olson, Maria A1 - Edling, Silvia A1 - Liljestrand, Johan A1 - Andersson, Erik PY - 2012 LA - swe PB - Malmö högskola : Malmö högskola KW - utbildning och lärande KW - education and learning ER - TY - CONF T1 - Transformativt lärande genom världslitteratur: att läsa Utvandringens tid på gymnasiet T2 - Femtonde nationella konferensen i svenska med didaktisk inriktning (SMDI 15) Lund 23–24 november 2022. Tema: Språk och litteratur – en omöjlig eller skön förening? SYMPOSIUM: Praktiknära skolforskning för gymnasieskolans svenskämne A1 - Bradling, Björn PY - 2022 LA - swe KW - litteraturdidaktik KW - världslitteratur KW - gymnasiet KW - transformativt lärande KW - teacher education and education work KW - lärarutbildning och pedagogisk yrkesverksamhet AB - Transformativt lärande genom världslitteratur: att läsa Utvandringens tid på gymnasietVad vi tänker, antar, framhåller, avfärdar etc. är ofta kulturellt betingat och kan därmed ofta kontinuerligt omskapas (Hall, 1997; Gay, 2018). Gymnasieskolan har som uppgift att utbilda elever med utgångspunkt i perspektiv som är nordiska, europeiska samt globala och i svenskämnet ska elevernas tankesätt utmanas genom att i litteraturundervisningen möta andras erfarenheter och perspektiv på världen (Skolverket, 2011). Data från International Civic and Citizenship Education Study 2016 visar att det finns ett klart samband mellan nationell och europeisk identitetsuppfattning bland 14-åringar från 14 olika EU-länder, däribland Sverige, som svarar på frågor om politik och demokrati (Ziemes, Hahn-Laudenberg & Abs, 2019). Resultatet gör det särskilt angeläget att inkludera skönlitteratur från andra delar av världen än det globala nord i litteraturundervisningen, vilket har påpekats tidigare (Thavenius, 1999; Hallonsten & Bergstrand, 2004; Petersson, 2022). I följande frågeställning konkretiseras hur världslitteratur kan användas för att möta styrdokumentens syftesbeskrivning genom Tayeb Salihs roman Utvandringens tid (1966, på svenska 2006): Hur kan Tayeb Salihs Utvandringens tid (1966) användas i gymnasieskolans litteraturundervisning i relation till styrdokumentens transformativa ambitioner? Transformativt lärande eftersträvar att synliggöra och utmana elevernas förgivettaganden och kan i litteraturundervisningen åstadkommas genom textval och arbetssätt som fokuserar främmandegöring och metareflektion (Bradling, 2020). Världslitteratur är ett begrepp i vardande (Müller, Locane & Loy, 2018) som ”förutsätter ett globaliseringsperspektiv” (Petersson, 2022) och bidrar till att skilda perspektivs motstridigheter understödjer kunskapande (Helgesson & Rosendahl Thomsen, 2020). Den här föreliggande studien visar genom en pedagogiskt riktad textanalys av Utvandringens tid (Salih, 1966) och en efterföljande klassrumsintervention där gymnasister läser romanen, hur världslitteratur kan användas för att möta styrdokumentens transformativa ambitioner för litteraturundervisningen. Resultatet visar att romanens komplexa berättarstruktur och avlägsna tid och plats (1960-talets Sudan), kan förmedlas genom undervisning som fokuserar samtal, begreppsanvändning och (meta)reflektion. Samtidigt visar resultatet att läsningen både kan problematisera och förstärka dikotomin ”vi och dom.”Nyckelord: transformativt lärande, världslitteratur, gymnasietReferenserBradling, B. (2020). Låt romanen komma in – Transformativt lärande i gymnasieskolans litteraturundervisning. Jönköping: Jönköping University.Gay, G. (2018). Culturally Responsive Teaching Theory, Research, and Practice. New York & London: Teachers College Press.Hall, S. (1996). “Introduction: Who needs ‘identity’?”. I Hall, S. & Du Gay, P. (red.), Questions of Cultural Identity. London, England: SAGE Publications. s. 1-17.Hallonsten, S. & Bergstrand, M. (2004). ”Världslitteraturen i skolan – ett uppdrag från Statens kulturråd till Barnängens världsbibliotek.” Rapport. Stockholm: Barnängens världsbibliotek.Helgesson, S. & Rosendahl Thomsen, M. (2020). Literature and the World. London/New York: Routledge.Müller, G. Locane, J. & Loy, B. (2018). “Introduction”. I Müller, G. Locane, J. & Loy, B. (red.). Re-mapping World Literature. Berlin/Boston: De Gruyter. s. 1-12.Petersson, M. (2022). ”Globalisering, bildning och didaktik”. I Nygård Larsson, P., Olsson Jers, C. & Persson, M. (red.). Fjortonde nationella konferensen i svenska med didaktisk inriktning – Didaktiska perspektiv på språk och litteratur i en globaliserad värld – Malmö 18 – 19 november 2020. Malmö: Malmö universitet. s. 9-25.Salih, Tayeb (1966/2008). Utvandringens tid. Stockholm: Leopard förlag.Skolverket (2011). Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011. Stockholm: Skolverket.Thavenius, J. (1999), ”Gymnasiets litterära kanon”. I Thavenius, J. (red.). Svenskämnets historia. Lund: Studentlitteratur. s. 119-136Ziemes, J., Hahn-Laudenberg, K. & Abs, H. (2019). “From connectedness and learning to European and national identity: results from fourteen European countries”. Journal of Social Science Education. Vol. 18 # 3. s. 5-28. ER - TY - BOOK T1 - Transdisciplinary Perspectives in Educational Research PY - 2022 LA - eng PB - Springer KW - teacher education and education work KW - lärarutbildning och pedagogisk yrkesverksamhet AB - ​This book series presents and discusses topical themes of European and international educational research in the 21st century. It provides educational researchers, policy makers and practitioners with up-to-date theories, evidence and insights in European educational research. It captures research findings from different educational contexts and systems and concentrates on the key contemporary interests in educational research, such as 21st century learning, new learning environments, global citizenship and well-being. It approaches these issues from various angles, including empirical, philosophical, political, critical and theoretical perspectives. The series brings together authors from across a range of geographical, socio-political and cultural contexts, and from different academic levels.The book series works closely with the networks of the European Educational Research Association. It builds on work and insights that are forged there but also goes well beyond the EERA scope to embrace a wider range of topics and themes in an international perspective. ER - TY - CONF T1 - Networking in Higher Education Didactics for Joint Actions in Fostering Remote learning and Hybrid Sustainability Outreach T2 - Education, Citizenship and Social Change: Building Bridges A1 - Nordén, Birgitta PY - 2024 SP - 56 EP - 57 LA - eng PB - Malmö : Malmö universitet KW - transgressive learning KW - affordances KW - augmented reality (ar) KW - transnational sustainability network KW - critical eco-reflexive voices KW - augmented learning KW - design thinking KW - didactic modeling KW - higher education didactics for sustainability (heds) KW - hybridity KW - sustainable studies KW - hållbarhetsstudier KW - interaktionsdesign KW - global politik KW - global politics KW - organisationsstudier KW - organisational studies KW - real estate science KW - fastighetsvetenskap KW - arbete och organisation KW - care science AB - The UNECE strategy (2022) empowers vital HESD initiatives and virtually extended, reality-based education. Challenges in hybrid meetings beyond classrooms need to be synchronized virtually connecting participants in different time zones. Challenges identified are on how an all-day programme could look like during a conference, focusing on how teachers can break through deep-rooted normative learning and teaching patterns and encourage eco-reflexive thinking to catch sustainability learning affordances inspired by non-formal (i.e., grassroots) organizations as a foundation towards sustainable development. The purpose of this study is to investigate what happens when student teachers are offered innovative tools to transform and design hybrid learning spaces for the Caretakers of the Environment International (CEI), an international sustainability focused network of school youth and subject teachers, ahead of an upcoming conference CEI 2024 in Sweden. A MOOC was launched as outreach at Malmö university for the CEI (n=350) from twenty countries. In a partnership with Landskrona Municipality and MaU Innovation Center a hackathon was conducted for further research and educational development of higher education didactics for sustainability, remote learning, didactic modelling, Bildung and critical eco-reflexive perspectives. Within that context, student teachers were designing learning activities in the prolonging of the MOOC course on "Education, Regulation and Collaboration for a Sustainable Future" for the CEI 2024, to advance awareness of the urgent knowledge formation in professional networks, pedagogical development of hybrid solutions and digitization of learning moments to share and implement critical knowledge capabilities between different actors in society. The findings illuminate student teachers’ struggle with innovative concepts i.e. entrepreneurial design versus stereotypes of teaching roles. The study concludes that subject didactics and didactic modelling are beneficial within a systematic design thinking framework to enable student teachers to deliver a substantive quality of powerful sustainability knowledge bridging to augmented learning reality via hybrid citizenship contexts. ER - TY - CONF T1 - The Conversational Framework, Democratic Education, and Pedagogic Design in the American Literature Survey: A Case Study A1 - Cananau, Iulian PY - 2016 LA - eng KW - innovative learning KW - innovativt lärande AB - This presentation attempts to probe the applicability of Diana Laurillard’s “conversational” model of collaborative learning to the teaching of the American Literature Survey at the University of Gävle. For the purpose of exemplification, I have selected a unit on race and gender representations in late nineteenth-century fiction, with a focus on Mark Twain’s Pudd’nhead Wilson and Charlotte Perkins Gilman’s “The Yellow Wallpaper”, respectively. Given that the vast majority of students who take up this course are enrolled in the teacher training program, an important research question is how this pedagogic framework might contribute to developing and consolidating democratic values and practices in their future roles as high school teachers of English in Sweden. This aim converges with the curricular objective that civic values and attitudes should underpin the teaching of all subjects in the Swedish school system. The study is part of a project entitled “Democratic Vistas in the Classroom: Teaching American Literature in Swedish Higher Education”. ER - TY - CONF T1 - A World Wide Panopticon: on Large Scale International Assessments and Progress in Education: Contribution to the EERA symposium: Diversity as a System of Exclusion: Historical Notes on Contemporary Thought T2 - EERA 2015 Online Program: http://www.eera-ecer.de/ecer-programmes/search-programmes/ A1 - Lindblad, Sverker A1 - Foss Lindblad, Rita PY - 2015 LA - eng KW - international comparisons of school performances KW - politics of knowledg AB - This paper is to examine to describe and analyze the comparative style of reason in research on international comparisons of school results through large-scale studies (International Large Scale Assessments, ILSA) . Our focus is on the epistemic principles that order the categories and distinctions through which national school systems and school pupulations are compared in the OECD's research programme, PISA (Programme for Individual Study Assessment), and IEA (International Association for the Evaluation of Educational Achievement) two program TIMSS ( Trends in International Mathematics and Science Study) and CIVED/ICCS (Civic Education Study). We examine how equivalences are established to create universal distinctions by which difference is defined; the organization of “context” that are used to talk about difference, and how the ranking of systems are translated into strategies for improvement of these systems. In exploring this research field, we seek to identify and understand the theory of change embodied in the ILSAs, the machinery through which comparison is produced, and the boundaries created about what is possible and not possible for thinking and acting of educational systems. References Hacking, Ian (1992) “Style” for historians and philosophers. Studies in the History and Philosophy of Science. 23(1): pp.1-20. ER - TY - CONF T1 - Science in media: An important aspect to be included to enhance civic scientific literacy A1 - Chang Rundgren, Shu-Nu A1 - Rundgren, Carl-Johan PY - 2013 LA - eng AB - How to create a meaningful science education plat­form for all citizens, and to achieve the goal of scientific literacy, has been a long-standing debate internationally. To date, ‘science for all’ and ‘science for future scientists’ describe science curricula for two different target groups, students who expect to pursue further studies and students who will not continue to study science, of which the latter constitute the majority in the society. The way science education is organized with those two target groups in mind can be connected to the two different ‘visions’ of science education. According to Douglas Roberts, in science education related to ‘vision one,’ the academic subject gives the structure and content of school science teaching. A ‘vision two’ related science teaching generally structures the school science around societal issues in which science knowledge plays an important role. However, the questions of how to create a meaningful ‘science education for all’ linking to society must be addressed. After school, media become one of the main sources for the majority of citizens to access science information. Hence, the importance of conducting research on ‘science in media,’ which can give input to science education in school, has been noticed. In this paper, we focus on discussing civic scientific literacy (related to ‘science for all’ or ‘vision two’) through the aspect of media. Based on our three-year (2009-2011) experiences and research outcomes from SLiM (Scientific Literacy in Media) project in Taiwan (1034 participants) and Sweden (117 participants), the following questions are addressed and reflected in this paper. Implications for science education and research are also discussed.Why is ‘science in media’ important to be included in civic scientific literacy?What ‘science’ is included in media?How can we embed ‘science in media’ in science education?Should we have a ‘uniform’ scientific literacy globally? ER - TY - CONF T1 - Springboard: An interactive education tool to prevent gender-based violence against girls in gymnastics A1 - Pinheiro, Claudia A1 - Stewart, Carly A1 - Barker-Ruchti, Natalie A1 - Schubring, Astrid A1 - Smits, Froukje PY - 2019 LA - eng PB - UTAD - Universidade de Trás-os-Montes e Alto Douro KW - sports science AB - INTRODUCTION: Gymnastics is a highly gendered sporting environment (Weber & Barker-Ruchti, 2012) with a history of documented violence in all its forms (Mountjoy et al., 2016) against the girl child who represents over 75% 10 million gymnasts in Europe. Girl gymnasts are at high risk of violence and denied basic child rights. There is compelling evidence of the psychological and physical effects of violence on girl gymnasts which include disordered self-image and body dissatisfaction (Neves et al., 2017), self-harming (Ryan, 1995), disordered eating (Stewart, Schiavon, & Bellotto, 2017), stunted growth and puberty, life-long debilitation and death. Tolerance, normalisation and silencing of violent coaching models have been attributed as causes of violence inflicted on girl gymnasts and there is a strong bystander effect amongst adults (Jacobs, Smits, & Knoppers, 2016; Smits, Jacobs, & Knoppers, 2017). The main goals of the project are: To prevent genderbased violence (GBV) in all its forms against girls in gymnastics by creating, implementing, evaluating and sustaining an effective online education tool; to change social norms and behaviour and empower girls in gymnastics to stand up and call out against GBV; to increase bystander intervention and reporting of GBV in gymnastics; to provide any European country with a scalable, effective and sustainable primary intervention tool.  METHODS: The methodology consists on the creation, implementation, evaluation and sustainability of Springboard, a website with interactive tools to achieve behavioural levers or solutions, for girls in gymnastics (target audience) and bystanders (target group). Education packages will be created and pre-tested. Springboard will also contain a self-audit tool in the form of an interactive digital quiz. Springboard will use a multitrack storytelling approach and will contain a resource of gymnasts’ stories in the form of short films created and produced through a digital storytelling methodology. A mixed method pre-post testing design to evaluate Springboard intervention and measure behaviour outcomes will be adopted. Baseline and end line data will be collected in the form of an interactive survey corresponding to attitudes, social norms and behaviours. Qualitative data on attitudes, social norms and behaviours will also be collected via focus groups.  EXPECTED RESULTS: Increased knowledge of GBV and reduction of tolerant attitudes towards violence in gymnastics; increased knowledge that violent relationships and practices are wrong and reduction in the social norm that bystanders should not intervene; increased feelings of empowerment to challenge and report violence; increased awareness of reporting pathways and reporting.  Funding: Project submitted to the REC-AG Action Grants of the European Commission. Call for proposals for action grants under 2018 Rights, Equality and Citizenship Work Programme; Topic: REC-RDAP-GBV-AG-2018; Type of action: REC-AGReferences:Jacobs, F., Smits, F., & Knoppers, A. (2016). You don’t realize what you see!: The    institutional context of emotional abuse in elite youth sport. Sport in Society, 20(1), 1–18.Mountjoy, M., Brackenridge, C., Arrington, M., Blauwer, C., Carska-Sheppard, A., Fasting, K., … Budgett, R. (2016). The IOC consensus statement: harassment and abuse (non-accidental violence) in sport. Br J Sports Medicine, 50(17), 1019–1029.Neves, C., Meireles, J., Berbert de Carvalho, P., Schubring, A., Barker-Ruchti, N., & Ferreira, M. E. (2017). Body dissatisfaction in women’s artistic gymnastics: A longitudinal study of psychosocial indicators. Journal of Sports Sciences, 35(17), 1–7.Ryan, J. (1995). Little girls in pretty boxes: The making and breaking of elite gymnasts and figure skaters. New York: Doubleday.Smits, F., Jacobs, F., & Knoppers, A. (2017). Everything revolves around gymnastics: How elite athletes and their parents make sense of practices in women’s gymnastics that challenges a positive pedagogical culture. Sport in Society, 20(1), 66–83.Stewart, C., Schiavon, L. M., & Bellotto, M. L. (2017). Knowledge, nutrition and coaching pedagogy: a perspective from female Brazilian Olympic gymnasts. Sport, Education and Society, 22(4), 511–527. https://doi.org/10.1080/13573322.2015.1046428Weber, J., & Barker-Ruchti, N. (2012). Bending, floating, flirting, flying: A critical analysis of 1970s gymnastics photographs. Sociology of Sport, 29(1), 22–41. ER - TY - CONF T1 - Regulating Scientific Citizenship by Law: ‘The Third Assignment’ of Swedish universities, 1977 and 1997 T2 - Konferenspapper till 4S och EASST gemensamma konferens, 20-23 augusti 2008, Rotterdam. A1 - Kasperowski, Dick A1 - Bragesjö, Fredrik PY - 2008 LA - eng KW - the third assignment KW - science policy KW - university history AB - The concept of “scientific citizenship” is useful when analyzing the inclusion and exclusion of actors deemed relevant in their relation to science. By using this concept we investigate how rights and duties in relation to science at different levels in the Swedish university system are regulated by juridical reforms. A rapid expansion of the Swedish higher education system, as in most western countries, occurred in the mid-20th century. As a result of political initiatives, several parliamentary investigations and lengthy discussions, a new law of higher education was decided upon in 1977. The law did not only stipulate education and research as essential tasks of universities and colleges, but did also regulate the relation between university science and Swedish citizens. This was called the “third assignment” of the universities, supplementing the two former tasks of education and research. Henceforth higher education employees were required by law to inform citizens of R&D results and their possible applications. The third assignment remained unchanged for two decades, but in 1996 an important revision was made. Instead of creating a “general” citizen as the addressee of the information process, the new formulation gave prominence to “collaboration with the surrounding society”. In the perspective of scientific citizenship, parts of the public were no longer conceptualised as a collective in constant state of knowledge deficiency and in that sense as a problem to address in sustaining a sound democratic society. Now society at large (local regions, industry, cultural institutions etc), more than before, would be the beneficiary of cooperation with universities. With the 1996 version a more differentiated public in terms of scientific citizenship was created to accommodate this new political agenda. As a consequence rights and duties in relation to science became more context-sensitive. Important contexts where the regulation, implementation and their consequences for practices of scientific citizenship in the Swedish higher education system are created are the focus for this project. In both the original formulation and the subsequent reformulation of the higher education law of Sweden, certain rights and obligations are assigned to actors on macro, meso and micro levels. On a macro level this entails studying the documentation of political, parliamentary and legislative processes, in relation to the formulation of so called third assignment in the Swedish higher education law of 1977 and 1996. The meso level is investigated by the same means to describe how regulative initiatives were managed in local policies at universities and colleges. The practice of actors at university departments, for instance in regulating the general tasks, functions and responsibilities of employees and recruiting new faculty, are studied at the micro level. We will show how the regulation of scientific citizenship by law is re-contextualized through practices at different levels in the university system. This study of the early Swedish regulation adds new insights to the research of scientific citizenship and the construction of rights and duties in relation to science. ER - TY - CONF T1 - Criticality Through Critical (Self- )Reflection in Student Teachers’ Placement in English Language Teacher Education A1 - Cananau, Iulian A1 - Johansson, Evelina PY - 2025 LA - eng AB - Critical reflection and self-reflection are two interrelated abilities universally perceived as fundamental for teachers’ professional practice. In European policy documents, these are also linked to the goal of building and consolidating education for democracy (Lenz et al., 2021, p. 9). Moreover, in the Swedish Higher Education Ordinance, they are mentioned in the second competence-and-skills outcome for the degree of Master of Arts/Science in Secondary/Upper Secondary Education, where they are specifically tied to theory and teaching practice (SFS 1993:100). This makes critical reflection and self-reflection especially relevant for the teaching placement, the part of teacher education (TE) in which practice is trained, and knowledge of the subject and educational theory is applied. In this paper, we introduce a research project whose primary aim is to investigate the conceptions and practice of critical reflection and self-reflection in the placement of pre-service teachers of English in upper secondaryschools in Sweden. Our approach relies on theoretical research on critical thinking (CT) in education, where critical reflection and self-reflection, often considered together, are identified as key aspects of criticality, a model of CT that adds ethical, civic, and ontological dimensions to more familiar approaches to critical thinking as cognitive and argumentation skills supported by a set of dispositions (Cananau et al., 2025; Davies, 2015; Dunne, 2015; Johansson, 2023). The educational ideal of this model is not “just” critical thinkers, but critical persons capable of critically engaging with the world and themselves, as well as with knowledge. Cultivating openness to multiple interpretations, critical reflection over one’s own assumptions in the face of such multiplicity, and critical action in the world in the form of responsible citizenship, criticality is directly concerned with building a sustainable education for democratic culture. An equally important aim of our project is therefore to promote critical (self-)reflection (CSR) as an aspect of criticality. Our concept is derived from the foundational works of the criticality movement. For example, Burbules and Berk (1999) consider the ability to reflect on one’s own views and assumptions as a type of critical reflection that is enabled through conversations with others (p. 61). In Barnett's (1997) criticality model, CSR is a form of critical being, alongside critical reason and critical action, each of them corresponding to the domain of the self, knowledge, and the world, respectively (p. 7). References Barnett, R. (1997). Higher education: A critical business. Open University Press. Burbules, N. C., & Berk, R. (1999). Critical thinking and critical pedagogy: Relations, differences, and limits. In T.S. Popkewitz & L. Fendler (Eds.), Critical theories in education. Changing terrains of knowledge and politics (pp. 45–65). Routledge. National Forum for English Studies 2025, Lund 9-11 April 40 Cananau, I, Edling S., & Haglund B. (2025). Critical thinking in preparation for student teachers’ professional practice: A case study of critical thinking conceptions in policy documents framing teaching placement at a Swedish university, Teaching and Teacher Education, 153. https://doi.org/10.1016/j.tate.2024.104816. Davies, M. (2015). A model of critical thinking in higher education. In M.B. Paulsen (Ed.) Higher education: Handbook of theory and research (pp. 41–92). Springer. https://doi.org/10.1007/978-3-319-12835-1_2. Dunne, G. (2015). Beyond critical thinking to critical being: Criticality in higher education and life. International Journal of Educational Research, 71, 86-99. https://doi.org/10.1016/j.ijer.2015.03.003. Johansson, E. (2023). Towards critical thinking skills in higher education – the case of English courses at Swedish universities [Doctoral dissertation, University of Gothenburg]. https://gupea.ub.gu.se/handle/2077/76767. Lenz, C., Gebauer, B., Hladschik, P., Rus, C. & Valianatos, A. (2021). Reference framework of competences for democratic culture. Teacher reflection tool. Self-reflection – A journey towards a democratic teacher ethos and a democratic culture in schools. Council of Europe. SFS 1993:100. Högskoleförordning. Retrieved December 20, 2024, from https://www.riksdagen.se/sv/dokument-och-lagar/dokument/svensk- forfattningssamling/hogskoleforordning-1993100_sfs-1993-100/ ER - TY - CONF T1 - Privatekonomiundervisning som medborgarbildning – Är det möjligt? T2 - Nordic Conference in Social Studies Didactics 2020, 30.3–1.4.2020 in Vaasa A1 - Björklund, Mattias A1 - Sandahl, Johan PY - 2020 SP - 21 EP - 22 LA - swe PB - : Åbo Akademi University KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - Sedan 1990-talet har individens privatekonomiska ansvar ökat beträffande sparande till pension, försäkringar för sjukvård och lån för bostadsköp. Detta har förbundit individen med det finansiella systemet, men även ökat individens privatekonomiska utsatthet vilket samtidigt ställer nya och högre krav på privatekonomisk utbildning (Lucey & Bates, 2012).Detta hörsammades tidigt av OECD:s vars definition på privatekonomisk litteracitet med fokus på hushållskunskaper (OECD, 2016) däremot ansågs vara för snäv från forskarhåll (Davies, 2015). Detta hjälper inte individen att förstå de ekonomiska och finansiella systemen (Berti, 2016) utan reser frågor när privatekonomi ska undervisas och läras inom ramen för ett medborgarbildande ämne som samhällskunskap. I Sverige verkar dessutom samhällskunskapslärare uppfatta privatekonomiinslaget som kopplat till hushållskunskaper (Björklund, 2019), men samhällskunskapsämnet strävar, å andra sidan, mot en vidare uppfattning av medborgarbildning syftande till personligt deltagande i samhälleligt förändringsarbete (Sandahl, 2015) som överensstämmer med Westheimer & Kahnes (2004) medborgarkonceptioner.Denna studie utforskar relationen mellan privatekonomi och medborgarbildning och undersöker hur undervisning kan utformas för att elever ska kunna förändra sin uppfattning om privatekonomi från något givet och individuellt till något dynamiskt och samhälleligt.Undersökningen bestod av en förtestfråga där elever år 1 på gymnasiet fick svara på en fråga rörande presumtivt ansvar för en förändrad privatekonomisk situation. Resultaten pekar mot att elever uppvisar fyra kvalitativt skilda uppfattningar där tre av dessa typer av uppfattningar överensstämmer med Westheimer & Kahnes (2004) medborgarkonceptioner. För att utveckla elevers förståelse av privatekonomi mot en mer elaborerad medborgarbildning föreslår vi att det finansiella systemet ska diskuteras som en samhällsfunktion vilken kan förändras via demokratiska styrmedel. ER - TY - CONF T1 - Doing democracy. Research Perspectives on Risks and Responsibilities within a Marketised Education. PART 1 A1 - Jobér, Anna A1 - Dovemark, Marianne A1 - Player-Koro, Catarina A1 - Dobrochinski Candido, Helena Hinke A1 - Serder, Margareta A1 - Erlandsson, Magnus A1 - Popkewitz, Thomas A1 - Seppänen, Piia A1 - Thrupp, Martin PY - 2019 LA - eng AB - Description of the symposium A general aim for school systems around the world is to prepare future citizens to participate in and contribute to society. In most western countries, this is upheld and developed within notions and practices of democracy and citizenship. Consequently, there is a close relationship between education and democracy. In times of increased global movements and diversity among students, issues of democracy therefore gain further attention, becoming a high-stake concept, recently seen in for example the new OECD framework on Global competence. At the same time, marketisation and privatisation of education rapidly change the foundations of schooling (Ball, 2009; Rizvi, & Lingard, 2010). This could be understood as parts of global transformations and trends that in many cases are supported by neoliberal visions, visions that reshape educational systems (Beach, 2010; Popkewitz, 2008). This rearrangement influences all parts of schooling and creates consequences on many levels. To name a few, the rearrangement involves profitable businesses, competitive and governing structures, digitalisation, rearranging of decision-making and responsibility, and renegotiation of discourses, positions and processes (Ball, 2009; Bunar, & Ambrose, 2016; Dovemark & Erixon Arreman, 2017; Verger, Lubienski, & Steiner-Khamsi, 2016). Furthermore, new ways of acting and communicating can be seen when policy actors, private companies, NGOs, school leaders, researchers, and lobby groups collaborate in entangled networks resulting in blurring boundaries and interwoven practices (Ball, 2018; Simons, Lundahl, & Serpieri, 2013). This in turn impacts on accountability, risk-taking, responsibility and transparency. Thus, educational spaces become fundamentally transformed and issues of democracy, societal problems, citizenship, accessibility and the like need to be renegotiated in relation to a changed educational landscape. This symposium will illuminate and discuss these changes and their consequences. For example, what happens with decision-making processes, accessibility, diversity, and political actions? What logics becomes changed, manifested or inscribed? What can be marketed, and becomes possible to sell? Could one say that citizenship and democracy have become commodities, something to trade? These questions will be addressed at the symposium alongside the discussion of the role of educational research. We stress that researchers’ engagement in education are of great importance in our European context and have the possibility to affect schools, national and international policy-makers, so called edu-preneurs and all actors involved in education. The symposium consists of contributions representing a wide range of perspectives and approaches taken by researchers from Sweden, Finland, Norway, New Zealand, and Brazil. Consequently, the symposium will mirror a variety of national and educational contexts all with the dual focus on the theme of the symposium and the theme of the conference. Many of the researchers in the symposium belong to a newly formed network called Researchers on education and marketization (the REM network) founded within the Swedish research project Education Inc. The network now consists of nineteen researchers from three countries and eight universities that in different ways problematise and scrutinise marketisation and education and the urgent and necessary issues that evolves in when education becomes marketised and new logics change the conditions for schooling. The symposium has two parts. The first part starts with an introduction given by Anna Jobér, coordinator and co-founder of the REM network followed by presentation of six papers in two sessions. They are arranged in order to give a thought-proving and interesting symposium regarding the variety of research project, methodological and theoretical perspectives as well as cultural contexts. Finally, the symposium is wrapped up by a discussant, Professor Marie Brennan https://www.vu.edu.au/contact-us/marie-brennan. ER - TY - BOOK T1 - SO för lärare 1 - 3 PY - 2024 LA - swe PB - Gleerups KW - undervisning i samhällsorienterande ämnen historia KW - geografi KW - religionskunskap KW - samhällskunskap lågstadiet lärarutbildning AB - Boken ger en ämnesdidaktisk grund till undervisning i geografi, historia, religionskunskap och samhällskunskap i kombination med metodik som ger exempel på hur undervisning med lågstadieelever kan utformas. ER - TY - JOUR T1 - Politisk mestringstro og kontroversielle spørsmål i samfunnsfag T2 - Nordidactica SN - 2000-9879 A1 - Jøsok, Eva A1 - Kjøstvedt, Anders PY - 2023 VL - 2023 IS - 13 SP - 109 EP - 130 LA - nor PB - Karlstad : CSD Karlstad KW - samfunnsfagsdidaktikk KW - demokrati og medborgerskap KW - kontroversielle spørsmål KW - politisk mestringstro KW - subject-specific education KW - ämnesdidaktik AB - The ICCS 2016-study reveals that political efficacy is the most important variable for determining future political participation among Norwegian adolescents. This variable is in turn heavily influenced by the adolescents’ socioeconomic status, gender and use of a minority or majority language (Huang et al., 2017; Ødegård & Svagård, 2018). In this article we ask how Civic and Citizenship Education in Social Studies may contribute to a levelling of this impact on the adolescents’ political efficacy. Our analysis is based on interviews with 16 lower-secondary teachers, all teaching Social Studies at four different schools. Our conclusion is that working with controversial issues as part of the Civic and Citizenship Education in Social Studies may contribute to a levelling of the impact of the adolescents’ social background. Specifically, our research shows that the teachers who are able to break the pattern for how social background determines political efficacy approach the inclusion of controversial issues much more openly and consciously. Additionally, they have a higher level of tolerance when discussing controversial issues in the classroom, and tend to emphasize epistemic and political criteria for what makes an issue controversial. Teachers that are not able to break the pattern for how social background determines political efficacy severely limits the discussion of controversial issues in the classroom, and tend to interpret controversial issues as emotionally sensitive.  ER - TY - CONF T1 - Att leda lärande och bygga kunskap om den egna undervisningspraktiken i samhällskunskap på grundskolan. A1 - Florin Sädbom, Rebecka PY - 2011 LA - swe ER - TY - JOUR T1 - Samhällskunskapsundervisning med utgångspunkt i samhällsfrågor-vad betyder det?: En recension av Göran Morén (2017) Samhällsfrågor som didaktiskt begrepp i samhällskunskap på gymnasieskolan. T2 - Nordidactica SN - 2000-9879 A1 - von Brömssen, Kerstin PY - 2017 VL - 3 SP - 106 EP - 110 LA - swe KW - samhällskunskapsundervisning KW - samhällsfrågor KW - gymnasieskolan KW - educational science ER - TY - CONF T1 - Multilingualism and Global Competence Education in a European University Alliance: Engineering a Pedagogy of Hope? A1 - Kjellgren, Björn PY - 2025 LA - eng KW - teknik och lärande KW - technology and learning AB - This paper critically examines the ongoing implementation of a policy of multilingualism and multiculturalism for global competence development within an engineering-focused European University Alliance (EUA), situating it within broader discussions of European values, global citizenship and sustainability. Through the lens of a newly developed policy and its accompanying implementation guide, we aim to assess whether and how these initiatives contribute to what might be termed a pedagogy of hope - a framework that can help to foster reflective critical consciousness, justice, and humanisation alongside technical competences.Engineering and technical education, traditionally firmly rooted in an instrumentalist paradigm, often neglects explicit engagement with values or emotional dimensions, despite its central role in addressing global sustainability challenges. In the context of the EUA, the policy under review seeks to promote inclusive multilingual and multicultural practices that foster gratitude, empathy and intercultural understanding, referring to European values and the EU motto ‘united in diversity’, but perhaps thinking more in terms of Freire’s concept of ‘unity in diversity’. By linking policy work to global citizenship and sustainability, the paper asks to what extent such frameworks can shift educational priorities from the mere production of solutions to the development of reflective, empathetic and globally competent individuals. Based on participatory action research and focus group workshops with students, educators, and staff, preliminary findings suggest that the policy can foster reflective practices, empathy, and interpersonal curiosity. It also shows potential to help reframe technical education as a force for transformative change that goes beyond technical solutions. However, its implementation faces significant challenges. These include overcoming bureaucratic routines, entrenched monolingualism of international education initiatives, and the technocratic ethos that persists in engineering education. Ultimately, the study contributes, from a Nordic perspective, to an understanding of how a pedagogy of hope - where gratitude, diversity, and sustainability converge - might emerge in the context of engineering education. ER - TY - CONF T1 - Exploring AI Integration in Swedish Technology Education: Teachers' Perspectives on the Need for AI Literacy A1 - Lundberg, Louise A1 - Axell, Cecilia A1 - Hallström, Jonas PY - 2025 LA - eng AB - The integration of AI tools has significantly impacted society and education. Despite ongoing debates about the function of AI in schools, these tools offer potentially valuable resources, necessitating thorough evaluation. A basic AI literacy is thus crucial for understanding AI’s effects and making informed decisions about AI, especially for young people as AI is predicted to have a large impact on all aspects of life in the future. STEM education aims to prepare students for future citizenship and work life, but rapid advancements in these subject domains can outpace teachers’ professional development, making them feel compelled to exclude AI from their teaching. The Swedish curriculum (Lgr22) fosters interest in technologies and encourages work with technical solutions and projects, contributing to technological literacy in the STEM domains. AI is not explicitly mentioned but can be linked to an understanding of the importance of technology, technological awareness, and its impact on society and socio-scientific issues, thereby contributing to STEM literacy. The aim of this study is therefore to investigate how technology teachers in Sweden conceptualize AI in technology education in lower secondary schools, and to seek understanding in how they perceive the purpose of integrating AI in technology education. Based on interviews with eight teachers, it highlights the need for ongoing professional development, fundamental AI understanding for students, and the necessity for both technical and practical AI understanding and competencies. ER - TY - JOUR T1 - Konstruktiv religionskritikk og medborgerskap: Læreres beskrivelser og refleksjoner T2 - Nordidactica SN - 2000-9879 A1 - Tjelle Jarmer, Sebastian PY - 2023 VL - 2023 IS - 13 SP - 62 EP - 85 LA - nor PB - Karlstad : CSD Karlstad KW - religionskritikk KW - religionsundervisning KW - medborgerskap KW - religious studies and theology KW - subject-specific education KW - ämnesdidaktik AB - Through discussion of new perspectives from democracy- and citizenship research, sociology of religion, and religious didactics, this article explores criticism of religion in Norwegian religious education. Based on empirical analyses of 13 semi-structured interviews with teachers from various upper secondary schools in Norway, the article contributes to the development of criticism of religion as an analytical category. Based on the teachers' descriptions the article argues that teaching about criticism of religion is a fruitful entrance to learning about, for, and through democracy. The contribution illustrates that metacognitive perspectives, power analyses, professional knowledge, and practical experience are considered central elements to facilitate what this article characterizes as constructive criticism of religion. ER - TY - CONF T1 - From worker- to workoriented discourses in the language training for immigrants. Shifting identities in the development of the educational system ‘Swedish for immigrants’: A sociohistorical account of categories T2 - ISB8 - International Symposium on Bilingualism A1 - Rosén, Jenny A1 - Sangeeta, Bagga Gupta PY - 2011 LA - eng PB - Oslo KW - utbildning och lärande KW - education and learning AB - This presentation focuses upon conceptualizations of languages and identities in the specific institutionalized arena that emerged in the post-world war II period with the specific intention of teaching Swedish language to adult immigrants in the nation-state of Sweden. The study presented here draws upon empirical material from the Project KIK, Categorization of Identities and Communication that is interested in both the social practices and the discourses that frame a tailored education for adult immigrants in Sweden. In this text we present a study that focuses upon the development of the educational system ‘Swedish for immigrants’ over time. Our specific interest here relates to accounting for how categorizations are used and what, if any, kinds of categories – pertaining to literacies, languages and identities – emerge in national and local policy documents since the 1960s. Taking ethnomethodological and post-colonial points of departure, we are currently analyzing how categorizations account for and simultaneously shape (i) the content of language education, (ii) membership into the education system, (iii) future possibilities in the labor market and studies, and (iv) membership in the nation state as a citizen. The education for adult immigrants and new citizens can be understood both as a demand by the modern state as well as an immigrants’ or a new citizens’ right for developing literacy and language skills required in the new society of residence. Focusing upon categories from sociohistorical perspectives allow for understanding the social organization and institutional means that enable society to process citizenship issues. The complex relationship between empowerment of the immigrants, on the one hand, and the need for integration or assimilation into society on the other, becomes visible though the analysis of empirical data that spans over half a century. ER - TY - CONF T1 - To Know Your Place: The Case of the Swedish Continuation School During the First Half of the 20th Century A1 - Larsson, Esbjörn PY - 2025 LA - eng KW - history of education KW - continuation school KW - textbooks KW - class-identities AB - In the early 20th century, the Swedish school system was still strictly segmented, with working class children attending primary schools and middle- and upper-class children attending grammar schools or girls’ schools. However, societal changes such as industrialization, urbanization and democratization brought about changes in the school system (Englund 1986). One such change was the introduction of a compulsory continuation school in 1918. These schools, introduced in imitation of English and German school forms (see e.g. Kett 2017), were intended for teenagers who had attended primary school and was entering the work force.This paper explores how the continuation school was introduced and operated in Sweden during the first half of the 20th century focusing on how the purpose of the school form was formulated and how the teaching was designed and conducted. The research is based on analyzes of government investigations and parliamentary debates as well as local curricula and textbooks.The research shows that the continuation school was mainly introduced as an answer to what was seen as problems that arose as a result of changes in the organization of work. Industrialization had led to that the patriarchal ties between workers and employers had weakened, which was considered to hinder young people from acquiring professional skill and threatened their moral development.To remedy these problems the continuation school was introduced as a two-year part time school form that would help the children that left primary school at 12 years of age to transfer into adulthood. The main school subjects were basic vocational education or natural science and crafts, citizen education and mother tongue.Analyses of local curricula and textbooks show that the continuation school did not just prepare working-class teenagers for adult life by introducing them to working-class vocations. The teaching also conveyed a view of society that was characterized by the idea that as a worker you should feel job satisfaction and be satisfied with your place in the world. The subject of civic education also bore the idea that the family formed the foundation of society and much of the teaching was centered around the duties of a citizen. Christianity also formed an integrated part of the teaching with the aim of contributing to moral education, even though it did not constitute a separate school subject.The conclusions that can be drawn from the research on which this paper is based is that the continuation school should not be considered as a school form that was introduced as part of reforming the school system in a more democratic direction. Instead, the continuation school contributed to maintaining a segmented school system by offering working-class youth a form of schooling that led to working-class vocations and aimed to form working class identities.LiteratureEnglund, T. (1986). Curriculum as a political problem: changing educational conceptions, with special reference to citizenship education. Uppsala Univ: Lund.Kett, J. F. (2017). “Theory Run Mad”: John Dewey and “Real” Vocational Education. The Journal of the Gilded Age and Progressive Era, 16(4), 500–514. ER - TY - CONF T1 - BiodiverCITY-Island Hopping: Using citizen science to promote action competence for insect conservation, plant awareness, and nature connectedness in urban areas A1 - Pernausl, Lisa A1 - Möller, Andrea A1 - Pany, Peter A1 - Lampert, Peter PY - 2025 LA - eng KW - biology AB - The BiodiverCITY-Island Hopping project aims to address the alarming loss of biodiversity through an innovative citizen science and educational approach in Vienna. By creating and researching biodiversity islands —flowering spaces designed to support urban insect populations (e.g., flowerbeds around trees)—the project provides crucial habitats for pollinators and promotes awareness of the essential role plants play in supporting insect diversity. During the vegetation periods 2025-2027, about 500 students from five different urban secondary schools will engage as citizen scientists, collaborate with researchers to establish and maintain these islands, investigate insect diversity, and analyse plant-insect interactions. The students also evaluate whether these islands function as stepping-stone biotopes, facilitating insect movement (“island hopping”) and contributing to a biodiversity corridor. Based on the collected evidence, students develop recommendations for biodiversity promotion in Vienna that will eventually be shared with key stakeholders. During the whole project the accompanying biology educational research investigates students’ action competence for insect conservation, their plant awareness, and nature connectedness using a mixed-method-approach. The poster will focus on the experiences and observations gathered from the first period (spring 2025), the developed teaching material, and the pretest data on action competence for insect conservation, plant awareness, and nature connectedness. These results provide a foundation for further discussion on effective strategies to promote urban biodiversity through environmental citizenship.  ER - TY - CONF T1 - Political dimensions of environmental and sustaianbility education reserach - postcolonial lens, global inequities, poverty in the “south” T2 - Education and Transition – Contributions from Educational Research A1 - Sund, Per PY - 2015 LA - eng AB - For many years there has been calls from international organisations (UNESCO) and national governments for education to be oriented towards social change, sustainability and preparing students for life in a global society. This has been described as a curricular global turn in national school curricula and international policies (Mannion, Biesta, Priestley & Ross 2011; Martin 2011). As educators we are encouraged to ‘globalise’ education or ‘think globally’ through ‘bringing the world into the classroom’ and promoting global issues and perspectives in the curriculum.Within our field of research global development issues have been critically investigated and discussed. A number of debaters have described education for the environment as indoctrination and that such an approach to education has universalizing tendencies that seek to marginalise other approaches and turns education into a political tool (cf. Jickling 1992; Jickling and Spork 1998; Sauvé 1999; Jickling and Wals, 2008; Van Poeck and Vandenabeele, 2012; Sund and Lysgaard, 2013, etc.). Deploying feminist and postcolonial scholars, Noel Gough (2002) criticised the position that a culturally transcendent environmental science is possible and instead suggested ‘that “thinking globally” in science and environmental education might best be understood as a process of creating transnational “spaces” in which scholars from different localities collaborate in reframing and decentring their own knowledge traditions’ (cf. Sund and Öhman, 2014a)Despite this, ESE is quite often treated as politically neutral and/or intrinsically good. We would like to turn your attention to the fact that policies[1], curricular reform and activities with the objective of developing global solidarity and building a sustainable citizenship very often foreclose the complex historical, cultural and political nature of these issues. These universal global perspectives tend to overlook and respect locally identified needs.ESE educators cannot, therefore, hide behind ‘good intentions’. This is further exemplified when universal values and a universal ethics are connected to the Enlightenment and to Western culture. ESE then risks becoming problematic if it is to enlighten people in other parts of the world. We argue that the apparent rush to ‘globalise’ and/or ‘universalize’ would benefit from an unpacking of the assumption that global/universal is better and a reminder that the universal is always articulated in a particular context.[2][1] Examples are the Earth Charter (2000) and the Johannesburg Declaration (World Summit on Sustainable Development [WSSD] 2002). The WSSD borrows language from the Charter on the theme ‘Making it happen’: ‘We commit ourselves to act together, united by a common determination to save our planet, promote human development and achieve universal prosperity and peace’ (Paragraph 35, WSSD 2002).[2] The contextuality of ESE-related issues and the importance of using non-western values and traditions to inform the development of ESE curricula is described by Wals (2009, 16), who underlines that: ‘Although both the challenge of sustainable development and the call for ESD is worldwide, there is a general understanding that the local realities and manifestations of ‘unsustainability’ are often quite different and deeply rooted in local histories and political and cultural traditions.  ER - TY - CONF T1 - Distinction in physics teaching. Change or status quo? A1 - Engström, Susanne A1 - Carlhed, Carina PY - 2010 LA - eng KW - physics teachers KW - habitus KW - teaching KW - reproduction KW - cultural capital KW - upper secondary school KW - utbildningssociologi KW - sociology of education AB - In the societies of today political steering documents highlights that all education should include sustainable development. But it seems to be others competing ideals for teaching physics. Physics teachers in secondary school in Sweden have generally, in energy teaching, manifesting on facts and a strong link with scientific concepts and mathematics.  The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Discussing the data emerging from a questionnaire which focuses on indicators of the teachers’ cultural and economical assets, or capital, according to the work of Pierre Bourdieu´s sociology and especially his concept on habitus provide a tool for analysis. Primarily we sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teacher types emerged. We describe these teacher-groups habitus; The Manager of the Traditional, The Challenger for Technology and The Challenger for citizenship. By making the habitus of the teachers in the different groups visibly, we can explain why teachers teach as they do and thereby make a contribution to both science education research and to teaching training. In a teaching training where a reflective approach which also includes the individual dispositions and representations is paramount. ER - TY - JOUR T1 - From a Welcoming Rhetoric to a Narrowing One: Constructing Citizen Agency in Finnish Social Studies Textbooks T2 - Nordidactica SN - 2000-9879 A1 - Satokangas, Henri A1 - Mikander, Pia PY - 2023 VL - 2023 IS - 13 SP - 85 EP - 108 LA - eng PB - Karlstad : CSD Karlstad KW - agency KW - textbooks KW - social studies KW - discourse analysis KW - subject-specific education KW - ämnesdidaktik AB - The article examines the ways in which the reader is positioned in the role of an active citizen in social studies textbooks in Finnish basic education. The Finnish core curriculum in general and the syllabus for social studies in particular both emphasize active citizenship as a central educational goal. Drawing on the frameworks of discourse analysis and textual interaction, the article analyses the linguistic and rhetorical means by which the reader is addressed and discusses the image of societal agency that is constructed. The results show that the introductory chapters employ an encouraging, “welcoming rhetoric” to depict an ideal reader who is about to grasp the potential to change the world. Theme-specific chapters indicate that this agency consists of some domain-specific actions in society, such as voting, while the reader is left with a reactive role regarding choosing a career and participating in the economy and offered quite limited ways to influence climate change and the ongoing ecological disaster. ER - TY - CONF T1 - Sharing values and doing democracy: children, educators, companies in collaboration for sustainable development - a narrative study. Paper presented at CICE: Children´s Identity & Citizenship in Europe Barcelona, School of Teacher Education 20th 23th May A1 - Lindahl, Ingrid PY - 2010 LA - eng ER - TY - JOUR T1 - Design, system, value: The role of problem-solving and critical thinking capabilities in technology education, as perceived by teachers T2 - Design and Technology Education SN - 1360-1431 A1 - Schooner, Patrick A1 - Nordlöf, Charlotta A1 - Klasander, Claes A1 - Hallström, Jonas PY - 2017 VL - 3 IS - 22 SP - 60 EP - 75 LA - eng PB - London KW - problem-solving KW - critical thinking KW - technology education KW - 21stcentury skills KW - system KW - value KW - technology teachers KW - sweden AB - The Organisation for Economic Co-operation and Development (OECD, 2013) defines its views on necessary skills for 21st century citizenship and life-long learning, advocating a generic skill set of literacy, numeracy, and problem-solving in technology-rich environments. Other sources also include critical thinking as a vital 21st century skill. There are also those who question the concept of 21st century skills, claiming that, although very important, these skills are in fact old and have been around for decades, or even centuries. Therefore, in many countries, skills such as critical thinking and problem-solving are already addressed in technology education as part of the core subject matter, especially regarding competencies connected to technological literacy. Critical thinking and particularly problem-solving have been well researched in technology education, but seldom from the teacher’s point of view. The aim of this article is to investigate Swedish compulsory school technology teachers’ views on problem-solving and critical thinking as curriculum components and as skills addressed in teaching. Twenty-one teachers were subjected to in-depth qualitative interviews. The findings of the study show that the interviewed teachers can be said to express three approaches to teaching about technology in a critical thinking and problem-solving mode: (1) the design approach, (2) the system approach, and (3) the value approach. Even though the present Swedish technology curriculum does not explicitly mention these skills, the teachers say they incorporate critical thinking and problem-solving in different settings within the subject of technology. Problem-solving and critical thinking are not seen as generic capabilities but they are always connected to and integrated with subject content in technology by the teachers. The teachers mix the approaches depending on the teaching content, especially when teaching about complex technology, although there is a tendency to disregard critical thinking capabilities when dealing with design, and neglect problem-solving skills when addressing values. ER - TY - JOUR T1 - Educational and Social Dimensions of Politicla Participation: Producing a political opinion T2 - Praktiske Grunde SN - 1902-2271 A1 - Bergström (fd Boman), Ylva PY - 2012 VL - 4 IS - 6 SP - 23 EP - 34 LA - eng PB - Köpenhamn KW - young citizens KW - political participation KW - social class KW - geometric data analysis KW - utbildningssociologi KW - sociology of education AB - : This article centers on difference and similarities in political participation among young people. The analysis focuses first on the educational and social dimensions of all “don’t know” and “no opinion” responses to political questions in a survey on political opinions, interests, and attitudes, and secondly on civic engagement and a wide range of political participation such as joining political parties or special interest groups, participating in political acts, and the propensity to read a newspaper, whether a national daily paper, a local paper, or an evening paper, and to what extent the opinion or arts pages attract different groups of students in upper secondary school. The analysis, inspired by a Bourdieusian approach to class and politics, reveal that social class still play an important role in understanding the distribution of political participation among young citizens. ER - TY - JOUR T1 - Corporate university: a critical approach T2 - Przedsiębiorczość i Zarządzanie SN - 1733-2486 A1 - Sułkowski, Łukasz A1 - Zawadzki, Michał PY - 2016 VL - 1 IS - 17 SP - 111 EP - 130 LA - eng PB - : Spoleczna Wyzsza Szkola Przedsiebiorczosci i Zarzadzania KW - universities KW - critical pedagogy KW - critical management education KW - instrumental rationality KW - management AB - The ability of a university to educate students to be responsible and informed citizens in the future has been undercut by the market-inspired, neoliberal attempts to commercialize universities and to turn them into suppliers of proprietary knowledge. The paper focuses on a critique of the ongoing erosion of an important cultural function performed until very recently by the Western universities, which is democratization of social life through development of critical thinking, imagination, and through cultivation of social and humanistic sensibility. We attempt to diagnose the causes of erosion, the consequences of it and to design a possible future social function of a contemporary university as a counterbalancing agency and a testing ground for civic training. The paper opposes a commonly accepted belief that the university should be changed through the corporate market model and presents theoretical research with references to empirical data gathered by other authors. ER - TY - CONF T1 - Att skapa rättvisa – en gemensam angelägenhet: Preliminära resultat från tre learning study kring undervisning i att resonera om rättvisa i samhällskunskap A1 - Tväråna, Malin PY - 2013 LA - swe KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - Projektet undersöker nödvändiga förutsättningar för att genom undervisning möjliggöra för elever att utveckla en förmåga till principiellt grundade resonemang kring rättvisa, i syfte att analysera samhällsvetenskapliga frågor. Att kunna urskilja, och argumentera för, olika principiella perspektiv på rättvisa, makt, frihet, samhällsnytta och andra grundläggande begrepp inom samhällskunskap, är en förutsättning för ett aktivt deltagande i deliberativa demokratiska samtal, och nödvändigt för att urskilja den egna ståndpunkten i samhällsfrågor. Sådana principiellt grundande resonemang utgör en viktig aspekt av förmågan till samhällsvetenskaplig analys, och utgår från att ett begrepps innebörd skiftar med utgångspunkter och värderingar. Ämnesdidaktisk forskning inom svensk samhällskunskap har till övervägande del fokuserat ämnesundervisningens syfte och utformning men i mindre utsträckning innebörden av dess innehåll, vilket undersökningen vill bidra till att förändra.Projektet omfattar tre Learning Studies med samhällskunskapslärare på tre gymnasieskolor. En lektion kring rättvisa designas gemensamt av en lärargrupp, genomförs av undervisande lärare, spelas in, analyseras och revideras samt genomförs på nytt i en ny undervisningsgrupp. Materialet, totalt nio lektioner, tre från varje Learning Study, analyseras utifrån variationsteorin (Marton & Booth, 1997; Lo, 2012), samt utifrån förekomsten/frånvaron av dialogiska inslag i undervisningspraktiken (Matusov, 2000). Den första studien är slutförd, de övriga två kommer avslutas i februari respektive mars 2013. En fenomenografisk förstudie av elevers erfarande av rättvisa visar på att insikten att innebörden av rättvisa inte är entydig, insikten att det finns olika principiella grunder för olika möjliga innebörder samt insikten att dessa grundas i skilda ideologiska värderingar, som hänger ihop med ontologiska föreställningar, kan vara kritiska aspekter av elevernas lärande.Utifrån resultaten vill jag vid NOFA4-konferensen diskutera frågorna: Av vad består kunnandet att resonera principiellt kring rättvisa i förhållande till en samhällsfråga? Vilka inslag i undervisningen möjliggör utvecklandet av detta kunnande? ER - TY - CONF T1 - Global statistik, alternativa fakta och (o)möjligheter T2 - Ämnet som blev. Rapporter från fjärde nationella konferensen i pedagogiskt arbete A1 - Jörgen, Nissen A1 - Linnéa, Stenliden A1 - Reimers, Eva PY - 2021 LA - swe PB - Umeå : Institutionen för estetiska ämnen, Umeå Universitet KW - samhällskunskap visualisering subjektifiering AB - Vår tid kännetecknas av att samtidigt som den empirisk-realistiska uppfattningen om betydelsen av vetenskap och kunskap är ifrågasatt, står mänskligheten inför en rad utmaningar såsom hot mot klimatet, hot mot demokratiska institutioner, växande ojämlikhet och pandemier. För att möta detta behöver medborgare inte enbart kunna sovra och bedöma information utan också kan agera som politiska subjekt. Kapitlet bygger på en studie i två klassrum i ämnet samhällskunskap där elever använder officiell statistik för att med hjälp av ett visualiseringsverktyg undersöka globala handelsmönster. Eleverna presenterar sedan muntligt och visuellt sina insikter, och läraren bedömer elevernas redovisningar. Studien visar att eleverna med hjälp av visualiserad information, kan förstå ekonomiska och politiska samband, vilket skulle kunna ligga till grund för politiskt engagemang. I klassrummet uteblir dock insikten om att det “skulle kunna vara annorlunda” och att den enskilde/gruppen kan medverka till förändring. Istället hamnar fokus på bedömning av elevens prestation. Studien visar därmed att även om pedagogiska praktiker kan skapa förutsättningar för politisk subjektivitet så tenderar dessa att undergrävas av krav på bedömning, kvalificering och prestationer. ER - TY - JOUR T1 - Ämnesövergripande undervisning och betyg i årskurs 4-6 i svensk grundskola i SO- och NO-ämnena T2 - Nordidactica SN - 2000-9879 A1 - Olovsson, Tord Göran A1 - Näsström, Gunilla PY - 2018 VL - 2018 SP - 88 EP - 117 LA - swe PB - Karlstad : CSD Karlstad KW - subject-integrated teaching KW - natural science KW - social studies KW - summarised grades KW - classification KW - subject-specific education KW - ämnesdidaktik AB - Sweden introduced a new national curriculum (Lgr11) for the compulsory school in 2011. It included new syllabi for the school subjects and a grading system now starting from school year 6. Social studies (civics, geography, history and religious studies) and natural sciences (biology, chemistry and physics) received syllabus with knowledge requirements for each respective subject. Despite the sectioning, Lgr11 encourages subject-integrated teaching and, when teaching has mainly been subject-integrated, summarised grades in both social studies and natural sciences are possible in school year 6. The purpose of this study is to investigate, analyse and compare to which extent teaching in school year 4-6 is subject-integrated and whether the grades in school year 6 are summarised in social studies as well as natural sciences. In the autumn of 2017, principals from 113 schools comprehending school years 4-6, completed a questionnaire. The results, also analysed in relation to Bernsteins theoretical model, show that teaching in each individual subject, as well as alternation between subject-integrated teaching and teaching in the individual subjects is most common. Fully subject-integrated teaching in social studies and nature sciences respectively is the least common practise. Three quarters of the schools give grades in the individual subjects. In schools with fully subject-integrated teaching, it is more common with summarised grades than grades in the individual subjects. However, this is more common in social studies than in the natural sciences. Almost all of the schools that teach in the individual subjects also give grades in the individual subjects. ER - TY - THES T1 - Att (ut)bilda ett folk: Nationell och etnisk gemenskap i Sveriges och Finlands svenskspråkiga läroböcker för folk- och grundskola åren 1866-2016 A1 - Spjut, Lina PY - 2018 LA - swe PB - Örebro University KW - role of textbooks KW - imagined communities KW - sweden KW - finland KW - comparative method KW - use of history AB - In this comparative study, elementary school textbooks in history, geography and social science/civics from Sweden and Finland 1866 – 2016 are analysed and compared. The focus is textbooks’ expressions of imagined communities, identification and common history. The study has an asymmetric design, because the textbooks are all written in Swedish for pupils in a Swedish majority population in Sweden and a Finland-Swede minority population in Finland.The aim is to contribute a deeper understanding of textbooks’ role in creating and teaching imagined communities. Research questions focus on how imagined communities are mediated in textbooks and results are compared between Sweden and Finland and over time, and on similarities and differences in offered communities expressed through concepts and use of history. The thesis also raises questions about how present needs affect textbooks’ interpretations of the past and what that signifies. Theory and method are inspired by Fairclough’s Critical Discourse Analysis. The theoretical framework is typologies of use of history, and the textbooks have been contextualised through the contexts of school, curricula, politics, minorities, language policies and history culture. The textbooks’ development over time, between contexts and between school subjects are compared at all levels throughout the study.Results show that textbooks have had, and still have a role in creating and educating pupils into national and ethnical identities; this is seen over the entire period of time studied, though with different approaches according to the school subject and country. Even though ethnical and nationalistic narratives are more implicit today, they are still visible in current textbooks. ER - TY - CHAP T1 - De samhällsorienterande ämnena på lågstadiet T2 - LIlliestam, Franck, Blanck, Holmqvist Lidh och Pettersson, SO för lärare 1-3, upplaga 2 A1 - Lilliestam, Anna-Lena PY - 2024 LA - swe PB - Malmö : Gleerups KW - lärarutbildning KW - lågstadiet KW - samhällsorienterande ämnen KW - undervisning KW - geografi KW - religionskunskap och samhällskunskap AB - Kapitlet belyser övergripande aspekter av undervisning i samhällsorienterande ämnen på lågstadiet: kursplan, konkretion, bedömning, samverkan ER - TY - CONF T1 - The teaching of writing in theory and practice at teacher education programs in Finland and Sweden A1 - Sturk, Erika A1 - Rosvall, Camilla PY - 2023 LA - eng AB - Writing is central to pupils’ education, employment, meaningful lives, and for citizenship in a global world. In school, pupils need to enhance writing proficiency in different school subjects as writing is not a generic competence but disciplinary specific. Teacher education is a crucial instance to prepare for teaching in the 21st century. However, there is a dilemma in teacher education concerning how to integrate theory and practice (Darling-Hammond, 2014). Therefore, an important challenge is to prepare student teachers for their future teaching of writing based on theory of disocurses of writing (Ivanič, 2004, 2017) and multimodal theories (Kress, 2010), understood in practice.This paper presents insights from a pilot study in primary teacher education programs at two universities, in Finland and in Sweden. In the pilot study a model for Reflective Observation of School writing (ROS model; Sturk, 2022) has been used with the aim to prepare student teachers for the teaching of writing across disciplines. The ROS model was implemented in the fall of 2022 and included lectures, seminars, and classroom observations in school practice. The data used in this presentation are student teachers’ examinations and answers on a questionnaire, and three university lecturers research notes.Preliminary results suggests that there are benefits and challenges with the model. The ROS model has potential to provide the student teachers with tools to analyze and reflect over the teaching of writing, and the reflective seminar seemingly provides the student teachers a scaffolded opportunity to develop a common terminology to talk about the teaching of writing across disciplines. We are interested in discussing challenges, e.g., student teachers’ challenge to read theoretical articles; framing of multimodal perspectives on writing; student teachers as observers in classroom studies. This will help us to develop the research project.ReferencesDarling-Hammond, L. (2014). Strengthening Clinical Preparation: The Holy Grail of Teacher Education. Peabody journal of education, 89(4), 547-561.Ivanič, R. (2004). Discourses of Writing and Learning to Write, Language and Education, 18(3), 220-245, DOI: 10.1080/09500780408666877Ivanič, R. (2017, May 4–5). Round table on discourses of writing, and writer identity. [Conference session]. LITUM symposium, Umeå, Sweden.Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.Sturk, E. (2022). Writing across the curriculum in compulsory school in Sweden. [Doctoral thesis, Umeå University]. ER - TY - CONF T1 - ”Work Orientation” and/or ”Democratic Education” in Language Courses for Immigrants – Teachers between Organisation and Profession T2 - ECER 2013 (European Educational Research Association), Creativity and Innovation in Educational Research. 10-13 September, 2013 Istanbul, Bahcesehir University A1 - Carlson, Marie A1 - Jacobsson, Bengt PY - 2013 LA - eng KW - marketisation KW - professionalism KW - teaching practice KW - immigrant students KW - ethnography AB - Like many other countries globally and in Europe, Sweden has in recent decades undergone a neoliberal restructuring of the public sector. This applies not least to the education sector and adult education; studied via a study of language courses for immigrants – Swedish For Immigrants (Sfi). In the Swedish context a complex system of public procurement with comprehensive competitiveness has taken place. A school market has developed and Sfi and municipal adult education are more and more often being carried out under more or less commercial forms. This means that the proportion of students in municipal education is decreasing as other educational organisers are entering into the market of tendering. One of the big winners in the procurement market for Sfi, a company called ABF Vuxenutbildning (ABF Adult Education) with roots in the Swedish WEA – Workers’ Educational Association (ABF, Arbetarnas Bildningsförbund), is studied in this paper from an ethnographic approach. We have focused on a course aimed at trade, commerce and civics. The overall aim of the study has been to study how the educational organiser forms teaching practice within the framework of neoliberal development and with a strong focus on what is known as “work orientation”. We have been interested in interpretations, negotiation, tensions and various consequences for teaching practice itself as well as for the course participants and other relevant actors. The main research questions in the sub-study have been: • How is the teaching organisation formed within the given framework? • How is the content of the teaching formed/affected? • Which consequences stand out with regard to the pedagogical mandate of the teaching role? • What are the consequences of the teaching and organisation for the students? Theoretically, the project is based on critical discourse analysis in combination with research on organization as well as on professions. In the discussion and analysis of the developments in the educational system and schools as a kind of economism leading to ”post-professionalism”. In the case of the understanding of different teachers’ reactions and negotiations in the confrontation with a neoliberal course of development, we also utilize e.g. Troman’s typology (1996), but also of analysis of change for the professions within the welfare state. Research on governance (Rose 1996) is also used in the analysis as is the sociology of emotions (e.g. Scheff, 1990). Text analysis has been combined with ethnography. A variety of data has been generated via interviews and participant observation in the classroom. Interviews have been conducted with teachers, school heads and students as well as with leading civil servants in the educational administration. Furthermore, different texts have been analysed, such as local school syllabi, material from schools’ websites, timetables and policy documents. Our material also includes interviews with teachers/educators at other adult education units. The course which is the main focus of our study is two terms in length with dual goals: partly to give the students knowledge about the Swedish business sector, and partly to give them language skills relevant and adequate to this context. The first term is shared, while term 2 is aimed at preparing students for work in shops or for starting their own businesses. Our study has followed term 1, which is cohesive, with 25 students and two teachers who work together as ”double staffing” on the course. The neoliberalism’s focus on ”work orientation”, ”effectivity”, ”competitiveness”, ”flexibility” and ”the self-governing individual” has superseded former welfare thinking with its public service values and ideal of equality. Teachers talk about the effects of control, resulting in reduced discretion, increased workload, growing bureaucratisation, the marginalisation of the pedagogue’s role and ever-stronger economic control with the emphasis on performativity – a palpable governance technique. A development leading to ”postprofessionalism” and to changed values – practice itself is commodified and “value replaces values” (Ball, 2004). Teachers talk about emotional work by balancing ”traditional” professional considerations against the ever more work orientated Sfi education. Tensions appear in the relationship between politicians, civil servants within the adult education administration and teachers. An ongoing struggle between different views on knowledge/learning is discernible – likewise between professionalism and professionality (Evans, 2008; Evetts, 2006). For the students the ubiquitous call: ”work first and fast” can impede any desire for social mobility via education. Likewise an instrumental view of language restricts broader communication in social life. Offers of work placement and temporary jobs without links to previous education and qualifications can also contribute to ”getting locked in” and further ethnic divisions in the job market. ER - TY - CONF T1 - Challenges and Responses to Inclusive Education in Sweden: Mapping issues of equity, participation and democratic values T2 - Center for Advanced Study in the Behavioral Sciences (CASBS), Stanford University. Palo Alto, California, U.S.A A1 - Berhanu, Girma PY - 2009 LA - eng AB - Abstract This paper maps out the challenges and responses to inclusive education in Sweden from a cultural/historical point of view. Core concepts that have bearing on inclusive education practices are discussed. The analysis incorporates varied materials. As the current Swedish political and educational discourses reflect contradictions and dilemmas among varied dimensions of the educational arena, the analysis has been conceptualized in terms of the assumption that policy and practice decisions involve dilemmas. Swedish social welfare/educational policy has traditionally been underpinned by a strong philosophy of universalism, equal entitlements of citizenship, comprehensiveness, and solidarity as an instrument to promote social inclusion and equality of resources. Within the past decades, however, Sweden has undergone a dramatic transformation. The changes are framed within neo-liberal philosophies such as devolution, market solutions, competition, “effectivity,” and standardization, coupled with a proliferation of individual/parent choices for independent schools, all of which potentially work against the valuing of diversity, equity and inclusion. Marginalization and segregation of socially disadvantaged and ethnic minority groups has increased. Result and resource differences have widened among schools and municipalities and among pupils. Swedish efforts in the past to promote equity through a variety of educational policies have been fascinating. Those early educational policies, including the macro political agenda focused on the social welfare model, have helped to diminish the effects of differential social, cultural, and economic background on outcomes. This has come under threat. There is still some hope, however, of mitigating the situation through varied social and educational measures combined with an effective monitoring system and a stronger partnership and transparent working relationship between the central and local government systems. Research and follow-up are crucial in this process. ER - TY - CONF T1 - Discourses of religion and religious dimensions in civic orientation courses for newly arrived adult migrants in Sweden T2 - Abstract book A1 - von Brömssen, Kerstin A1 - Milani, Tommaso A1 - Bauer, Simone PY - 2025 LA - eng AB - 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. ER - TY - CONF T1 - Utmaningar och möjligheter att säkerställa rättvisa prov i samhällskunskap för elever med annat modersmål än svenska - erfarenheter från de svenska nationella proven T2 - Nordic Conference in Social Science Education, Odense, Danmark, 11-12 april, 2024 A1 - Löfstedt, Arne A1 - Bergh, Daniel PY - 2024 LA - swe KW - nationella prov i samhällskunskap psykometrisk analys rasch measurement theory likvärdig och rättvis bedömning AB - Bakgrund Vid utvecklingen av de svenska Nationella proven i samhällskunskap är en viktig fråga säkerställandet av att uppgifterna fungerar på samma sätt för olika undergrupper av elever, d.v.s. att proven i någon mening är rättvisa. Målet är att undvika Differential Item Functioning (DIF), d.v.s. att uppgifterna gynnar vissa undergrupper jämfört med andra. DIF kan ha olika orsaker. Det kan dels vara fråga om att elevgrupper förstår ett innehåll olika, men det kan även bestå i att uppgiftsformat fungerar på olika sätt för grupperna - DIF uppträder ibland genom en interaktion mellan innehåll och svarsformat. I Sverige har regeringen uppdragit åt Skolverket (U2017/03739/GV) att digitalisera de nationella proven, men också att sträva efter att en stor andel av uppgifterna ska kunna automaträttas, vilket kräver ett slutet svarsformat. Idag har cirka hälften av uppgifterna ett öppet svarsformat, därför kan denna förändring få konsekvenser. Syfte Syftet med denna studie är därför att undersöka hur olika typer av uppgifter (definierat som olika innehåll och/eller olika svarsformat) fungerar för undergrupper av elever. Specifikt är syftet att studera hur uppgifterna fungerar för elever som har svenska som andraspråk (SVA) vid jämförelse med andra grupper, då denna grupp särskilt tenderar att ha lägre prestationer och kan vara extra sårbar. Metod De analyser som studien baserar sig på utgår från den danske matematikern Georg Raschs arbeten, i form av Rasch Measurement Theory, och vidareutvecklade modeller utifrån ett Item Response Theory-perspektiv (IRT), som inkluderar två eller flera parametrar. Särskilt fokus ägnas åt s.k. DIF-analyser. Den data som analyseras är insamlad inom ramen för de svenska nationella proven i samhällskunskap som givits år 2018, 2019 och 2022. För varje år har ett stratifierat urval om 1500-2000 elever gjorts bland de omkring 25000 som gör provet. Resultat SVA-elever har svårare för uppgifter som har ett slutet svarsformat och som särskilt fokuserar på referenskunskap (faktakunskap/begreppskunskap). Däremot klarar sig SVA-elever bättre än andra elever, givet samma kunskapsnivå (theta), om de i ett öppet svarsformat får möjlighet att beskriva, analysera och utveckla sina svar, vilket strider mot en ofta given vanlig uppfattning. Diskussion och implikationer Utifrån ett DIF-perspektiv innebär utvecklingen mot mer av slutna svarsformat utmaningar som kan riskera att missgynna SVA-elever. Utifrån ett ämnesdidaktiskt perspektiv kan detta resultat innebära möjligheter att särskilt stärka SVA-elevers referenskunskaper och därigenom mildra potentiella negativa effekter av formatförändringen. Utifrån ett provkonstruktörsperspektiv visar analyserna på vikten av att ta hänsyn till såväl innehåll som format vid DIF-analys ER - TY - CONF T1 - -Samhällskunskap på universitet och i skola- ett aktionsforskande projekt 2005 (Social Science at University and at School) T2 - Paper presented at Lärarutbildningskonferensen at University of Bergen( Teacher Education Congress) A1 - Hesslefors-Arktoft, Elisabeth PY - 2005 LA - swe ER - TY - CONF T1 - What’s the value of water?: Developing the ability to analyse economic issues in social studies. T2 - Thinking Tomorrow’s Education A1 - Björklund, Mattias A1 - Tväråna, Malin A1 - Jägerskog, Ann-Sofie A1 - Strandberg, Max A1 - Malmqvist, Eva A1 - Norevik, Jan A1 - Olin, Lena A1 - Karlander, Linda PY - 2019 LA - eng KW - phenomenography KW - social studies KW - social studies analysis KW - financial literacy KW - price KW - value KW - teaching and learning AB - The study addresses the questions of how different teaching designs relate to how students in year 1, 4, 5 and 8 (compulsory education) understand and learnthe concept of economic value. Economics has been a growing area within the Swedish Social Studies subject, creating new challenges for teachers whenintegrating this content area as citizenship education. This study investigates how a teaching design makes different economic and financial matters visible tolearners in different age groups and was carried out through a learning study. Data consisted of recorded group discussions among students, as well as writtenstudent answers to open response pre- and post-test questions, which were analysed using phenomenography (Marton, 2015). Results show three structuralaspects necessary for students to discern in learning about economic value; that economic value (1) is constructed rather than essential, (2) emerges in relationto a lack of resources, and (3) is a relation in a system of different kinds of resources. Age does not seem to be a pivotal factor for learning or understandingprice and value. By shifting focus from supply to demand with the instructional examples, learners’ life world came closer to the desired learning object - thatvalue and price are constructed and emerge as a relationship between supply and demand in a wide system of resources. ER - TY - CONF T1 - Innovative Sustainable Global Partnerships between Schools and Organizations Provide Quality Education and Value for all Stakeholders, a Literature Review T2 - Accelerating the progress towards the 2030 SDGs in times of crisis A1 - Whitney, Cynthia PY - 2021 SP - 1994 LA - eng PB - Östersund : Mittuniversitetet AB - The purpose of this paper is to present results from a literature review on Quality Management systems and the role of partnership to support sustainable innovative practice. Research shows that partnerships create value for the organizations and are an important component to developing responsive and sustainable systems. In education, partnerships between schools and business and international organizations is showing promise to enhance the quality of education and prepare youth for a sustainable global community as part of the UN sustainable development goals. The primary goal for schools seeking to enter into a partnership with an international organization is to foster the students’ growth as global citizens with an international mind set, and to increase and sustain their customer base. The primary goal for international organizations to enter partnerships with schools is to grow as an organization through their outreach into school communities and to foster students’ growth as global citizens. This research is important in that it will provide insight into the Quality Management practices taken by innovative sustainable partnerships which follow the United Nations Sustainable Development Goal Target 4.7, providing a quality education that promotes “a culture of peace and non‐violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.” There is a growing need among private schools to create value for their customers by incorporating innovative environmental and sustainability educational opportunities for the students, as global awareness is increasingly growing throughout the customer base. Next steps, following this conference, will include a study which focuses on a private school in the United States that regularly develops and sustains innovative global partnerships. These partnerships are recognized as complex adaptive systems that contain a dynamic network of complex, interconnected pathways of human interaction that evolve and change based on episodes of disequilibrium. The sustainable relationship between the organization and the school depend and develop upon a basic formative structure. As there is a demand for private schools to develop innovative global relationships with organizations, there is also a demand by these schools for a vetted structure that can be implemented in order to develop and sustain partnerships. This topic will be the focus of the research following this literature review. ER - TY - JOUR T1 - "The state of the debate": A media analysis of the debates on liberalization and citixenship education in France, Sweden, and England T2 - Education, Citizenship and Social Justice SN - 1746-1987 A1 - Coté, Isabelle A1 - Rosén Sundström, Malena A1 - Sannerstedt, Anders PY - 2013 VL - 2 IS - 8 SP - 215 EP - 228 LA - eng PB - : SAGE Publications AB - Over the last decades, many liberal democracies have experienced a tension between the education system’s expressed requirement to foster citizenship norms and the liberal (sub-) ideal of norm neutrality. This dilemma has been accentuated by, on the one hand, increased ethnical and cultural diversity, and, on the other hand, liberalization of society in general and the schooling system in particular. This article provides a “state of the debate” of this tension in France, Sweden and England, through a media analysis of the period 2001-2010. Citizenship education was most prominent in the Swedish debate. The Swedish and English positions were most alike, arguing for “objective civics” and promoting freedom of choice in the school system. In contrast, the French debate argued for a common, integrative state-managed school system that provides equal opportunities to all socio-economic groups while inculcating loyalty to the State. ER - TY - CONF T1 - Science for citizenship? How do teachers and students in mono- and multi-cultural schools handle work with complex issues? T2 - Abstracts, Active Citizenship A1 - Ideland, Malin A1 - Malmberg, Claes A1 - Winberg, Mikael PY - 2010 SP - 188 EP - 188 LA - eng KW - secondary science KW - socioscientific issues KW - multiethnic school AB - Theoretical framework: Socio-scientific issues (SSI) are said to be vehicles for raising students’ interest in science, but also for strengthening generic skills as team-work, problem-solving and media literacy. At the same time these skills are prerequisites for successful work with SSI. How well equipped are students from homes with foreign background and low socio-economic status for working with SSI? They often have lower grades in science subjects. Authentic media texts may constrict bilingual students and it is pointed out that students from families with low socio-economic status are advantaged by strict framing, which is less pronounced in SSI:s. Research topic/aim: The purpose with this paper is to analyze experiences from multi- and monoethnic classrooms when working with SSI. First we will explore what differences and similarities between the two groups that emerge in a quantitative study. The next step is to explore how these emerging aspects can be understood from a qualitative perspective and discuss how the results relate to each other? Do people do what they say that they do, or more exactly do people’s utterances in questionnaires correspond with their actions in the classrooms when it comes to experiences concerning work with SSI? Methodology/research design: Data from a quantitative and a qualitative study is presented and compared in the paper. Secondary school classes (school year 6-9) have worked with SSItasks, produced by researchers, during minimum 5 hours. The quantitative study involves 1614 students from 70 classes. The data consists of questionnaires. The qualitative study involves two classes from different schools. The qualitative data consist of classroom observations (12 lessons, six from each school, and 32 recorded discussions from 8 different groups). Expected conclusions/findings: The results show that despite information from the researchers on aims and workforms for SSI, the teachers observed in the qualitative study tended to fall into old habits, e.g. science content is the primary learning goal and their roles are dispensers of knowledge and supervisors. A normative approach to health issues in the multicultural school is also noteworthy. We can also notice that students are ill-prepared to work autonomous.Students from mono-cultural schools in a higher degree express that they feel comfortable with autonomous work. But observations at school B revealed that also these students needed better framing. We interpret these differences between the studies as a matter of understanding cultural school codes. In the questionnaires the biggest difference between mono- and multicultural schools was the use of internet. But the observations show that all students are illprepared to use other sources than textbooks in science. They have limited skills in information retrieval and critical thinking. Instead they judge information as reliable if it comes from the teacher or is similar to textbooks. Students, regardless ethnic background, have difficulties with these parts of the work. They are not suitable equipped for the workform. Relevance for Nordic Educational research: In this changing society multiculturalism ned to be studied from different perspectives. In this paper we we look into multicultural science education from a new angle, how to understand clashes between different discourses in school. ER - TY - CONF T1 - Critical Thinking Skills and Dispositions of Turkish Pre-service Teachers: A Meta Synthesis Study T2 - European Research Association (ECER) Conference A1 - Tasti, Ozlem Yildirim A1 - Yildirim, Ali PY - 2021 LA - eng PB - Geneva : EERA KW - meta synthesis KW - research review KW - critical thinking KW - pre-service teacher education AB - The changes in social, cultural, and economic structures of contemporary societies have urged for a new education perspective that addresses key competences determined by the European Commission such as literacy, civic, and digital competence. These competences not only ensure personal fulfillment and active citizenship but also ensure that everyone has access to quality and inclusive education (Council Recommendation on Key Competences for Lifelong Learning, 2018). Skills such as critical thinking, creativity, and collaboration are emphasized for the attainment of the key competences. Among those skills, Critical thinking (CT) is “purposeful, reasoned, and goal-directed. It is the kind of thinking involved in solving problems, formulating inferences, calculating likelihoods, and making decisions.” and includes reflecting on the thinking process (Halpern, 1998, p. 70). It further refers to reasonable and reflective thinking (Ennis, 2011); analysis of arguments (Ennis, 1985), reasoning and evaluating (Facione, 1990), and making reasonable decisions (Halpern, 1998). In the field of education, CT is rooted in the works of John Dewey (Ennis, 1991). Built on his work, CT has become a scholarly matter in the field of education (e.g. Ennis, 2013; Penkauskiene et al., 2019). Some of this genre of literature reports findings on educational interventions to improve CTS and CTD of students and teachers. Most recently, a framework was developed to teach CT (Heard et al., 2020). Similarly, within the scope of Critical Thinking Across the European Higher Education Curricula – CRITHINKEDU project, based on perceptions of 189 participants across nine European countries and from four different professional fields, researchers propose new learning outcomes to be integrated into the existing European university curricula (Dumitr et al., 2018). As our knowledge is extended, CT has been listed among the 21st-century skills. Accordingly, countries, including Turkey, have integrated CT into their curricula while attributing a critical role to teachers in the development of CTS and CTD as teachers are the key actors of curriculum implementation. In this regard, the literature reveals that when guided by teachers who had training to teach CT, educational interventions that aim to facilitate students’ CTS are more effective (Abrami et al., 2008). Nevertheless, there are problems derived from the teachers’ approach to teaching CT (Stenberg, 1987). This shifts our attention to teacher education through asking whether we can train our future teachers as capable of teaching CT because as Paul et al. (1997) contend, teacher education plays an important role in equipping teacher candidates with skills and knowledge to teach CT. However, including CT in teacher education programs is not sufficient. Beyond positivist perspectives that downgrade CT into a set of skills to improve thinking, problem-solving without asking questions about the problem itself (etc. Whose problem is this?), a process that should be exercised only by the student, and an abstract mode of thinking independent of lives of students and teachers, CT requires informed and committed action (Fernandez-Balboa, 1993). This can only be achieved by critical educators who are aware of the power of education as a transformative means (Giroux, 1988). Built on the aforementioned literature, along with Yıldırım’s (2013) call for review papers that evaluate teacher education research conducted in Turkey and relate it to the international literature, this study aims to synthesize the research on CTS and CTD of pre-service teachers in Turkey. The following research questions guided our study: 1. What critical thinking areas do the studies in teacher education focus? 2. What methodological traditions do the studies on critical thinking represent? 3. What are the knowledge claims studies on critical thinking offer for practice and further research? Method Synthesis studies are of primary importance as they bring the knowledge together generated from individual studies together (Glaser & Strauss, 1971). Grounded on this notion, this study is designed as a meta synthesis study which “brings individual qualitative studies together with one another at a more abstract level through a process of translation and synthesis” (Zimmer, 2006, p. 312). The aim is to determine common and contradictory patterns across studies through interpreting existing knowledge to generate new knowledge (Aspfors, & Franson, 2015). The educational research regarding Turkish pre-service teachers CTS and CTD was investigated in electronic national and international databases via EBSCOHOST service Academic Search Complete, Education Source, ERIC, Humanities International Complete, MasterFILE Complete, Social Sciences Index Retrospective, Teacher Reference Center, and TR Dizin. The search was limited to the accessible full-text empirical articles that were published in academic journals. Theses, dissertations, and conference papers, as well as scale development and program development/evaluation studies, were not included for the feasibility of the study. It was, moreover, restricted to the years from 2010 to 2020 to represent a recent portrayal of research conducted about teacher candidates’ CTS and CTD within the last decade’s educational context in Turkey. The descriptors we used for our search are namely: critical thinking and teacher candidate/pre-service teachers (460 studies including findings from other countries), critical thinking skills and teacher candidate/pre-service teachers (150 studies in Turkey), and critical thinking dispositions and teacher candidate/pre-service teachers (113 studies in Turkey). After excluding the studies that did not meet our criteria, we included 89 studies in this review.After determining the studies to be included in this synthesis, we first completed a descriptive analysis of the studies (e.g. research design, data collection instrument, majors of the participants, etc.). Then, we employed content analysis to determine the themes (Miles et al., 2018). through careful reading of each article and bringing the studies together under relevant themes considering the definitions/approaches/perspectives to define CT. Our analysis yielded eight main themes as CT as a higher-order thinking skill, CT as a self-controlled thinking process, CT as a developing skill, CT as a personal attribute, CT as a socially constructed skill, CT from a functionalist perspective, CT as part of democratic citizenship, CT as part of language skills. Expected Outcomes Our preliminary analysis of the studies showed that almost half of the studies (n = 38) were designed as correlational research. The others were designed as survey research (n = 30), experimental research (n = 17), and qualitative research (n = 4). These studies mostly used the Turkish version of the California Critical Thinking Disposition Inventory (CCTDI) that was adapted by Kökdemir (2003) followed by the “Critical Thinking Scale” which was developed by Semerci (2000). The CT levels of pre-service teachers were low in general (n = 39), only 17 studies reported a high-level of CT of pre-service teachers. Our thematic analysis disclosed that CT was accepted as a developing process in the majority of the studies (n = 68). Half of the studies, besides, defined CT as a self-controlled thinking process (n = 44). Further, almost half of the studies (n = 40) approach CT from a functionalist perspective. Other themes emphasized CT as higher-order thinking skill (n = 39), personal attribute (n = 17), part of democratic citizenship (n = 13), socially-constructed skill (n = 7), and a component of language skills (n = 7). Our preliminary findings unveil that only a few studies underline the importance of CT as an asset of critical educators. This diverges teacher education programs from training teachers as intellectuals who actively take part in creating just societies. Our synthesis also warrants for intervention studies and use of family background variables in correlation studies. Besides, we advocate that teacher education programs should offer specific courses to help pre-service teachers to develop CTS. Lastly, we propose that future teachers should be provided with more practice courses in which they can engage in and reflect on real cases. ER - TY - CONF T1 - Towards Sustainability: Teaching and Learning beyond Disciplines through Global Didactics A1 - Nordén, Birgitta PY - 2013 LA - eng KW - transdisciplinary KW - teaching KW - esd KW - education for sustainable development KW - global learning for sustainable development KW - global learning KW - glsd KW - teacher approaches KW - collective learning KW - global didactic angle AB - Towards sustainability the implementation of Global Learning for Sustainable Development (GLSD) is crucial. A better understanding of how to, from a global didactic angle, establish globally genuine dialogues forming nuanced conceptions of sustainable development (SD) is necessary. Global teaching as well as global learning has to identify the challenges in various contexts for transdisciplinary knowledge formation. Complex demands underlying the discourse of GLSD show that a need for real integration into the curriculum is critical. A global perspective in the curriculum offers students the potential to relate their experiences to a more extensive context. This could contribute to increasing a public awareness of environmental issues, promote environmental training among educators, and improve provision of basic education. In this research, individuals given the opportunity to take command over their learning and their own world experiences within this field, are related to collective learning consciousness, knowledge formation conduct when managing ESD & SD on the Global Curriculum Agenda. The increasing importance of accessible educational communities, and the global character of SD issues provides more learning opportunities – individuals may thus create more nuanced conceptions, to cope with increasing societal complexity (Burbules). More theory-based knowledge of learning and teaching in global settings is needed, since the field mostly is based on policies – empirical investigations rare. The aim is to highlight some crucial elements of the global dimension in teaching and learning towards sustainability, in the context of preventive management strategies from a global didactic angle. The educational perspective of globalization adopted here, as well as limitations in the scope and focus in this presentation, are shaped against the background of the ultimate focus on GLSD. Both individual and collective self-development and self-determination are emphasized, while learning & teaching practices can be adapted to crucial issues, concerning our planet, and its management for SD. The overall objective: seeking for and advancing holistic understanding. Balance theory and practice combining holism and perception: A holistic approach requires an interpretation of the meaning of the parts from an interpretation of the whole and vice versa. Holism and relations are important starting points and a relevant epistemological background to the development of knowledge about the environment. Crucial management skills is required from the teacher as the role of the teacher enhance from being expert. Over the years, the concept of global learning is discussed more and more and developed in the area of developmental and environmental policies and the education of them (Brunold). Global Learning presupposes competencies, which individuals need to acquire if they want to actively shape the development of world society, including management skills (Olum) as team skills, readiness to compromise and cooperate, coping with change, creative & lateral thinking, the ability to deal with insecurity, integrated thinking, and systemic thinking. Intercultural learning could develop ‘global consciousness’ competencies and support global citizenship - and, ‘emergent holistic consciousness’ through the connection of cultures to a complex collective whole, may form a collective learning consciousness. This challenge takes off in the particular global perspective formulated above. Methodology, Methods, Research Instruments or Sources Used Phenomenography is the research method used in the conducted studies. Empirical findings, regarding experiences of local challenges of learning and teaching sustainability in global settings, are compared. Through the Young Masters Program (YMP), an online course about sustainability and preventive environmental management strategies, the Global Classroom as Extended Classroom is investigated. STUDY 1. Analyzing pupils experiences of online learning sustainability in a global setting in the research project "Learning in the ICT-extended University". Data collected through a semi-structured online questionnaire, with both closed and open questions (221 students, 19 countries, 2004). STUDY 2. Upper secondary school teachers’ experiences of the YMP were investigated. Data: interviews with the written answers from 26 teachers in 16 countries (Colombia, Denmark, Egypt, Ghana, Greece, India, Jordan, P. R. of China, Lithuania, Mauritius, Poland, Sweden, Tanzania, Turkey, the United Arab Emirates (UAE) and Vietnam), 2006. STUDY 3. Implementation study of GLSD in the Swedish pilot project Lund Calling, to facilitate for a number of schools, aiming at implementing the YMP as part of their regular curriculum. Data: semi-structured interviews (n=20) in a longitudinal study at compulsory schools (years 8-9) and upper secondary schools in Lund Municipality (8 students, 5 teachers and 2 headmasters, 2008-2009). Conclusions, Expected Outcomes or Findings The three compared studies discerned the need for developing a better understanding of the global didactic angle, from which GLSD is recognized. Performance studies (TIMSS, PISA, UNESCO’s Delors Report 1996) are criticized for validating and legitimizing curriculum reforms on a basis of ‘global indicators of quality teaching and learning’, with the hidden agenda of promoting a form of ‘new accountability’ to international agencies (i.e. OECD). Research is needed on innovative educational approaches, with the potential to facilitate real transdisciplinary thinking seeking to integrate sustainability ideas into the curriculum. Knowledge formation conduct means improving quality, and the obligation to implement improvements by breaking down barriers, to encourage collective learning consciousness and self-improvement for everyone. An ongoing process of compression-expansion of time/space/meaning appears to be affecting institutions and educational organizations, in their attempts to extend their reach. Media and grassroots organizations appear to perceive the call for GLSD, seeing a task to fulfill in this area. Combining such efforts could further develop appropriate practices for GLSD. Learners could be better equipped to cope with subject matters of great complexity and form nuanced conceptions of sustainability. A condition for such processes is the establishment of a global (and genuine) didactic dialogue. References Anderberg, E., Nordén, B. & Hansson, B. (2009). Global Learning for Sustainable Development in Higher Education: recent trends and critique. International Journal of sustainability in higher education. Vol. 10 No. 4, 2009, 368-378. Brunold, A. O. (2005). Global Learning and Education for Sustainable Development. Higher Education in Europe, Vol. 30, Nos. 3-4. Burbules, N.C. (2000). Does the Internet constitute a global educational community? In N.C. Burbules & C.A. Torres (Eds), Globalization and education – critical perspectives. 323-356. New York: Routledge. Hartmeyer, H. (2001). Globales Lernen in Österreich—Erfahrungen, Erwartungen, Perspektiven. In Halbartschlager, F. (Ed)(2001) Eine Welt. Beiträge zu globalem Lernen. Symposion globales Lernen pp. 34-42. Südwind Agentur, Vienna. Marsella, A. J. (2007). Education and training for a global psychology. In: Toward a Global Psychology: Theory, Research, Intervention, and Pedagagogy by Stevens, M. J. & Gielen, U. P. (Ed)( 2007). London: Lawrence Erlbaum Associates Nordén, B. & Anderberg, E. (2012). Sustainable Development through Global Learning and Teaching. In Madu, C. N. & Kuei, C–H (Eds.) Handbook of Sustainability Management, 379-401. London: Imperial College Press. Olum, Y. (2004). Modern management theories and practices: a critical Overview. Paper presented at the 15th East African Central Banking Course, 12th July 2004, at Kenya School of Monetary Studies. Rost. J. (2004). Competencies for global learning. The development Education Journal Volume 11 Number 1 2004. Scheunpflug, A. & Asbrand, B. (2006). Global Education and education for sustainability. Environmental Education Research, 12-(1), 33-46. Svensson, L. & Wihlborg, M. (2010). Internationalising the Content of Higher Education – the need for a curriculum perspective. Higher education. Published online: Springer Netherlands. Tatto, M. T. (2007). Reforming Teaching Globally. Oxford: Cambridge University Press Tojo, N. & Lindhqvist, T. (2009). Teaching fellow students as a way of motivating future decision makers. In E. Bommenel & M. Irhammar (Eds), Osynligt och självklart? Lund: Media-Tryck. ER - TY - THES T1 - Communicating a sense of public safety: The case of the Swedish Police Authority’s strategic social media communication A1 - Alvén Sjöberg, Jens PY - 2025 LA - eng PB - Jönköping University, School of Education and Communication AB - When public authorities address the complex societal matter of public safety through digital media, they do more than just disseminate information. They actively shape the conditions for civic dialogue, trust, and involvement. Understanding how authorities communicate is essential, as their communicative practices carry significant societal implications. However, research still overlooks how public authorities use digital media to engage, participate, and foster dialogue around public safety. This dissertation adopts a participatory perspective to examine how public authorities communicate complex societal matters on digital media.The Swedish Police Authority serves as the empirical case, with a focus on its social media communication aimed at creating a sense of public safety (trygghetsskapande). Owing to its legal mandate and societal responsibilities, the Authority provides a relevant context for exploring how institutional communication can influence perceptions of public safety. Comprising four interrelated studies, the dissertation examines the Swedish Police Authority’s social media communication from multiple perspectives. The dissertation combines qualitative methodologies, such as interviews, framework analysis method, phenomenography, and qualitative content analysis, and critical making workshops as a participatory and explorative method, together with theories of experiences and sensemaking, to theoretically understand a sense of public safety. The findings demonstrate how public authorities, specifically the Swedish Police, can make sense of and enhance their social media communication regarding a sense of public safety through a bidirectional way of communicating.The dissertation emphasizes the importance of public authorities communicating more openly on social media in order to (co)create a sense of safety with the public. It makes theoretical and methodological contributions with the critical (un)making model on bidirectional communication and co-creation, thereby enriching scholarship in media studies, organizational, and strategic communication. ER - TY - THES T1 - University and Culture: a Phenomenological Analysis of Formal and Informal Discourse on Education and Research at Universities in Sweden and China A1 - Mörnerud, Josef PY - 2016 LA - eng PB - School of Economics and Management, Lund University AB - I forskningen som presenteras här görs en empirisk undersökning av vetenskap och dess politiska gestaltning, i en analys av vad dessa begrepp betyder i olika sammanhang. Undersökningen är inriktad på en studie av formell och informell diskurs rörande universitet, utbildning och forskning. Den informella diskursen består av 202 skriftliga intervjuer, där elever och personal i båda länderna svarar på en öppen fråga, och fyra formella dokument: Högskolelagarna i de båda länderna, och utvalda dokument rörande forskning, vetenskap och teknik. Texterna bearbetades genom en menings-konstitutions-analys (MCA), ett verktyg för djupstudium av text med en fenomenologisk ansats, och syftar till att göra implicita antaganden och världsbilder explicita. Analysen visade en gemensam bild av universitetet som en mellanhand mellan regering och student i de svenska narrativen och som en sorts meta-personlighet som är tydligt skild från regeringen i de kinesiska narrativen. Vetenskap framträdde främst som ett adjektiv kännetecknande en viss sfär av livet i de informella narrativen, och som en dynamik bakom en önskad utveckling i de formella narrativen. I de svenska narrativen var politik främst kopplat till bildandet av en institutionell miljö för verksamhet, och bedömdes i balansen mellan insats och utfall. I de kinesiska narrativen var politik främst kopplat till en konkurrens om status, där både akademiska aktörer och regeringen gör anspråk på det erkännande som är belöningen för en framgångsrik utveckling. Dessa två bilder av politik kan vägleda tolkningen av den annars allmänna förståelsen som framträder av vad utbildning är, eftersom utbildning främst ses som en struktur som skall fyllas med verksamhet i de svenska narrativen och ett föremål för en diskussion grundad på olika värden och ideal i de kinesiska narrativen. Bilden av politik som formandet av en miljö eller en jakt på status kan också vägleda tolkningen av vad forskning är, som en resurs i den svenska narrativen och en källa till legitimitet i den kinesiska narrativen. De två narrativa kontexterna liknar varandra i det att de formas av den roll som regeringen tilldelas, men de skiljer sig i det att regeringen tar initiativen i de svenska narrativen i en uppgiftsorienterad diskurs; medan den ingriper i ett pågående akademiskt liv i de kinesiska narrativen, i en processorienterad diskurs. De formella narrativen är huvudsakligen inriktade på resultatet av en utveckling, medan de informella berättelser är inriktade på dess drivkrafterna. De avslöjade aspekterna placeras också i historiska och teoretiska perspektiv, i relation till faser som berättelser, inspirerade av Hayhoe (1996) och vetenskapskulturer inspirerade av Elzinga och Jamison (1995). Ansatserna i de kinesiska narrativen tyder på en spänning mellan akademiska/medborgerliga och byråkratiska/politiska vetenskapskulturer, som med fördel ramas in av de kejserliga och nationalistiska berättelserna i kontrast till en socialistisk berättelse. De analyserade svenska narrativen tyder på en homogen representation aven dominerande byråkratisk/ekonomisk vetenskapskultur, där universiteten och deras personal representerar regeringen. Den viktigaste frågan rör studenternas rättigheter, och det förväntade utfallet i förhållande uppdrag och investerade medel. Dessa aspekter kan med fördel ramas in av berättelsen om ett ökat fokus på universitetets nytta, eventuellt på bekostnad av akademiska värden. ER - TY - CONF T1 - Constructing national tests in Religious Education: challenges concerning assessment and evaluation in relation to knowledge requirements applied to ethics and religious traditions. T2 - NCRE Reykjavik 10-13 juni 2013 A1 - Lindskog, Annika A1 - Franck, Olof PY - 2013 LA - eng AB - The Swedish National Agency for Education is now organizing the development of national tests in the subjects of social sciences: Geography, History, Religious Education and Civics, for grades six and the nine (age 12 and 15). The tests are supposed to refer to the core content and the knowledge requirements presented in the relevant syllabuses included in the latest school reform launched in 2011 (Lgr11), and they are carried out, for the first time, in the spring of 2013. The construction of the tests in Religious Education is performed at the Department of Pedagogical, Curricular and Professional Studies at the University of Gothenburg. During the process, the project has initiated collaboration with various schools in order to develop tests in close connection, not only to political and bureaucratic demands, but also to the experience and knowledge of professional teachers. The main purposes of Swedish national tests are to support equal and just assessments and marking along with the provision of data for an analysis of how the knowledge goals are fulfilled at school level as well as on a national level. A lot of challenges have been identified during the work – and new challenges will meet in the future. Some of them are related to the basic question of how to develop valid and reliable tests in a subject whose “soul” could be said to touch profound existential questions concerning what it means, and what it possibly could mean, to be a searching human being. ER - TY - CHAP T1 - Martha Nussbaum and Heraclitus: Early Notions on Interpretation T2 - Martha Nussbaum A1 - Myrebøe, Synne PY - 2019 SP - 15 EP - 34 LA - eng PB - Huddinge : Södertörns högskola ER - TY - CHAP T1 - Nussbaum, Aristotle, and the Problem of Anthropocentrism T2 - Martha Nussbaum A1 - Weigelt, Charlotta PY - 2019 SP - 49 EP - 68 LA - eng PB - Huddinge : Södertörns högskola KW - nussbaum KW - aristotle KW - anthropocentrism ER - TY - CONF T1 - The Vocational Challenge and professional training of VET-educators - An international comparison T2 - Abstracts m.m. NORDYRK 2013 A1 - Moreno Herrera, Lázaro A1 - Gougoulakis, Petros PY - 2013 SP - 17 EP - 17 LA - eng KW - vocational challange KW - teacher training for vocational education KW - pedagogik med inriktning mot utbildningsvetenskap KW - educational science KW - utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner KW - educational sciences in arts and professions AB - Purpose: The paper attempts to map how different European countries´ VET system attempts to match the required skills and competencies by labour market, and how VET-educators (including supervisors of interns, trainees and Apprentices in workplaces) are recruited, trained and prepared for their task with a focus on core vocation-specific didactic skills in different national contexts.)Theoretical framework: Structural and destabilizing change in society today is maintained as establishing policy contexts, to which educational policy has to respond and adapt (Edwards, Ranson & Strain, 2010). The increasing complexity in society, culture and working life as an effect of globalization and information technology, has significantly changed the nature of knowledge, skills and competencies required from citizens. This fact along with the unprecedented speed of the changes gave impetus to continuing education or the (re)vision of lifelong learning as a policy goal. It is argued that most of the current policies for lifelong learning are a matter of accumulation of skills and qualifications to meet the demands of an increasingly uncertain and profoundly exposed to competition labour market. The challenge for the education sector and especially VET is whether learning and training for employability also embraces cultivation of reflexivity ability and “bildung” for personal fulfilment, social integration and active democratic citizenship.Methodology/Research design: Our empirical basis is the country-specific VET-systems presented on Cedefop's websiteA comparative exploration of 4 countries VET reports is carried out with regard to how the “Vocational Challenge” is perceived and how each country tries to meet this challenge through its VET system and education of vocational trainers and teachers.Preliminary results: Contributes to a better understanding of what are considered challenges for VET in different countries representing different geographical as well as socio-economic areas and how they affect the national VET system. ER - TY - CONF T1 - Discourse Analysis on Textbooks: A Knowledge Overview A1 - Dahl, Christoffer A1 - Eilard, Angerd PY - 2024 LA - eng AB - The aim of this presentation is to discuss an ongoing study of how discourse analysis is being used as a theory and research method for analyzing textbooks. The study is a part of a larger project we have been working on for two years, which is a knowledge overview focusing on discourse analysis in educational science research in Sweden 2000–2022. The need for textbook research has currently been highlighted in Sweden as a new goal has been introduced in teacher education programs as of this year of 2024, a goal that e.g. stipulates that students shall “demonstrate the ability to use and value textbooks”. Discourse analysis can make visible how power relations, locally and globally, create inequalities and injustices, conflicts or false information, as shown by for instance Norman Fairclough (2015) and Teun van Dijk (2008). Therefore, discourse theory and methodology are relevant for critical analysis of representations in textbooks as well as for analysis of the actual use of textbooks in an educational context. The material consists of Swedish theses, i.e. dissertations from Swedish higher education institutions, during the period 2000–2022. Thus, one criterion is that the research problem in the thesis must be anchored in educational sciences and discourse analysis must fill a central function overall. Methodologically, we used data bases containing most of the theses being produced in Sweden within educational research. We first read the abstracts of the theses found, when we sought on the term discourse analysis and selected relevant theses. Of the 294 selected theses, we identified 21 studies on textbook analysis. The research questions to our material are: How can the research questions be described – what is the focus? What discourse analytical methods and theories are used and what knowledge do they contribute to the field of textbook research? Our analysis so far shows that the research field is dynamic and interdisciplinary including literary studies and pedagogics as well as mathematics, sociology, and studies in nursing/health care. Our analysis also shows that the research problems in our material concern different subjects and contexts from preschool to higher education, and theoretical as well as vocational studies, such as gender, race/ethnicity, technology, legitimations of literature, multimodality, religion, civics, history, music, physics, and the use of digital resources. Both macro, such as Foucauldian or critical discourse analyses (CDA), and micro analytical perspectives, such as discursive psychology or ethnomethodology/CA, are represented in these studies. One finding so far is that discourse analytical textbook studies make visible the use of dominant discourses on certain subjects or didactics, that risks making education in certain subjects or contexts biased. Another finding is that textbook studies that focus on critical content or global conflicts, have a democratic potential that can help teachers discuss such issues in the classroom. We hope that our knowledge overview gives an insight in how various discourse analytical textbook studies can contribute to developing students/pupils critical abilities, such as independent thinking and a norm-critical approach. Thus, the knowledge overview could inspire to a more critical pedagogy that is concerned with how discourses and power interact in textbooks in different ways and contexts, which will also broaden the theoretical and methodological skills of pupils/students. References Eilard, A. & Dahl, C. (2021 eds.) Diskursanalys med utbildningsvetenskapliga perspektiv. (Discourse analyses with educational perspectives.) Studentlitteratur. Gee, J.P. (2014) An Introduction to Discourse Analysis: Theory and Method. Abingdon, Oxon: Routledge Fairclough, N. (2015). Language and Power. Third Edition. Milton Park: Routledge van Dijk, T. A. (2008). Discourse and Power. Basingstoke: Palgrave Macmillan ER - TY - CONF T1 - Didaktik in Practice: Searching for the What in the How A1 - Johansson, Jonas A1 - Nyström, Fredrika A1 - Waagaard, Viktoria PY - 2023 LA - eng KW - disciplinary literacy KW - thinking tools KW - multilingual civics classroom KW - ämnesliteracy KW - tankeredskap KW - språkligt heterogena klassrum i samhällskunskap ER - TY - CONF T1 - The "physics expert" discourse model – counterproductive for trainee physics teachers' professional identity building? T2 - 11th Conference of the European Science Education Research Association (ESERA), Helsinki, August 31 to September 4, 2015 A1 - Larsson, Johanna A1 - Airey, John PY - 2015 LA - eng KW - physics with specialization in physics education KW - fysik med inriktning mot fysikens didaktik AB - In this paper we investigate the discourse models enacted in three different sections of a Swedish physics teacher training programme: the physics department, the education department and school. We are interested in what happens when the culture of physics meets the cultures of education and school within physics teacher education and the potential effects of these three cultures on trainee physics teachers’ professional identity building.Working at a large university in Sweden, we conducted semi structured interviews with nine teacher educators—three from each section of the programme. In our analysis we identified several discourse models in the interviewees’ talk about the goals of physics teacher training. We focus in particular on the physics expert model that dominated amongst the teacher trainers at the physics department and also amongst school placement supervisors. In this model, the primary goal of physics teaching is to create future physics experts. The physics expert discourse model coexists with several other discourse models that value quite different goals such as the development of practical skills, reflective practice, critical thinking and citizenship. These potentially competing models were more likely to be invoked in the education department.Finally we highlight the potential problems the physics expert discourse model can cause for physics teachers’ professional identity. We argue that a better understanding of the range of potentially competing discourse models would allow teacher trainers to make conscious, informed decisions about the training environment. We also suggest that knowledge of these models is important for trainee physics teachers since it empowers them to question the kind of teacher they want to become. ER - TY - CHAP T1 - Fritidshemmet och samhället T2 - Fritidshemmets möjligheter A1 - Lago, Lina A1 - Elvstrand, Helene PY - 2026 SP - 279 EP - 295 LA - swe PB - Lund : Studentlitteratur AB KW - fritidshem KW - upplevelsebaserat lärande KW - samhällskunskap KW - undervisning KW - fritidspedagogik AB - I detta kapitel diskuterar vi detta uppdrag i relation till framför allt samhället, det vill säga det vi kallar fritidshemmets samhällsorienterande uppdrag. Vi lyfter fram vad kan det kan innebära att låta eleverna vistas i och ta del av det samhälle som omger fritidshemmet, samt undervisningspotentialen i detta. I kapitlet diskuteras fritidshemmetsom arena för undervisning i och om samhället, vidare relateras samhällsorienterande undervisning till upplevelsebaserat lärande och hur den upplevelsebaserade formen kan användas som en resurs för lärande. Slutligen ges några exempel på hur undervisning med en samhällsorienterad utgångspunkt kan bedrivas. ER - TY - CONF T1 - “The scool I dream of”: The school as a possible arena for working transdisciplinary in a multimodal way A1 - Pemsel, Maria PY - 2019 LA - eng KW - ämnesdidaktik med inriktning mot de estetiska ämnenas didaktik KW - teaching and learning with specialisation in the arts education AB - The aim of this paper is to present the outcome of working transdisciplinarywith a collegue at ”The Department of Humanities and Social Sciences Education” at Stockholm University.This paper will adress the possiblilities and obstacles that arise working in multimodal projects in the teacher education.In our department we meet teacher students from the Teacher Education Programme for Primary School, Specialising in School-Age Education and Care, 180 credits. When the students aply to the program they choose one subject Art in School, Music or Sports. As professionals the teacher students will teach their choosen subject in school, and facilitate childrens playing in afterscool activities. As lecturers at the programmewe have to find ways of teaching that suites both these settings.We have been using the method Scolarship of Teacher Education (SoTE), an experience-based learning where learning takes place through exploratory and reflective activities (Kreber, 2002). We constructed authentical and multimodal studentprojects with the goal to inspire the students to use these methods in school, at the same time we became teacher models for transdisciplinary work in teacher education (Loughran, 2006). We have been using students, colleagues, and our own experiences and critical eyes, as well as previous research form the theoretical framework (Handal, 1999; Schulman, 1986).We have also been inspired by the project ISAMCE where teacher trainers implement intensive courses for teacher students. The aim of the projects is to learn Innovative and Sustainable Esthetic Methods for Citizenship Education: Nordic and Baltic perspectives. Many of our students applied to this specific teacher education because they believe in creating transdisciplinary and multimodal learning environments for children, in written reflections on their future proffesion they say, that is the school of their dreams. ER - TY - CONF T1 - Kollegialt lärande i estetiskt, multimodalt och transdisciplinärt arbete A1 - Pemsel, Maria A1 - Larsson, Mimmi PY - 2018 LA - swe KW - ämnesdidaktik med inriktning mot de estetiska ämnenas didaktik KW - teaching and learning with specialisation in the arts education AB - Inom ramen för ett nordiskt-baltiskt projekt med multimodala estetiska arbetsformer i lärarutbildning har Mimmi Larsson, adjunkt i ämnesdidaktik bild och Maria Pemsel, adjunkt i ämnesdidaktik musik på Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, HSD vid Stockholms universitet utvecklat ett inbördes samarbete och kollegialt lärande. Scolarship of Teacher Education är ett erfarenhetsbaserat lärande där lärande sker genom utforskande och reflekterande verksamhet (Kreber 2002). Egen erfarenhet, studenters upplevelser, kollegors erfarenheter och kritiska öga, samt tidigare forskning bildar den teoretiska ramen (Handal,1999; Jons 2017; Schulman, 1986). Syftet med detta paper är att belysa och begreppsliggöra vårt eget kollegiala lärande i estetiskt, multimodalt och transdisciplinärt arbete med andra.I det treåriga nordplussamarbetet Innovative and sustainable aesthetic methods for citizenship education: Nordic and Baltic perspectives (ISAMCE) genomför lärarutbildare intensivkurser för lärarstudenter. Lärare och studenter arbetar tillsammans under intensivveckorna med att konkretisera temat som personliga erfarenheter uttryckt i rörelser, ljud och bilder i det sociala rummet. I motsats till narrativ arbetas det med relationell estetik där deltagarna delar erfarenheter och känslor. Det platsspecifika är en central del i arbetsformen. Stämningar, historik och atmosfär i landskapet, staden och rummet där man arbetar bearbetas. Projektens målsättning är att bearbeta medborgarskap transdisciplinärt med olika perspektiv genom att blanda ljud, rörelse och visuella utryck i genrer som performance, installation eller video.Genom dialog i lärargruppen genomförs under intensivveckorna ett platsspecifikt planerings- och utvecklingsarbete. Lärarna skapar tillsammans olika lärsituationer och former för stimulans kring temat samt strategier för genomförande. I processen tränas vi i flexibilitet, att släppa kontrollen blir nödvändigt, det är praktiskt omöjligt att detaljplanera före kursens start. Som lärare påverkas vi av skeendet tillsammans med andra under intensivveckan. Vi har genom processen genererat ett nytänkande som inspirerar till ett mer holistiskt arbete på lärarutbildningen vid heminstitutionen. ER - TY - CONF T1 - What’s the value of water? Teaching for development of the ability to analyse economic and financial issues in Social Studies: A1 - Björklund, Mattias A1 - Tväråna, Malin A1 - Jägerskog, Ann-Sofie A1 - Strandberg, Max A1 - Malmqvist, Eva A1 - Norevik, Jan A1 - Olin, Lena A1 - Karlander, Linda PY - 2019 LA - eng KW - social studies KW - critical thinking KW - phenomenography KW - financial literacy KW - price KW - value KW - teaching and learning KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - The study addresses the questions of how different teaching designs relate to how students in year 1, 4, 5 and 8 (compulsory school) understand and learn the concept of economic value. Economics has been a growing focus areas within the Swedish Social Studies subject, creating new challenges for teachers when integrating this content area as citizenship education. This study investigates how a teaching design makes different economic and financial matters visible to learners in different age groups and was carried out through a learning study. Data consisted of recorded group discussions among students, as well as written student answers to open response pre-and post-test questions, which were analysed using phenomenography (Marton, 2015). Results show three structural aspects necessary for students to discern in learning about economic value; that economic value (1) is constructed rather than essential, (2) emerges in relation to a lack of resources, and (3) is a relation in a system of different kinds of resources. Age does not seem to be a pivotal factor for learning or understanding price and value. By shifting focus from supply to demand with the instructional examples, learners’ life world came closer to the desired learning object -that value and price are constructed and emerge as a relationship between supply and demand in a wide system of resources. ER - TY - JOUR T1 - Martha Nussbaum T2 - Lychnos: årsbok för idé- och lärdomshistoria SN - 0076-1648 A1 - Gåvertsson, Frits PY - 2020 VL - 1 IS - 2020 SP - 339 EP - 341 LA - eng PB - : Swedish History of Science Society ER - TY - JOUR T1 - Editorial T2 - Journal of Social Science Education SN - 1618-5293 A1 - Löfström, Jan A1 - Sandahl, Johan A1 - Szukala, Andrea PY - 2024 VL - 3 IS - 23 SP - 1 EP - 2 LA - eng AB - In this autumn issue of the JSSE, we are pleased to present five original articles. These contributions deal with social science education in different contexts and from different educational settings, reminding the reader of the heterogeneity of our common research field. Two of the articles deal with teacher training, two with considerations and understandings of teachers and one focusing on young peoples’ understanding of social issues. However, the similarities in the research contributions are also evident. All of the articles focus on the importance of inclusive, critical and balanced social science education in different ways and with different outsets. In times when democracy and human rights are being contested, it is important to highlight the role of democratic and civic education and what it can contribute with.  ER - TY - RPRT T1 - Att lära demokrati - lärares arbetssätt i fokus A1 - Wallin, Pontus A1 - Manneh, Ilana A1 - Olson, Maria A1 - Persson, Mikael A1 - Jonsson, Lisa A1 - Melin, Catarina PY - 2022 LA - swe PB - Skolforskningsinstitutet KW - democracy KW - teaching KW - practice KW - working methods KW - teachers KW - scientific basis KW - evidence-based KW - democracy learning KW - students KW - school KW - demokrati KW - undervisning KW - praktiknära KW - arbetssätt KW - lärare KW - vetenskaplig grund KW - evidensbaserat KW - demokratilärande KW - elever KW - skola KW - didaktik med inriktning mot lärararbete och lärarprofession KW - didactic science for teachers and teaching professions AB - Demokratiuppdraget är något av en paradgren för den svenska skolan. I den internationella kunskapsmätningen ICCS (International Civic and Citizenship Education Study) presterar svenska elever i topp. För att behålla den positionen gäller det att lärare ges rätt förutsättningar för att utveckla det goda arbete som de gör dagligen under och mellan lektionerna. En sådan förutsättning är att lärare har tillgång till forskning inom området och vad den säger om lärande och demokrati. Det är ett tämligen spretigt forskningsfält med många tangerande begrepp och perspektiv som inte enkelt låter sig överblickas. Vi bedömer utifrån vår behovs­ inventering att lärare efterfrågar mer samlad kunskap om forskningsfältet. Mot denna bakgrund känns det angeläget att denna systematiska forskningsöversikt, Att lära demokrati – lärares arbetssätt i fokus, adresserar detta område. Översikten riktar sig till lärare i alla ämnen inom grundskola, gymnasieskola och vuxenutbildning men framför allt till lärare som undervisar i samhällsorienterande ämnen inom grund­ och gymnasieskola. Genom att arbeta på vetenskaplig grund kan lärare utveckla och kalibrera undervisningen för att möta de utmaningar som uppstår i klassrummet och demokratin varje dag. Demokrati kommer alltid att vara ett pågående arbete. Det krävs många olika personer och typer av kompetenser för att producera en syste­ matisk översikt. Projektgruppen med flera interna medarbetare har letts av forskaren Pontus Wallin. I den har även två externa forskare ingått, Maria Olson och Mikael Persson. De har deltagit i arbetet från ax till limpa: urval av studier, granskning, analys och syntesarbete samt författande. Utöver dessa personer vill jag tacka forskarna Erik Amnå och Silvia Edling för granskning och värdefulla synpunkter på en tidigare version av översikten. De forskare som vi anlitar för olika uppgifter säkerställer en hög vetenskaplig nivå på våra översikter. Men för att översikterna ska komma till användning i undervisning måste de också vara skrivna på sådant sätt att de verksamma har behållning av dem. Därför vill jag tacka lärarna Charlotta Granath och Anneli Mickelsson som läst ett utkast till översikten och gett kloka synpunkter ur främst ett sådant mottagarperspektiv.  ER - TY - BOOK T1 - Learning to Unlearn: Decolonial Reflections from Eurasia and the Americas A1 - Tlostanova, Madina A1 - Mignolo, Walter PY - 2012 LA - eng PB - Ohio State University Press KW - philosophy/epistemology KW - education/philosophy & social aspects KW - political science/globalization KW - social science/ethnic studies/general KW - social science/human geography AB - Learning to Unlearn: Decolonial Reflections from Eurasia and the Americas is a complex, multisided rethinking of the epistemic matrix of Western modernity and coloniality from the position of border epistemology. Colonial and imperial differences are the two key concepts to understanding how the logic of coloniality creates ontological and epistemic exteriorities. Being at once an enactment of decolonial thinking and an attempt to define its main grounds, mechanisms, and concepts, the book shifts the politics of knowledge from “studying the other” (culture, society, economy, politics) toward “the thinking other” (the authors). Addressing areas as diverse as the philosophy of higher education, gender, citizenship, human rights, and indigenous agency, and providing fascinating and little-known examples of decolonial thinking, education, and art, Madina V. Tlostanova and Walter D. Mignolo deconstruct the modern architecture of knowledge—its production and distribution as manifested in the corporate university. In addition, the authors dwell on and define the echoing global decolonial sensibilities as expressed in the Americas and in peripheral Eurasia. The book is an important addition to the emerging transoceanic inquiries that introduce decolonial thought and non-Western border epistemologies not only to update or transform disciplines but also to act and think decolonially in the global futures to come. ER - TY - CONF T1 - Towards a partnership ethics for generative AI in higher education T2 - 2025 AI in Higher Education Symposium Conference Proceedings A1 - Gillette, Maris Boyd A1 - Wackenhut, Arne Frederik A1 - Olsson, Elizabeth PY - 2025 LA - eng KW - open dialogue KW - collaboration/co-creation KW - environment KW - moral character KW - learning cultures AB - This paper explores possibilities for developing a partnership ethics for generative AI in university classrooms. During 2024-2025, we used anonymous surveys and focus groups to ask students and teachers how they used genAI. Teachers and students articulated concerns about inclusiveness, fairness, and long-term learning. We employ historian Carolyn Merchant’s concept of a partnership ethic to explore the ethical impacts of genAI on social science education, paying particular attention to interpersonal relationships and social science curricula. We invite open and reflective conversations about genAI to co-create a partnership ethic to inform practice. ER - TY - CONF T1 - The persons within power – the role of subject content knowledge in developing the ability to analyse in Social Studies A1 - Tväråna, Malin A1 - Jägerskog, Ann-sofie PY - 2019 LA - eng KW - social studies analysis KW - phenomenography KW - social studies KW - power KW - teaching and learning KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - The aim of this presentation is to illustrate the importance of the subject content in describing, practising and developing the ability of analysing societal issues in Social Studies education. The presented paper discusses results from a phenomenographic analysis of upper secondary students’ conceptions of power relations in society, as regards their way of analysing issues of power during Social Studies education. The research addresses the question of what aspects of the subject content that are critical for developing students’ conceptions in a way that promotes their ability to analyse issues of power relations. The data material consists of written pre- and post-tests from three research lessons of a learning study (Marton 2015; Runesson 2017). The research lessons were iteratively planned by teacher researchers (Thorsten, 2017) in collaboration with practising teachers, conducted in different student groups (in total 67 participating students) and analysed and revised before the beginning of a new cycle. The findings suggest that it is crucial for students to discern two aspects of the concept of power, in order to analyse the power relations that are in play in a specific societal situation; the difference between being responsible for and being the cause of a situation, and the difference between causation and relationship.  ER - TY - CONF T1 - Educational leadership and coherence T2 - Presented at: Educational Governance and Leadership in Transition A1 - Nilsson, Henrik A1 - Augustinsson, Sören PY - 2017 LA - eng KW - coherence KW - leadership KW - meaning-mailing KW - structures of meaning KW - cultural sociology KW - pedagogics and educational sciences KW - pedagogik och utbildningsvetenskap ER - TY - CONF T1 - An analytical framework for sustainable tourism pedagogy: reflections from Sweden T2 - Research Symposium on Sustainability Day, Dalarna University, Falun, Sweden, December 10 2020 A1 - Farsari, Ioanna PY - 2020 LA - eng KW - complex systems – microdata analysis KW - komplexa system - mikrodataanalys KW - centre for tourism and leisure research (cetler) KW - centrum för besöksnäringsforskning (cetler) AB - Tourism education has matured from vocational to more liberal education while current trends underline the importance of critical studies and the shift of curricula to more action-oriented forms of education with the community on focus. In parallel to the developments in tourism education, debates in pedagogy have discussed the role of education for citizenship to prepare“citizens of a complex and interlocking world” (Nussbaum 2002, p. 292). In spite of the proliferating number of relevant publications and of programme offer in tourism, little change can be noticed in tourism curricula while very little is still known about tourism education outside the Anglo-Saxon world. This research employs an autoethnography approach to analyse a master programme in tourism in Sweden. The aim is to highlight issues of importance and relevance for sustainable tourism pedagogy. It draws from discourses in tourism education, education for sustainability, critical studies, and education for citizenship to operationalise an analytical framework regarding tourism education. This framework is used to reflect on a master programme offered in Sweden and the expressions that pedagogy for sustainable tourism can take in specific contexts. Findings indicate that a number of qualities of Education for Sustainability can be found in the master programme including critical analysis and reflectivity, linking theory to practice and experiential learning methods, evolving dynamic learning, self-reflectivity over one’s own learning and peer feedback, multiple stakeholders’ approach, divergent cultural understandings, or understanding of power dimensions. Learning as a transformative experience is embedded into the programme trying to enable students to develop their own understandings of tourism and sustainability. Although the curriculum addresses all four dimensions of the analytical framework, more work can be done to strengthen parts of it, especially the need for civil, liberal action. Higher education in Sweden including, tourism education, has remained at a more reflective liberal space advocating for critical analysis skills and individual abilities to perform certain tasks. It is suggested here that tourism education needs to embrace and move towards liberal action and incorporate social learning and community service in more transformational approaches to education for sustainability. ER - TY - CONF T1 - Risk and Opportunities in Face-to Face Meetings. Empowering Students as Active Citizens in Neo Liberal Times T2 - Active Citizenship in Neo Liberal Times A1 - Irisdotter Aldenmyr, Sara A1 - Jepson Wigg, Ulrika A1 - Olson, Maria PY - 2010 LA - eng AB - Educating for active citizenship is a pressing issue for educational policymaking in the Nordic countries, not least in the current neoliberal climate defined by economic and social change and by calls from different quarters for increased pluralism. Growing demands from the European Union on its member states to provide for active citizens through education fuels this task. In this text, Swedish education policy will be taken as a case in point in order to highlight how this issue is being handled in this Nordic policy setting. It is argued that its citizen fostering agenda is marked out by a deepened neoliberal orientation as regards the depiction of citizenship. This deepening takes place in the face of a historical rupture in Swedish education policy on citizenship, and consists of a replacement of the historically established society-centred citizenship with a consumer-oriented one that centres on the individual and on ‘freedom of choice’ as vital hubs. It is further argued that this shift highlights two problematic notions involved in the prevalent, neo liberally oriented framing of active citizenship through education: it tends to gloss over collective and antagonistic dimensions of citizenship necessary for encountering today’s societal demands. By drawing on Chantal Mouffe’s (2005, 2009) conceptualisation of 'the political' the overall aim of this text is highlighted: to seek for feasible openings for an altered way of framing the concept of active citizenship, where education is not depicted in terms of choice, but in terms of voice. ER - TY - CONF T1 - The migration crisis as a multidimensional movement – qualitative differences in the ability to analyse complex societal issues A1 - Jägerskog, Ann-Sofie A1 - Tväråna, Malin A1 - Strandberg, Max A1 - Björklund, Mattias A1 - Kåks, Bodil A1 - Dalman, Anita PY - 2019 LA - eng KW - phenomenography KW - social studies KW - social studies analysis KW - teaching and learning KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - The aim of this presentation is to present a proposal of what it means to be able to analyse societal issues in social studies education. This ability is considered central in both compulsory and upper secondary Social Studies education, and it has been suggested as one of several ways of thinking, that may be significant for Social Studies as a subject (Sandahl 2015). However, we still do not know much about what analysing in the Social Sciences means in general and for students in different age groups (Barton & Avery, 2016). Identifying this is crucial in order to design teaching that effectively enables students in different age groups to develop this ability. The study addresses the question of what it means to be able to analyse societal issues, with a focus on the 2015 migration situation, and was carried out as a learning study with iteratively conducted research lessons with students in year 1, 6 and 8 in compulsory school and year 2 in upper secondary school. The data, consisting of written student responses to open-ended questions (pre- and post-tests), as well as recorded group discussions, were analysed using phenomenographic methods (Marton, 2014) in order to identify qualitatively different ways of analysing the societal issue in focus. Results suggest that the most qualified way of analysing the migration situation was characterised by (i) seeing the migration situation as a dynamic process, where (ii) a consequence can also be a cause and where (iii) different dimensions are related. ER - TY - CONF T1 - Qualitative differences in the ability to analyse societal issues – the example of the Mediterranean refugee crisis T2 - Book of Abstracts A1 - Tväråna, Malin A1 - Jägerskog, Ann-Sofie A1 - Strandberg, Max A1 - Björklund, Mattias A1 - Kåks, Bodil A1 - Dalman, Anita PY - 2019 SP - 400 EP - 401 LA - eng KW - phenomenography KW - social studies KW - social studies analysis KW - teaching and learning KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - The aim of this presentation is to present a proposal of what it means to be able to analyse societal issues in social studies education. This ability is considered central in both compulsory and upper secondary Social Studies education, and it has been suggested as one of several ways of thinking, that may be significant for Social Studies as a subject (Sandahl 2015). However, we still do not know much about what analysing in the Social Sciences means in general and for students in different age groups (Barton & Avery, 2016). Identifying this is crucial in order to design teaching that effectively enables students in different age groups to develop this ability. The study addresses the question of what it means to be able to analyse societal issues, with a focus on the 2015 migration situation, and was carried out as a learning study with iteratively conducted research lessons with students in year 1, 6 and 8 in compulsory school and year 2 in upper secondary school. The data, consisting of written student responses to open-ended questions (pre- and post-tests), as well as recorded group discussions, were analysed using phenomenographic methods (Marton, 2014) in order to identify qualitatively different ways of analysing the societal issue in focus. Results suggest that the most qualified way of analysing the migration situation was characterised by (i) seeing the migration situation as a dynamic process, where (ii) a consequence can also be a cause and where (iii) different dimensions are related. ER - TY - THES T1 - Ämnesliteracy i samhällskunskapsämnet: Ett ämnesspecifikt bidrag till ett språk- och kunskapsutvecklande arbetssätt A1 - Waagaard, Viktoria PY - 2023 LA - swe PB - Uppsala universitet KW - disciplinary literacy KW - social studies KW - subject words KW - expansions KW - first and second-order concepts in social science KW - language-oriented content teaching (loct) KW - linguistically heterogenous classrooms KW - ämnesliteracy KW - samhällskunskapsämnet KW - ämnesord KW - expansioner KW - samhällsvetenskapliga tankeredskap KW - språk- och kunskapsutvecklande arbetssätt (skua) KW - språkligt heterogena klassrum KW - curriculum studies AB - This dissertation investigates teaching and learning in social studies, grades 7 to 9, in a linguistically heterogenous classroom. 26 % of the students have a foreign background, the same level as the average in Swedish compulsory school. The aim is to contribute with research that broadens and deepens ways to make visible, discuss and understand disciplinary literacy in social studies.Theoretical perspectives used are critical-constructive Didaktik, a sociocultural view of literacy and disciplinary literacy and social semiotics, perspectives used to examine two disciplinary literacy areas: how subject words are processed with expansions and how second-order concepts in social science education are expressed in teaching and in student texts. The empirical material consists of 19 observations, 16 student texts and 24 interviews.In the observed class, the social studies teaching is mainly oral and teacher-led: the teacher processes subject words and content in dialogue with the students. The analyses of how subject words are processed show that expansion-elaboration (e.g. exemplification) is the most common kind of processing subject words in oral teaching, whereas students more often use expansion-extension (e.g. addition) and expansion-enhancement (e.g. specification through time, place, circumstance) to process subject words in their texts.The second-order concept social science causality (cause-effect) is expressed to the highest degree, in teaching as well as in student texts. The second-order concepts in social science education often appear in simple form at an individual level (locally) but could be a starting point for discussions of more subject-specific and global societal issues.Students encounter disciplinary literacy in the form of processing subject words and expressing second-order concepts in social science education in an oral context. Everyday language is mainly used, both in teaching and in student texts. The results show that many multilingual as well as monolingual students need teacher support in different forms, to deepen reasoning and to express disciplinary literacy in social studies.Some words emerge that may help to make visible, discuss and understand disciplinary literacy in social studies: content-building structural elements and activity chains, expansions, second-order concepts of social science and a subject-specific contribution to a Language-Oriented Content Teaching (LOCT). ER - TY - JOUR T1 - Adaptation for Mobilization or Mobilization for Adaptation T2 - European Journal of Social Education SN - 1810-4789 A1 - Eriksson, Lisbeth PY - 2015 VL - 26 SP - 37 EP - 54 LA - eng KW - adaptation KW - mobilization KW - social pedagogy AB - This article focuses on immigrant courses and the way teachers talk about the goals and content of courses containing segments of citizenship education. The context is two Swedish folk high schools. These are schools in the non-formal education system called popular education. The results show that the citizen education, which is present in Sweden, can be described and understood as social pedagogical activities. The teaching has strong elements of adaptation, but there are also more mobilizing democratic ideas. The interpretation is that most of the teachers have the intention to be democratic and to work with mobilization, but in their efforts they sometimes turn to being adaptive. ER - TY - CONF T1 - Various internationalities?: Constructions of the “international” in curriculum work A1 - Pettersson, Daniel A1 - Wermke, Wieland PY - 2013 LA - eng AB - This project aims to investigate the construction of the “international” in curriculum work in social science education in Sweden, England and Germany. The “international” will be handled as an understanding of a virtual global space that is constructed by local actors embedded in particular contexts. By perceiving the “international” not as an arena where certain phenomena are defined and disseminated into local contexts, but as constructed in the very local as various internationalities, we challenge impact-models that seek a path from the global down to the local. We approach our aim by focusing curriculum work in a field of education that by the character of its subjects has a deep interest in relating to the “international”. By asking the subject matter and didactic question of how global literacy is to be developed in social studies in secondary education, we investigate, through discourse analysis, the construction of a world-level that obviously makes such competencies necessary from the perspective of curriculum makers. We argue that such constructions differ regarding both levels of curriculum work and national contexts. A comparison of three countries, presenting three different traditions of curriculum work, will become an analytical device to understand the impact of the contexts both internationally and nationally. Our empirical study will comprise in all cases analyses of governmental documents concerning social science education, curriculum, syllabi and/or national standards and complementary materials. Furthermore, we will self-reflecting publicistic work of teachers in each of the subjects (teacher journals) and conduct focus group interviews with teachers. The data will cover all relevant levels of curriculum work. ER - TY - CHAP T1 - Theory–practice relations in research on applications and modelling T2 - Developing research in mathematics education A1 - Blomhøj, Morten A1 - Bergman Ärlebäck, Jonas PY - 2018 SP - 90 EP - 105 LA - eng PB - Oxon, UK : Routledge KW - matematikundervisning AB - From 2006, Congress of European Research in Mathematics Education (CERME) has included a Thematic Working Group on applications and modelling (WGAM). Since then, the WGAM has been part of the infrastructure of the international research community on the teaching and learning of mathematical modelling and applications. Returning to the need for a more systemic approach to the integration of applications and modelling in mathematics education as pinpointed by W. Blum, the authors note that in many European countries secondary education serves both the purpose of general education for citizenship in a democracy and the purpose of preparation for further education and professions. The WGAM contributions display a broad shared understanding of the basic notions and the research achievements, although the field is still being researched within different theoretical frameworks and perspectives. In many European countries, applications and modelling is already part of the mathematics curricula, especially at the secondary level, and in several other countries there is a quest for reforms. ER - TY - CONF T1 - Visual representations in light of critical aspects: Using visual representations to qualify students’ understanding of causal relationships in price A1 - Jägerskog, Ann-Sofie PY - 2019 LA - eng KW - visual representation KW - price KW - phenomenography KW - variation theory KW - critical aspects KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - In this paper, teaching and learning through visual representations is discussed in light of phenomenography and critical aspects. Results and conclusions are based on a study investigating how different visual representations of price facilitate learning of causal relationships in price in upper secondary social science education. Two main conclusions are argued for in the paper. First, the compositional structure of a visual representation matters for what critical aspects of the phenomenon visualised are given primacy and thus what understanding of the content is made possible for the students to develop. Second, phenomenography and critical aspects can well be used in order to analyse and create visual representations used in teaching, in order to create good conditions for learning. Results are of high relevance for teachers as well as teacher educators, as it highlights possibilities, but also challenges, with choosing and using visual representations in teaching and learning and as it highlights how phenomenography and critical aspects can function as useful tools when teaching with visual representations. ER - TY - GEN T1 - Learning Conditions in Education Supported by Geovisual analytics A1 - Stenliden, Linnéa PY - 2014 LA - eng KW - geovisual analytics KW - visual storytelling KW - data communication KW - task characteristics KW - data use KW - complexity KW - analytical reasoning AB - The aim of this paper is to understand emerging learning conditions, with a focus on complexity, in primary schools social science education, when a geovisual analytics’ visual storytelling methods are employed. To date, little attention has been paid to the role geovisual analytics (digital media and technology that highlight visual data communication in order to support analytical tasks) can play in education, and to the extent to which these tools can process actionable data for pupils in school. This study was conducted in three public primary schools, in four different social science classes, with pupils aged 10 to 13 years, over a period of two to four weeks at each school. Empirical data were generated using video observations. The learning conditions are distinguished by broad complexity emerging from the actors’ deeply intertwined relations in the activities. The paper argues that novel approaches to teaching and learning could benefit pupils’ knowledge building as they work with and analyse visualised data. ER - TY - CONF T1 - Action research on climate change education in lower secondary school: Students’ and teachers’ experiences A1 - Haglund, Jesper A1 - Gustafsson, Kristin A1 - Nilsson, Sofie A1 - Christenson, Nina PY - 2025 LA - eng KW - action research KW - sustainability KW - secondary education KW - physics AB - An action research study on the topic of climate change education was conducted in collaboration between science and social science education researchers and teachers at three lower secondary schools. After joint literature seminars, teachers planned and conducted teaching sequences on climate change, including an out-of-school visit to the collaborating university with a focus on increased local risk of flooding due to climate change. Interviews with students at the end of the study revealed that they appreciated the teaching sequence, tried to lead their personal lives in a climate-friendly way, but were not very engaged emotionally in climate change as an issue. Meeting notes and interviews with teachers show that science teachers prioritized teaching climate change as a physical phenomenon, but social science teachers expressed frustration with students’ lack of emotional engagement and a perceived disconnect between students’ knowledge of climate change and choices in their personal lives. Challenges in conducting action research in a situation with different objectives across the initiating municipality, and participating researchers, teachers, and students are discussed. ER - TY - JOUR T1 - Att bilda eller bedöma?: Om skapandet av demokratiska medborgare T2 - Nordisk Tidskrift för Allmän Didaktik SN - 2002-2832 A1 - Nordmark, Jonas A1 - Jonsson, Linda A1 - Månsson, Niclas PY - 2018 VL - 2 IS - 4 SP - 3 EP - 16 LA - swe PB - Göteborg : Institutionen för didaktik och pedagogisk profession, Göteborgs universitet KW - general didactics KW - subject didactics KW - curriculum theory KW - assessment and grading KW - klafki KW - allmändidaktik KW - ämnesdidaktik KW - läroplansteori KW - bedömning KW - betyg AB - In this article we take a closer look at the relation between general didactics and civic studies education through a critical analysis of civic studies syllabuses in primary education, in order to illuminate some general motives that legitimizes the role and content of general didactics. It seems to us that the idea of general didactics in Sweden either is about learning theories for instruction, regardless the subject, or to emancipate the democratic potentiality of the subject. In his article, we focus on the latter: First we present our theoretical perspective. With the help from Klafki’s understandings of school as an engaging part of democratic society we discern two aspects of general didactics. In relation to education, one emanates from democracy and learning, and the other springs from democratic virtues and political action. Secondly, and with these two understandings in mind, we engage in a critical reading of the Curriculum for compulsory school (LGR 11) and the syllabuses for civic studies in primary education in order to trace some similarities that might give civic studies a central position for democratic socialization in general. Thirdly, and through our analysis, we reach the conclusion that, due to the similarities between the curricula and syllabus when it comes to foster the democratic subject, the pupil risks not only to be evaluated and graded subject wise, but also for his or her democratic disposition. ER - TY - JOUR T1 - Samhällsutvecklingens orsaker enligt skolans kursplaner T2 - Didactica minora A1 - Hedin, Christer PY - 1996 IS - 37 SP - 6 EP - 26 LA - eng KW - history of religion AB - Innehåller en analys av historiesynen i gymnasiets kursplaner för samhällskunskap, historia, filosofi och religionskunskap. Samtliga kursplaner anbefaller en idealistisk historiesyn. Detta beror sannolikt på politiska faktorer, bland annat "marxismens fal ER - TY - RPRT T1 - Träning av praktisk ämnesdidaktik i virtuell praktik: pedagogiskt utvecklingsprojekt för e-lärande 2020 A1 - Samuelsson, Marcus A1 - Prytz, Camilla A1 - Hansson, Per-Olof A1 - Ludvigsson, David A1 - Höög, Marie-Louise PY - 2022 LA - swe PB - Linköping University Electronic Press AB - Den praktiska ämnesdidaktik som projektet fokuserat på var en virtuell praktik, en lärarledd simuleringsundervisning med fem virtuella elever. Träningen på att undervisa de virtuella eleverna följdes av återkoppling som gavs av en ämnesdidaktiker i historia och en i samhällskunskap. Den virtuella praktiken bakades in som ett obligatoriskt moment i två campusförlagda kurser för blivande ämneslärare, i historia respektive samhällskunskap. ER - TY - CONF T1 - Resisting an (Un)democratic Educational Mandate T2 - European Conference on Educational Research (ECER), Budapest A1 - Olsson, Elizabeth PY - 2015 LA - eng KW - critical discourse analysis KW - democratic mandate KW - resistance AB - Swedish educators are tasked with a double mandate: to instruct their students in content domains and to simultaneously promote democratic values, skills, and competencies. According to policy documents, both mandates must be implemented in every subject, at every grade level. While educators ostensibly agree to this double mandate as a condition of their employment, the Swedish Schools Inspectorate released a report in 2012 asserting that many educators were resisting the incorporation of democratic citizenship education into their instructional activities. The following article, written by a former teacher, responds to this provocative claim by juxtaposing official discourses on the democratic mandate in Swedish education with the voices of ten educators. The article analyzes these discourses through the methodological lens provided by Foucauldian critical discourse analysis. Notions of democracy and resistance in an increasingly neoliberal educational context are problematized and the ways in which educators are transforming democratic citizenship education through everyday acts of complicity and opposition are identified. ER - TY - JOUR T1 - Samhällslära i ämnesintegrerad undervisning – En fallstudie av finländska klasslärares praktik T2 - Nordidactica SN - 2000-9879 A1 - Mård, Nina PY - 2020 VL - 2020 SP - 88 EP - 114 LA - swe PB - Karlstad : CSD Karlstad KW - samhällslära KW - ämnesintegrerad undervisning KW - klasslärare KW - företagsamhet KW - subject-specific education KW - ämnesdidaktik AB - The Finnish national curriculum of 2014 made multidisciplinary education mandatory in primary education. Furthermore, social studies was introduced as a new school subject in upper primary education. This case study investigates how five Finnish primary school teachers implement social studies and multidisciplinary approaches within a shared project on ‘Entrepreneurship’. Data was collected by interviewing the teachers and observing their practice. The study is theoretically framed around concepts of multidisciplinary education and social studies didactics. Through a thematic analysis, the results reveal that the teachers intended to foster students’ entrepreneurial competence through theoretical knowledge and practical training. Their teaching practice included both subject matter content from the social studies curriculum, other disciplinary perspectives (from visual arts, Swedish (L1) and literature, history, mathematics, and home economics), and interdisciplinary entrepreneurial skills. The social studies content was taught through methods of teacher-led lectures on facts, discussions, and practical preparations for work life. Despite their practice, the teachers did not acknowledge disciplinary perspectives as important in their teaching. The results are discussed in relation to the multidisciplinary nature of the primary school teacher profession, and the lack of a social studies teaching tradition in Finnish primary education. ER - TY - JOUR T1 - Sweden’s Temporary Asylum Law and the Indefinite Statelessness of Refugees T2 - Oxford Monitor of Forced Migration A1 - Tucker, Jason PY - 2018 VL - 7 IS - 2 SP - 21 EP - 36 LA - eng PB - : Oxford Monitor of Forced Migration KW - sweden KW - statelessness KW - refugees KW - temporary asylum law KW - indefinite AB - This paper explores the law and policy related to the identification, assessment, and recording of the statelessness of refugees in the Swedish asylum procedure. It considers the gaps in law and policy that can lead to a stateless refugee remaining in a prolonged, or potentially, indefinite stateless situation and the impacts of the temporary asylum law introduced in 2016. The temporary law can be seen to undermine useful legislation that saw many stateless refugees receiving citizenship after four years. However, the new State discourse introduced full-time employment or completion of education as a requirement to acquire permanent residence, a prerequisite for citizenship. Therefore, these can be seen as new naturalisation criteria for certain migrants, which could mark a shift from Sweden’s previous trend towards increasingly liberal access to citizenship since the 1950s. ER - TY - CONF T1 - Democratic Citizen fostering - Its Insiders and its Outsiders: A Call for Democracy to 'leave home' T2 - Human Rights and Citizenship Education A1 - Olson, Maria PY - 2009 SP - 112 EP - 118 LA - eng PB - : CiCe Publications KW - humanities and social sciences KW - humaniora-samhällsvetenskap AB - How to outline an education for a democratic citizenship beyond national boundaries? In times of globalization, and with intensified pressure from the European Union on its nation states to provide for a common European identity through education, this question becomes crucial for national policy making within Europe. In this text focus rests on Swedish Education policy, in order to shed light upon what is marked out for Swedish compulsory schools’ commission to foster democratic citizens at the end of the 20th century. On the basis of earlier done policy research, it is argued that the Swedish fostering agenda do tend to transcend the nation state. But, at the same time, certain groups of people tend to be included, while others are being excluded. It is argued that these including and excluding divides are based upon presupposed ethno-cultural properties. ER - TY - CONF T1 - The pedagogic structure and the proper citizen A1 - Rosvall, Per-Åke PY - 2010 LA - eng AB - Within the project, ”Active Citizenship? On Democratic Education in Upper Secondary School”, that aims at exploring democratic education, the relationship between being and becoming is interesting. How is pedagogy organised to enable students to be democratically involved as responsible actors in their education? What are the students’ expectations of becoming proper democratic citizens and how does that affect their education? The pedagogic structure and understanding of students’ positions in school and society, i.e. to be and become proper citizens, affect their possibilities to influence in school. In this paper, these themes will be discussed in terms of classification, framing, rules and codes with a special focus on class and gender. The research data shows contradictions between policy texts, pedagogic structure and the students’ actions. The data that this discussion draws on was ethnographically produced during one year’s field work in a Social Science class in an upper secondary school in the West of Sweden. The data consists of research data from lessons, interviews with students, teachers and principals as well as local and national policy texts. ER - TY - CONF T1 - One classroom - fifteen languages T2 - Abstract book. 26th EECERA Annual Conference, Happiness, Relationships, Emotion & Deep Level Learning, Dublin, 31st-3rd September, 2016 A1 - Torpsten, Ann-Christin PY - 2016 SP - 100 EP - 101 LA - eng KW - preschool KW - participation KW - newly arrived KW - identity KW - diversity KW - pedagogics and educational sciences KW - pedagogik och utbildningsvetenskap AB - My research is directed towards newly arrived children’s perceptions of participation in preschool and in a so called International class. Aim is to highlight experiences of involvement in preschool and the creation of identity. Which deals are given? How is social life created in preschool?Wigg (2008) who has studied the consequences of being forced to break up and restart shows three identities called alienation, ambivalence and activity. She discusses students’ participation, schooling and the creation of identiy.Benhabib (2004), who is reasoning about education, citizenship and obligations, writes that “democratic citizenship requires obligations, obligations requires responsibility and deepening loyalty".A life story approach, narrative analyze and an idea analyze of steering document is used. Empirical data is collected in terms of interviews of newly arrived children’s, teachers and steering documents concerning their education.Parental permission to interview their children is received. The sampled life individual stories are read and re-told by me as new stories why all informants remain anonymous.Steering document shows that the school has a democratic educational task which means teaching and establishing respect for human rights and fundamental democratic values that the Swedish society is based on (Ministry of Education, 2011). It is important for the education to support and prepare young people to live and function in society (Ministry of Education, 2011).Future preschool and community is facing a challenge that is about to achieve a fusion of democratic equality and cultural diversity (Benhabib, 2004), participation and the creation of identity. ER - TY - CONF T1 - Reproduction of inequalities in the teaching and learning of science A1 - Jobér, Anna PY - 2011 LA - eng KW - reproduction KW - inequality KW - science classroom KW - bourdieu KW - bernstein AB - Being good at science is a qualification needed to reach prestigious higher education and societal positions. Since the pass rate in the science subjects is lower than in other school subjects and failure in school science subjects is correlated to low social class, it has been showed that science is a factor in the reproduction of an unequal society. The way science is taught and learned in schools thereby contributes to an unjust society where children from e.g. disadvantaged socioeconomic backgrounds have less chance to succeed therefore addressing science education as an important part in the citizenship education. Thus, the overall aim of my research is to contribute to our understanding of how school science reproduces unequal structures in society. Data were collected at Swedish compulsory schools. Results were discussed and analysed using concepts derived from Bourdieu and Bernstein. Preliminary findings indicate that habitus play a role in the science classroom and influence how students react and respond to the way the teaching and learning is organized and presented. Moreover, the first analysis point out that e.g. when framing is weak, student with inappropriate cultural capital fails. The preliminary results indicates that science education contribute to an unequal society through the way that science is taught and learned in the science classroom. Thus, this research calls for attention to issues regarding equity and citizenship in the science classroom. ER - TY - JOUR T1 - Utbildningens villkor II - en denationaliserad utbildningskonception T2 - Utbildning och Demokrati SN - 1102-6472 A1 - Wahlström, Ninni PY - 2014 VL - 3 IS - 23 SP - 77 EP - 94 LA - swe PB - : Örebro universitet KW - curriculum theory KW - globalization KW - denationalization KW - europeanization KW - pedagogics AB - In my inaugural lecture at the Linnaeus University in May 2014, I explored the policy discourse of a denationalized-instrumental understanding of school and education as I introduced in a corresponding lecture at Örebro University 2011(Wahlström 2011) and which since then has been the recurring focus of my research interest. The theme concerns the relationship between social change and perceptions of social needs on the one hand and the implications for what counts as knowledge and good education on the other hand. The article discusses globalization and the changing role of the state, with Europeanization as one of the consequences of globalization. In recent years, the EU has broadened its influence by also including the Member States' compulsory schools and their curricula in its policy. In the article, results from analyzes of the Swedish curriculum for compulsory school, Lgr 11, from the perspectives of curriculum typology, citizenship education and equity are presented.   ER - TY - CONF T1 - 1984 according to Apple: The digital revolution – and the corporate synchronization of the media citizen in the Swedish K12 curricula T2 - The revolutionary imaginary A1 - Forsman, Michael PY - 2017 LA - eng KW - mediatization KW - historical semantics KW - revolution KW - critical curriculum studies KW - digitalization KW - kritisk kulturteori KW - critical and cultural theory ER - TY - JOUR T1 - Ämnesintegrering och ämnesspecialisering: SO-undervisning i Sverige 1980-2014 T2 - Nordidactica SN - 2000-9879 A1 - Samuelsson, Johan PY - 2014 VL - 2014 SP - 85 EP - 118 LA - swe PB - Karlstad : CSD Karlstad KW - social studies KW - curriculum debate KW - interdisciplinary KW - education AB - A major issue in Swedish and international research has, indeed, been the overriding purpose of social studies, along with the recurring discussion on whether the teaching of social studies should be organised in the individual subjects or be subject-integrated. The main aim of this article is to analyse how social studies as a specific field of study is featured in government commissions of inquiry and steering documents in the period 1980-2014. The analysis is primarily based on American and Nordic history and social studies education theory, which has identified a number of concepts regarding the purpose and organization of the social studies subject; the humanistic approach; the progressively approach; the disciplinary oriented approach and the postmodern and interpretive approach. The article is based on an analysis of national evaluations and reviews of social studies as well as curricula and government commissioned inquiries. The analysis shows that social studies as a knowledge domain is characterized by progressivism in the national evaluations in the whole period. Although curricula nowadays have a disciplinary perspective on the purpose and organization of social studies, progressivism is still prevalent in evaluations. It is clear that the public authorities responsible for the most recent inspections embrace progressivism. Concurrent with the predominance of certain education philosophies–progressivism in 1980-2011 and the disciplinary perspective from 2011– there are also traces of other approaches in the curricula, for example, the humanistic as well as the postmodern perspectives. ER - TY - CONF T1 - Socioscientific Issues via Controversy Mapping: Bringing Actor-Network Theory into the Science Classroom with Digital Technology T2 - Paper prepared for the Third Nordic Science and Technology Studies Conference, University of Gothenburg, May 31st – June 2nd 2017 A1 - Elam, Mark A1 - Solli, Anne A1 - Mäkitalo, Åsa PY - 2017 LA - eng AB - The use of technoscientific controversies in school science education is relatively commonplace today and not particularly controversial. This reflects how an educational concern with exploring the interconnections between science, technology and society dating from the 1970s has gradually mutated since the late 1990s into an enlarged programme of ‘functional’ scientific literacy enacting science education as ‘citizenship education’. With a growing impact on national curricula, this programme acknowledges the close entanglement of science and engineering with politics and society and aims to draw on controversies in teaching to help prepare students for active participation in technoscientific debates and decision-making. In this paper we describe and reflect over a teaching experiment we have carried out at a Swedish upper secondary school where student engagement with controversies is both elaborated upon and partially redefined. Controversy mapping has emerged as a research-based model of student inquiry within higher education (an educational version of actor-network theory) dedicated to mobilizing digital tools and methods to visualize complex technoscientific issues contributing both to their further articulation and public legibility. By pioneering the introduction of this educational technology into a school context we have moved classroom engagement with controversies ‘upstream’ while also rendering it more practical and ‘hands-on’. Rather than confronting students with controversies already framed, or perhaps even simulated, in pre-prepared teaching modules, controversy mapping equips students with the means to observe and chart the basic contours of an on-going issue for themselves. Thus, rather than citizenship education, classroom engagement with controversy comes to more closely resemble citizen science training and an introduction to digital inquiry as a means to help clarify and appropriately simplify contentious issues for self and others. Reflecting on our modest intervention into school science education we compare and contrast the alternative kinds of ‘citizens’ and generic competences or ‘literacies’ that classroom engagement with controversy envisions and enacts and assess the possibilities of productively combining these different forms of learning activity in educational practice. ER - TY - CONF T1 - Using visual representations to qualify students’ understanding of causal relationships in price T2 - NOFA7 ABSTRACTS A1 - Jägerskog, Ann-Sofie A1 - Davies, Peter A1 - Lundholm, Cecilia PY - 2019 SP - 109 EP - 109 LA - eng KW - visual representations KW - social science KW - phenomenography KW - teaching and learning KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - The aim of the study was to contribute to the understanding of how two different visual representations of price facilitate learning of the concept.  The study focuses on students in upper secondary social science education and takes its outset in a multimodality perspective (Kress, 2010). Three introductory lessons on pricing were conducted with four classes (in all 92 students), of which two had lessons based on graphs and two on a causal loop diagram (Wheat, 2007).  Written responses to pre- and post-test questions were analysed phenomenographically and in relation to the visual representation used in teaching. Results suggest that students’ understanding of the relationships between supply, price and demand was affected by the visual representations used in teaching. The intervention based on a causal loop diagram facilitated a more qualified way of understanding the causal relationships in pricing than the graph-based intervention. The traditional way of introducing price to upper secondary students, through the use of supply/demand graphs, is thereby problematised. The results have important implications for teaching and learning through visual representations in general and for economics teaching in particular and point to the importance of reflecting on visual representations in teaching in order to facilitate a qualified conceptual understanding. The study thereby contributes to practice as well as to theory in terms of practical implications for teaching about price to upper secondary students and in terms of expanding theory on how learning is affected by the structural composition of a visual representation. ER - TY - BOOK T1 - The internet generation: engaged citizens or political dropouts A1 - Milner, Henry PY - 2010 LA - eng PB - University Press of New England AB - An investigation of political disengagement among young people in North America and Europe Despite rising levels of education and mounting calls for increased democratic participation, recent years have seen a significant decline in voter turnout in many countries and the erosion of the sense of civic duty that brought earlier generations to the polls. Henry Milner looks at the United States, Canada, Britain, Scandinavia, and the European Union to probe the decline of youth voting and attentiveness to politics, drawing lessons from observations of institutions, which could break down the wall between political life and "real" life that underlies political abstention among the Internet generation. Finding civic education the key to instilling habits of attentiveness to public affairs, especially among potential political dropouts, Milner sets out a series of ways to bring the issues-and the political parties' stance on them-to the classroom, including visits, simulations, and innovative use of media, old and new. © 2010 Trustees of Tufts College. All rights reserved. ER - TY - CONF T1 - Teachers’ design of socio-scientific inquiry based teaching and learning sessions A1 - Ottander, Christina A1 - Ottander, Katarina PY - 2017 LA - eng AB - An important goal for science education is to develop the knowledge students need as citizens as well as knowledge for future studies in science and technology. This knowledge can be developed through inquiry-based science education (IBSE) and the teaching of socio-scientific issues (SSI). However, such pedagogy has proved to be challenging for many teachers, as it involves changes in their beliefs and values as well as the adoption of new practices.  In a development and coordination EU FP7 project, PARRISE, three approaches to science education are drawn together: SSI, IBSE, Citizenship Education (CE) within the umbrella of Responsible Research and Innovation (RRI) into Socio-Scientific Inquiry Based Learning (SSIBL). This study explores how experienced science education teachers, participating in a two-step teacher professional program based on SSIBL, express commitments and conceptualization of the goals in SSIBL. It also investigates the teachers’ design capacity of SSIBL teaching materials for upper secondary Science Studies. The empirical data consist of the communication and the designed learning materials within a learning management system. Both the developed teaching materials and the design process are analysed. Results show that all teachers developed design agency for SSIBL teaching; for example, most of the activities encouraged the students to pose questions and develop a “need-to-know” among the students. Moreover, the teaching materials gave the students an opportunity to uncover the dilemmas and controversies, and critically explore the reasons for different viewpoints and gave good opportunities for students to develop action competence. ER - TY - GEN T1 - Demokratilärande på vetenskaplig grund A1 - Wallin, Pontus A1 - Olson, Maria A1 - Persson, Mikael PY - 2022 LA - swe KW - demokrati KW - undervisning KW - demokratilärande KW - elever KW - skola AB - Demokratiuppdraget är något av en paradgren för den svenska skolan. I den internationella kunskapsmätningen ICCS (International Civic and Citizenship Education Study) presterar svenska elever i topp. För att behålla den positionen gäller det att lärare ges rätt förutsättningar för att utveckla det goda arbete som de gör dagligen under och mellan lektionerna. En sådan förutsättning är att lärare har tillgång till forskning inom området och vad den säger om lärande och demokrati.Därför publicerar Skolforskningsinstitutet en systematisk forskningssammanställning med forskning av hög kvalitet från hela världen, som ger lärare möjlighet att arbeta med skolans demokratiuppdrag på vetenskaplig grund. I forskningen kan lärare hitta svar på hur olika arbetssätt i undervisningen påverkar elevernas utvecklande av kunskaper, förmågor, attityder och värderingar kopplat till demokrati. ER - TY - JOUR T1 - Tallskolan: En mångkulturell skolas tillblivelse och pedagogik T2 - Utbildning och Demokrati SN - 1102-6472 A1 - Nilsson, Henrik PY - 2012 VL - 2 IS - 21 SP - 81 EP - 102 LA - swe PB - Örebro : Örebro Universitet. Pedagogiska instituionen. KW - integration KW - incorporation KW - critical discourse analysis KW - democracy KW - ethnicity KW - class KW - multicultural schools KW - pedagogik och utbildningsvetenskap KW - pedagogics and educational sciences AB - Based on an ongoing ethnographic fieldwork on social incorporationvia education, this article explores the conflict and circumstances ofthe pedagogical management of a multicultural school. The articleargues that the story of the multicultural “Tallskolan” serves as arich geographical and historical, localized empirical lens throughwhich it is possible to examine the complex roles of ethnicity andclass in relation to incorporation. The story of the school rangesfrom the 1970s to 2011. By examining the story’s genesis, the textparticularly engages the relationship between discursive and socialchanges that shape different types of incorporation in terms of assimilation,hyphenation and multiculturalism. The results indicatethat the knowledge and forms of education into which migrant studentsare to be incorporated and involved in the civic community areshaped in part by the local actors’ interpretations of social change. ER - TY - JOUR T1 - Teachers’ Voices About Being a Teacher: Comparative Studies in England, Finland and Sweden T2 - Canadian Social Science SN - 1712-8056 A1 - Sandström Kjellin, Margareta A1 - Stier, Jonas A1 - Davies, Trevor A1 - Asunta, Tuula PY - 2009 VL - 3 IS - 5 SP - 68 EP - 81 LA - eng AB - The aim of the article is to present and discuss a study in which Finnish, English and Swedish teachers and student teachers described the implications of being a teacher. It is cross-national and consists of multiple case studies. Data were collected through twenty-four focus group dialogues, and 110 teachers/student teachers participated in the study. According to the study, we have found that teachers and student teachers in all three countries promoted pupils’ development of critical thinking, which is another way of saying that they focused on ‘the attitudes and values’ aspect of citizenship education; however, this was most evident in the Finnish and the Swedish focus groups. In England there is a subject emphasis to the professional role, the three countries ranked the topics (the pupils; the subject; the organization; the society; teacher identity; parents) equally, in Finland the teacher role did not appear to be as post modern as in the two other countries. Key words: attitudes and values; citizenship education; cross-national case studies; teachers’ voices  ER - TY - RPRT T1 - The Labour-Market Participation of Highly Skilled Immigrants in Sweden: An Overview A1 - Irastorza, Nahikari A1 - Bevelander, Pieter PY - 2017 LA - eng PB - Malmö University, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM) KW - labour market KW - employment KW - integration KW - highly skilled migrants KW - sweden AB - This paper provides an overview of the socio-demographic characteristics, labour-market participation and occupational mobility of highly educated immigrants1 in Sweden. Based on a statistical analysis of register data, we compare their employment rates, salaries and occupational skill level and mobility to those of immigrants with lower education and with natives. Among the questions addressed in this paper are: What is the socio-demographic profile of highly skilled immigrants to Sweden? Where do they come from and how do they enter the country? Are there differences in highly educated immigrants’ employment rates by citizenship status, migration entry route and place of birth? How do the salaries of highly educated men and women compare between immigrants and natives? What is the education-to-job match for them? How do occupational mobility patterns compare for highly educated immigrants versus those with lower education? Finally, are there differences in occupational skill level for highly educated migrants by entry route? Our results show that, while highly skilled immigrants perform better than those with a lower educational level, they never catch up with their native counterparts. ER - TY - CONF T1 - A bibliometric analysis of the journal Nordidactica A1 - Niemi, Kristian A1 - Modig, Niclas PY - 2025 LA - eng PB - Syddansk Universitet KW - subject didactics KW - bibliometrics KW - systematic review KW - humanities KW - bifrost KW - subject-specific education KW - ämnesdidaktik AB - Nordidactica (https://journals.lub.lu.se/nordidactica) is a Nordic journal for research on humanities and social science education, published by Karlstad university since 2011. Of particular interest of the journal is subject didaktik within the aforementioned fields. The presenters of this paper have recently taken position as editors of the journal and are interested in Nordidactica’s development over time. The aim of this paper is to present a bibliometric analysis of the journal. Bibliometrics is a statistical method for analyzing bibliographic data, particularly suitable for handling large datasets (Donthuet al., 2021; Petticrew & Roberts, 2006). Humanities and social science research is not as well-indexed as medicine and the natural sciences, rendering the usual bibliometric analytical tools, such as Gephi, Leximancer, VOSviewer and the like unfit for our purposes (Kemeç & Altınay, 2023; Mongeon, 2016; Lasda Bergman, 2012). We will instead use Bifrost (https://bifrost.kau.se), an analytical tool for analyzing bibliometric data from the Swedish databases DiVA (http://diva-portal.org/) and SwePub (https://swepub.kb.se). Since 2011, 330 different scholars (co-authors included) from 12 countries have authored 319 articles (reviews and research articles) in Nordidactica. This will then be our material, gathered and analyzed using Bifrost, to explore trends of research historically and today in the journal. This will, for example, include an analysis of keywords, scholars, subjects, materials and methods used in the published articles. To conclude, we will discuss the implications of the results, and possible develompents of the journal for the future. This will be of interest to the journal’s readers, authors, well as to scholars in the field of subject didactics. ER - TY - CONF T1 - Artificial intelligence curricula in nordic schools: policy ideas in institutional change – the Swedish case A1 - Örtegren, Alex PY - 2025 LA - eng KW - new institutionalism KW - policy ideas KW - upper secondary school KW - sweden AB - As artificial intelligence (AI) increasingly shapes society (Örtegren, 2024), education systems both in the Nordics and globally face the challenge of preparing students for socio-technical change, including AI-related digital competence with knowledge, skills, and democratic values. The challenge of preparing students for such changes play out in the field of digital education, where various actors (e.g., think tanks, media, researchers, teacher unions, commercial actors) engage in knowledge production and policy construction (Rensfeldt & Player-Koro, 2020). Such policy processes include curriculum change, where some countries have embedded AI-related digital competence within existing subjects, while others have created separate AI school subjects (UNESCO, 2022). The aim of this paper is to examine the integration of AI into the Swedish upper secondary school as a separate school subject, particularly how policy ideas about AI education are shaped and legitimized within the context of Nordic education. The theoretical framework used for analysis draws on new institutionalism, with attention to how ideas, institutions, and policy actors interact in educational change processes. The analyzed data include policy texts and interviews with key policy-process participants. The early results indicate how AI as a separate school subject is shaped by ideas embedded within discourses about future readiness and educational responsiveness to societal change. The influence of ideas seemingly stem from policy-process participants’ positions within the policy process combined with their networks outside the forum for official AI school subject policymaking. Ultimately, the ideas create tensions between democratic citizenship and social equity on the one hand, and labor market demands and global competitiveness on the other. These tensions reflect broader challenges in Nordic education systems as they adapt to technological change while committed to democratic values and social justice. The tentative results point to how AI education in the Nordic context can become a political project (cf. Selwyn, 2022), characterized by competing values and technical-instrumentalist perspectives that shape institutional structures and educational goals. ER - TY - BOOK T1 - The future of religious studies in India A1 - Cavallin, Clemens A1 - Sander, Åke A1 - Sitaraman, Sudha PY - 2021 LA - eng PB - Routledge KW - religionssociologi KW - religionssamfunden och samhället KW - sekularisering KW - sekularism KW - religion study and teaching (higher) india KW - religion and sociology india. KW - secularization india. KW - secularism KW - religion and sociology KW - church and social problems KW - religion - study and teaching KW - religion ¡ study and teaching KW - religion ¡ research KW - indien AB - This book looks at how religious studies is framed and taught in India. It addresses the contradiction between the country’s vibrant religious life and the dearth of comparative and social scientific religious studies programs across Indian universities. The volume: • Studies the efforts by Rabindranath Tagore in Santiniketan and Mohan Malaviya in Varanasi, to introduce and institutionalize religious studies in India; • Discusses the notions of religion and spirituality and situates the failure of the ‘secularization thesis’ in the context of modern India; • Provides concrete suggestions on how to develop religious studies in relation to global citizenship and Indian cultural heritage with the hope of initiating a larger discussion. A unique contribution to the study of religion in society and education, the book will be indispensable to students and researchers of theology, history, philosophy, sociology, secularization, globalization, religious studies, education studies, and South Asian studies. ER - TY - CONF T1 - A Change of Interpersonal Relational Capital: Achieving equity through mentoring relationships and homework activities T2 - Konferensbidrag, Inclusionkonferens Örebro, 2019 A1 - Ljungblad, Ann-Louise A1 - Berhanu, Girma PY - 2019 LA - eng KW - interpersonal relational capital KW - relationships KW - equity KW - homework activities KW - inclusion AB - A Change of Interpersonal Relational Capital: Achieving equity through mentoring relationships and homework activities Ann-Louise Ljungblad, Senior lecturer at the Department of Education and Special Education, University of Gothenburg, Sweden. Ann-louise.ljungblad@gu.se https://orcid.org/0000-0002-8148-9172 Girma Berhanu, professor at the Department of Education and Special Education, University of Gothenburg, Sweden. Girma.berhanu@ped.gu.se Our presentation considers the role of relational values in the aspirations for higher education of a group of ethnic minority and socially disadvantaged students, many with special educational needs. Drawing on data from an ethnographic case study of an underperforming junior secondary school, we conclude by tentatively suggesting the importance of relational and social capital at different educational strata that can broaden new life opportunities. Research indicate that there is disproportional representation in special education in Sweden. Members of minority ethnic groups (particularly where these groups have migrant status), males, and children from poorer homes are at greater risk than their peers of being placed in special education. This study is part of a larger project to investigate the effect of ‘enriching’ activities such as community development in the form of helping immigrant youth in schoolwork (home works) in order to raise motivation, achievement levels and enhance inclusiveness in the larger social fabric. The aim of this study is to explore interpersonal relational aspects, between participating pupils and mentors. The research questions are: Why do pupils and mentors actively choose to attend homework support? What does the interaction look like between pupils and mentors? What values do the participants see in the activities? The project is successful in many ways and has attracted media attention. The analysis in the present study based on interpersonal relationships shows even a minimum support, in the form of homework and extracurricular activities, can make a difference in the pupils’ school performance and wellbeing. The project appears to reinforce positive towards education and most of the previous participants are currently in upper high schools and pursuing their choice of study/career path. The data presented in this research appears to suggest that students are able to generate new relational and social capital in their own right. Referens Ainsworth, J. W. (2002), “Why does it take a village? The mediation of neighborhood effects on educational achievement”, Social Forces, Vol. 81 No. 1, pp. 117–152. Allan, J. and Persson, B. (2018), “Social capital and trust for inclusion in school and society”, Education, Citizenship and Social Justice, 1–11.https://doi.org/10.1177/1746197918801001 Bang, H. J., Suárez-Orozco, C., Pakes, J. and O’Connor, E. (2009), “The importance of homework in determining immigrant students’ grades in schools in the USA context”, Educational Research, Vol. 51 No. 1, pp. 1–25. Bauer, T., Epstein, G. and Gang, I. (2005), “Enclaves, language, and the location choice of migrants”, Journal of Population Economics, Vol. 18 No. 4, pp. 649–662. Beach, D. and Dyson, A. (2016), Developing equity in cold climates, London, Tufnell Press. Grönqvist, H. (2006), “Ethnic enclaves and the attainments of immigrant children”, European Sociological Review, Vol. 22 No. 4, pp. 369-382. Kerr, K., Dyson, A. and Raffo, C. (2014), Education, disadvantage and place. Making the local matter, Bristol, CT, Polity Press. Ljungblad, A-L. (2019), “Pedagogical Relational Teachership (PeRT) – A multi-relational perspective.” , International Journal of Inclusive Education. https://www.tandfonline.com/doi/full/10.1080/13603116.2019.1581280 Noam, G., Biancarosa, G. and Dechausay, N. (2002), Afterschool Education. Approaches to an Emerging Field. Cambridge, MA, Harvard Educational Publishing Group. OECD. (2016), Programme for International Student Assessment (PISA). Results from PISA 2015. Access date 2018-10-23. https://www.oecd.org/pisa/PISA-2015-Sweden.pdf. UNICEF. (2018), An Unfair start. Inequality in children’s education in rich countries. Innocent Report Card 15, UNICEF Office of Research. Woolcock, M. (2001), The place of social capital in understanding social and economic outcomes, Canadian Journal of Policy Research, Vol. 2 No. 1, pp. 11–17. ER - TY - CONF T1 - Participatory Design with Teachers: Designing the Workshops T2 - Proceedings of the 5th International Conference on Designs for Learning A1 - Öberg, Johanna A1 - Hernvall, Patrik PY - 2016 SP - 269 EP - 282 LA - eng PB - Aalborg : Aalborg University Press KW - pupil participation KW - participatory design KW - action research KW - participatory methods KW - elevdeltagande KW - deltagande design KW - aktionsforskning KW - deltagandebaserad forskningsmetod KW - informationssamhället KW - information society AB - Participatory methods are becoming more and more commonly used in social research. These methods are used in a variety of research fields, such as; Human Computer Interaction, Education, Public Health, Civic Engagement, and so on. Participatory methods are valuable because they utilize the knowledge and experience of all the collaborators. The paper focuses on the participatory design process performed with a group of junior high school teachers and the conditions for the development of a pedagogical practice. The process, which aimed for supporting increased pupil participation, was fuelled by the development of a pedagogical model at four workshops during 2015 (April to September). Main findings from the analysis of these workshops propose that participatory design as an action research method support the appropriation of new pedagogical approaches in general, and the understanding of the possibilities of supporting pupil participation in formal education in particular. ER - TY - CONF T1 - Networking as/for  knowledge transformation and innovation: from research-based practice to the scholarship of teaching and learning T2 - International Society for the Scholarship of Teaching and Learning (ISSOTL) 2005 Conference A1 - Hudson, Brian PY - 2005 LA - eng PB - http://www.issotl.org/2005proceedings.html : ISSOTL KW - networking KW - knowledge transformation KW - innovation KW - research-based practice KW - scholarship KW - teaching and learning AB - This paper outlines an approach to research-based practice that has evolved in the context of developing an international online MSc programme, arising from institutional collaboration through the Thematic Network for Teacher Education in Europe (TNTEE). A strong emphasis has been placed on critical action research, team teaching and reflective practice which is conceptualised within an integrative model of design research that integrates the processes of research, evaluation and dissemination.  Also integral to this has been a process of networking that is seen both as and for knowledge transformation and innovation. Central to this process has been a problem solving approach that has been focused on the whole ‘instructional’ process with particular attention to the instructional or curriculum design process. This approach also underpins the research, dissemination and evaluation framework of the Higher Education Funding Council for England (HEFCE)  Project ‘Active Learning – Active Citizenship’, supported under the Fund for the Development of Teaching and Learning (FDTL5) and the project supported by my National Teaching Fellowship. The latter supports the development of an open and flexible networked learning community at doctoral level in teaching and teacher education with additional support from the European Commission under the Erasmus Action (Higher Education) of the Socrates Programme.  Furthermore it informs the development of the recently established HEFCE funded Centre for Excellence in Teaching and Learning on ‘Promoting Learner Autonomy’. Our aim is to meet this challenge through the development of a widely shared scholarship of teaching and learning across a large and complex organisation. ER - TY - CONF T1 - Class, Gender and Knowledge. Knowledge Discourses in Vocational Programmes A1 - Nylund, Mattias A1 - Ledman, Kristina A1 - Rosvall, Per-Åke PY - 2016 LA - eng AB - This study aims to develop knowledge regarding the role of vocational subjects in the civic education of upper secondary schools, on a curriculum level. Most research on civic education and critical thinking is in the general subjects, often focusing on social science. Research in vocational education and training (VET) programmes in upper secondary school is no exception, especially in a Swedish research context (cf. Ledman 2014, Norlund 2011). However, vocational subjects dominate VET-programmes and the VET-policy in Sweden, and many other countries, moves in a direction towards more workplace-like education (Baynall 2000, Nylund 2013). Without knowledge about the potential role of work-oriented subjects in developing the students’ critical thinking, we have only partial understanding of civic education in upper secondary VET.A consequence of the organisation of education in class societies is that subordinate social groups tend to encounter a curriculum where knowledge is more context-bound (Bernstein 2000). This characterization is relevant to Sweden’s (cf. Lundahl and Olofsson 2014), and most other countries (cf. Bol et al. 2014, Ho 2012), upper-secondary vocational programmes, which primarily attract working-class students and socialize them for working-class jobs (Lauglo 2010). Another general pattern is that vocational routes are segregated in terms of gender (cf. Hjelmér, Lappalainen, Rosvall 2014, Lappalainen, Mietola & Lahelma 2013). In this study we acknowledge the variables social background and gender through the empirical sample and choice of theory (see below). The study presents an analysis of three different vocational programmes representing three distinct vocational contexts; The Care programme (female dominated), The Vehicle programme (male dominated) and The Restaurant programme (neutral).The ambition is to shed light on the position of the vocational subjects in the curriculum, in relation to civic education. Hence, the purpose of the paper is to identify knowledge discourses in vocational subjects and to discuss what this implies for the social distribution of knowledge in relation to class (Bernstein 2000) and gender (Connell 1987). The main research question is: how is knowledge contextualized and what does this imply for what type of knowledge the students are offered?The empirical data consists of policy documents, national curriculum and syllabuses.Questions such as the following are addressed:* What is the relation between goals on different levels of the curricula (overarching goals, exam goals, subject goals, course goals) and the vocational subjects?* What relation does vocational subjects have to goals relating to civic education?* What is the relation between general/academic subjects and vocational subjects in regard to the goals stated in the curricula?* In relation to which contexts (political, technical, ethical, instrumental, etc.), and in what way (e.g. how strong), is the content in the vocational subjects bound?* What are the similarities and differences between the different vocational programmes in relation to questions such as those stated above?It is of great importance to generate knowledge of the possible role of vocational subjects in the schools civic education and to make possible a deeper understanding of the possibilities for VET students to access and acquire critical thinking in the work-oriented content that has come to increasingly dominate the curriculum for VET. So far this is largely unexplored. Without knowing how critical thinking is distributed through work-oriented subjects and practices, we have only partial understanding of civic education in upper secondary VET. The question is of particular interest in a Swedish context, and for countries going through a similar policy and curricula development in which goals such as employability and employer influence over the curricula is put at the fore (eg. Germany and England, c.f. Brockmann 2012).Method: The empirical data consists of policy, national curriculum and syllabuses. Steering documents for various levels from the latest upper-secondary reform relating to vocational programmes will be included in the analysis because we are seeking general patterns, or organizing principles, relating to the conceptualization and contextualisation of knowledge (cf. Weelahan 2007, Young 2008). The analysis thus includes the green paper and the government bill that introduced the reform as well as the resulting curriculum document and the associated exam goals and course plans. The key concept for analysing these documents is knowledge discourses, specifically in terms of horizontal and vertical discourses (cf. Bernstein 1999; Shay 2012). These concepts were designed to make possible an analysis of what kind of knowing and thinking is made possible through different contextualisations of knowledge. The theory was developed to investigate the strong tendency of an uneven access to ”critical knowledge” at a societal level between different social groups (cf. Bernstein 2000, Young 2008). In this process the working class tends to encounter a curriculum dominated by horizontal discourses with little access to critical thinking, i.e. with little access to a type of knowledge central to the schools civic education. The study could thus be described as employing a ‘critical policy methodology’ in the context of curriculum analysis (cf. Rata 2014). We use a theoretical framework that places the question of how educational knowledge is organized in the context of political economy (class and gender), and present integrated analyses of data from policy and curriculum documents. This study represents the first part of a larger study financed by the Swedish research council 2016-2019. In later stages, ethnographic data from the practice in different programmes will be included in the analysis (thus fulfilling more criteria of a study employing a ‘critical policy methodology’), but this presentation will only deal with policy and curricula.Expected Outcomes: We will shed light on the structure of the curricula for students taking the vocational track and show how goals and content on different levels of the curriculum are related with a particular focus on the vocational subjects. We will present findings on how gender effects knowledge discourses in vocational subjects and show how these programmes are a part of a social distribution of knowledge, both in terms of gender (between the programmes) and in terms of class (how knowledge is organized in the vocational subjects in the context of the curriculum more broadly). These findings, in turn, are expected to shed light on the broader question of what role the vocational subjects could have as a part of the schools civic education. ER - TY - THES T1 - Att fostra demokrater: Om skolan i demokratin och demokratin i skolan A1 - Almgren, Ellen PY - 2006 LA - swe PB - Acta Universitatis Upsaliensis KW - educational policy KW - political knowledge KW - school democracy KW - school segregation KW - student influence KW - classroom climate KW - multi-level analysis AB - A central task for the Swedish school is to foster democratic citizens. The purpose of this thesis is to evaluate some aspects of the fostering of democrats in Swedish schools, focusing on the political knowledge of young people. For more than a decade the Swedish educational policy has considered a democratic school environment to be a fundamental right for the students. Furthermore, the school democracy is assumed to have a positive effect on the students' development of democratic competence. This assumption of a causal relationship between school democracy and political knowledge, inspired by integrative theories of democracy, is tested in this study. Another important goal for the Swedish educational policy is the equivalence of education for all students. This can be interpreted in more or less ambitious terms regarding the equality of the students' education. School segregation, however, poses a threat to any form of equivalent education. The effects of school segregation on the students' political knowledge is therefore also tested in this thesis.Using multi-level analysis on a sample of over 6000 Swedish students between 14 and 15 years of age, this study shows that a deliberative open classroom-climate has a positive effect on the students' political knowledge while the direct student influence, surprisingly, has a negative effect. Both ethnic and socioeconomic segregation have negative effects on the students political knowledge. Even more troubling, though, is the fact that the different dimensions of school democracy are related to the segregational factors. The favourable open classroom-climate is more frequent in schools where the students' parents have higher education. The counter-productive direct student influence is, on the other hand, more frequent in schools with a high number of immigrants and in schools where the students' parents have lower education. It is therefore argued that even though student influence is construed as a fundamental right, the Swedish government needs to appreciate the conflict between the goals of the educational policy: Student influence and the fostering of democrats. This conflict is especially serious since student influence in fact has a negative effect not only on the fostering of democrats but also on the equality of citizenship education. ER - TY - CONF T1 - The pupils previous knowledge of migration as a starting point for the educational practice T2 - NOFA7 ABSTRACTS Stockholm University, 13 - 15 May 2019 A1 - Blanck, Sara PY - 2019 LA - eng AB - The pupil’s previous knowledge of migration as a starting point for the educational practice Blanck Sara At Karlstad University the project” To develop teaching on social issues: content selection and transformation in social studies education in upper elementary school, year 4-6.” is in progress. The second part of my doctoral studies is in this project. The aim is to develop knowledge about societal relevant integrative educational practices around thematic issues, with a linkage between pupils’ experiences and specialized knowledge. The focus in this presentation is on pupils’ previous knowledge of migration. Migration is one example of an urgent social issue who might have potential as a teaching theme in upper elementary school, year 4-6. It could also be address as an epoch-typical key problem according to Wolfgang Klafki´s ideas about central problems in the world that pupils need to get knowledge about and develop a will of solving (Klafki 2001). This study explores how pupils’ previous knowledge, their preconceptions and experiences of migration, can be used as a springboard making it possible for the pupils to connect to significant specialized knowledge about migration. Ingrid Carlgren’s concept of educational practice with a) knowledge practice, b) learning practice and c) didactic practice in relation to the French anthropological didactic is used as a conceptual frame to examine how content about migration reconstructs in the classroom practice (Bosch and Gascón 2014; Carlgren 2015; Chevallard 2007). Methods are observations of classroom practice, focus group interviews with pupils’ and teachers’ reflections in a research circle. The empirical ground for the discussion is a classroom-project where pupils´ previous knowledge of intern and/or extern migration isin focus. Connection can here be made to Jim Cummins and the idea of identity texts. According to Cummins working with identity texts is an effective teaching strategy especially for newly arrived pupils or pupils from marginalized groups (Cummins and Wadensjö 2017). ER - TY - CONF T1 - Tensions in Policy Processes of Syllabi in Social Sciences in Sweden and Turkey – Troubling educational cultures in a global world T2 - ECER 2015 Education and Transition - Contributions from Educational Research, 7-11 September, 2015, Budapest A1 - Carlson, Marie A1 - von Brömssen, Kerstin PY - 2015 LA - eng KW - citizen KW - tensions KW - educational policy processes KW - sweden KW - turkey AB - 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. ER - TY - CONF T1 - Citizens governing schools: Customers, partners, right-holders T2 - ECER Programmes A1 - Carlbaum, Sara PY - 2015 LA - eng AB - Throughout Europe, evaluation has expanded radically at all levels of school governance as part of the broad doctrine of New Public Management including marketization, decentralization and performance management. There is a growing accountability pressure derived from globalisation of education governance resulting in evaluation systems (Leeuw and Furubo 2008) of monitoring, inspection and oversight, and benchmarking to measure performance and assess students and teachers. Sweden and other countries’ education systems increasingly rely on evaluations of different kinds as ways to control and enhance quality and performance in education and schooling but also to support competition and school choice (Merki 2011; Pollitt and Bouckaert 2011; Dahler-Larsen 2012; Lingard and Sellar 2013; Grek and Lindgren 2014). Despite the recent recentralisation effects of evaluation systems local autonomy is still high. Actors at the municipal and school level have different conditions and varying freedom of choice for local school governance in different education systems. The local context matters in a variety of ways. Local actors can assimilate, adjust or resist state policies of for example marketization and use evaluations in different ways. Evaluation systems put in place assumes that citizens are rational and active choosers using evaluation and accessible performance data for an informed choice  (Musset 2012). But research indicate that parents are primarily concerned with “the atmosphere”, “pedagogical climate”, “safety” and “reputation of the school” (Ehren, Leeuw and Scheerens 2005, p. 71). However, school choice has made parents a more powerful policy actor in local school governance (Blomqvist 2004). But not only school choice contributed to the shift from macro democracy to micro democracy (Möller 1996). So did different forms of voice options for improving participation and influence in citizens daily encounter with welfare services (Jarl 2005; Kristoffersson 2008; Dahlstedt 2009b; Holmgren et al. 2012). During the 1990s the emphasis on active citizenship and collaboration was viewed as a natural part of the democratic mission of the schools. The school should be an arena for dialogue forming an active local citizenship. Progress should be achieved from the bottom-up by those involved promoting the inclusion of parents in a form of partnership with the school (Jarl 2005; Dahlstedt 2009b). This multi-actor model of governance focusing on citizens’ agency reflect what has been called a ‘will to empower’ (Cruikshank 1999), ‘politics of activation’ (Dahlstedt 2009a) or ‘government technologies of agency’ (Dean 2010).Parents become a part of local school governance when they make choices, try to influence teachers, school-principals, schools administrators or local school boards. And their need of evaluation for this influence differs. Parents perceived as customers need easily accessible performance data to support informed school choice whereas parents acting as active and responsible citizens largely need the same evaluation knowledge as other policy actors. How local authorities, local school providers and schools govern their education and schooling through different forms of evaluation therefore shapes conceptions of citizenship. Studies on local policy, i.e. schools and school providers’ strategies and use of evaluation related information is scarce and there is a need for more knowledge on how it shapes citizen roles in different education systems. In this paper I therefore begin by exploring what ways are provided for parents as citizens, to influence, change and affect education in Sweden. I then turn to answer what evaluation related information is given on school and school provider websites to analyse what citizenship ideals are promoted using the categorisation developed from the channels for influence. I finish with discussing these forms of citizen power in education in relation to the more everyday encounter with teachers and school staff by drawing on previous research and interviews with parents and teachers.  Method: The material consists of government documents, reports, laws and regulation to explore the formal ways for parents to influence education. To explore what citizenship ideals are promoted in local school governance, I have analyzed four municipals websites and 8 school websites in these municipalities. The municipalities, all of which have populations of 75 000 – 100 000 have been selected strategically to reflect different contextual factors such as political majority, school performance, and share of independent schools. These have been anonymized and is referred to as “North”, “East”, “South” and “West”. The eight schools, two from each municipal, were also selected strategically on factors such as private or public provider, performance and socio-economic composition. By drawing on Hirschmans (Hirschman 1970) theory of exit and voice and Dahlberg and Vedungs (2001) categorisations of arguments for increased user orientation I categorize three different citizenship ideals when exploring formal ways for citizens to act and influence education in line with a politics of activation. These citizenship ideals functions as ideal types when analysing the websites and the evaluation and governance related information provided to (potential) users.To discuss citizen power in education and problematize how it relates to promoted citizenship ideals I draw on previous studies and research as well as interviews with parents and teachers at the schools. The interviews were conducted within the larger research project “Consequences of evaluation for school practice: steering, accountability and school development”, financed by the Swedish Research Council.Expected outcomes: Preliminary findings show that there are several ways for parents to affect and influence education in Sweden. The school choice reforms have considerably improved the power of parents in local school governance positioning parents as costumers. But user power have also been strengthened through providing different ways to complain and appeal positioning citizens as right-holders. Furthermore users are positioned as partners in influencing education through parent boards. The analysis of the websites shows how municipalities respond differently to state policies and accountability pressures in their use of providing evaluation related information. Municipalities with a right-wing political majority provide extensive benchmarking systems for informed school choice making customer the dominant position. Not surprisingly, the independent schools provide more performance data for marketing than the public schools. However, some of the independent schools also provide information on their collaboration with parents, indicating a position of citizens as partners. The position of citizens as right-holders are strongest on the public schools and public providers’ websites with information on rights and ways to claim them.Still parents don’t use evaluation related information as intended. Rather parents use grades, tests and school information more informally directly with teachers and school staff. Teachers report an increased pressure from parents on grades and changes within school, and the threat of exit makes their voice options more viable in individual contacts with staff. At least if other alternatives are present. But there are also indications that collective voice options are not used, instead exit is chosen sometimes in combination with the individual voice option of complaints and appeals. The problem of recruiting parents for collective action in parent boards or associations and the increasing amount of individual problem solving action through appeals and complaints suggest that parents mainly govern schools through individual rather than collective action. ER - TY - JOUR T1 - Nye tall om ungdom: Skandinaviske ungdommers tillit til samtid og framtid T2 - Tidsskrift for ungdomsforskning SN - 1502-7759 A1 - Huang, Lihong A1 - Bruun, Jens A1 - Lieberkind, Jonas A1 - Arensmeier, Cecilia PY - 2018 VL - 1 IS - 18 SP - 146 EP - 165 LA - nor PB - : Norsk institutt for forskning om oppvekst, velferd KW - institutional trust KW - generalized trust KW - views on the future KW - iccs KW - scandinavia KW - institusjonell tillit KW - mellom-menneskelig tillit KW - syn på framtid KW - 14-åringer KW - iccs 2016 AB - Ungdoms syn på sin samtid og sin framtid gir oss informasjon om deres bilde av samfunnet, og i denne artikkelen beskrives14-åringers oppfatninger gjen-nom ICCS-studien fra Danmark, Norge og Sverige. På en side beskriver artikkelen de unges institusjonelle tillit og mellom-menneskelige tillit, og på en annen side beskrives deres oppfatning av framtiden og dens utfordringer og problemer, både når det gjelder samfunnets framtid i Europa og verden, og egne framtidsutsikter til arbeid og andre muligheter. Framstillingen er først og fremst beskrivende, og vi undersøker både i hvilken grad de skandinaviske ungdommene skiller seg fra ungdommer i andre deler av verden, og om det er likheter og forskjeller mellom skandinaviske land. Ved å sammenligne med tidligere undersøkelsesresultater ser vi dessuten på utvik-lingen i de unges oppfatninger over tid. ER - TY - JOUR T1 - Intercultural Competences and Language Assessment - Reflections from Foreign Language Teachers T2 - NJES: Nordic Journal of English Studies SN - 1654-6970 A1 - Kling, Joyce A1 - Dimova, Slobodanka PY - 2026 LA - eng PB - : Göteborgs universitet, Nordic Association of English Studies AB - In recent years, intercultural competence (IC) has gained prominence in foreign language (FL) education, reflecting broader societal shifts toward global interconnectedness and the need for culturally responsive pedagogy. This article investigates how FL teachers in Denmark conceptualize, teach, and assess IC within the existing framework of national curricula that emphasize global citizenship and intercultural understanding. Based on analyses of the national FL curricula and data from the Teachers' Literacy in Language Testing and Assessment (LiSE) project (2020–2022), which included a nationwide survey and follow-up interviews with English, French, German, and Spanish teachers, the study explores the cognitive and practical dimensions of teachers’ engagement with IC. Findings reveal a strong commitment among educators to fostering students’ intercultural awareness, yet highlight persistent challenges in aligning instructional practices with assessment strategies due to limited guidance and consensus on evaluating ICC. The article discusses these tensions and offers implications for enhancing language assessment literacy and supporting the integration of IC in FL education. ER - TY - JOUR T1 - Exogamia matrimonial de los inmigrantes latinoamericanos con españoles: integración o estrategia migratoria T2 - Revista Latinoamericana de Población SN - 2175-8581 A1 - Sanchez-Dominguez, María PY - 2011 VL - 8 IS - 5 SP - 33 EP - 62 LA - spa PB - Rio de Janeiro : Asociación Latinoamericana de Población (ALAP) KW - intermarriage KW - integration KW - latin america KW - spain KW - matrimonios mixtos KW - integración KW - américa latina KW - españa AB - From the standpoint of assimilation theory, mixed marriages have traditionally been considered as the final stage of the integration process for the immigrants into the host society. From this perspective, we have made use of the recent National Immigrant Survey (2007) in Spain to analyze mixed marriages affecting Latin American immigrants and native Spaniards. Bivariate and multivariate approaches are used to analyze the contexts of these types of marriage, controlling for indicators such as sex, education, current citizenship, year of arrival, and the time between marriage and migration. The results reveal a fascinating and complex portrait of a type of marriage behavior that can vary significantly by country of origin. ER - TY - CONF T1 - One size does not fit all: Differentiating Leadership to Support Teachers in School Reform A1 - Brezicha, Kristina A1 - Mitra, Dana A1 - Bergmark, Ulrika PY - 2012 LA - eng AB - Within the prevailing discourse of measurement, this paper explores how leaders can engage teachers in a discussion of the moral and ethical imperatives of education. This discussion can aid both the teachers and leaders come to a more holistic understanding of their role as educators during an era of high-stakes accountability. We suggest that building a culture of honest dialogue regarding the values of education could facilitate the implementation a counter-normative reform that focuses on building students’ social and civic skills.The empirical data consist of observations and interviews with teachers and principal in an U.S. elementary school. The findings demonstrate that implementation of an initiative cannot be understood through a single aspect of teachers’ working life. The conclusion is that counter-normative school-driven reform has to be undergirded by a culture of honesty regarding the ethical and moral acts involved in the reform.We suggest that school leaders can facilitate this culture by providing the space and time for these considerations to surface. Teachers need local incentives along with an enabling school organization if the building of students’ social and civic skills will be worthwhile in an already pressured teaching practice. This can only come through the relationships and culture of a school that establishes respect for divergent beliefs and practices and allows for an ongoing dialogue about these differing practices and values. ER - TY - RPRT T1 - Erfarenheter av 20 års miljövårdsforskning. Vilka var frågorna, vilka är de och vilka blir de? A1 - Jernelöv, Arne PY - 1989 LA - swe PB - IVL Svenska Miljöinstitutet KW - forskningsutveckling KW - miljövårdsforskning KW - forskningsfrågor KW - forskningorganisation KW - forskningsproduktivitet AB - 20 års miljövårdsforskning belyses genom en jämförelse mellan 1960- och 1980-talens frågeställningar och resultat. De utvecklingslinjer för frågeställningar som identifieras är 'från lokalt till globalt' och 'från observation till prognos'. Vad gäller forskningsorganisation har utvecklingen gått från enskilda eller små grupper av forskare till internationella forskarteam. För framtiden framhålls vikten av integration mellan naturvetenskap, samhällskunskap och humaniora. ER - TY - CONF T1 - Good Intentions and Altruistic Objectives: Observing ‘Edu-preneurs’ at a School Fair A1 - Jobér, Anna A1 - Ideland, Malin A1 - Erlandsson, Magnus A1 - Axelsson, Thom A1 - Serder, Margareta PY - 2018 LA - eng AB - Background: As an answer to a discourse on a Swedish school in crisis a large edu-political apparatus has been implemented. Arguments on e.g. decreasing results, segregation, and equal opportunities has reinforced a number of actors to enter the educational field – actors here called “edu-preneurs” (Rönnberg, 2017). The actors offer a multitude of products and services and essential parts of everyday schooling thus become outsourced on external actors using education as an arena to reach the core of the society – the children. This process, nurtured by political reforms such as the possibility to profit on public funds (Jober, submitted) has “re-calibrated” the Swedish school – from a government-dominated and unified educational system to an unruly free market (Ball, 2009; Hamilton, 2011). This market and its edu-preneurs will be investigated in the project ‘Education Inc.’, funded by the Swedish Research Council (Ideland, Axelsson, Jobér & Serder, 2016). The project aims to study how private actors and logics change the conditions for what counts as good education. Three forms of commodification of education, outlined by Molnar (2006), will be studied: (1) actors selling to schools; (2) actors selling in schools; and (3) actors buying for schools. In order to create a baseline for the Education Inc. project this paper describes one the first sub studies. This sub study aims to scrutinise foremost actors selling toschool when presenting themselves and engage with the school community at a school fair. Research Questions: The overarching aims of the Education Inc. project is to study under what conditions, in what forms and with which consequences ‘edu-preneurial’ actors engage in Swedish schools. This particular sub study focus on with what objectives do edu-preneurial companies, NGOs and their employees engage in Swedish school. Objectives: The aim of this sub study is to conceptualise and analyse processes on how good intentions and altruistic objectives are used as arguments to justify actors’ place in education. An earlier pre-study (Jobér, submitted) showed that tutoring companies, actors in the educational market, used arguments regarding children with special needs to justify their presence and actions. This pre-study raised a number of questions: Will the companies, whatever good intentions, overlook profit? Are arguments regarding children with special needs used as a lever for businesses to survive and profit rather than to help? Similar has been showed elsewhere (Dovemark & Erixon Arreman, 2017), therefore we claim there is a risk that actors in the educational market will not consider all children as profitable enough. There is therefore a need to scrutinize if money spent (through public funds) will increase profits and exclusion rather than to support inclusion, and in addition, if students with low exchange value fit into a neoliberal market. Theoretical framework: We argue that processes in Sweden, which is a traditionally strong and well-trusted welfare state, have become entangled with neoliberal rationalities (see e.g. Dahlstedt, 2009) and that ways of imagine and practice schooling today are shaped by neoliberal logics (Rizvi & Lingard, 2010). The neoliberal state has opened up for a commodification of education (Steiner-Khamsi, 2016) and educational reforms become a way to make up a specific kind of subjectivity (Ong, 2007). The marketization of education is thus not only about earning money, but also about making up meanings and practices of schooling and a certain kind of ideal citizen (Olmedo, Bailey & Ball 2013). This is what Ong (2007) conceptualizes as a neoliberalism which concerns how possible and desirable subjectivities are produced. The questions are what kind of objectives the actors put forward and how this correspond with what kind of desirable subjects that are produced in this neoliberal logic. Method: The sub study presented here will take a closer look at the actors selling to school when they attend a large school fair, SETT, which will take place in Sweden in April. In a pre-study to the larger ‘Education Inc.’ project this kind of educational ‘trade fairs’ has been identified as one of the spaces where policy becomes translated and turned into business ideas (Ideland et al, 2006). Observations will take place at this fair by four researchers. The observations will be written down using an observation scheme. The observations will also include photographs of the showcases and the messages that can be found there. In addition the research team will gather advertisement such as flyers and follow ongoing twitter flows. These data will be reflected on within the research group and finally analysed employing an analytical framework developed from the work by Callon (1986, used by, e.g., Hamilton 2011). The aim with this analysis is to more carefully explore how a problem is articulated through the actors and their relationships i.e. the problematisation moment in Callons work (1986). Callon proposes that translation of actions and actors analytically can be studied as four different moments: Problematization, Interessement, Enrolment, and Mobilization. It is the first step, the problematization moment and how a problem is articulated through the actors and their relationship that is in focus here. The problematization is the moment when actors (such as those the selling to schools at the school fair) or clusters of actors articulate a problem. It often involves a focus on a particular goal or a problem to be solved where the actors locate themselves as gatekeepers and problem solvers. Within the problematisation moment, the analysis can show what problems actors enhance (for example, in schools or in society), how do they want to solve these problems, and the argument that makes them indispensable to the problem and action. With this framework we can thus scrutinise with what kind of intentions and objectives these actors engage in Swedish school. Expected Outcomes: The hypothesis is that the observations conducted at this school fair and its following analyses will give insights in with what objectives and intention edu-preneurial companies, NGOs and their employees engage in Swedish school. Building on a pre-study (Jobér, submitted) and earlier research (e.g. Dovemark & Erixon Arreman) the hypothesis is also that the actors will bring forward a number of altruistic arguments. These might regard supporting the society to decrease widening socioeconomic gaps, including children with special needs, opening possibilities to equal opportunities for all, and reaching out to students living in rural areas of Sweden. However, as shown in above earlier studies, these are complicated arguments, given for example that a number of initiatives in the educational market, such as private tutoring, is not used at all by those with low incomes (Björkman, 2014, 21 November). There are reasons to believe that the expected outcomes from this pre-study not only will show what kind of altruistic objectives the actors use to justify their presence but also bring forward initial data that in forthcoming studies can be used to identify if the actors in educational market desire profits rather than inclusion and equal opportunities for all. References: Ball, S. (2009). Privatising education, privatising education policy, privatising educational research: network governance and the ‘competition state’, Journal of Education policy, 24(1), 83-99. Callon, M. (1986). Elements of a sociology of translation: Domestication of the Scallops and the Fishermen of St Brieuc Bay. In J. Law (Ed.), Power, Action and Belief: A New Sociology of Knowledge? London: Routledge, pp 196-233. Clarke, J. (2002). A new kind of symmetry: Actor-network theories and the new literacy studies. Studies in the Education of Adults, 34(2), 107-122. Dahlstedt, M. (2009). Governing by partnerships: dilemmas in Swedish education policy at the turn of the millennium, Journal of Education Policy, 24(6), 787–801. Dovemark, M. & Erixon Arreman, I. (2017). The implications of school marketisation for students enrolled on introductory programmes in Swedish upper secondary education. Education, Citizenship and Social Justice, 12(1), 1–14. Hamilton, M. (2011). Unruly Practices: What a sociology of translations can offer to educational policy analysis. Educational Philosophy and Theory, 43(1), 55–75. Ideland, M., Axelsson, T., Jobér, A. & Serder, M. (2016) Helping hands? Exploring school’s external actor-networks. Paper accepted for ECER, Dublin, August 2016. Jobér, A. (submitted). How to become Indispensable: Tutoring Businesses in the Education Landscape. Submitted to Special Issue of Discourse titled Politics by Other Means: STS and Research in Education. Latour, B. (2005). Reassembling the social: An introduction to actor-network theory. Oxford: Oxford University Press. Molnar, A. (2006). The Commercial Transformation of Public Education, Journal of Education Policy, 21(5), 621-640. Olmedo, A., Bailey, P. L., and Ball, S. J. (2013). To Infinity and Beyond…: heterarchical governance, the Teach For All network in Europe and the making of profits and minds. European Educational Research Journal, 12(4), 492–512. Ong, A. (2007). Neoliberalism as a mobile technology. Transactions of the Institute of British Geographers, 32(1), 3-8. Rizvi, F. & Lingard, B. (2010). Globalizing education policy. London: Routledge. Rönnberg, L. (2017). From national policy-making to global edu-business: Swedish edupreneurs on the move. Journal of Education Policy, 32(2), 234–249. Steiner-Khamsi, G. (2016). Standards are good (for) business: standardised comparison and the private sector in education. Globalisation, Societies and Education 14(2). ER - TY - CONF T1 - The mathematically competent citizen in Brazilian and Swedish mathematics curriculum and textbooks T2 - Proceedings of the Tenth International Mathematics Education and Society Conference A1 - Valero, Paola A1 - Norén, Eva A1 - Silva, Marcio A1 - Neto, Vanessa PY - 2019 LA - eng PB - : Mathematics Education and Society (MES) AB - Through the comparative analysis of the curricular policies and textbooks in Brazil and Sweden since 1980, we trace the notions of the mathematically competent citizen that articulate the direction for the governing of students’ subjectivities through mathematics education. We conducted a content analysis of curriculum documents and selected textbooks for grade 9. Our results point that while in Sweden the official curriculum has played a clearer steering of notions of mathematical competence, in Brazil the nationally assessed and approved textbooks have been central in producing ideas of what should characterize the mathematically competent citizen. In both countries, the link between mathematics and citizenship seems to privilege mathematical competence and knowledge as necessary for participation in economic activities. ER - TY - CONF T1 - How do co-creation processes affect students' science and sustainability capital and thoughts for future careers? A1 - Bašić, Vildana PY - 2022 LA - eng AB - Relevance of science literacy and citizenship has bloomed during the last century due to the growing awareness of wicked problems. The increasing consciousness has resulted in international governmental agreements on integrated goals to collaborate on reversing these negative affects by using science and innovation. This, according to research, makes science and sustainability capital, for example knowledge, creativity and skills, essential for society’s development towards sustainable collaborations. Studies show that few students choose natural science education in higher education or careers which has resulted in staff shortage in science professions, something that is estimated to continue in the coming years. The reason for this is that students feel that science is for nerdy, smart and hardworking students, these attitudes affect students who don´t identify themselves as belonging to those groups making them feel inadequate as future science citizens. These feelings of inadequacy contribute to the diminishing interest in science and the relevance of science for future studies, vacancies and society. The aim of this PhD project is to explore how students experience the relevance of science education by using participatory processes as a method to introduce students in middle school to different science professions and thereby promote students’ science and sustainability capitals. The intention is to collaborate with teachers and science professionals and explore how students interests and attitudes towards natural science subjects are affected by creative, co-creation activities that are integrated in their subjects and that allow students to take action in society. ER - TY - CONF T1 - What's positive about positive rights? Students' everyday understandings and the challenges of teaching political science A1 - Ekström, Linda A1 - Lundholm, Cecilia H. PY - 2016 LA - eng AB - This paper examines undergraduate students’ understandings and learning difficulties concerning political science core concepts. A review of research on teaching and learning in political science education concludes on a dominating focus on students’ outcomes and "show and tell" of pedagogical interventions (Craig 2014). We believe it is important to enhance our knowledge of students’ learning processes, and possible learning difficulties, as political knowledge is a key component in civic engagement. Departing in the conceptual change literature, we present findings on how everyday understanding influences learning of the concepts ”positive rights” and ”anarchic world order”, causing various learning difficulties. The implications of the results suggest that teaching needs to address and explicate the differences between scientific and everyday understanding and language. ER - TY - RPRT T1 - Architecture. Cities. Utopias A1 - Lang, Peter PY - 2017 LA - eng PB - Kungl. Konsthögskolan KW - cities KW - utopias KW - lang KW - settlement studies KW - bebyggelseforskning AB - Teddy Cruz is a San Diego based architect and urban critic working extensively on the impoverished communities living around the border between Tijuana and San Diego. Cruz thinks it's not enough to be deeply committed to documenting these extrema topographies, but it is also necessary to actively partake in their solutions. Where Cruz sees a major weak-point is precisely in the disconnection between concerned activists and the support institutions themselves. ER - TY - GEN T1 - Lost Voters: Participation in EU elections and the case for compulsory voting A1 - Malkopoulou, Anthoula PY - 2009 LA - eng PB - Centre for European Policy Studies (CEPS) KW - compulsory voting KW - liberty KW - abstention KW - eu elections KW - statskunskap AB - Since the mid-1990s, a declining trend of electoral participation in Western countries has triggered numerous discussions about civic education, awareness-raising and new voting techniques. Some have argued that turnout fluctuations are valuable per se, as they indicate the changing degrees of voter satisfaction or criticism against the government. However, in the case of the EU, low voter turnout undermines the representativity of the European Parliament and its symbolic importance vis-à-vis the EU citizens and the two other major EU institutions, argues Anthoula Malkopoulou in this CEPS Working Document, as it damages the image of the Union abroad, especially since democracy and political rights are the cornerstone of its foreign policy and development aid programmes. ER - TY - CONF T1 - Can Automation Increase Quality of Government? - a Study of Citizens’ Attitudes to Automation in Sweden T2 - Proceedings of Ongoing Research, Workshops, and Posters of the International Conference EGOV-CeDEM-ePart 2025 A1 - Sundberg, Leif A1 - Wihlborg, Elin A1 - Denk, Thomas PY - 2025 LA - eng KW - automatic decision-making KW - citizens´ attitudes KW - quality of government KW - survey AB - This paper explores citizens’ attitudes toward automatic decision-making in relation to Quality of Government (QoG) dimensions, such as impartiality and transparency. The research builds on material froman annual national survey in Sweden. The questions revolve around three domains of public decision-making (tax declaration, citizenship applications, and income support). Findings from the survey are presented via descriptive statistics. The results reveal that many citizens are unaware that government organizations are making automated decisions. There are clear differences in attitudes relating to the three domains. Citizens are generally more positive towards using automation in decisions regarding tax declaration compared to income support and citizenship applications. Through this analysis we contribute with new empirical findings regarding citizens’ attitudes to automatic decision-making, its impact on quality of government and pave the way for additional explorations in this area. We identify a need to further analyze how these attitudes are shaped by socio-economic factors such as age, education, employment status, income, and digital competence on the one hand but also other values such as trust toward government, and political polarization.  ER - TY - CONF T1 - Teaching children’s rights – what can we learn from Paulo Freire? T2 - Teaching children’s rights – what can we learn from Paulo Freire? A1 - Thelander, Nina A1 - Abraham, Getahun Yacob PY - 2014 LA - eng AB - Abstract ECER 2014                                                                           Nina ThelanderGetahun Yacob AbrahamKarlstad University, SwedenNetwork 25Teaching children’s rights – what can we learn from Paulo Freire? Today, the importance of school results is stressed in political discussions as well as in public debates in many countries around the world. As school results are linked to economic growth international tests, as e.g. TIMMS and PISA, have become important tools in these debates as well as indicators for change in school systems. In our presentation we will use Sweden as an example where school results in international tests have led to changes in the national school system which, we will argue, has impact on children’s rights in education in different ways.  One illustration of changes outlined in the new steering documents is a stronger focus on “subject matter” emphasizing and requiring more and deeper knowledge in each subject in school where e.g. knowledge about children’s rights is more explicitly stressed. In this presentation we want to highlight some of these changes and discuss what they might mean from a child rights perspective?  In order to do so we will use ideas and concepts from Paulo Freire which, for instance, presents an alternative idea to “subject matter” teaching and discuss education from a somewhat different angel than expressed in today’s national curricula and syllabuses. This example will be the starting point to a broader discussion about Paulo Freire’s theoretical ideas and concepts in relation to children’s rights in education.To a large extent, researchers within the field of children’s rights in education are anchored in theories, which in different ways are, linked to ideas and concepts outlined within the sociology of childhood, which this presentation is an example of. Even though sociology of childhood has been and still is a fruitful way to study children’s rights in education specific educational theories and perspectives are claimed to be more highlighted and discussed (Quennerstedt & Quennerstedt, 2013)In order to contribute to the theorizing of children’s rights in education we will in this presentation elaborate the theoretical ideas and concepts of Paulo Freire and discuss his thoughts in relation to children’s rights in education, with examples from Sweden. Apart from Freire’s ideas about “subject matter” mentioned above his thoughts about the importance of good relationship between teachers and students, giving an opportunity for students to express themselves, and creating an open climate for conversation in the classroom is applicable with the intentions in the UN Convention on the rights of the child. The concepts such as oppression, banking verses problem posing education, dialogue versus antidialogue, generative themes, etc (Ferire, 1970) are also relevant for this work.In their everyday work teachers, instead of just trying to feed children with knowledge as expressed in the banking concept, it is preferable to involve children to come up with their thoughts and wonderings to generate themes that they can assess together with other children and their teacher. The dialogue with each other and their teacher could give children more opportunities to learn, than the anti-dialogic method where they are passive recipient of what comes from their teacher.  These thoughts of respect for children’s self-expression, working method that invites for participation and enquiry are in line with the convention for the rights of the child. Taken together these ideas and concepts form our aim for this presentation: what can we learn about teaching children’s rights from the theoretical perspectives and concepts of Paulo Freire? The theoretical framework is drawn from Paulo Freires ideas and concepts ( Freire, 1970, 1974, 1987, 1998) as well as from the sociology of childhood (James & James, 2004). These theoretical frameworks help us to analyze and cast light on further understanding of children’s rights in education. It will also help us to look closely to the Swedish primary school’s curriculum (Lgr.11) and other policy guidelines. Here the focus will be on the impact of the curriculum and policy guidelines on teaching children’s rights.    The study uses text analyses as a method. Convention on the rights of the child (UNICEF, 1989) and the Swedish primary school curriculum (Skolverket, 2011) are used to scrutinize what they provide on teaching children’s right. The provisions in the texts are viewed and analyzed in relation to Paulo Freire´s concepts on education.    The expected outcomes of the presentation are to elaborate children’s rights in education from Paulo Freire’s theoretical perspectives. The presentation will also contribute to the ongoing discussion of theorizing children’s rights in education. Our intention is to publish an article from this presentation.     ReferencesFreire, P. (1970/2012). Pedagogy of the Oppressed. New York: Continuum International Publishing Group.Freire, P. (1974). Education for critical consciousness. New York: Continuum International Publishing Group.Freire, P. (1998). Pedagogy of Freedom: Ethics, Democracy, and Civic Courage. Lanham: Rowman & Littlefield Publishers, Inc. Freire, Paulo and Shor, I. (1987) A Pedagogy For Liberation: Dialogues on TransformingEducation.Westport: Bergin &Garvey.James, A. & James, A,L. (2004) Constructing childhood: Theory, policy, and social practice. New York: Palgrave MacmillianQuennerstedt A, & Qunnerstedt, M, (2013) Researching children’s rights ineducation: sociology of childhood encountering educational theory. In British Journal of Sociology of Education, 2014 Vol. 35, No. 1, 115–132, http://dx.doi.org/10.1080/01425692.2013.783962 Skolverket (2011). Curriculum for the primary school, Lgr 11. Stockholm: Skolverket.UNICEF (1989). Convention on the rights of the child. New York: UNICEF.   ER - TY - CHAP T1 - Health on Display: The Panama-Pacific International Exposition as Sanitary Venue T2 - Performing New Media A1 - Dahlquist, Marina PY - 2014 SP - 174 EP - 185 LA - eng PB - New Barnet : John Libbey Publishing KW - panama-pacific international exposition KW - world's fair KW - healh expositions KW - educational films KW - cinema studies AB - The early 20th century teemed with progressive initiatives aimed at improving and modernizing American everyday life. These uplift campaigns, initiated in top-down fashion, zoomed in on sanitation, working conditions, childcare, education, and recreation. The strive for better health conditions brought together a cross-section of civic movements and organizations, which in turn inspired the implementation of governmental infrastructures at federal, state or municipal level.In exhibitions and campaign work, visual materials were often used in order to catch the public’s attention. Moving pictures’ putative pedagogical might and potential for civic education underpinned the work to raise awareness about modern society and its social and sanitary shortcomings, or ”evils” in contemporary vernacular. From 1910 on, and in this spirit, moving pictures were regularly taken up as a pedagogical tool for health campaigns in a multitude of contexts across the U.S. Even if moving pictures were perhaps the most important vehicle for public health work, an array of visual media was brought together for maximum intermedial exposure for the causes at hand:  lantern slides, models, posters, pamphlets, cartoons, billboards, newspaper articles and ads.An important venue, in a sense summing up an array of visual health campaigns and placing them adjacent to each other, as it were, within a broader form of exhibition practice, was the Panama Pacific Exposition in San Francisco 1915. This chapter explores the health exhibits and their use of media at PPE in the multitude of national as well as international projects put on display. Among the participants were the Rockefeller Sanitary Commission for the Eradication of Hookworm Disease (a campaign that would get a more international direction after 1915), the U.S. sanitary campaign in Panama, the Bureau of Public Health Education (a specialized branch within the Department of Health of the City of New York), the Fly-Fighting Committee of the American Civic Association, to mention only a select few. And for additional emphasis, October 12, 1915 was singled out as a Health Day at the exhibition. Due to the anthology of sanitary displays in place, PPE became a key progressive hub by putting public health on the agenda and creating added social awareness for such issues. Furthermore, these didactic initiatives and exhibition practices would serve as a model also for future work outside the U.S. ER - TY - CONF T1 - Children, place-making and democratic engagement. T2 - AESOP 2018 ABSTRACT BOOK A1 - Hillén, Sandra PY - 2018 LA - eng KW - children KW - place-making KW - democratic engagement KW - participation. AB - The presentation takes its departure in a research project situated in one of the suburbs of Gothenburg that have been pointed out as one of the particularly exposed urban areas of Sweden. Alongside a one-sided picture in the media of the community linked to problematic issues as segregation, exclusion and alienation, there is an aspiring grass root-movement that, with the support from the civic society, addresses questions about community development and democracy. In “Children as Co-creators of the Urban Space” researchers from the University of Gothenburg and Chalmers work in close cooperation with a local school. The aim is to find ways for a continuous dialogue between pupils and planners in urban development, and to make city planning part of the school's regular education. The methodological tools involve ICT-tools, participatory action research approaches, traditional ethnological methods as well as the use of democratic tools offered by the city. How can this type of spatial agency amongst young people be used in a way that enforce civic engagement? And how can this place-making processes be linked to democratic engagement, empowerment and make hope for the future? ER - TY - CONF T1 - Teaching Religion in a Changing World: negotiating religious literacy, knowledge, sustainability and didactics in RE T2 - Conference: Religion and Pluralities of Knowledge, 11–15 May 2014 A1 - Liljefors Persson, Bodil PY - 2013 SP - 108 EP - 108 LA - eng PB - : University of Groningen, Netherlands KW - religion didactics KW - academic study of religion KW - identity KW - religious literacy KW - knowledge KW - sustainability KW - secular society KW - coexistence AB - Teaching Religion in a Changing World: negotiating religious literacy, knowledge, sustainability and didactics With reference to an ongoing research project on the study programmes for RE teachers at various universities in Sweden, as well as research on current RE related doctoral research, as well as analyses of the journal and yearbook of the RE teachers in Sweden, this presentation outlines certain themes and perspectives that may be important for a future study-of-religions research on and promotion of RE also outside of Sweden. Furthermore, the question is raised as to whether a belief that RE is needed in secular education in order to encourage youths to develop an awareness of citizenship, identity and coexistence, can be combined with a study-of-religions approach to RE. ER - TY - THES T1 - Internal migration and labour market outcomes among refugees in Sweden A1 - Mikkonen, Maria PY - 2006 LA - eng PB - Ekonomihögskolan, Växjö universitet KW - migration KW - refugees AB - This paper examines the relation between internal migration and labour market outcomes among refugees in Sweden. Using longitudinal data, we find that refugees during their first nine years in Sweden migrate towards big cities and that migration within Sweden is: (i) more common among residents of smaller cities and especially rural areas; (ii) negatively related to marriage and children; (iii) positively related to unemployment and education; and (iv) most common in the first years after arrival. We can also conclude that internal migration alone does not improve the labour market situation for refugees in terms of income, whereas the chances for male refugees to obtain a job might increase. Integration signals, such as citizenship, seem to be of great importance for the refugee labour market integration. ER - TY - RPRT T1 - A Legal Analysis of the Possibilities and Impediments for Citizens Seeking to Enforce their Social Rights A1 - Stendahl, Sara A1 - Swedrup, Otto A1 - Pennings, Frans A1 - Heeger-Hertter, Susanne A1 - Tavits, Gaabriel A1 - Jacqueson, Catherine A1 - Villazón, Alejandra Boto Alvarez A1 - Kaiser, Elain A1 - Absenger, Nadine A1 - Blank, Florian PY - 2016 LA - eng KW - social rights KW - redress mechanisms KW - extra-procedural hindrances KW - eu-citizens AB - This is a legal study of the arrangements made in eight European countries to secure the enforcement of social rights. It is a study carried out as a response to the overall bEUcitizen research interest in potential barriers to a EU-citizenship. The aim of the study is to investigate the possibilities and impediments for EU-citizens in Denmark, Estonia, Germany, Poland, the Netherlands, Spain, Sweden and the United Kingdom to enforce their (moral and/or legal) social rights in the fields of education, health care, housing and social assistance. Our focus is on redress mechanisms. It is a study that is comparative in several dimensions (between rights, between citizens, between countries and potentially also between different legal levels). Results indicate that if rights are provided and if redress is offered, we have in the countries studied found no formal hindrances that discriminate against mobile EU-citizens. This said, we also learn that extra-procedural hindrances are a reality and that they create barriers especially problematic to mobile EU-citizens but also to EU-citizens living in their native countries. We conclude that the EU-citizenship project would gain from an exploration of new and innovative means of creating systems and institutions for the provision of basic, fundamental, social protection to secure life, dignity and means of social inclusion to all its citizens, no matter where in Europe they live or work. Europe is a region of welfare states and it is a barrier to the fulfilment of a well-functioning EU-citizenship not to fully recognise this fact. ER - TY - CHAP T1 - Leadership in Primary School Settings T2 - Teaching Primary Years : Rethinking curriculum, pedagogy and assessment. Edited by Donna Pendergast and Katherine Main) A1 - Uusimäki, Liisa A1 - Garvis, Susanne PY - 2018 LA - eng PB - Sydney, Australia : Unwin & Allen AB - Leadership in Primary school setting // Table Of Contents / 1 Primary years education, Donna Pendergast / 2 Primary years students Susanne Garvis 3 Primary school teachers Donna Pendergast 4 Place and space for primary learners Eva Nislev 5 Social and emotional wellbeing Katherine Main 6 Leadership Susanne Garvis and Liisa Uusimaki 7 Transition Wendi Beamish and Annalise Taylor 8 English and literacy Lisbeth Ann Kitson and Beryl Exley 9 Maths and numeracy Kevin Larkin, Peter Grootenboer, Shelley Dole, Rebekah Strang and Alexandra Laird 10 Technology and coding Peter Curtis, Darren Campbell and Chris Dann 11 Science Reece Mills and Donna King 12 History, Geography, Economics and Civics Brad McLennan and Karen Peel 13 The arts Georgina Barton 14 Languages Kerry Taylor-Leech 15 Health and Physical Education Sue Whatman and Maree Dinan-Thompson 16 Age-appropriate engaging pedagogies Raymond Brown 17 Integrated learning Eva Nislev 18 Cooperative learning and collaborative teaching Katherine Main and Sarah Prestridge 19 Promoting pro-social behaviour Karen Peel and Brad McLennan 20 Digital learning Shaun Nykvist, Christopher Blundell and Michelle Mukherjee 21 Personalised learning: Disability and gifted learners Michelle Ronksley-Pavia 22 Assessment and learning Katie Weir ER - TY - CONF T1 - CDC in VET curricula: some ground clearing and foundation building A1 - Alvunger, Daniel A1 - Huddleston, Prue PY - 2025 LA - eng AB - This paper explores approaches to the integration of competencies for a democratic culture (CDC; CoE, 2017) in VET curricula through different examples from European countries.  Education should prepare individuals to engage meaningfully in democratic life, which involves the cultivation of ethical and political agency, and the ability to engage in dialogue and decision-making in the public. However, the understanding of what ‘curriculum’ is varies across the world due to historical, ideological/political, social, and cultural factors. Notions of curriculum – and conceptualisations of democracy and citizenship – are contested, shaped over time by dominant curriculum ideologies and amalgamations of them (Schiro, 2012). Our theoretical perspective emphasises the curriculum as something that is created, or more aptly, ‘made’ by practitioners and other actors working with each other – not only within but also across multiple layers or sites of education systems, for example schools and district offices, policymaking arenas, and national agencies (Alvunger et al, 2021). It is recognised that in terms of curriculum what is “intended” is not always “enacted” (Billett, 2014) within classrooms and other workplaces. Much depend upon the personal agendas of teachers/trainers, students, college managers and on other actors closely involved in delivery (cf. Nylund, Rosvall & Ledman, 2017).  ER - TY - JOUR T1 - Ethnic minority pupils in Swedish Schools: Some trends in over-representation of minority pupils in special educational programmes. T2 - International Journal of Special Education SN - 0827-3383 A1 - Berhanu, Girma PY - 2008 VL - 3 IS - 23 SP - 17 EP - 29 LA - eng AB - The way categories, labels, and taxonomies are used depends upon national ideologies and nationally specific conceptions of citizenship and normality. Ethnicity, differences, disability and deviance are social constructions. Underachievement or overachievement in social (cognitive) performance or overrepresentation in special educational placements of certain groups of students is as much the product of categorisation or definitional processes as it is the workings of institutional procedures, patterns, and intransigence. In particular, schools’ inability to accommodate difference and diversity causes exclusion and alienation. Globalisation and hegemonic neo-liberal ideology make it difficult to create a genuinely inclusive society, to produce complete citizens, and to promote equity. This study analyses the placement of ethnic minority students in special education programmes. It begins with a review of empirical reports that problematise the phenomenon of overrepresentation of students with immigrant background in special schools for intellectually disabled students. The analysis that follows is conducted through the prism of a number of perspectives, including sociocultural/historical theory, the inclusive education movement, multicultural education, and critical pedagogical theories. While there is no evidence to suggest that such overrepresentation is nationwide, the phenomenon can be identified in large cities where there are concentrations of immigrants. Analysis demonstrates that the problem is related to, among other factors, unreliable assessment procedures and criteria for referral and placement; lack of culturally sensitive diagnostic tools; the static nature of tests, including embedded cultural bias; sociocultural problems, family factors, and language problems; lack of parental participation in decision-making; power differentials between parents and school authorities; institutional intransigence and prejudices; and large resource inequalities that run along lines of race and class. ER - TY - CONF T1 - Powerful Knowledge and the 2022 Swedish Social Studies Curriculum T2 - NERA 2024 A1 - Börjesson, Mattias A1 - Lilliestam, Anna-Lena PY - 2024 LA - eng KW - curriculum theory KW - social realism KW - social studies syllabi KW - powerful knowledge AB - Research topic/aim In 21st century, the idea that students should have opportunities to develop powerful knowledge has been prominent in educational research. Social realism and a focus on knowledge derived from academic disciplines, has been advanced as an alternative to social constructivism and a focus on students’ everyday experiences, as well as to traditionalism and a focus on canonical knowledge. This article examines the syllabi of the four social studies subjects: civics, geography, history, and religious education, in the 2022 Swedish curriculum. Theoretical framework Taking our point of departure from the three futures for the curriculum described by Young and Muller (2010): neo-traditionalism, social constructivism, and social realism. Building on these futures, we develop an analytical framework consisting of three models of education, and we thereby aim to make a theoretical contribution to the field. Following a traditional model, schools should promote social cohesion by transmitting a cultural canon of knowledge and the dominant values of society. The social constructivist model implies that schools should facilitate social change with the development of knowledge and skills that are societally useful and relevant to students’ lives. The social realism model emphasises that schools should focus on providing subject knowledge and disciplinary knowledge to all students. Methodological design The empirical material consists of the syllabi for the four social studies subjects: civics, geography, history, and RE, in the 2022 Swedish curriculum for the compulsory school (Lgr22). In the analysis, we investigated each sentence to see which of the three educational models it was closest to. From this categorisation, we compared the presence of different educational models in the four syllabi, with a special interest in ideas in the syllabi relating to social realism. Expected conclusions/findings The history syllabus aligns with social realism, with a focus on disciplinary knowledge, i.e. students should understand how historical knowledge is produced and validated. The geography syllabus contains such passages, but also show features of traditionalism and social constructivism in that factual knowledge and everyday experiences are emphasised. The civics syllabus is dominated by social constructivism, with a focus on generic skills. The religious studies syllabus aligns with traditionalism with a focus on canonical knowledge and transmission of values. In sum, all the syllabi show features that could provide the basis for an education that enables students to develop powerful knowledge. Relevance to Nordic educational research In the paper we investigate the social studies syllabi in the new Swedish 2022 curriculum which is of interest for educational research in the Nordic context. ER - TY - CHAP T1 - Fostran till frihet: skolans demokratiska värdegrund ur ett habermasianskt perspektiv T2 - Utbildning som kommunikation A1 - Carleheden, Mikael PY - 2007 SP - 109 EP - 143 LA - swe PB - Göteborg : Daidalos KW - utbildning KW - demokrati KW - transformation AB - Education has never only been about teaching facts about the world. It has also always been about passing on values to pupils. This aspect of teaching is not fulfilled if pupils only learn the meaning of the favoured values. A teacher should also be able to make his or her pupils believe in them and to act according to them. Thus, teaching is also a kind of political socialisation. The values taught change historically and this change is related to the political history of a society. The point of departure of this article is the fact that it is currently possible to observer signs of such a value transformation. School children are not anymore to become good national patriots, atomistic possessors of negative rights or loyal cogs in the welfare state machinery, but democratic citizens in a radical sense. This article takes Jürgen Habermas’ political theory in Faktizität und Geltung as its point of departure. With the help of Habermas the above-mentioned value transformation will be interpreted and his understanding of democratic citizenship will be discussed. The aim of the article is to use Habermas’ theory to give a general idea of the possibility and meaning of a normative education of democratic citizens. ER - TY - CONF T1 - Producing Future Citizens through Curricula Policies in Sweden: Critical reflections onborders/boundaries from a Nordic perspective and beyond T2 - MIGRATION AND SOCIAL INEQUALITY A1 - Carlson, Marie A1 - von Brömssen, Kerstin PY - 2016 SP - 172 LA - eng PB - : Nordic Migration Research (NMR), University of Oslo (UiO) KW - educational policies KW - pedagogical texts KW - inclusion/exclusion KW - educational science AB - 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. ER - TY - CONF T1 - Student Teachers and Values in Textbooks for Early Reading A1 - Damber, Ulla PY - 2011 LA - eng AB - In many countries there is a specific subject for the teaching of citizenship, as an element of the curriculum. In Sweden, in contrast, all school activity should be carried out in accordance with fundamental values stipulated in the Education Act and all who work in school should uphold these values, no matter what subject. Therefore, the values transmitted in textbooks also constitute an important medium for conveying fundamental values. The aim of our project is twofold. Firstly, we want to look for the “ideal citizen”, as described by Durkheim, in children’s basals for early reading. With reference to the concept of “political literacy”, as denominated by Crick, we will get a combination of education in general literacy together with the fostering of “political literacy”. Secondly, we see a possibility to engage our teacher training students in a minor research project with the aim to describe and analyze the fundamental values and picture of the “ideal citizen” as described in the early basals. We gave a group of students (20 students who worked in pairs) the task to analyze some of the most widely used text books for early reading education with a focus on moral virtues. Their findings indicated obedience, punctuality, honesty, respect, politeness and helpfulness as qualities describing the “ideal citizen”. However, they also found that all of the books depicted a mono-cultural setting, a very blurred description of social classes revealing a middle-class perspective, and outspoken, conservative gender roles. The study is the first step of a planned project aiming at comparing Swedish, Kenyan and, hopefully, textbooks from some other countries.  ER - TY - CONF T1 - Democratic fostering for children´s influence in preschool? A1 - Hjelmér, Carina PY - 2017 LA - eng AB - In Sweden, as well as in other Nordic countries, preschool is the first important step for many children in their training to be a democratic citizen. The goals in the Swedish curricula are ambitious; girls and boys from different backgrounds shall, for example, have the same possibilities to exercise influence and to learn about, and “to live”, democracy in preschool (Skolverket, 2016). How this should be carried out in the daily activities is left to the pedagogues to decide. The democratic commission in the curricula is sometimes contradictory (e.g. solidarity with others and individual freedom of choice), and research from Nordic countries reports that teachers understand this commission in different ways, and often see it as difficult to implement (Jansen, Johansson & Eriksen Ødegaard 2011). This paper focuses ‘the lived democracy’ in preschools, with a special interest for children´s influence. It covers the processes when teachers invite children to influence, as well as in the children’s own attempts to influence in preschool (how and about what, and the responses of the teachers).The analysis in this paper is based on Basil Bernstein’s (2000) theories regarding power, control and pedagogic codes, in combination with pertinent feminist perspectives on democratic education (principally those of Arnot & Dillabough (2000), Arnot & Reay (2007) and Gordon (2006)). An ethnographic field study has been carried out during 2015-16, with participant observations in three preschool groups during two months each, eight group interviews with teacher teams, and eleven interviews with children in small groups. The preschools were selected to cover a diversity of local contexts in terms of ethnicity and socio-economic circumstances, from rural areas, and from districts in big cities (with a large number of immigrants, and with a majority of “middle-/upper class”). In the analyses it is central to consider both different groups of children´s attempts to influence, and the teacher’s invitations in the pedagogic practices. The preliminary result focuses, for example, if the processes of influence are individually or collectively oriented, the teachers´ attitudes to, and their expectations on, children’s´ possibilities to act, and what seem to be a legitimate way to exercise influence if wanting to reach the teachers ears. ReferencesArnot, M & Dillabough, J-A (2000). Challenging democracy: International perspectives on gender, education and citizenship. London: RoutledgeFalmer.Arnot, M & Reay, D (2007). A sociology of pedagogic voice: Power, inequality and pupil consultation. Discourse: Studies in the Cultural Politics of Education 28(3), 311-325.Bernstein, B (2000). Pedagogy, symbolic control and identity: Theory, research, critique (reviderad upplaga) Lanham, Maryland: Rowman & Littlefield.Gordon, T (2006). Girls in education: Citizenship, gender and emotions. Gender and Education 18(1), 1-15.Jansen, K E, Johansson, E & Eriksen Ødegaard (2011). På jakt etter demokratibegrep i barnehagen. Nordisk barnehageforskning, 4(2), 61-64.Skolverket (2016). Curriculum for the preschool Lpfö 98. Revised 2016. [Läroplan för förskolan Lpfö 98. Reviderad 2016]. Stockholm: Skolverket. ER - TY - CONF T1 - Oak Trees and Humans: Reconnection through Place-Based Practice T2 - The Swedish Biodiversity Symposium, Gothenburg A1 - Laurien, Thomas A1 - Seiler, Joakim PY - 2025 LA - eng KW - oak-trees KW - relational pedagogy KW - place KW - care KW - reconnection AB - This project explores the dual role of ancient oaks as both ecologically vital habitats and pedagogical agents in fostering place-based environmental engagement. Sweden, home to a significant share of Europe’s veteran oaks, carries a particular responsibility to safeguard these trees amidst pressing ecological threats such as overgrowth, land exploitation, and climate change. Recognizing the oak’s value beyond its biological function, the project initiates a civic and educational movement grounded in participatory and relational pedagogy. Central to the initiative is the concept of place—understood not merely as a geographic locale but as a dynamic site of learning, care, and co-existence. Through local engagement and collaborative knowledge-making, the project mobilizes communities to explore the cultural, ecological, and emotional dimensions of human–oak relationships. Inspired by environmental education, critical pedagogy, and biocultural conservation, the project promotes situated learning experiences that cultivate ecological awareness, civic responsibility, and intergenerational stewardship. The oak functions symbolically and materially as an “ark”—a gathering point for reimagining human embeddedness in the more-than-human world. In doing so, the project not only contributes to the preservation of oak habitats and biodiversity, but also to the development of pedagogical models that support sustainable, place-responsive ways of living, learning and reconnecting. ER - TY - THES T1 - Från MEDIA LITERACY till MEDIEKUNNIGHET. Lärares uppfattning och förståelse av begreppen mediekunnighet och IKT i skolan och deras syn på medieundervisning. A1 - Oxstrand, Barbro PY - 2013 LA - swe PB - University of Gothenburg KW - media literacy KW - mediekunnighet KW - kritisk medieförståelse KW - mediekommunikation KW - ikt KW - it i skolan KW - medieundervisning KW - grundskola KW - lärare KW - lärares stödjande roll KW - aktivt medborgarskap KW - demokratiskt samhälle KW - parintervjuer KW - föreställningskarta AB - Education in the Swedish school system should convey and establish the respect for human rights and fundamental democratic values on which the Swedish society is based. Media Literacy, including Critical Media understanding, is increasingly linked to issues of democracy, active citizenship and community involvement. Media education is one of the fundamental rights of all citizens of the world, according to UNESCO and the European Union. Swedish schools are required to provide media knowledge, which in Sweden is often called IKT (ICT). The school, through its compensatory mission, has an important role in giving all children a good media education. The purpose of the study has been to investigate how teachers for pupils aged 10-12 perceived and understood the concept of media literacy, something that is fundamental to their media education. The two main issues in the study were as follows: 1. In which ways do teachers from different school organisations perceive and understand the concept of media literacy in the school context? 2. In which ways do teachers from different generations perceive and understand the concept of media literacy in the school context? The study also linked to how teachers perceive their own and pupils’ media literacy ability and how they describe their practice. The results from the study’s ten joint interviews in pairs are structured using a processed model of the perspectives that media literacy should include. The analysis is based on an organisational perspective, a generational perspective and ideas by Piaget and Vygotsky about child development and the teachers’ supportive role. Teachers called for explicit support from their principals to develop their media work with the pupils and to get own individual media training at school. Awareness of the importance of different perspectives on the critical understanding of media should be strengthened. All teachers should obtain an acceptable degree of own media literacy so that they can transfer the media literacy that pupils need in order to develop into the informed, reflective and engaged citizens necessary in a democratic society. ER - TY - CONF T1 - Litteracitetsförväntningar i historia: En studie av skrivpraktiker i årskurs 6 A1 - Walldén, Robert A1 - Lindh, Christina PY - 2021 LA - swe KW - historieundervisning KW - genreteori KW - so-undervisning KW - skrivhjulet KW - skrivpraktiker KW - ämneslitteracitet AB - Denna studie svarar mot behovet av forskning om hur lärare kan stödja elevers ämnesspecifika litteracitet i språkligt heterogena klassrum med fokus på skrivandets roll. Tidigare forskning har belyst att det ofta saknas strukturerade former av textarbete (t.ex. Lindh, 2019; Olvegård, 2014) och hur nationella prov ställer eleverna inför skriftspråkliga utmaningar (t.ex. Staf & Nord, 2018). Mindre uppmärksamhet har ägnats åt undervisning där läraren leder ett strukturerat arbete med texter för att stödja eleverna inför exempelvis provskrivande. Syftet med föreliggande studie är därför att bidra med fördjupad kunskap om litteracitetsförväntningar i historieundervisning. Utgångspunkt tas i följande frågor: Vilka litteracitetsförväntningar är påtagliga i prov samt provförberedande undervisningsaktiviteter? Hur hanterar eleverna dessa förväntningar i sitt skrivande?Ett rikt empiriskt material bestående av elevtexter, läromaterial och transkriberade ljudinspelningar insamlat i en språkligt heterogen årskurs 6 har gjort det möjligt att utforska de litteracitetsförväntningar eleverna möter i olika undervisningsmoment, såsom textsamtal, antecknande, läxprov och slutprov. I en tidigare studie på samma material (Walldén & Lindh, 2021) undersöktes olika syften och mål med det skrivande läraren skapade förutsättningar för. Föreliggande studie fäster ett större avseende vid texter eleverna producerade.Ett teoretiskt tolkningsramverk inspirerat av systemisk-funktionell genreteori (Martin & Rose, 2008) och skrivhandlingar med utgångspunkt i Skrivhjulet (t.ex. Lindh, 2019) har använts för att klassificera olika frågor som eleverna skulle besvara och för att analysera elevernas texter. Det preliminära resultatet visar att aktiviteter såsom tankeskrivande genom anteckningar, textsamtal och läxprov av övningskaraktär till viss del tycktes stödja elevernas provskrivande. Samtidigt var det påtagligt att förväntningarna stegrades i det avslutande och betygsättande prov läraren gav. Jämfört med läxproven och de frågor som utgjorde utgångspunkt för textsamtal, som ofta pekade mot att rekonstruera eller omformulera stoff från läromedelstexter, ställde slutprovet större krav på att resonera utifrån orsak och verkan. Dessa stegrande förväntningar hanterade eleverna på olika sätt.Lindh, C. (2019). I skrivandets spår: elever skriver i SO. Malmö universitet.  Olvegård, L. (2014). Herravälde. Är det bara killar eller? Andraspråksläsare möter lärobokstexter i historia för gymnasieskolan. Göteborgs universitet.  Staf, S., & Nord, A. (2018). Geografi-och historieämnenas literacy på prov: en kritisk analys av literacyförväntningarna i två nationella prov för samhällsorienterande ämnen för årskurs 9. I D. Wojahn, C. Seiler Brylla, & G. Westberg (Red.), Kritiska text- och diskursstudier (pp. 217–249). Södertörns högskola.  Walldén, R., & Lindh, C. (2021). Skrivpraktiker i historieämnet: Strukturerat textarbete i undervisning om Vasatiden. Nordidactica - Journal of Humanities and Social Science Education, 11(1), 54–79.   ER - TY - CONF T1 - Curriculum as a pedagogical, political, philosophical or professional problem? A retrospect on how teachers were viewed in Swedish curriculum theory. T2 - 10th Nordic Curriculum Theory Conference A1 - Arneback, Emma A1 - Börjesson, Mattias A1 - Nylund, Mattias A1 - Romhed, Rune PY - 2024 LA - eng KW - curriculum theory KW - sweden KW - frame-factor theory KW - teachers AB - Curriculum theory has undergone considerable changes since it was established in Swedish and Nordic educational science in the 1960s. In this paper we attempt to conceptualize this development as four phases, highlighting how these have implications for how teachers have been addressed. In the first phase, teachers were conceptualized as officials restricted by (internal) frame factors within schools, such as student composition, class size, and time (Dahllöf, 1967; Lundgren, 1972). Over time, the studying of frame factors evolved to discover the importance of frames outside school, such as the social structure and division of labor of society (Callewert & Nilsson, 1979). In this second phase, teachers were conceptualized as ‘caught up’ in a system of social reproduction. In a third phase, power relations between different social forces were considered (Englund, 1986), and the role of teachers was framed more as a political and moral problem; the teacher was addressed as a subject that could navigate within these tensions. In a fourth phase, curriculum theory has shifted focus towards the international and national formation and enactment of education policy and the curriculum (e.g. Nordin & Sundberg, 2021; Wahlström, 2018). In this forth phase, the normative dimension of teachers is toned down in favour of a focus on teachers’ professionalism. In this paper we argue that curriculum theory over time have addressed the role of teacher in different ways. If we are to discuss the normative foundation of curriculum theory these phases could be useful to understand how the research field reflect societal shifts of political power, and to discuss the role of curriculum theory today and in the future. References Callewaert, S. & Nilsson, B.A. (1979). Skolklassen som socialt system. Lektionsanalyser. Lund Studies in Sociology 37 (Phd Thesis). Dahllöf, U. (1967). Skoldifferentiering och undervisningsförlopp. Göteborg Studies in Educational Sciences 2. Englund, T. (1986). Curriculum as a political problem: changing educational conceptions, with special reference to citizenship education. Uppsala Studies in Education 25 Lundgren, U. P. (1972). Frame factors and the teaching process. Göteborg Studies in Educational Sciences 8. Nordin, A. & Sundberg, D. (2021). Transnational competence frameworks and national curriculum making: the case of Sweden. Comparative education 57(1), 19–34. Wahlström, N. (2018). When transnational curriculum policy reaches classrooms – teaching as directed exploration. Journal of Curriculum Studies, 50(5), 654–668. ER - TY - CONF T1 - Market, Ideas and Language T2 - Paper presented at NERA conference, Göteborg, 4-6 March, 2015 A1 - Dovemark, Marianne PY - 2015 LA - eng KW - critical discourse analysis KW - marketization KW - upper secondary school KW - market discourse AB - Sweden has one of the world’s most liberal school systems when it comes to market solutions (Lundahl et.al., 2013, 2014). Values from the private sector have been established (Gagrialdi & Czarniawska, 2006). One is the idea to unleash a free school choice to vouchers, which makes allocation to public as well as to independent schools is linked to the number of students involved. All schools, public as well as independent, are to some extent market oriented, whether they want it or not. The survival of schools and programs simply assumes activity in the market, such as a proactive marketing. The upper secondary sector is the most affected and today almost all schools, public as well as independent, compete with each other over students, teachers and reputation. The aim of the paper is to study how the language within a marketized education system is used. According to Fairclough (1995, 2000) is our use of language controlled by causes and effects. Inspired by critical discourse analysis the paper analyses students’, teachers’, principals’ and municipality representatives’ such as local politicians’ and leading civil servants’ talk about their current education situation. Critical discourse analysis is in addition used to analyse marketing material. Discourse refers to in this text to spoken and written language use (c.f. Fairclough, 1993) which views language as a form of social practice. The data emanates from two different data sets (i) semi structured interviews with upper secondary school students, teachers, principals and municipality representatives within four Swedish municipalities and (ii) marketing materials from 50 upper secondary schools. The study is part of a larger ongoing research project “Competitive and inclusive? Working in the intersection between social inclusion and marketization in upper secondary school”, financed by the Swedish Research Council (2011-2015). The study shows that the idea about an inclusive education is overshadowed by a market discourse where both students as well as staff and municipality representatives pose the importance of the school’s reputation and the possibilities to attract students. But there are also respondents who are critical to that discourse and express concerns over the lack of education concerning e.g. active citizenship. ER - TY - CONF T1 - A longitudinal study of upper secondary school students' values and beliefs concerning pro-environmental actions T2 - NoFa6 A1 - Ignell, Caroline A1 - Davies, Peter A1 - Lundholm, Cecilia PY - 2017 SP - 283 EP - 285 LA - eng PB - Odense : Institut for Kulturvidenskaber, Syddansk Universitet AB - Research suggests adolescence is a critical period in terms of value formations and that there is a need for empirical studies examining values of youth in diverse educational settings as well as changes across one school year (Bogt, et al. 2001; Hofmann-Towfigh, 2007; Krishnan, 2008). Furthermore, environmental education research concludes on the lack of insights on students´ ideas of public and governmental environmental actions, compared to actions taken in the private sphere (Chawla and Cushing, 2007; Lundholm and Plummer, 2010; Levy and Zint, 2013;). This study explored changes of Swedish students’ values and beliefs in the efficacy of public and private actions, to solve climate change, over a year in business and economics education. Data comprises survey evidence of change of secondary students’ altruistic, biospheric and egoistic value positions (de Groot and Steg, 2007; 2008) and beliefs in climate change solutions. A survey was administered twice; first to 212 students aged 16/17 and then, a year later, to students in the final year of school (aged 17/18). Students followed courses in business economics and international economics in line with the national curriculum and additionally courses in civics, science and geography. 142 students participated both times and data were analysed to identify changes and relations between environmental values and beliefs. Results show a statistically significant increase in the importance of all three values. Exploring changes in relations between values and solutions show two significant findings at first measurement; both altruistic and biospheric values correlate to policy and pricing components. In the second measurement, biospheric and egoistic values related to new solutions; governmental along with private initiatives and transport policy. Finally, the study shows that after one year of education there are significant relationships between biospheric respectively egoistic value orientations and different solutions, and an increase in variation of belief-specifics. ER - TY - CONF T1 - Religions as Similar and Different According to Swedish Religious Studies Teachers A1 - Liljestrand, Johan PY - 2012 LA - eng AB - The purpose of this session is to explore empirically and to discuss theoretically religious studies teachers understanding of religious diversity. In my study of 9 religious study teachers (4 female; 5 male) in the Swedish secondary compulsory school I have found two main approaches to understand religious diversity. One is that different religious traditions are expressions of something common for all humans; e.g. a common human need or a universal ethic manifested as a core in all world religions. The other approach is that different religions are developed in different socio-cultural contexts and responding to different cultural needs. In the second part, the religious studies teachers’ approaches to religious diversity are analyzed in relation to different consequences for acting as citizens in a plural society. In the last part I will outline some possibilities concerning religious pluralism from the perspective of citizenship education.      ER - TY - CONF T1 - Music teaching/learning in Swedish Compulsory School for Pupils with Intellectual Disabilities (CSID) T2 - NoFa X: The10th Nordic Conference on subject didactics A1 - Lindberg, Viveca A1 - Backman Bister, Anna A1 - Berthén, Diana PY - 2025 LA - eng KW - subject learning and teaching KW - ämnesdidaktik AB -  Symposium NOFA X 2025 Music teaching/learning in Swedish Compulsory School for Pupils with Intellectual Disabilities (CSID)Viveca Lindberg, Stockholm UniversityAnna Backman Bister, Royal College of Music, StockholmDiana Berthén, Stockholm University, Special Education   The Swedish CSID has a tradition of approximately 170 years. Since 1903, there is evidence that music has been part of the content for this group of students (Rappe, 1903), although with different purposes. Based on an inter/national research review on music education for 6–15 years old pupils with intellectual disabilities (ID), results from previous reviews were confirmed, i.e. the number of empirical studies concerning subject didactics in music related to education for pupils with ID is scarce. In the light of both national and international agreements in the field, the need for classroom studies appears urgent (Berthén et al., 2022). The three papers in this symposium illuminate 1) changes in curricular object/s, 2) how music teachers’ experience music teaching in CSID and 3) collaborative analysis of mirror data in a recently started intervention study based on Change Laboratory (Virkkunen & Newnham, 2013). ReferencesBerthén, D., Backman Bister, A., & Lindberg, V. (2022). Musikundervisning för grundsärskolan? – en forskningsöversikt. Nordic Research in Music Education, 3, 21–50. https://doi.org/10.23865/nrme.v3.3729 Rappe, T. (1903). Några råd och anvisningar vid sinnesslöa barns (idioters) vård, uppfostran och undervisning. O. von Feilitzen.Virkkunen, J. & Newnham, D.S. (2013). The Change Laboratory: A Tool for Collaborative Development of Work and Education. Sense Publishers.Abstract 1Music curricula for pupils with ID 1903–2023Diana Berthén, Stockholm University, Special Education Anna Backman Bister, Royal College of Music, StockholmViveca Lindberg, Stockholm University  This paper aims at analysing the development of the music subject over time in education for pupils with ID. In Sweden, this group of pupils – not expected to achieve the goals of compulsory school – is offered education in the separate school form CSID that covers grades F-9. Then name has changed over time from sinnesslöskola until 1959, särskola2010, and grundsärskolan 2023 (SOU 2021:11). Historically, the caring mission was foregrounded until it was replaced by a pedagogical mission in 1990 (Berthén, 2007). The curriculum reforms in 1990, 1994, 2011 and 2022 have gradually sharpened the knowledge mission. In contrast to music teaching in ordinary compulsory school, the music teaching practice in CSPD has neither been evaluated by school authorities nor studied by researchers. The development of this subject over time reflects what groups of pupils have been educated, the focus of music education, and how the social motive has been formulated for the regular compulsory school (Sandberg, 1996). This paper contributes with indications of the object of music education in CSID, what appears to be the implicit and explicit goal of music education and its historical development in policy documents. In order to analyse these documents, we have used activity theory (Engeström, 201x), specifically the concepts societal motives, objects and contradictions in music for the SCID and its predecessors; from the philanthropic school activities (Rappe, 1903), and the first societal initiative for a guiding document in the form of Provisorisk undervisningsplan för sinnesslöskolorna (Kungliga Skolöverstyrelsen, 1946) to the current curriculum Läroplan för anpassad grundskola – Lgra22 (Skolverket, 2023).  Preliminary results indicate that the object for the music subject oscillated between enabling varied classroom activities and pupils‘ participation in religious activities (1903–1946), pupils’ participation in extra-curricular activities (1946–1968), pupils‘ psychological well-being (1969–1990) to development of pupils’ musical literacy (1990–2024).  ReferencesBerthén, D. (2007). Förberedelse för särskildhet: Särskolans pedagogiska arbete i ett verksamhetsteoretiskt perspektiv [Doktorsavhandling, Karlstads universitet].Engeström, Y. (2015). Learning by expanding: an activity-theoretical approach to developmental research, 2. ed., Cambridge University Press.Sandberg, R. (1996). Musikundervisningens yttre villkor och inre liv. Några variationer över ett läroplansteoretiskt tema. [Doktorsavhandling]. Stockholms universitet. SOU 2021:11 (2021). Bättre möjligheter för elever att nå kunskapskraven – aktivt stöd- och elevhälsoarbete samt stärkt utbildning för elever med intellektuell funktionsnedsättning. Statens offentliga utredningar. Slutbetänkande av utredningen om elevers möjligheter att nå kunskapskraven. Regeringskansliet.      Abstract 2   Reduction as a teaching strategy or as a tool in music education for pupils with ID? Anna Backman Bister, Royal College of Music, StockholmDiana Berthén, Stockholm University, Special EducationViveca Lindberg, Stockholm University Based on a review of inter/national research on music education for children and youth (6–15 years old) with intellectual disabilities, the need for classroom studies seemed urgent. There is a considerable lack of research in music education and subject didactics in the CSID. Furthermore, 90% of the Swedish music teachers in the CSID are not qualified (Berthén et al., 2022). Due to the Covid 19 Pandemic, a pilot study, designed for observations and interviews, was transformed into an online interview study. Qualitative semi-structured interviews with six qualified music teachers working in the CSID were transcribed and analysed phenomenographically (Marton, 2004). •       The aim of the study was to investigate teachers’ conceptions of music teaching in CSID to discern indications of common characteristics of their music teaching practices. •       The overarching research question for this paper is What characterizes music teachers’ conceptions of music teaching in the CSID? The results relate to two separate but related phenomena; music teachers' perceptions of the music teaching practice in CSID; and music teachers’ perceptions of teaching music in CSID. The music teachers in the study perceive that in the CSID music can be used both as a means (for e.g. social development) or as an end in itself. Music teaching practice in the CSID is perceived as centred around making music together, a kind of musicking (Small, 1999), however, a togetherness that is based on adaptation to the individual within the group. A significant finding is also the perception that reduction of the musical content is necessary for music teaching in the CSID. Reductions can be realised in different ways. While some of these ways may close the door for pupils’ further music learning, others instead indicate strengthening their development toward cultural citizenship (Ferm Almqvist, 2016). The latter have been chosen for further investigation. ReferencesBerthén, D., Backman Bister, A., & Lindberg, V. (2022). Musikundervisning för grundsärskolan? – en forskningsöversikt. Nordic Research in Music Education, 3, 21–50. https://doi.org/10.23865/nrme.v3.3729 Ferm Almqvist, C. (2016). Cultural Citizenship through aesthetic communication in Swedish schools. In European Journal of Philosophy in Arts Education, 1 (1) pp.68-95. DOI: https://doi.org/10.5281/zenodo.3384904  Marton, F. (2004). Phenomenography: A research approach to investigating different understandings of reality. In R. R. Sherman & R. B. Webb (Eds.), Qualitative research in education (pp. 141-161). Routledge. Small, C. (1999). Musicking – The meanings of performing and listening. A lecture. MusicEducation Research, 1(1), 9–22. https://doi.org/10.1080/1461380990010102 Abstract 3Change laboratory in music in the Swedish Compulsory School for Pupils with Intellectual Disabilities: Analysis of mirror dataViveca Lindberg, Stockholm UniversityAnna Backman Bister, Royal College of Music, StockholmDiana Berthén, Stockholm University, Special Education BackgroundIn Sweden there is a curriculum for music education within the Compulsory School for Pupils with Intellectual Disabilities (CSID), but the main part (94%) of the music teachers there are not qualified.  AimOur presentation is part of an ongoing project aiming at developing, testing and evaluating a model for knowledge developing music teaching in CSID. This model is expected to be used for in-service training of teachers that do not fulfil the requirements concerning subject specific knowledge (Shulman, 1986) in the CSID. The aim for this paper is to present the analysis of initial mirror data (Virkkunen & Ahonen, 2011) generated during the first months of the project.  MethodThe point of departure for the methods is the Change Laboratory model, where mirror data (interviews, video-recordings of teaching) are initially produced in order to identify indications of the past (the local history of teaching/learning music in CSID in each of the participating) schools, and the present (participating teachers’ teaching/learning practices). Participant teachers for this project are only qualified music teachers. Excerpts of mirror data, especially highlighting indications of teachers’ object(s) for music teaching and contradictions relating to these are analysed collaboratively with participating teachers and form the basis for future-directed interventions. A specific focus is directed towards the assignments teachers use and their potential for subject specific knowledge development also when used by others (shared instructional products, cf. Morris & Hiebert, 2011).  ReferencesMorris, A. K. & Hiebert, J. (2011). Creating shared instructional products: An alternative approach to improving teaching. American Educational Research Association, vol. 40(1). https://doi.org/10.3102/0013189X ER - TY - RPRT T1 - Internationella Jämförelser av skolresultat A1 - Lindblad, Sverker A1 - Pettersson, Daniel A1 - Popkewitz, Thomas S PY - 2015 LA - swe PB - Vetenskapsrådets rapporter KW - systematic research review KW - international large scale assessment KW - international comparisons AB - Kort sammanfattning: Avsikten med denna systematiska forskningsöversikt är att beskriva och analysera forskning om internationella jämförelser av skolresultat genom storskaliga studier (International Large Scale Assessments, ILSA). Hur är kunskapsläget och vad kännetecknar forskningsfältet? Vilken relevans har forskningen? Vad betyder systematiska forskningsöversikter för kunskapsutveckling och expertis inom utbildningsområdet? Vår genomgång inriktades på OECDs forskningsprogram PISA (Programme for Individual Study Assessment), och IEAs (International Association for the Evaluation of Educational Achievement ) två program TIMSS ( Trends in International Mathematics and Science Study) och CIVED/ICCS ( International Civic and Citizenship Education Study) till vilka sammanlagt närmare 9000 publikationer kunde knytas. I olika steg filtrerades publikationerna så att vi slutligen erhöll studier som kunde klassificeras som primärforskning av internationell komparativt slag i ”peer reviewade” vetenskapliga tidskrifter. Dessa studier kodades med fokus på argument och belägg. Det kartlagda forskningsfältet syntetiserades sedan inom avgränsade fområden. Vi identifierade vissa sätt att resonera inom forskningsfältet - som resonemangs-stilar där vissa slutledningar är giltiga men inte andra. Möjligheter och begränsningar att översätta den aktuella forskningen till praktisk verksamhet undersöktes dels med avseende på vad som skrevs i de aktuella publikationerna, dels genom specialundersökning av den gråzon där PISA-resultat översattes till ranking av utbildningsystem och strategier för förbättringar av dessa system. Slutsatser drogs om hur den valda modellen för forskningsgenomgångar fungerade. Vidare diskuterades premisser och konsekvenser av systematiska forskningsgenomgångar och hur de kan utnyttjas. ER - TY - CONF T1 - Theories of ethical and political "Bildung" in the history of Nordic common schooling A1 - Melin, Åsa PY - 2021 LA - eng AB - The Nordic countries welfare state development, “The Nordic model”,  were similar in the case that after the second world war there was a time of many school reforms where democracy and equal education were a vision in educational policy.[1] Instead of the system of parallel schools in Sweden, with several forms of elementary schools (ex Folkskola) and secondary schools (ex Läroverk) for boys and for girls, the goal was to have one 9 year compulsory school. There are, and have been, different motives and different political ideas from both the public as well as between and within the political parties, at the national, and municipal levels, regarding the school and the education system. Even if political decisions do affect changes, policies should not be overestimated. In research on the relationship between education policy and the local practices it is not uncommon that the focus has been that a central state power has drafted laws and regulations that local municipalities have to follow. The focus has been that changes regarding the school system have occurred because politicians have proposed them. However, changes are not as simple as political decisions. Many different factors affect changes.[2] In this dissertation, implementation and policy processes should be understand as actions, or non-actions, decisions or non-decisions, consciously or not consciously made at local (municipal) level, based on local circumstances and by various local actors. Ideas of a new school system and reforms to bring an equivalent education standard together with the development of the school system in Storfors and Arvika, both smaller municipalities in the county of Värmland, are in focus in this research. Archive material from the two municipalities' primary school boards, municipal council and local newspapers shows that the development of the school system in both municipalities has similarities but also differences. When the development of the school system, from the parallel school system to one compulsory school, put in a local context, it makes it clear that different factor and actors have influenced the development of the school system, both changes, decisions and actions implemented and those not implemented. In a wider perspective, the research concerns how municipalities handled the modernization and democratization (equal education) that permeated national politics during the second half of the 20th century, the intention is primarily to broaden the image of the relation between the state and the local, not to compare the two municipalities against each other. In answer to state-centered history writing, we need research from local perspectives to find out the role of the local in the growth of the school system. A historical analysis of municipalities handling policy processes within the school system makes an important contribution to the research field. It is also important considering today's debates about municipalities' role as executors of decisions and municipal self-government, discussions about the relationship between the rural and the urban, about the countryside in the shadow of globalization and relations between the state and municipality regarding school and school development.  References Alfred Oftedal Telhaug , Odd Asbjørn Mediås & Petter Aasen (2006) The Nordic Model in Education: Education as part of the political system in the last 50 years, Scandinavian Journal of Educational Research, 50:3, 245-283, DOI: 10.1080/00313830600743274M. Buchardt, P. Markkola, & H. Valtonen (Eds.) (2013) Education and the making of the Nordic welfare states. In Education, State and Citizenship (pp. 7-30). NordWel Studies in Historical Welfare State Research, 4. Helsinki, Finland: University of Helsinki andLarsson, J. (2008). Folkhemmet och det europeiska huset : svensk välfärdsstat i omvandling. [Folkhemmet and the European House: Swedish welfare state in transformation ]Stockholm : Hjalmarson & Högberg, 2008.SOU 1974:53 (1974). Skolans inre arbete. [State official investigations: The inner work of schools]I: Utbildningsdepartementet (red.). Stockholm: Skolöverstyrelsen, Statens offentliga utredningar. Sundberg, J., Sjöblom, S. & Wörlund, I. (2011). Kommunala folkhemmet: Uppbyggnad, de gyllene åren, nedmontering.The [Municipal folkhem: Construction, the golden years, dismantling] Stockholm: Academic Press Sweden.Storfors kommunarkiv [Storfors municipal archive]Arvika kommunarkiv [Arvika municipal archive]   [1] See example: Alfred Oftedal Telhaug , Odd Asbjørn Mediås & Petter Aasen (2006) and M. Buchardt, P. Markkola, & H. Valtonen (Eds.) (2013)[2] Westberg 2014 s 305-307. Also the historian Björn Tropp (1999)have showed that the welfare politic was realised and influenced by local circumstances and that the local welfare could differ depending on municipal. The same with (Larsson  2008,ss 98 f) and (SOU 1974:53  1974; Sundberg et al.  2011, ss 12 och 243)  ER - TY - CHAP T1 - Reform histories and changing educational conceptions of the nation and nationalism in Norwegian and Swedish curricula (1900–2020) T2 - Education, Curriculum and Nation-Building A1 - Sivesind, Kirsten A1 - Hultén, Magnus PY - 2023 SP - 225 EP - 249 LA - eng PB - London : Routledge KW - norge KW - sverige KW - 1900-talet AB - The chapter unravels how formal curricula turned into foundational conditions to form national histories in two Nordic states, Norway and Sweden, during the twentieth century. First, we present curriculum reforms that used pietistic, scientific, and civic rationales to legitimize education during the early twentieth century. Second, we look into changes of the 1960s when knowledge become a signifier for initiating research-based reforms. Third, we look into policy processes where international large-scale assessments set the reform agenda. In all three periods, we track subject-specific descriptions in mother tongue and history, and how these detailed what to teach and learn about the nation. Despite similarities, there are significant differences between the national curricula that can be linked to the different constitutional histories of the two countries. Notably, the chapter demonstrates how national curricula serve as public attempts to raise children to be and become national citizens. ER - TY - JOUR T1 - Young adults with ID and supported decision-making in school T2 - Journal of Intellectual Disability Research SN - 0964-2633 A1 - Tideman, Magnus PY - 2019 VL - 7 IS - 63 SP - 883 EP - 883 LA - eng PB - Chichester KW - supported decision-making KW - young intellectual disability KW - school KW - observations AB - Introduction: To make decisions is central to individuals' welfare, well-being and active citizenship. Self-determination for people with intellectual disability (ID) has been increasingly emphasized, which requires knowledge of supported decision-making.Methods: Supporting young people with ID to self-determination is a central task for the school in Sweden. Through a survey and focus groups with school staff as well as observations of decisions in schools and interviews with young people with ID, the occurrence and design of supported decision-making have been analyzed.Results: The individual's prerequisites, the staff's attitude and competence, the type of decision situation and access to assistive devices are factors that affects the decision-making process. Supported decision-making occurs daily in the school but varies greatly depending on the teachers' approach. Some work actively to encourage and support the students in doing their own decisions. More traditional approaches, the students' influence does not become so prominent an uncertainty was noted among the students, which turned out that they frequently asked questions about whether they were doing right.Implications: Supported decision-making is required to involve people with ID effectively in decisions about their own lives and strengthen an active citizenship, especially in a society characterized by increased freedom of choice and marketisation of education and services. ER - TY - CONF T1 - Balancing Acts: Numbers for truth and reconciliation A1 - Andersson, Annica A1 - Wagner, David PY - 2017 LA - eng AB - Indigenous children were taken from their families and placed in residential schools since the 1870s and until 1996 in Canada with the aim to “kill the Indian in the child.” A Truth and Reconciliation Commission (TRC) was formed in 2008 to provide victims of these schools the opportunity to recount their experiences in a safe and culturally appropriate manner. After five years of gathering these experiences, the TRC report summarizes what was heard, and identifies 94 calls to action. We will show how numbers are used and not used in two TRC documents. We identify the value of such analysis for school and university mathematics teachers as an example of a culturally situated use of number for rhetorical purposes, which relates to the ideas of culturally responsive teaching and critical mathematics education. Not only does this kind of learning address calls for democratic and critical citizenship, it belongs in Canada’s new age of responsiveness to Indigenous experiences of colonialism. ER - TY - JOUR T1 - Numbers for truth and reconciliation: Mathematical choices in ethically rich texts T2 - Journal of Mathematics and Culture SN - 1558-5336 A1 - Andersson, Annica A1 - Wagner, David PY - 2017 VL - 3 IS - 11 SP - 18 EP - 35 LA - eng PB - : North American Study Group on Ethnomathematics AB - Indigenous children were taken from their families and placed in residential schools since the 1870s and until 1996 in Canada with the aim to “kill the Indian in the child.” A Truth and Reconciliation Commission (TRC) was formed in 2008 to provide victims of these schools the opportunity to recount their experiences in a safe and culturally appropriate manner. After five years of gathering these experiences, the TRC report summarizes what was heard, and identifies 94 calls to action. We will show how numbers are used and not used in two TRC documents. We identify the value of such analysis for school and university mathematics teachers as an example of a culturally situated use of number for rhetorical purposes, which relates to the ideas of culturally responsive teaching and critical mathematics education. Not only does this kind of learning address calls for democratic and critical citizenship, it belongs in Canada’s new age of responsiveness to Indigenous experiences of colonialism. ER - TY - CHAP T1 - Social exclusion and multi-ethnic suburbs in Sweden T2 - The Routledge companion to the suburbs A1 - Dahlstedt, Magnus A1 - Ekholm, David PY - 2019 SP - 163 EP - 172 LA - eng PB - New York : Routledge AB - In this chapter, we problematize the current discourses of social exclusion and segregation in suburban Sweden by providing an overview on contemporary Swedish research, further illustrated by on-going research on social exclusion of youth in the suburban landscape. First, we outline the conceptual debate on social exclusion in suburban Sweden and, in relation to this outline, we outline a theoretical approach to social exclusion based on social rights and substantial citizenship. Second, we use these concepts to approach four dynamics of social exclusion and their effects in the urban peripheries in Sweden of today: spatial exclusion, poverty, education and political participation. Third, on basis of this overview of Swedish research, we elaborate on interventions aiming at social inclusion and social change emerging in recent Swedish social policy. Fourth, we discuss current discourses on suburban social exclusion, and provide alternative frames of interpretation of the dynamics and effects of urban polarisation. ER - TY - THES T1 - Perspektiv på historiefilmslitteracitet: en didaktisk studie av gymnasieelevers historiska och emotionella meningsskapande i mötet med spelfilm A1 - Deldén, Maria PY - 2017 LA - swe PB - Umeå universitet KW - historical film literacy KW - history education KW - history didactics KW - feature film KW - historical meaning making KW - historical culture KW - aesthetic experience KW - transaction KW - upper secondary school KW - historiefilmslitteracitet KW - historiedidaktik KW - historisk spelfilm KW - historiskt meningsskapande KW - historiekultur KW - estetiska lärprocesser KW - transaktion KW - gymnasiet KW - didactics of history KW - utbildning och lärande AB - The present study addresses what happens when historical feature film is used in history education. The purpose of this thesis is to develop new knowledge of historical film literacy through a study of the feature film's didactical potential in an educa­tional context. This is carried out through an analysis of the historical meaning making among upper secondary students when viewing historical feature films, and special attention is paid to the importance of emotions in the students' meaning making through historical feature film. A focus of the study is the didactical dilemma, previously addressed in historical film research, that arises in the use of feature film in history or social studies education, in relation to educational context, film experience, and historical understanding.The present thesis is an independent continuation of my licentiate thesis History as Fiction (2014). The empirical material consists of interviews with students and teachers from two upper secondary schools in Sweden, as well as documentation from students' assessments and selected scenes from feature films experienced by the students as they were used in history class.The theoretical framework for the study takes an interdisciplinary approach. It is based on Jörn Rüsens under­standing of historical meaning and histo­ri­cal culture, as well as on transaction theory described by John Dewey and Louise M. Rosenblatt. Film reception theory is equally important, represented by theories from David Bordwell and Carl Plantinga.The main research question focused on how the concept of historical film literacy could be developed theoretically. Historical film literacy is understood in this thesis as an advanced consciousness of how historical meaning making is created through the individual's transaction with film's narration in a specific context, and how meaning making ideally links historical disciplinary thinking with practical orientation in life. The core of theoretically developed historical film literacy is an understanding of the individual's emotional and aesthetic experience of historical feature film, and elaborated theoretical knowledge about the close relationship between the affective response and the more distanced cognitive activity during and after watching a film. Also crucial for historical film literacy is an under­standing of the historical film's representation of the past as a conflation of facts and fiction. The knowledge of history that students' gain from historical feature film should be constructed in a synthesis of an aesthetic and an efferent stance in the transaction process. This is because the feature film has the capacity to stimulate both a feeling of empathy and of nearness in the viewer as well as a movement of the viewer away from the narration and towards more distanced cognition. This movement helps the viewer to analyze and interpret the historical meaning making from a critical perspective, when the experience of the feature film is transformed to a reflected experience. ER - TY - CONF T1 - Habituating students towards marginality and a life in the precariat, T2 - The European Conference on Educational Research, ECER, Porto, September 2014. A1 - Dovemark, Marianne A1 - Beach, Dennis PY - 2014 LA - eng KW - ethnography KW - freedom of choice KW - differentiation KW - upper secondary school KW - precariat AB - The present as well as the previous Swedish Education Acts (1997:107; 2002:120; 2010:800) state that education should be equivalent and designed in accordance with basic democratic values and human rights in terms of citizenship possibilities and democracy. The present paper takes its point of departure in Swedish upper secondary education. It concerns selection and differentiation processes there and at the interface of this school with the comprehensive sector. The data in the paper is generated from a school department called Chisel, an individual alternative within the former Individual Programme (IP) within the previous Swedish Education Act (2002:120). Its main formally expressed goal was to enable students to become eligible for a national programme. IP has now been replaced by five new programmes called introductory programmes which are, like the former IP, supposed to satisfy students’ different educational needs and provides clear educational routes. As the name indicated the Individual Programme was strongly focused on the individual student. In official policy formulations it was concerned with preparing students for further studies in the upper-secondary school, including also even theoretical studies on academic programmes, as a foundation for higher education and life-long-learning. This was very clear in policy texts such as SOU 1997:107 and SOU 2002:120. However, in practice, in local educational work within schools themselves, official policy was usually re-contextualised according to different parameters. Ethnographic studies (see e g Beach and Dovemark, 2011; Dovemark, 2011) have identified two important dimensions: (i) a deficit view of the pupils attending the programme on the part of teacher teams and local educational leadership and (ii) a concomitant downscaling of the education they were offered to vocational training categories. As described in Beach (1999) they cut across understandings of pupils from all non-academic study programmes and represent a deep democracy problem at the very heart of our ‘one-school-for all’ ideal (Jonsson & Beach, 2013). Methods The data, upon which this paper focuses, has primarily been produced from transcribed (field) interviews and observations into one particular research project but it links also to other previous investigations. In addition to participant observation and interviewing at the sites we have also read web sites and folders about the IP. All interview- and observation- transcriptions have been read and coded towards what has been recognised as important and interesting. Bernstein’s theoretical contributions to the analysis of educational class relations has guided us in this (Bernstein, 1975, 1999, 2000). This is an interpretative act that involves perception shaped by implicit or explicit theories (Trondman, 2008) or ideas that privilege certain meaning formations, in our case interpretations towards Bernstein’s device (Bernstein, 2000) in terms of a system of rules aimed to explain how symbolic control is materialised and realised in pedagogic practice. Expected outcomes Our data reveal an increasing erosion of trust to the idea and practice of inclusion as a fundamental goal of the education system, and a narrowing of spaces where the older narratives of equality can be asserted. Teachers placed low demands on and had low expectations of the students at the studied programme and they generally quite vigorously advised them away from academically demanding choices toward manual work. Due to the individual schedules and the strong emphasis on freedom of choice students could also get away with following academic studies for just one day a week. The curriculum that was developed to serve the pupils group could be described as formed according to a typically horizontal knowledge discourse (Bernstein 2000). The students were not only denied a vertical organised content (Bernstein, 2000) but also denied analysis of social issues within an academically oriented education. The focus on manual labour at the cost of academically oriented studies actually prevented them to get passing grades to get into a national program (which was the main goal of the programme). The most serious result in our empirical data is the idleness many of the students were put in. They were allowed day after day to neither study nor work in the mechanical workshop or kitchen. We raise the question if there is a risk that these youngsters get used to the idleness and accept an uncertain future without jobs or at the best short-term ones, an insecurity and fragility of their social position which put them into what Standing (2011) express as the new ‘precariat’? ER - TY - CONF T1 - When The Convention of The Rights of the Child is Not Enough: Civil Disobedience from a Research Perspective A1 - Francia, Guadalupe A1 - Edling, Silvia PY - 2018 LA - eng KW - innovative learning KW - innovativt lärande AB - The weaker juridical nature of the Convention of the Rights of the Child (CRC) in relation of national laws is often an obstacle when it comes to implement the articles in European national contexts. For instance, Sweden has a national legal structure that gives priority to Swedish acts in favour of international conventions. Only National acts and ordinances as well as certain EU acts are binding sources of law. Therefore, except for certain EU acts, national acts always prevails before international jurisdiction, such as the Convention of the Rights of the Child (Schiratzki 2013).In addition, CRC stipulates several rights that are difficult to interpret on a national level (Schiratzki 2013). Several of the CRS rights, such as education, care and health, belong to the so-called second-generation human rights that require active action by the state to ensure their existence in practice.Unlike first-generation rights (also called freedoms or civic and political rights) that aimed to protect individuals from state interference, second-generation human rights (social, economic and cultural rights) are heavily dependent on the state's allocation of public resources. Consequently, there are often less strict implantations of second-generation rights in national contexts (Willems & Vernimmen 2017).Furthermore, previous research (Ahrnér 2006) shows that the CRC contains formulations that are ambiguous, diffuse and have different meanings in different contexts. Experience from Norway also (Schiratzki 2013) shows that incorporation of the CRC s in a national Act is not enough to defend childrens’ rights at national contexts. What is more, there is no international court that can punish a state that does not respect the convention. The UN Committee on the Rights of the Child (Child Rights Committee), located in Geneva, has the task of overseeing that States members implementation of CRC. However, the only possible sanctions that this UN committee can implement against a state that does not respect CRC are criticisms and pressures.(The Ombudsman for Children in Sweden 2015). The weaker juridical nature of the CRC makes it interesting to investigate the existence of other strategies to guarantee Children’s rights within various national contexts that are not taken into consideration by national Acts. One of this strategy is civil disobedience.According to Brownlee (Fall 2017) “… on the most widely accepted account of civil disobedience, famously defended by John Rawls (1971), civil disobedience is a public, non-violent and conscientious breach of law undertaken with the aim of bringing about a change in laws or government policies. On this account, people who engage in civil disobedience are willing to accept the legal consequences of their actions, as this shows their fidelity to the rule of law. Civil disobedience, given its place at the boundary of fidelity to law, is said to fall between legal protest, on the one hand, and conscientious refusal, revolutionary action, militant protest and organised forcible resistance, on the other hand.” (Brownlee, Fall 2017)Starting from this most widely accepted account of civil disobedience (see Brownlee, Fall 2017) this contribution aims to introduce and discuss a research review about international research on civil disobedience as strategy to guarantee Childrens’ rights in education in national contexts. MethodQuantitative and qualitative thematic text analysis of peer review articles published in scientific journals found in ERIC (Education Resources Information Center), Web of Science Core Collection and Scopus, Legal Classic Library, Lexpress databases is used as methodology. The concepts “civil disobedience”, “children’s rights”, “Convention of the Rights of the Child” are used as keywords for the selection of the articles in these databases. Only articles in English, Swedish, Spanish, French and Hungarian published during the period 2010-2017 are selected. Starting from Hanna Arendts (1973, 2006) understanding of individual responsibility as theoretical stating point this research review focuses on the following research questions: • How is civil disobedience conceptualized in the selected articles? • Which theoretical starting points are used to study civil disobedience in relation to children’s rights in education in the selected articles? • In which extension is citizens’ individual responsability discussed in the analysis of civil obedience and children’s rights in education in the selected research articles? • Which research methodological starting points are used to study civil disobedience in relation to children’s rights in education in the selected articles? • Which ethical aspects are necesary to pay attention in the study of civil disobedience as strategy to guarantee childrens’ rights in education according to the selected articles? • What does international resesarch show about the reasons to use civil disobedience as strategy to guarantee children’s rights in education? • What does international research show about the impacts of civil disobendice on the implementation of children’s rights in education at national levels? This contribution will particularly pay attention in analysis of the research strategies used in the selected articles in order to deal with ethical aspects in the study on civil disobedience and children’s rights in education. Hanna Arendt (1973, 2006) understanding of individual responsibility is used as theoretical starting point to understand the reasons and the impacts of civil disobedience as a strategy to guarantee children’s right to education. Expected OutcomesFocusing on Hanna Arendt’s (1973, 2006) understanding of individual responsibility, this research review contributes with new insights on the reasons and the impacts of Civil obedience as strategy to guarantee children’s rights in education. It contributes even to develop new knowledge about theoretical, methodological and ethical aspects in the field of children’ rights with focus on civil disobedience as strategy to implement CRC.ReferencesAhrnér, E. (2006) Barns inflytande i förskolan – Problem eller möjlighet för de vuxna? En studie av ett utvecklingsarbete och dess betydelse för att förändra pedagogers förhållningssätt till barns initiativ. Licentiatavhandlingar vid Pedagogiska institutionen. Örebro universitet 3. Orebro 2006.Arendt, H. (1973). The origins of totalitarianism. (New ed. with added prefaces). New York: Harcourt Brace JovanovichArendt, H. (2006). Eichmann in Jerusalem: a report on the banality of evil. New York, N.Y.: Penguin Books.Brownlee, K. (Fall 2017), "Civil Disobedience", The Stanford Encyclopedia of Philosophy (, Edward N. Zalta (ed.), URL = .Schiratzki, J. (2013) Välfärdsrätt i Sverige Juridisk Tidskrift, Vol. 2012/13, nr 4, 796-805 s.The Ombudsman for Children in Sweden (2015). Barnkonsekvensanalyser - Uppnå kvalitet i beslut som rör barn och unga. Hämtad från https://www.barnombudsmannen.se/barnombudsmannen/publikationer/genomfora-barnkonventionen/barnkonsekvensanalyser-uppna-kvalitet-i-beslut-som-ror-barn-och-unga/ [2017-11-21]Willems, K. & Vernimmen, J. (2017 ) The fundamental human rights to education for refugees: some legal remarks. European Educational Research Journal. ISSN 14-74-9041 ER - TY - CONF T1 - Teachers’ views of development of student action competence after a TPD on Socio-Scientific Inquiry-Based Learning (SSIBL) A1 - Hellgren, Jenny A1 - Ottander, Katarina A1 - Ottander, Christina PY - 2018 LA - eng AB - To prepare students for future challenges as citizens and to provide the knowledge necessary for science education studies, socio-scientific inquiry-based learning (SSIBL) is one possible approach. SSIBL pedagogy differs in emphasis and approach from traditional content-focused teaching and proves challenging for many teachers. The curriculum for the Swedish upper-secondary course Science Studies has a strong focus on students’ development of action competence, and this study aims to characterise teachers’ views of students’ active citizenship after a year-long online collegial TPD on SSIBL. The questions asked are “how do teachers view conflicts of interest and practices in taking action as learning tools for active citizenship” and “what are the teachers’ views/motives underlying their approaches and choices when teaching about action competence”. Eight teachers from two schools, i.e. two independent courses, were interviewed after participating. Data was analysed using thematic and theory-driven analyses. Results show that all teachers position students in situations where they take part in conflicts of interest. Some teachers used conflicts of interests to let students find arguments for and against something, and other teachers created situations where more than two perspectives of an issue were represented and students enacted a role. Teachers highlight that they want students to understand that questions are complex, and that active choices are important in life. Many of the teachers let students individualise their ideas by, within the SSIBL work, reflecting on the hypothetical question “what can I do as an individual”. Reasons teachers give for schools’ role in developing action competence include personal reasons such as it is important for students themselves to develop these competences for life, and global reasons such as this is needed for the planet to survive. Even if teachers did not actively encourage students to take action in everyday life, many students appeared to develop active citizenship.  ER - TY - CONF T1 - Organizer of Roundtable Session: Educational Reform in the Contemporary Middle East: A Crossroad of Global and Local: Roundtable at Middle Eastern Studies Association (MESA) Annual Meeting, New Orleans, US A1 - Janson, Torsten A1 - Arjmand, Reza PY - 2013 LA - eng AB - Educational reforms including community-based educational initiatives maintain crucial roles in the processes of democratization in the Middle East. The patterns of reform are diverse and reflect domestic factors as well as varying linkages to global forces. Among the factors driving and defining the effects of reform we find: 1. Socio-economic development; 2. Growth of the civil society; 3. New modes of governance and redefinition of the role of state; 4. Cultural, ethnical and religious factors; 5. International educational policies and practices. During recent decades, educational reform in the Middle East has been characterized by a number of general trends: • The emergence and strengthening of the middle-class has contributed to the changes in the educational landscape; • ‘Domestic actors’ have been instrumental in defining the need for reform, but have commonly been endorsed by ‘external’ (national, regional or global) actors and/or mutual interactions. • There is synchronization between domestic and international actors to inhibit or enhance the chance for reforms along with larger international practices such as Education for All (EFA), Millennium Development Goals (MDG) and Lifelong Learning (LLL). • Educational reform has been compelled by slow processes of democratization and human rights discourse; • New conceptualizations of ‘religion’ and ‘tradition’ have been re-defined and re-appropriated in national educational policy and discourse, and lastly; • Civil society in form of local community organizations, NGOs and individual benefactors are assuming a growing role in monitoring educational needs and policies at a national level, as well as in defining, suggesting and implementing alternative approaches and models for education, not least among (socially and economically) disadvantaged populations; The roundtable consists of contributions from three researchers of contemporary educational reforms, working with Iran, Turkey and Lebanon respectively, as well as of two representatives for internationally noted community and action-based educational initiatives, running politically independent and innovative projects among children and youth in Lebanon and among youth and women in Jordan. The roundtable invites discussion based on a variety of empirical instances, highlighting the impact of domestic, regional as well as global factors in defining and initiating reforms. The purpose of the roundtable is to explore, understand and assess current trends in educational reforms and to map out needs for research, but also to assess the roles, effects and possible future routes for educational practices within formal, informal and non-formal sectors. Contributors and abstracts Reza Arjmand, Center for Middle Eastern Studies, Lund University (chair/organizer/presenter) Revising the Revolution: Education Reform in Iranian Education New education reform in Iran is the most recent endeavor of the theocratic state to enhance the vision of the revolution in creating homo-Islamicus (the committed Muslim) and provide strategies for the national education to meet the demands of a globalized and competing world. The reform builds on the interplay of religion, international discourse and local needs. On one hand, it is deeply rooted in Islam and colored by traditions and culture, and on the other hand it is affected by international educational discourse including human rights, privatization, decentralization and lifelong learning. The re-appropriation of religion seen both in the content of the curricula as well as the structure of the reform is in part result of the failure of the Islamic model of education implemented systematically in post-revolutionary era. Inefficiency of the Iranian Islamic model assessed through the low achievement of Iranian students in such international studies as TIMMS (Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) intensified the need for the reform from within the country. Demands of the international organizations such as UNESCO and World Bank as a pre-condition for the cooperation also provided the ground for change in the Iranian education. Iranian authorities, however, introduced a new interpretation of the international discourse on education based on Islamic values. Torsten Janson, Center for Middle Eastern Studies, Lund University (organizer/presenter) Bridging Difference, Breaking Boundaries: Innovative Educational Approaches in Beirut This presentation will engage with the issue of educational reform in the Middle East, discussing preliminary findings of a recently initiated research project on community based educational projects in Beirut. Such initiatives will be discussed in relation to national Lebanese educational policies and practices, as well as in relation to international educational programs such as Education for All and Lifelong Learning. The presentation will focus on the role of independent organizations and individual benefactors, working with vulnerable populations of children, youth and young adults, through innovative educational practices, in response to the socio-political, economical, ethnical and religious tensions and predicaments of contemporary Beirut. Specific questions to be addressed and discussed at the roundtable do for instance concern the advantages and challenges associated with, on the one hand, informal capacity building and dynamic methods aimed at strengthening self-esteem and dignity in face of socio-economic marginality and, on the other hand, formal educational initiatives aiming at providing disadvantaged individuals access to higher education. What challenges and benefits are associated with such different approaches, and what educational methodologies are appropriate for what circumstances and populations? Based on preliminary results from interviews with and observations among beneficiaries of such informal and formal educational programs, the participants of the roundtable are invited discuss challenges associated with varying pedagogical strategies, as well as with the assessment of outcomes of such educational initiatives. Another, more dynamic but equally important topic for discussion suggested by the results at hand, concerns issues of identity and self-image, such as the beneficiaries’ experiences of and strategies for handling class mobility vis-à-vis community peers and family. For example, are the obviously positive experiences of education and prospects for upward social mobility also associated with emotional tensions, sentiments of guilt and disloyalty? If so, how are the side effects of upward mobility handled by the youths, and what support could be offered to meet them? Antonia Mandry, Teachers’ College, Columbia University (presenter) Pedagogic Approaches to Human Rights Education in Turkey Diverse pedagogic approaches to teaching human rights and citizenship at the university level illuminate challenges facing Muslim contexts. How a particular academic community perceives of and engages withhuman rights and citizenship discourse can help to understand student and teacher engagement with gender, violence and human rights in Turkey. As international initiatives and research on human rights education continue to evolve, students and educators carve their own path when sharing their perceptions of human rights as they relate to their own lives. The global human rights framework is found to be both insufficient in some regards and foundational in others for how university students engage with issues of social justice locally. Melek el Nimer, Unite Lebanese Youth, Beirut (presenter) Aspiring Lebanese Unity: Educational Programs for Undeserved Children At the planned roundtable “Educational Reform in the Contemporary Middle East: A Crossroad of Global and Local” this contribution will present and discuss informal educational efforts among disadvantaged children and youth in Beirut. The presentation will introduce and present the experiences of the politically independent education support organization Unite Lebanese Youth, ULYP. ULYP was founded in January2010 to help mitigate internal conflict in Lebanon by targeting the youth of Lebanon. ULYP is a non-profit organization that delivers educational and empowerment programs to disadvantaged children and youth from different ethnic, religious and nationality backgrounds. ULYP designs its programs in a manner that offers the participants a chance to meet others from different backgrounds, enhance their own skills and knowledge base in a safe and enriching environment and explore and practice the values of trust, respect, and cooperation and become advocates for each other. ULYP believes that addressing the child’s self-esteem, self efficacy, social responsibility and understanding of one another are key to getting us closer to a more united Lebanon. These are translated into activities and are interwoven into every program that ULYP develops and offers. The organization works with volunteers from all over the world to actualize its mission. ULYP's mission is to pioneer a new collective movement in Lebanon which aims to assemble and sustain a task-force of child-advocates from varying cultures and backgrounds aligned together to provide education, empowerment and inclusion opportunities for disadvantaged children and youth living in Lebanon. It strives to impart and instill in children and community members, the ideals of cooperation, understanding, and mutual respect - with the ultimate goal of helping to create a one and united Lebanon. During a cycle of three months ULYP ‘s programs can serve up to 500 underserved and underprivileged children and youth. ULYP's diverse and interdisciplinary approach broadens the horizons of its beneficiaries by including programs catered to all different age groups. ULYP's doors are open to all underserved and underprivileged ch ER - TY - CHAP T1 - Ämneslitteracitet i SO-undervisning T2 - Ämneslitteracitet och inkluderande undervisning A1 - Liljefors Persson, Bodil PY - 2022 SP - 61 EP - 92 LA - swe PB - Lund : Studentlitteratur AB KW - ämneslitteracitet KW - samhällsorienterande ämnen KW - ämnesdidaktik AB - Kapitlet fokuserar på ämneslitteracitet och särskilt på ämnesspecifikt språk och litteracitetspraktiker i de samhällsorienterande ämnena på grundskolans högstadium. En  översikt över forskningen om ämneslitteracitet presenteras liksom ett fokus på språk och praktik i undervisningen i de olika samhällsorienterande ämnena. Tröskelbegrepp och kraftfull kunskap/powerful knowledge är begrepp som introduceras och belyses i relation till geografi, historia, religionskunskap och samhällskunskap och baseras på resultat från en pilotstudie om hur man kan arbeta med ämneslitteracitet i so-klassrum på grundskolans högstadium. ER - TY - JOUR T1 - Religiosity and Engagement in Religious Studies: Attitudes among Swedish Students T2 - Religious Education Journal of Australia SN - 0815-3094 A1 - Liljestrand, Johan PY - 2014 VL - 1 IS - 30 SP - 31 EP - 36 LA - eng AB - In Sweden RS (Religious studies) is a mandatory nonconfessional school subject, with the purpose to teach about religions and secular views of life. Such curricular design is connected to the development of Swedish society as one of the most secularized countries in the world with an increasing cultural and religious pluralism. Since school subjects aiming at citizenship education are more or less dependent on students’ engagement, this paper investigates whether such an engagement in RS is dependent on students’ religious vis-a-vis a secular orientation to life. The purpose of this paper is to investigate engagement for Swedish RS among religiously and non-religiously engaged groups of students in the Swedish secondary school. Eight items from the REDCO II questionnaire were used in this study. The result partly supported former studies on this subject. In the concluding section some didactic issues are discussed on the experience of religiously engaged students. ER - TY - CONF T1 - Language development in Swedish preschools A1 - Olsson, Åsa PY - 2024 LA - eng AB - Research topic/aimThis study is part of a larger study focusing on further education for all preschool educators in one municipality regarding strategies for language development and knowledge acquisition. Our previous study based on a questionnaire distributed to all preschool educators, in the municipality, before, during or after they attended the education, showed a high awareness of strategies and a good understanding of various reasons for the importance of language acquisition in preschool. The results also showed a domination for reasons connected to daily activities and children’s rights to communication and mutual understanding over reason such as preparing for future education and democratic citizenship. Our focus in this study lies with preschool principals and their understanding of their role in the continuous development of strategies for working towards translanguaging in preschool and the promotion of a human rights perspectiveTheoretical frameworkThe over-arching theoretical framework draws on cultural-historical activity theory, CHAT (Engeström & Glăveanu, 2012; Hasan & Kazlauskas, 2014). CHAT allows us to examine elements within a system, relations, influences and tensions. It supports a systematic approach for understanding human activities and interactions in relation to its specific context. For this particular study we also use theories of translanguaging (Williams 1996) and human rights in education (Tibbitts, 2002).  Methodological designThe study was carried out with a series of semi-structured focus group interviews with all the principals in the municipality (Morgan & Hoffman, 2018). Analyses will draw on an activity theory framework (Hashim & Jones, 2007) with an inductive approach. The CHAT model for analysis consists of the elements: subject, object, tools, rules, division of labour and community. The model provides opportunities to follow processes of change and to understand and explain what is happening (or not) over time (Engeström & Glăveanu, 2012; Hasan & Kazlauskas, 2014). Expected conclusions/findingsPrincipals’ conceptualizations of how they can organize and facilitate the continuous work with strategies for language development and knowledge acquisition.Relevance to Nordic educational researchThe study is highly relevant to Nordic educational research as the Nordic countries face similar challenges in preparing bilingual children for school, enhancing their language acquisition and promoting school achievements. How preschool principals organize this work may implications for principal professional education and issues closely related to equity, democracy and human rights. Engeström, Y., & Glăveanu, V. (2012). On third generation activity theory: Interview with Yrjö Engeström. Europe's Journal of Psychology, 8(4), 515-518. https://doi.org/10.5964/ejop.v8i4.555Hasan, H. & Kazlauskas, A. (2014). Activity Theory: who is doing what, why and how. In H. Hasan (Eds.), Being Practical with Theory: A Window into Business Research (pp. 9-14). Hashim, N. H, & Jones, M. L. (2007). Activity Theory: A framework for qualitative analysis. Http://Ro.Uow.Edu.Au/Cgi/Viewcontent.Cgi?Article%3D1434%26context%3Dcommpapers ER - TY - CONF T1 - Social Studies and Cross Disciplinary Themes Occurring in Teaching T2 - Workshop on Social Studies in Practice, Karlstad, 15-16 December A1 - Osbeck, Christina PY - 2014 LA - eng KW - religionsdidaktik KW - so-ämnen AB - Day 1, 15 December Since 2010 CSD has funded a project called SAMSTUD where teaching and learning in the four subjects civics, geography, history and religious education in upper primary school have been in focus. Now is the time to highlight some of the more important results of the project. The first day of the workshop will centre on discussions of the different subprojects within the SAMSTUD-project in order to highlight possible comparative aspects. What are the main results of the projects and what can be learned from the SAMSTUD-project? Day 2, 16 December On the second day, the idea is to put the SAMSTUD-project in a Nordic and American context and to discuss more general trends of research in the field of Social Studies and Social Study subjects in upper primary school. The issues of disciplinary and inter-disciplinary perspectives on teaching and learning in Social Studies are of special interest. ER - TY - THES T1 - Entreprenörskap som kommunikativ handling: skapande av interaktion, uppmärksamhet och manifestationer A1 - Rosell, Erik PY - 2013 LA - swe PB - Linnaeus University Press KW - entrepreneurship KW - communicative action KW - interactive research. KW - entreprenörskap KW - interaktiva metoder KW - kommunikativ handling KW - ledarskap KW - entreprenörskap och organisation AB - The purpose of the present thesis is to create an understanding of entrepreneurship interpreted as communicative action. This is done through reflections on an interactive study that was planned and conducted together with members of a civic network-organization called Societal Change in Practice (SIP). According to Habermas, civic organizations are ideally characterized by a communicative rationality that enables them to organize informal public spheres; that is, arenas in social life where individuals can come together to discuss and act upon societal problems or opportunities that they have experienced in their private life-spheres.I have actively participated in three ventures with members from SIP. The first venture revolves around my own and members from SIP’s respective practices as education coordinators. Based on our common interest in education and learning in relation to entrepreneurship, we planned and conducted a series of joint activities that also involved our respective student groups. The activities are interpreted based on my own personal experiences as a researcher participating in a project that requires commitment and responsibility. The second venture involves the creation of a local community magazine that highlights examples of civic initiatives in two municipalities. The production of the magazine is interpreted as an example of how SIP creates public opinion in the local community. The third event relates to the organization of a conference on the subject of youth and digital media. The main message of the conference is interpreted in terms of a manifestation of what the public sphere can accomplish, or as a reaction in defense of a well-functioning public sphere in society.The methodological contribution of the thesis is its definition of three interactive research roles based on my own interaction as a researcher in different kinds of ventures. Based on a theatrical metaphor, I argue that the researcher can participate as one of the directors of a venture, as a member of the ensemble that performs a venture, or as a member of the audience that observes an event.The theoretical contribution of the study is that it shows how Habermas’ theory of communicative action can be modified and made useful as a theoretical frame of reference for studying entrepreneurship in civil society. Entrepreneurship is understood as a way to vitalize the informal public sphere, thereby influencing society as a whole and not just its economy. ER - TY - CONF T1 - The value of community centers: an analysis of the situated meaning of community development T2 - Social work as emancipatory practice: creating pathways towards social justice A1 - Bäckström, Hanna A1 - Berg, Linda PY - 2024 SP - 85 EP - 85 LA - eng KW - community work KW - community development KW - community centers KW - genusvetenskap KW - folkhälsa KW - public health AB - There are many approaches to community development, which has been described as an inherently ambiguous concept (Shaw 2007). In this presentation, we explore how community development is differently perceived, represented, and put into practice by actors from three community centres, all located in a city in northern Sweden. The community centres are all run by non-governmental organisations and share many features and challenges. They are, however, located in three demographically different neighbourhoods and rooted in three different strands of civic engagement in Sweden: the rural development movement, the tradition of popular education, and the so-called People’s Houses (Folkets Hus); community centres with roots in the 20th century workers movement. These affiliations, together with the centres’ geographical locations and varying demography, provide a broad range of discourses on community development, that the interview participants variously build upon, contest, and reinvent. Based on in-depth interviews and an ethnographic approach, the aim of the paper is to analyse how representatives and users of the community centres approach the issue of community development and civic engagement. Based on which operational frameworks (Kenny 2002) do the centers make sense of and work towards community development? How are the concepts community and development interpreted and put into practice? We have found three overarching frameworks, that to varying degrees – closely linked to the neighbourhoods’ place identities and socioeconomic status – imbue the participants’ narratives: the framework of community organising and community work, the pragmatic planning frame, and the framework of entrepreneurship.  ER - TY - CONF T1 - Det är inte bara att gå in i ett klassrum och lära ut något! En studie om hur ämneslärarstudenter utvecklar ämnesdidaktiskt kunnande A1 - Florin Sädbom, Rebecka PY - 2021 LA - swe AB - Presentationen handlar om resultatet av en studie som är genomförd inom ramen för ämneslärarutbildningen. Syftet med studien var att ta reda på hur och om ämneslärarstudenterna utvecklade en förändrad hållning kring undervisningens genomförande efter ett specifikt ämnesdidaktiskt upplägg i samhällskunskap. Den teoretiska ramen byggde på variationsteori och studenterna genomförde fältuppgifter, lektionssekvenser samt skrev reflektionsuppgifter. I studien analyseras den metareflektion som studenterna slutligen genomförde inom ramen för kursen. Resultatet visar att studenterna visar en problematiserande hållning till såväl elevernas ämnesförståelse som sin egen roll i undervisningssituationen.    ER - TY - GEN T1 - Undervisa om kön, genus och sexualitet A1 - Jansson, Maria PY - 2023 LA - swe PB - Föreningen SO-didaktik KW - genusvetenskap AB - Genusforskaren Maria Jansson diskuterar hur undervisning i samhällskunskap kan bidra till att kvalificera elevers förmåga att resonera kring, undersöka och granska skillnader i kvinnors och mäns villkor. Maria resonerar kring vad könsproblematiserande forskning är och diskuterar utmaningar hon mött i undervisning på universitetet om frågor som berör kön och genus. Hon menar att föreställningen om Sverige som ett jämställd land måste utmanas och att elever måste lära sig göra skillnader på samhällsstrukturer och individuella val när det handlar om kön, genus och sexualitet. ER - TY - CHAP T1 - Resistance T2 - Encyclopaedia of activism and social justice A1 - Lilja, Mona A1 - Vinthagen, Stellan PY - 2007 SP - 1216 EP - 1218 LA - eng PB - London : Sage KW - social movements AB - [About the book:] This is an important historical period in which to develop communication models aimed at creating opportunities for citizens to find a voice for new experiences and social concerns. Such basic social problems as inequality, poverty, and discrimination pose a constant challenge to policies that serve the health and income needs of children, families, people with disabilities, and the elderly. Important changes both in individual values and civic life are occurring in the United States and in many other nations. Recent trends such as the globalization of commerce and consumer values, the speed and personalization of communication technologies, and an economic realignment of industrial and information-based economies are often regarded as negative. Yet there are many signs --from the WTO experience in Seattle to the rise of global activism aimed at making biotechnology accountable --that new forms of citizenship, politics, and public engagement are emerging. The SAGE Encyclopedia of Activism and Social Justice presents a comprehensive overview of the field with topics of varying dimensions, breadth, and length. The Encyclopedia is designed for readers to understand the topics, concepts, and ideas which motivate and shape the fields of activism, civil engagement, and social justice as well as short biographies of the major thinkers and leaders who have influenced and continue to influence the study of activism. This 3 volume encyclopedia will be multidisciplinary in appeal: education; communication studies; political science; leadership studies; social work; social welfare; environmental studies; health care; social psychology; sociology; etc. ER - TY - JOUR T1 - Lågstadielärare talar om sin undervisning i de samhällsorienterande ämnena T2 - Nordidactica SN - 2000-9879 A1 - Lilliestam, Anna-Lena A1 - Holmqvist Lidh, Carina A1 - Osbeck, Christina PY - 2020 VL - 2020 SP - 48 EP - 72 LA - swe PB - Karlstad : CSD Karlstad KW - lower primary school KW - social studies KW - teacher thinking KW - values KW - progressivism KW - pupils of foreign background AB - The syllabus for the social study subjects (geography, history, civics, and religious education) in Swedish Lower Primary school prescribes work both with a traditional content, (i.e. maps, the Stone age, who decides in our society, why do we celebrate Christmas) and work to get the pupils to embrace values and norms that are desirable in a democratic society. This study explores the goals thirteen Swedish Lower Primary school teachers express concerning their teaching in geography, history, civics, and religious education and how they balance between aspects of substantive knowledge and the fostering aspects of these subjects. The results are discussed in relation to selective traditions in Swedish school. The teachers express a traditional view of the subjects and there are few indications of the domain-specific abilities required in the syllabus. There are considerable differences between how the teachers value the importance of the different subjects and the different substantive contents within the subjects. This indicates that there also are differences in how they carry through their teaching. There are also differences in how the teachers balance between the substantive and fostering aspects of the subjects. Some teachers stress the importance of working with the substantive content of the subjects, while others express the view that these subjects only consist of the fostering aspects and has no substantive knowledge at all. The analysis shows strong influence from the progressivistic tradition on the teachers’ reasoning. They stress the importance of paying attention to the pupils’ prior experiences and to adjust the teaching to the educational needs of their pupils, especially concerning the work with values and norms. All the teachers want to foster the pupils to embrace democratic values and norms for living together in a classroom and in the society as a whole. In addition, the teachers working with pupils of foreign background aim at enhancing their pupils’ pride of themselves and their background, as well as their integration into Swedish society, by promoting equality between the sexes, tolerance between different religions and different ethnic groups. Doing this, they hope to counteract criminality and gangs. ER - TY - CONF T1 - Appropriating Language of ”Being in the World” – Teaching and Learning in RE for 12-year-old Children in Sweden T2 - Workshop on Social Studies in Practice, Karlstad 15-16 December A1 - Osbeck, Christina PY - 2014 LA - eng KW - religionsdidaktik KW - so-ämnen AB - Workshop on Social Studies in Practice, Karlstad University December 15-16, 2014 Day 1, 15 December Since 2010 CSD has funded a project called SAMSTUD where teaching and learning in the four subjects civics, geography, history and religious education in upper primary school have been in focus. Now is the time to highlight some of the more important results of the project. The first day of the workshop will centre on discussions of the different subprojects within the SAMSTUD-project in order to highlight possible comparative aspects. What are the main results of the projects and what can be learned from the SAMSTUD-project? Day 2, 16 December On the second day, the idea is to put the SAMSTUD-project in a Nordic and American context and to discuss more general trends of research in the field of Social Studies and Social Study subjects in upper primary school. The issues of disciplinary and inter-disciplinary perspectives on teaching and learning in Social Studies are of special interest. ER - TY - CHAP T1 - Entries on "Clamshell Alliance", "Gandhi, Mahatma" & "Direct Action" T2 - Encyclopaedia of activism and social justice A1 - Vinthagen, Stellan PY - 2007 LA - eng PB - London : Sage KW - nonviolent action KW - social movements AB - [About the book:] This is an important historical period in which to develop communication models aimed at creating opportunities for citizens to find a voice for new experiences and social concerns. Such basic social problems as inequality, poverty, and discrimination pose a constant challenge to policies that serve the health and income needs of children, families, people with disabilities, and the elderly. Important changes both in individual values and civic life are occurring in the United States and in many other nations. Recent trends such as the globalization of commerce and consumer values, the speed and personalization of communication technologies, and an economic realignment of industrial and information-based economies are often regarded as negative. Yet there are many signs --from the WTO experience in Seattle to the rise of global activism aimed at making biotechnology accountable --that new forms of citizenship, politics, and public engagement are emerging. The SAGE Encyclopedia of Activism and Social Justice presents a comprehensive overview of the field with topics of varying dimensions, breadth, and length. The Encyclopedia is designed for readers to understand the topics, concepts, and ideas which motivate and shape the fields of activism, civil engagement, and social justice as well as short biographies of the major thinkers and leaders who have influenced and continue to influence the study of activism. This 3 volume encyclopedia will be multidisciplinary in appeal: education; communication studies; political science; leadership studies; social work; social welfare; environmental studies; health care; social psychology; sociology; etc. ER - TY - CONF T1 - Gastronomic Sustainability: Communication, Cultivation, and Commitment T2 - Food & Communication: Communicating "good" foods A1 - Östergren, Daniel A1 - Walter, Ute A1 - Jonsson, Inger M. A1 - Gustavsson, Bernt PY - 2023 SP - 109 EP - 110 LA - eng PB - Örebro University KW - gastronomy KW - sustainability KW - bildung KW - inner capacities KW - culinary arts and meal science KW - måltidskunskap AB - In this presentation, the idea of sustainable development is elaborated on from a gastronomic perspective. Specifically, the focus is on how sustainable commitment can be cultivated by gastronomic communication. Four young culinary professionals with a bachelor's degree, referred to as gastronomes, participated in semi-annually recurring dialogic interviews (Mishler, 1999) during the first two years after they finished their education. By intertwining their knowledge with their experiences, they developed ideas of sustainability from a gastronomic point of view. They discussed how to communicate these ideas with other individuals via meals and their desired outcome from it. Data was interpreted by applying the principles of hermeneutics and a view of knowledge based on hermeneutic bildung (Gadamer, 1960). Using the Delphi technique, preliminary results were brought back to the next interview for further elaboration, and these recurring dialogues gradually brought the ideas of the researcher and the participants towards a common explanation.In the results, ideas emerged on how gastronomic competency could contribute to sustainable development by cultivating inner capacities and fostering sustainable commitment. Two dimensions of how gastronomy can contribute to approaching a more sustainable society were identified: as cultivation-of-the-self (Larsson, 1908) and as civic bildung (Bohlin, 2018). Cultivation-of-the-self is present in sensuous meal experiences, where it can stimulate people to get involved in sustainability issues. This involvement at the individual level can engage people to further bring about sustainability at a societal level through civic bildung. These results contribute to an understanding of how a sustainable mindset can be cultivated by experiencing sustainable meals. ER - TY - CONF T1 - Awareness About Globalization: On Serious Games as a Pedagogical Tool for Global Understanding T2 - ETEN 18, Proceedings of the 18th annual conference of the European Teacher Education Network, Kumpulainen, K., Toom, A. (Ed.) (2009). University of Helsinki, department of Applied Sciences of Education and Cicero Learning. Helsinki, Finland. A1 - Tedeborg, Bengt O A1 - Hansson, Per-Olof PY - 2008 LA - eng KW - sustainable development AB - 2 Introduction How to internationalise higher education is a frequently discussed topic on the educational arena in Sweden. There is no doubt that we are infl uenced by globalisation: increased trade as well as personal communication, mutual dependency, international migration, environmental threats, scarcity of resources and so on. But how can we work with internationalisation in compulsory schools and in higher education? What is internationalisation and to whom? According to UNESCO, internationalisation of higher education may be defi ned as “the process of integrating an international, intercultural and/or global dimension into the goals, functions (teaching/ learning, research, services) and delivery of higher education.” (UNESCO 2008) Alongside formulations like the UNESCO one, there are also formulations that expose competitive reasons for internationalisation of higher education. The University of Gothenburg has produced a strategic plan in order to raise quality levels at the university during the period 2007–2010 and it is clear that the ambition is to strengthen the university’s competitiveness. One objective is to “[i]mprove and develop our dialogue and exchange with the surrounding world”. And, moreover, to “[s]trengthen and coordinate our contacts with the surrounding world and increase openness to the needs of the community and make use of ideas from the world around us”. (Göteborg University, 2007, p. 14). The international vision, as it were, is thus combined with explicit strategic ends. On a lower educational level, the curriculum for the Swedish school system states that: “It is important to have an international perspective, to be able to see one’s own reality in a global context in order to create international solidarity and prepare pupils for a society that will have closer cross-cultural and cross-border contacts. Having an international perspective also means developing an understanding of cultural diversity within the country”. (Swedish National Agency for Education, 1994, p. 6). So, what we seem to have here are three different kinds of objectives: 1. formal objectives (stated in documents like the curriculum or the strategic plan), 2. real objectives (questions related to our common future and sustainable development), and 3. ethical objectives. The latter group of objectives deals with didactical questions like: • What selections regarding content/stuff are made? (The didactical what-question.) • What are the legitimizing grounds for these selections? (The didactical why-question.) • How do teachers work with what is selected? (The didactical how-question.) 160 Highly related to these ethical objectives is the question of what may be called the Western bias in textbooks. 3 Swedish textbooks Traditionally, the teachers and researchers at the social science education department (at the unit for subject matter in Gothenburg) have been more interested in the didactical why-question—‘i.e. how to legitimize what has been chosen as content/stuff’—than in the more methodological question—‘i.e. the question of how to work with what is chosen’. This has led to text-book analyses as well as fi eld studies, and, as a consequence, an ongoing emancipatory interest in the didactical fi eld. There are certain problems associated with Swedish text-books. They have, for example, an obsolete way of presenting people from other countries. In several text-books there are quite a number of chapters about international issues. These chapters are mainly concerned with international politics, confl icts and trade. But Africa, for instance, is only briefl y presented in most of the text-books. The bestseller when it comes to text-books in Civics for Upper Secondary School is called Zigma. It presents Africa, or, more specifi cally, the case of Uganda, in one (sic) page and that page is symptomatically the very last page of the whole book. This page is called “Why is Uganda poor?” and raises a few questions, however without answers, about poverty. There is also a picture (covering almost half of the page’s area) of a child soldier from Uganda (Bengtsson, 1998, p. 633). In other text-books we can read headlines like “Europeans discover the rest of the world” or “Africa—’a continent with problems.” These headlines set the picture and the students are then confronted with issues like corruption, war, lack of water, bad harvest, poor education etc. Consequently, only a few of the pictures in these books let you understand that there are developed and industrialized parts of Africa. Thus, Africa is presented, not only as just one country, but also a country with a lot of problems and deep misery. Of course, the text-books also bring up Western ideas as future solutions to these problems (Hansson, 2006). There is a defi nitive risk that these text-books, as well as school activities infl uenced by them, very easily consolidate what they, the text-books and, perhaps, the students, take for granted in the fi rst place. Instead, the texts and the activities should challenge prejudices by giving a more complex, perhaps objective, introduction to issues like daily livelihood, human relations with nature, and other cultures (Möller 2003). Prejudices ought to be challenged, not strengthened. 4 Social science educational aspects So what are we trying to do as teacher educators? Arguably, we should deal with issues concerning the good society in a collective sense (or “the fl ourishing of humanity”). In that vein, Karlegärd claims that the social science educator should ask herself/himself what social science may contribute with when it comes to the fulfi lling of basic human needs and the solving of social problems. He also asks “What does society want?” He stresses the collective interest and argues against “individualistic” didactics. Thereby he seems to mean, that the teaching subjects should not be chosen, at least not in the long run, for the sole benefi t of the individual (Karlegärd 1986). This in a sense pragmatic stance is further elaborated upon by other social science teachers and researchers. For instance Almius (2006) claims that an emancipatory effect may be reached through fi eld studies since learning outside of the classroom have an authentical—‘learning based on fi rst hand experience that is—’potential. This is also stressed by Andersson (2006) as well as by Hansson (2006). The smallest common denominator here is “learning by doing” (an expression inherited from Dewey, see below) and all three authors stress that new perspectives are needed. From a somewhat different angle, Södring- Jensen claims that the utopia of the child—‘as opposed to earlier experience and knowledge—’ought to be the starting point for all learning activities (Södring-Jensen 1978). 161 So, to us it is quite clear that these teachers and researchers share a normative argument: We ought to have a questioning attitude towards the present state of social affairs and, moreover, the production of knowledge must be for the benefi t of the emancipation of human beings and for sustainable development in a broad sense. ER - TY - CONF T1 - Betydelsen av några kommunikativa handlingar i samhällskunskapsundervisning om att resonera om rättvisa A1 - Tväråna, Malin PY - 2014 LA - swe AB - I föredraget presenteras resultat från en ämnesdidaktisk studie med inriktning mot samhällskunskap från lic-forskarskolan i Learning Study, genomförd vid institutionen för pedagogik och didaktik på Stockholms Universitet. Licentiatuppsatsen har namnet ”Rikare resonemang om rättvisa Vad kan kvalificera deltagande i samhällskunskapspraktiken?” och presentationen fokuserar den del av resultaten som besvarar frågan om vad i undervisningspraktiken i samhällskunskap som skapar förutsättningar för elevernas lärande av att resonera om rättvisa på ett kvalificerat sätt.Resultaten utgår från analyser av nio forskningslektioner från tre Learning Study kring undervisning om att resonera om rättvisa på gymnasiet. Resultaten pekar mot att betydelsefulla förutsättningar är lärarnas ämneskunnande – det erfarande av lärandeobjektet som uttrycktes av lärarna i undervisningen – samt undervisningsverksamhetens underförstådda syfte och ett genuint behov av det avsedda kunnandet i verksamheten. Kommunikativa handlingar som verkar kunna underlätta för upprättande av dessa förutsättningar är uppgifter som skapar lärandeaktiviteter, ämnesspråk som medierande redskap och variation av kritiska aspekter som medierande redskap. I presentationen sammanfattas kritiska aspekter av kunnandet att resonera om rättvisa, och betydelsen av några kommunikativa handlingar i undervisningen för elevernas utvecklande av kunnandet exemplifieras. ER - TY - CONF T1 - The problem-presentation in integration work: Construction of information needs for newly arrived immigrants T2 - 44th NERA Congress is ‘Social Justice, Equality and Solidarity in Education? A1 - Åberg, Linnea PY - 2016 LA - eng KW - immigrants KW - information needs AB - Today people migrate and leave societies that cannot secure human life and safety, where one's worth as a human is being violated. People are fleeing not only from, but also to places. When arriving to a new society it needs to be described, to make it possible to meet it and act in it. In dialogue and interaction with groups, society therefor must find and describe models for inclusion. In Sweden, as residence permits are obtained, so called ‘integration workers’ are engaged in Civic Orientation, to support the process by means of which individuals are to become knowledgeable enough to exert their agency as citizens (knowing your rights and obligations).The overall object is to create linkages between the state and the ‘newly arrived immigrants’. Civic orientation is a course for 60 h, regulated by Swedish law and EU has given directions that every member state is supposed to have some form of civic education, but every country is responsible for organizing and develop their own content. Often, in Sweden, the integration workers themselves have immigrated to Sweden and the course is given in the mother tongue of the immigrants.This study is a workplace study with interest in professional knowledge to create stable and flexible knowledge in the work, understood as how the workers construct relevance for their doings in interaction. In this study the specific interest is to understand the construction of newcomers' information needs, the problem being worked with. The need of information is understood as not given or static, but as a (re)produced in regular social practices (Edwards, 2005), and both integrationworkers and newcomers mutually orient to a set of ideas when constructing needs. The analytical interest is also to outline how some views is made more significant or more authoritative with respect to the matter at hand (Heritage and Raymond, 2005).In reasoning about needs, the access to countries, as epistemic domains is often used to make claims about what kind of information that is needed. In other words, the country that the immigrants comes from is often arranged to be the source of knowledge. The data material was generated through video recordings and interviews over a period of 1.5 years, from backstage (workmeetings) and frontstage work (with ‘newly arrived immigrants’). I identify two patterns that are analytically distinctive when looking at how the problem- presentation in civic orientation is negotiated. Either is it the knowledge about the Swedish society that is the matter at hand, or is it to educate those who have not yet come to a certain ´understanding´. This are two very different worktasks, but they seems to be connected in the practice. ER - TY - CONF T1 - Analys av flyktingfrågan – vad är det vi vill att eleverna ska kunna göra när de analyserar flyktingsituationen, och vad i vår undervisning möjliggör det? T2 - Lärarnas forskningskonferens 31 oktober 2017 A1 - Bergqvist, Ove A1 - Strandberg, Max A1 - Jägerskog, Ann-Sofie A1 - Tväråna, Malin A1 - Björklund, Mattias PY - 2017 SP - 24 EP - 25 LA - swe KW - subject learning and teaching KW - ämnesdidaktik AB - I samhällskunskap undervisas elever i frågor om hur olika samhällen är organiserade och strukturerade, om värden och värdefrågor samt om hur man kan analysera, kritiskt granska och dra relevanta slutsatser om argument i samhällsfrågor. Undervisningen utgår ofta från de dagsaktuella frågor som på- verkar vårt samhälle just nu. En av dessa samhällsfrågor är det faktum att många människor under en längre tid flytt i båt över Medelhavet, en farofylld flykt som medför stora risker och en osäker framtid. Projektets utgångspunkt är denna aktuella flyktingsituation - varför så många flyr, varför andra stannar kvar och hur individer och samhälle påverkas av flyktingsituationen, idag och i den nära framtiden. Vad är det man kan när man kan analysera flyktingsituationen – om man går i ettan, i sexan, i åttan, eller första året på gymnasiet? Hur kan vi undervisa kring detta i samhällskunskap för att utveckla elevernas förmåga att analysera flyktingsituationen? Det här är ett aktuellt och viktigt ämnesområde, och kunnandet som undersöks (förmågan att analysera en samhällsfråga) är grundläggande för samhällskunskap. Samtidigt saknas nästan helt svensk forskning om elevers lärande i interaktion med läraren i undervisning på området (Olsson, 2016, s. 71). Internationell forskning har främst fokuserat hur elevers idéer om samhällsfrågor relaterar till social bakgrund och kulturell identitet (Barton & Avery, 2016), medan forskning som syftar till att beskriva innebörden av elevers samhällskunskapskunnande saknas. I ett större ram-projekt som påbörjades 2015 av SO-nätverket inom Stockholm Teaching & Learning Studies undersöks elevers förmåga att analysera i ämnet samhällskunskap. Syftet med ramprojektet är att bidra till att elevers analysförmåga preciseras och att vi på så vis utvecklar kunskap om hur denna förmåga kan möjliggöras genom undervisning. Symposiet presenterar tre delprojekt som inom ramen för den övergripande studien om innebörden av analysförmågan i samhällskunskap undersöker innebörden av och undervisning för elevers förmåga att analysera situationen med flyktingströmmarna från Syrien till Europa. Tre lärarlag från olika undervisningsstadier – låg- och mellanstadiet, högstadiet och gymnasiet – har under läsåret 2016/2017 utformat och studerat undervisning för elever i årskurs 1 och 6, i årskurs 8 och i gymnasiets år 1. I delprojekten har elevers erfarande av flyktingsituationen och deras sätt att analysera denna kartlagts och analyserats fenomenografiskt (Marton, 1981; Larsson, 1986). Lärargrupperna har därefter utgått från resultaten av dessa kartläggningsanalyser för att med hjälp av variationsteori (Lo, 2012; Marton, 2014) utforma, pröva och revidera undervisning för att möjliggöra elevers utvecklande av förmågan att analysera flyktingsituationen. Varje delstudie har genomfört två cykler av planering, genomförande och analys av forskningslektioner med åtföljande för- och eftertest (jfr. Learning Study). Elevmaterial i form av skriftliga kartläggningar och inspelade och transkriberade lektioner/ gruppdiskussioner har analyserats för att identifiera kritiska aspekter (Marton 2014; Pang & Ki, 2016) av förmågan att analysera flyktingsituationen som behöver fokuseras i undervisning. Under symposiet presenteras de gemensamma utgångspunkterna och frågeställningarna, samt de tre delprojektens olika undervisningsinterventioner och analyser. Sammanfattningsvis diskuteras vilka likheter och skillnader som tycks finnas mellan olika skolstadier när det gäller att kunna analysera frågan om flyktingströmmarna över Medelhavet och kritiska aspekter av att kunna göra detta i olika undervisningskontexter. ER - TY - CONF T1 - Resonance and epistemic cultures in informal science: a Bildung perspective A1 - Danielsson, Anna A1 - Nyström, Anne Sofie A1 - Johansson, Anders A1 - Gonsalves, Allison PY - 2026 LA - eng AB - Scientific literacy is key for participatory citizenship in a complex and accelerating techno-scientific society. Still, many people struggle to relate to formal science education and many informal science engagements are not recognised as scientific. In this presentation, we explore how non-scientists engage in unexpected science contexts, from youth’s out-of-school activities to adults’ citizen science engagement. Such participation can take many forms, ranging from contributing data to co-creation of all steps of the scientific process (Kloetzer et al. 2021). With inspiration from such unexpected science engagements, we seek to contribute to understandings about how science allows reflection on what it means to be human, a process of BIldung (Nicolaisen et al. 2023). The new project “Resonating with sciences” explores adults’ voluntary science engagement in citizen science. In this paper, as a pilot for the project, we present reanalysis of data concerned with young people’s informal science engagements. In the analysis of timeline interviews with first year physics students, we advance an analytical pathway to how their involvement in informal science communities can be understood through the lens of resonance. Drawing on theories of resonance (Rosa, 2019) and epistemic cultures (Knorr-Cetina 1999), we analyse the affective and meaningful relationships formed between people, materials and ideas in voluntary science communities. Rosa’s theory of resonance – investigating the quality of relationships between self and world –  (2019) provides an analytical entrypoint for examining resonant relationships that people establish to the world through science, distinguishing between relationships along horizontal axes (with ‘science people’), diagonal axes (with science materials), and vertical axes (with scientific ‘worldviews’).  In our previous research we have shown how informal science engagements serve as resources for enabling minoritized young people’s participation in selective university-science and enhance well-being (Nyström et al., 2024). This paper will demonstrate the epistemic, affective, and transformative qualities of those relationships to science. This analysis will build the foundation for a forthcoming analysis of citizen science contexts in which we expect to further the understanding of how informal science engagements can contribute to the development of critical scientific literacy, agency and Bildung. The end goal of the project is to explore the transformative and democratizing potential of citizen science in reshaping science learning, knowledge production, and its societal impact. The contribution to Nordic educational research is connecting Bildung and resonance in analysis of informal science engagement. References Kloetzer, L. et al. (2021). Learning in Citizen Science. In: Vohland, K., et al. The Science of Citizen Science. Springer. Knorr-Cetina, K. (1999). Epistemic cultures : how the sciences make knowledge. Harvard University Press. Nicolaisen, L. B. et al. (2023). Why science education and for whom? The contributions of science capital and Bildung. International Journal of Science Education, Part B, 13(3), 216–229. Nyström, A.-S., Johansson, A., Danielsson, A. T., & Gonsalves, A. J. (2024). Resonating with physics: Physics students’ stories about existential and affective relations to science in and beyond formal learning spaces. International Journal of Science Education, Part B.  Rosa, H. (2019). Resonance: A sociology of our relationship to the world. Wiley & Sons. ER - TY - CONF T1 - On Location: Learning as a 3rd space, through and between arts, crafts and cultural sites T2 - Nätverket för Estetiska Ämnen i Lärarutbildning" (NEÄL) 16-17 nov, 2016, Stockholm A1 - Göthlund, Anette A1 - Lind, Ulla PY - 2016 LA - eng AB - On Location. Learning as a 3rd space, through and between arts, crafts and cultural sitesThis project aims to explore how local culture practices within educational aesthetic fields can develop learning and knowledge for active citizenship. It leads to examine the conceptions of culture as knowledge production and methodological revisions about the educational potentials of cultural activities for children and young people. Studying arts and culture as modalities for extended democratic education and social change beyond standard regulations, build on knowledge from an exchange program between Konstfack, Stockholm, and Wits University, Johannesburg. How can learning in contemporary arts and culture education play an inventive and critical role in building social and cultural inclusive structures from below? How can collaborative arts and craft processes enable opportunities for young people and communities to deal with current inquiries that negotiate the stories of the past, the present and the future? The project explores how it is possible to be manufacturers and facilitators of culture with participatory democratic values. This is how learning in the fields of arts and culture can enact a third space as an ambiguous, innovative area emerging when two or more individuals or cultures interact. As such the hub in the project is on the participant's resources, will, forces, ideas, and to create a third space as a negotiated space. The research methodology show how visual and performative ethnography has relevance for educational sites, where we might rethink teacher/facilitator and learner identities, along with ideas about social justice, knowledge and skills. The concept On Location is a methodological position that offers perspectives “from within”, in visual ethnographic field work, interventions and workshops. Small scale projects establish “long distance conversations” between the two continents. With on-line and on-location subprojects, the experience based research is generated through narratives, multimodality, artistic social interventions and engagements in social justice and culture entrepreneurship.  ER - TY - CONF T1 - Visualising the complex and the changing: Identifying critical aspects of social science models T2 - Earli SIG9 2022: Phenomenography and variation theory in practice A1 - Jägerskog, Ann-Sofie A1 - Tväråna, Malin A1 - Björklund, Mattias A1 - Strandberg, Max A1 - Carlberg, Sara A1 - Kenndal, Robert A1 - Juthberg, Therese A1 - Sahlström, Per A1 - Losciale, Marie A1 - Gottfridsson, Patrik A1 - Kåks, Bodil A1 - Rosengren, Jenny PY - 2022 LA - eng PB - Stockholm KW - social studies KW - models KW - phenomenography KW - teaching and learning KW - flowchart KW - plot diagram KW - subject learning and teaching KW - ämnesdidaktik AB - Extended summaryWe live in a world that is rapidly changing and what we believe to be true today may very well be overturned tomorrow. Many of the issues raised in social studies education are characterized by changeability and complexity, such as conflicts, sustainable development, issues of justice, as well as political, social and economic processes. One common way of helping students to grasp the complex relations and the changeability involved in social studies related issues is to use models. Examples of models often used in social studies teaching are models illustrating sustainable development or political processes, as well as illustrations of the socio-economic cycle and diagrams visualizing relations between different factors in society. However, teacher experience as well as earlier research indicate that students often find it difficult to understand and interpret models (see for instance Roberts & Brugar, 2017; Jägerskog, 2020; Sundler, Dudas & Anderhag, 2017). In addition, there is a risk that these seemingly fixed models do not offer an understanding of the changeability in societal issues. The aim of this presentation is to discuss how phenomenography and variation theory (with a focus on critical aspects) can increase our understanding of how models used in social studies teaching can help students understand the complexity and changeability in societal issues. The aim is also to discuss the possible transferability of critical aspects between different kinds models used in social studies teaching. The presentation is based on a project aiming at identifying students’ understanding of two kinds of models (flowcharts and plot diagrams) often used in social studies teaching, and what students need to discern in order to develop the ability reason in a qualified way about the content illustrated. The material analysed consists of 46 recorded and transcribed small group discussions where students in year 6 and 8 in compulsory school and year 1 in upper secondary school discuss a question that concerns either a flowchart illustrating the democracy system in Sweden, a flowchart of the socio-economic cycle, a plot diagram illustrating the relationship between different countries’ GDP and level of CO2 emissions, or a plot diagram illustrating the relationship between birthrate per woman in different countries and the amount of years girls in these countries attend to school. The transcribed material was analysed using phenomenographic methods and critical aspects were identified for the four different models investigated (Marton, 2015). Results show that the critical aspects identified in part can be understood as model and content specific, but in part as model generic. This means that although two flowcharts (or two plot diagrams) illustrate different content, the aspects identified as necessary for students to discern in order to reason about the content illustrated in a qualified way, are very similar. Although similarities are especially clear between models of the same kind (i.e between two different plot diagrams or two different flowcharts), similarities can also be found between the different kinds of models (i.e between flowcharts and diagrams).This raises questions concerning the transferability of critical aspects between different kinds of models and if aspects that reoccur in relation to different models, such as aspects of changeability and complexity, could be understood as especially characteristic for social studies models. ReferencesJägerskog, A., (2020). Making possible by making visible. Learning through visual representations in social science. (Doktorsavhandling). Stockholms universitet.Marton, F. (2015). Necessary conditions of learning. Routledge.Roberts, K. L., & Brugar, K. A. (2017). The view from here: Emergence of graphical literacy. Reading Psychology, 38(8), 733-777.Sundler, M., Dudas, C. & Anderhag, P. (2017). Från missförstånd till klarhet: hur kan undervisningen organiseras för att stötta elevers förståelse för växthuseffekten? Forskning om undervisning och lärande, 5(2), 6-29.  ER - TY - JOUR T1 - Re-Imagining Social Work Ethics: Bordering and Resistance T2 - Social Work and Society SN - 1613-8953 A1 - Kazemi, Baharan PY - 2025 VL - 1 IS - 23 SP - 1 EP - 16 LA - eng KW - social work ethics KW - critical border thinking KW - solidarity KW - unaccompanied minors KW - människan i välfärdssamhället AB - This article explores how Swedish migration reforms (2015–2018) reshaped social work with young migrants, initially defined as unaccompanied minors in policy. Based on qualitative interviews with eight professionals and four young migrants, and analysis of policy documents, the study applies critical border theory and the new sociology of childhood. These perspectives are used to explore ethical dilemmas and the evolving notion of professionalism within the context of restrictive migration policies. It finds that policy discourse shifted from portraying unaccompanied minors as vulnerable to framing them as independent or even threatening, legitimizing exclusion from housing, education, and welfare services. Social workers were expected to enforce these bordering practices but, in some cases, resisted through acts of solidarity, advocacy and the strategic use of discretion. Such resistance re-defined professionalism from bureaucratic neutrality toward engaged allyship, creating fragile spaces of belonging for excluded youth. The findings stress the political nature of social work and its ethical responsibility to challenge exclusionary policies in pursuit of justice and human rights. By re-imagining social work ethics, this study highlights the potential for social workers to advocate for vulnerable populations and challenge harmful policies through acts of solidarity and civic duty. ER - TY - CONF T1 - Digital competence in the subject of Swedish: conceptualizations in curricula A1 - Magnusson, Petra A1 - Godhe, Anna-Lena A1 - Sofkova Hashemi, Sylvana PY - 2018 LA - eng AB - During the last decade, digital competence has become a core concept in policy making and in debates over the future of education since the role that schools may take in developing competences needed for citizenship in digitalized societies is debated globally. Currently, digital competence is used as a foundational concept in the re-formulation of curricula in Sweden (Regeringskansliet, U2015/04666/S). The curricular changes point in different directions, emphasizing the introduction of coding as well as critical, ethical and creative uses of technology.  This presentation explores how digital competence is conceptualized in recent changes in the curriculum for Swedish compulsory and upper secondary school. Based on a thematic content analysis of the changes in the curricula, aimed at supporting students’ digital competence, four themes have been identified; use of digital tools and media, programming, critical awareness and responsibility. The distribution of the thematic changes differs among the subjects but the most dominating theme concerns the tool-oriented use of digital tools and media. This strong dominance of operational perspective tends to narrow the conceptualization compared to international definitions and frameworks of digital competence.  Alterations in curricula and syllabi in the subject of Swedish are of particular interest in this presentation. Moreover, differences between the curricula for compulsory school and upper secondary school will be explored. Furthermore, the shift in concepts that appears to be taken place at the moment, where competence replaces the concept of literacy is discussed. Literacy refers to meaning making and the understanding of texts and has been expanded to include digital and multimodal texts (i.e. Street, 1998). Competence on the other hand tends to refer to wider issues of the digitalization of society and education. What does this shift in concepts mean for language subjects and how do the recent changes in curricula relate to the concepts of digital literacy and digital competence. ER - TY - THES T1 - The imagined environmental citizen: exploring the state - individual relationship in Swedish environmental policy A1 - Matti, Simon PY - 2006 LA - eng PB - Luleå tekniska universitet AB - As environmental problems today are understood as being problems of collective action, they also depend on the broad engagement of individual citizens for their successful solution. Institutions directed towards resolving the environmental situation need, accordingly, to be perceived by the citizenry as promoting acceptable goals, for acceptable reasons and by the use of acceptable means. In short, institutions aiming at instigating and sustaining collective action need first to be perceived by the collective itself as being legitimate. Emanating from the notion of public acceptance as essential for long-term effective policies, this thesis takes a first step towards an evaluation of the degree of legitimacy for Swedish environmental policy. In this endeavour, its primary purpose is to elucidate and study the foundations for policy legitimacy, that is, the normative principles embedded in political sustainability aspirations and expressed through the official Swedish environmental policy discourse. The main aim of this thesis is, accordingly; To explore, map and analyse the values, beliefs and principles underpinning Swedish environmental policy aiming at involving household members in the work towards an environmental sustainable society, as reflected through official policy documents and policy instruments in-use on both national and municipal levels of government. By the use of a value-oriented qualitative text analysis of both national and municipal policy documents, the normative foundations of Swedish environmental policy are outlined. Through this approach, important insights are reached in terms of how people, according to policy-makers, are expected to reason in environmental matters; what motivations are used to guide behaviour in this field; and what kinds of policy instruments and motivational statements are deemed the most effective for making people comply with new environmental norms of behaviour. Additionally, by applying three different conceptions of citizenship as the analytical framework by which the environmental norm is analysed, the thesis also examines to what extent the Swedish image of the ‘environmental citizen'; on the rights - obligations balance; on her motivations, values and participation in the environmental work, either express an image of a new ecological citizenship or keeps firmly within the traditional framework of the state - individual relationship. The thesis concludes first, that the normative foundations of Swedish environmental policy, on the national as well as the local level of government, draw strongly on collectivist values. All Swedish citizens are bound by a contract based in the membership of the Swedish community and shall therefore dutifully contribute to the common good by actively doing their bit in building the Green People's Home. The state - individual relationship is therefore interpreted as being contractual, territorially bound and based on the expectance of reciprocity. The responsibilities for political authority is, consequently, framed as to actively enlighten the citizens on what is considered the good life, and to steer the citizenry towards making (objectively defined) responsible or informed choices in everyday life. Education for sustainability thus plays an important part as the policy instrument of choice. In this context, the thesis also concludes that the environmental norm is, in almost unaltered form, transferred down to local authorities. Local level environmental policy thereby rests on the same normative foundations as the national policy discourse. Secondly, although Sweden has taken important steps on the way towards instigating new, environmental duties and responsibilities with the citizenry and towards expanding the citizenship sphere to encompass also the private, the image of the environmental citizen provided in the official environmental discourse still predominately resides within the framework of traditional, albeit environmentally sensitive, (civic-republican) citizenship. ER - TY - THES T1 - Perspectives on Knowledge and Growth A1 - Olsson, Ola PY - 2000 LA - eng PB - Göteborg University KW - growth theory KW - knowledge KW - human capital KW - technology KW - university policy KW - biogeography KW - epistemology KW - long-run development AB - This thesis deals with various aspects of the relationship between knowledge and economic growth. It contains a general introduction and five separate essays. Essay I is a literature overview on the appearance of knowledge in modern growth theory. The growth theoretic modeling setups are analyzed in relation to some fundamental notions in epistemology and the philosophy of science. My results suggest that although some important insights have been made in growth theory - for instance the distinction between propositional and procedural knowledge and between knowledge gained by experience and by education - the links to the epistemological tradition are still weak and logical problems involved in the construction of a knowledge variable of ideas, still persist. Future growth modeling might benefit from empirical patent research at the micro level. Essay II presents a two-sector growth model of a regional economy with a university, that might be engaged in both education and research, and a manufacturing sector which benefits from the knowledge spillovers from the university. We derive the steady state level of consumption and utility for a human capital producing university region. The paper analyzes the effects of various policy measures taken by a benevolent regional planner. The most important policy areas for increasing regional welfare are the creation of efficient channels of human communication, improving the industry relevance of education at the university, and strengthening the rate of non-university learning by supporting a strong civic society. Essay III is an extension of the model in Essay II. It describes the university investment decision in a peripheral region when basic knowledge is assumed to be a local public good with positive spillovers to other regions. The investment decision is analyzed in three different policy environments. A general conclusion is that endogenous university creation is more likely the more geographically peripheral the region and the worse its channels of communication. Essay IV suggests a model of knowledge, seen as a set of ideas defined in a multi-dimensional idea space. Knowledge is created through convex combinations of older ideas and through paradigm shifts. When normal science has made the knowledge set convex, scientific opportunity is exhausted. The growth of a country's knowledge depends on diffusion from other countries, on own production, and on the state of its human capital and institutions. In the long run, economic growth will depend on knowledge growth, but only paradigm shifts can save R&D from d ER - TY - CONF T1 - Entrepreneurial learning in higher education A1 - Philipson, Sarah PY - 2015 LA - eng KW - higher education KW - zone of proximal development KW - tacit knowing KW - scaffolding KW - expanding learning environment AB - This article proposes to build a entrepreneurial learning environment for future business professionals, based on a better knowledge about requirements, a pedagogic ethos, and the economic necessity to build structural capital in higher education.Professional academic education has to comply with many demands; a professional community that requires productive workers, a faculty that requires the students to get a certain level of understanding of one or several social science subjects, and social science methodology. This paper proposes to build such educations based on community based concept maps and a Vygotskian pedagogics.The costs of running higher education typically has a cost structure with 60-65% salaries, 20-25% fixed costs, mainly buildings, and some 10% expenses. The high share of salaries and almost non-existing productivity increases the relative cost of higher education as the productivity in producing other product and services increases. Together with the increasing share of the population that need higher education the cost for society has radically increased. In an effort to economise with limited resources most western countries have radically differentiated the financing between technical and medical education on the one hand and social science on the other. The situation for social science education has thus become increasingly strained. Social science professors hope to influence the state to increase the founding, UNT (2013-10-26); HSV (2013-10-26).Having taken initiative to, developed, implemented, and during five years managed two bachelor and one master (one- and two-year) programs in marketing, I also participated in the self-evaluation of these in the summer of 2011, which was part of the requirement of The Swedish National Agency for Higher Education, now The Swedish Higher Education Authority. The programs were based on a very clear ideas on subject ”progression”.The self-evaluation provoked a revision to improve the methodological progression of the programs. But it was evident that these changes were not enough.From this background we face four problems that motivate the need for entrepreneurial learning in higher education:Very complex requirements from stakeholdersLimited resource allocation, need to become more efficientLow quality of present educationThe need to build structural capital to become more efficientTo deal with these problems we assume some core ideas:It is necessary to strengthen the integrity of the program. To make higher education more efficient we have to build structural capital.Based on a ’Vygotskian’ view on pedagogics, it is necessary:The program must be broken down to courses and then to moments of proximal development that are gradually widening during the program. To develop methods to identify for each individual student’s ’zone of proximal development’, se below, which is both possible for the student to span and which is challenging enough.To develop the ’caring’ aspects of the teacher – student relation.In the following text we develop our view concerning these problems, and explain why we have chosen these core ideas. The first part deals with the complex requirements on higher education. Concept maps are introduced as a tool for understanding and handle complexity. This part explains why we focus on structural capital. The second part deals with the pedagogic foundations of the project. In this part we explain the methods we want to use to strengthen the quality in higher education. ’The zone of proximal development’ is used to explain how entrepreneurial learning can be achieved in higher education, and why we focus on the relationship between student and teacher. The last part deals with thoughts about how we can build and use structural capital in higher education to make education more efficient and give students more time with teachers. ER - TY - CONF T1 - Regulation and (lack of) Resistance at Class Meetings in a Vehicle Programme in Upper Secondary School A1 - Rosvall, Per-Åke PY - 2009 LA - eng AB - When preparing for a full ethnographic study during the school year 08/09 within the project “Active Citizenship? On Democratic Education in the Upper Secondary School”, I carried out a pilot study, during which I observed class meetings and lessons. In this paper presentation, I will show how teacher instructions lead to regulation during these meetings. When analysing interviews and observations, I have used Connell’s theories about masculinities and comparisons with Willis’s lads to show how gender norms and social class traditions are reproduced. This research shows that teachers’ regulation of topics and time enable the boys at the vehicle programme in an upper secondary school to openly show resistance. Although the students distrust the school system and teachers distrust the students’ ability to take democratic responsibility, it is difficult for the students to resistant in a fruitful way. They regard upper secondary school like a transport to the age when they are old enough to get a job and earn their own money. Yet, this transport is in conflict. The world around the boys is changing, and competence in academic skills, e.g. English or Maths, are now desired on the labour market. ER - TY - CONF T1 - Visualisation and documentation of the goals in the national curriculum with tablets, prerequisites and opportunities for development of teaching in preschool? T2 - Building Learning Capacity for Life A1 - Styf, Maria PY - 2013 LA - eng AB - Abstract: Visualisation and documentation of the goals in the national curriculum with tablets, prerequisites and opportunities for development of teaching in preschool?Aim: PurposeThe purpose of this poster presentation is to get feedback from other researchers on the research design, to be able to specify and narrow the research question, and also get feedback on the theoretical framework. Research question: How are digital tools used in preschool, both as learning tools and for documentation and visualization of the daily activities, in relation to the goals in the national curriculum? Expected theoretical framework: The theoretical framework is based on activity theory (Engeström, 1987; Leontiev, 1986; Vygotsky, 1978; Wertsch, 1981) with a focus on mediating tools (Vygotsky,1978). Methodology:At first a survey will be used to collect information about the use of tablets in preschools. Thereafter, we will study the activity and the work in progress with a special focus on visualisation and documentation of the goals in the national curriculum. This will be done through action research (Rönnerman, 2012). Findings:We expect to find god examples of how tablets can be used in pre-school, both as learning tools and for documentation. Relevance: Digital media and its presence in education are shaping new opportunities for teaching and learning and the preparation of students for living and working in a networked, globally connected society. More and more we are coming to understand the significant shift in communication that is taking place from text-based information found in books to visual communication emphasized by the Internet. Add to this a growing social media culture in which uploading a video to YouTube from your Iphone, or blogging on a moment-to-moment basis in many countries is mainstream. As a global community our visual literacy as well as digital literacy is both expanded and put to the test. As well, we are experiencing life collaboratively across cultures in a variety of social online networks on our own private time. Researchers have found exciting benefits that emerge from this networked, visual communication culture with implications for 21st century learning and work (Nilsson & Nocon, 2005; Schlais & Davis, 2001) that reflect collaboration, deep learning (Offir, et al. 2008), creativity and divergent thinking. Despite this evidence, other international studies (Jerald, 2009) demonstrate that little pedagogical innovation is occurring at the school level to engage students in higher order thinking, transformative learning and collaboration through the use of digital media. In general, the majority of schools remain on the outside of this media equation (Snyder, 2007), still en route to understand the pedagogical opportunities that media afford the development of deep learning, global citizenship, and a variety of literacy skills including visual literacy, and digital literacy. During the past year, purchases of so-called tablets to preschools and schools have escalated. Unfortunately, it turns out that, it is often buying without discussing what tablets will be used for, how to use them, and in which purpose (Damber and Ivarsson, 2012). Given this, it is important to study this area to come up with good examples. ReferencesEngeström, Y. (1987). Learning by expanding: an activity-theoretical ap- proach to developmental research. Diss. Helsinki : Univ.. Helsinki.Damberg, U. Ivarsson, L. (2012). Work in progress.Jerald, C. D. (2009) Defining a 21st century education: Competencies, literacy, and knowledge. The Center for Public Education. Retrieved October 10, 2012, from http://www.centerforpubliceducation.org/Learn-About/21st-Century/Defining-a-21st-Century-Education-Full-Report-PDF.pdfLeontjev, A.N. (1986). Verksamhet, medvetande, personlighet: Tätigkeit, Bewusstsein, Persönlichkeit = Activity, consciousness, personality = Ac- tivité, conscience, personnalité. Moskva: Progress.Nilsson, M., Nocon, H. (2005) School of tomorrow: Teaching and technology in local and global communities. Bern, Switzerland: Peter Lang.Offir, B., Yossi, L. Bezalel, R. (2008) Surface and deep learning processes in distance education: Synchronous versus asynchronous systems. Computers in Education. 51. 1172-1183Schlais, D. and Davis, R. (2001) Distance learning through educational networks: The global view experience. In Stephenson, J. (ed) Teaching and learning online: Pedagogies for new technologies. London: Kogan Page Limited.Snyder, K. M. (2007) The Digital Culture and “Peda-Socio” transformation. Seminar.net: media, technology and life long learning. 3(1).Rönnerman, K. (red.) (2012). Aktionsforskning i praktiken: förskola och skola på vetenskaplig grund. (2., [rev.] uppl.) Lund: Studentlitteratur.Vygotsky, L.S. (1978). Mind in society. Harvard university press. Cambridge, MA.Wertsch, J.V. (Red.) (1981). The concept of activity in Soviet psychology. Ar- monk, N.Y.: Sharpe.  ER - TY - JOUR T1 - Mapping the terrain of disability and sexuality: from policy to practice T2 - Ars Vivendi Journal A1 - Bahner, Julia PY - 2019 LA - eng AB - This paper is based on a lecture held in Nagoya, Japan as part of a seminar on issues relating to disabled women, sexuality and sexual and reproductive health and rights (SRHR). I present preliminary results from the research project Sexual Citizenship and Disability: Implications for Theory, Practice and Policy, which focuses on sexual rights for people with mobility impairments. The data comprises policy analysis and interviews with organizations working with sexuality and disability issues in Sweden, the Netherlands, England and Australia. While this paper has a somewhat broader approach than the seminar in Nagoya, the themes are nevertheless relevant to disabled women. I give examples of policies and work by organizations around disabled women’s rights, sex education, sexual and reproductive health and rights (SRHR), and different kinds of sexual support services. The research demonstrates the variability of how sexual rights are understood and their culturally-specific nature. It shows how the personal is indeed political: states’ different policy approaches change the outcomes for disabled people in terms of support to explore and express their sexualities. The role of the disability movement, and which issues it takes up, is also influenced by the policy landscape. This highlights how some of the organizations inadvertently adapt to what is deemed as ‘policy-relevant’ and how sexual rights are often less a priority than other rights – especially in times of austerity. ER - TY - JOUR T1 - Selma Lagerlöf, Narrative and Counter-Narrative. The Question of Sources in the Historical Understanding of an Author's Works T2 - Ideas in History SN - 1890-1832 A1 - Bergenmar, Jenny PY - 2013 VL - 1 IS - 7 SP - 71 EP - 94 LA - eng KW - literary canon KW - archive KW - biography KW - autobiography KW - author identity KW - letters KW - selma lagerlöf AB - When writing the history of an author’s oeuvre, canonical and public sources are given precedence. The professional readers’ (critics’) statements about what is considered the major work of the author are central in this historiography, while letters to the author from the audience, reports in newspapers or magazines about the author’s public appearances or autobiographical accounts of the author are usually left out. In this article the case of Selma Lagerlöf is explored through more peripheral sources: letters, (auto)biographical accounts, reports from different events in women’s magazines and some “minor” texts in her oeuvre. What links between public and private events and texts appear when these neglected sources are placed in the centre of the analysis, and how does this change the narrative of the author’s reception and significance? I will focus on the question of women’s rights and conditions in society, revealing themselves to be important both in Lagerlöf’s “minor” texts and in the reception of her works, and discuss how Fredrika Bremer’s legacy is visible in Lagerlöf’s life and writing – specifically through the question of women’s citizenship and education as well as women’s role as educators. Only by putting the different sources side by side do the links between history, autobiography and fiction appear, making cultural memories visible and, at the same time, re-evaluating canonical truths. ER - TY - CONF T1 - Ämneskunnande i privatekonomi och samhällskunskapslärares ämnesdidaktiska val i privatekonomundervisningen på gymnasiet A1 - Björklund, Mattias PY - 2018 LA - swe KW - ämnesdidaktik KW - samhällskunskapsdidaktik KW - financial literacy KW - pck KW - subject learning and teaching AB - Efter finanskrisen 2008 infördes, via ett intensivt arbete av OECD, privatekonomi på schemat i över 110 länder. I Sverige infördes privatekonomi som en del av samhällskunskapen på gymnasiet 2011. Samtidigt saknas enhetliga definitioner om vad privatekonomiundervisning ska innehålla och istället lämnas detta till lärare som saknar privatekonomisk utbildning. Trots detta har forskningen i mycket liten utsträckning intresserat sig för att undersöka hur lärare tolkar och hanterar de privatekonomiska inslagen i undervisningen. Denna studie undersöker hur svenska samhällskunskapslärare tolkar och utför sitt uppdrag vad gäller privatekonomiundervisningen inom ramen för ämnet samhällskunskap. I fokus står hur lärarna ger uttryck för sina ämnesdidaktiska val – inte minst i förhållande till de egna kunskaperna i privatekonomi.   ER - TY - CONF T1 - Distinction in physics teaching - Change or Status quo? A1 - Engström, Susanne A1 - Carlhed, Carina PY - 2010 LA - eng KW - subject didactics KW - ämnesdidaktik KW - naturvetenskapernas och teknikens didaktik AB - With environmental awareness in the societies of today, political steering documents highlights that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do?Physics teachers in secondary school in Sweden have generally, been focused on facts and a strong link with scientific theories and concepts.  In general, the curriculum sway the teaching, a standard text book in physics is used, the teaching is organized according to the book and the teacher deals with and demonstrates typical tasks on the whiteboard and group work is common for special issues related to tasks from the textbook or elaborating.                   The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do and to reconstruct the polarization of ideal physics teaching practices. Discussing the data emerging from a questionnaire which focuses on indicators of the teachers’ cultural and economical assets, or capital, according to the work of Pierre Bourdieu´s sociology and especially his concept on life styles and habitus provide a tool for analysis. We focus on physics teachers’ positions in the social space, dispositions and standpoints towards the ideal way to teach physics in upper secondary school. In order to reach all the physics teachers who teach Physics A-course we contacted all secondary schools in Sweden (n = 1025), a revised list of respondents consisted of 913 email adresses. Our final sample of respondents is 286, that is a response rate of 29 %.In our analysis we primarily sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teacher types emerged. Then we reconstructed the group habitus of the teachers by analyzing dispositions and standpoints and related those to the specific polarization of sacred values, that is struggles about the natural order (doxa) in the social space of science education, which is a part of and has boundaries to dominating fields like the natural sciences and the political fields (curriculum etc.).The physics teachers are supposed to have a homogeneous group habitus because they all are teachers in secondary school; i.e. they have certificates as physics- and mathematics teachers and due to their position as a physics teacher they have a similar level of income. However, there are differences and we describe these three teacher-groups’ habituses, with the distinctive features are stressed; 1. The Manager of the Traditional - habitus works as a faithful manager of the natural science heritage, characterized by being an outsider, a parvenu due to the lack of higher education experience among the parents. Faithfulness to the natural science core values combined with lack of self-confidence and timidity is shaping a trustee, for example an unconcern for improving developing teaching skills and content in the physics course. The habitus is fuelled by respectfulness for mathematic skills in physics and the physic science in itself and gratefulness towards the education system which made a class journey possible. 2. The Challenger for Technology - habitus works as a “transformer” of the physics subject, characterised by technology optimism and a great self-confidence from a well-known field - natural science, emphasising the usefulness of physics for technology development. A “Futurist” with willingness and courage to develop the physics subject for more interest in technology, with both the economical and the “utility” arguments. Characterized by upper middle class, are highly valuing economical welfare and appears as rather confident with their materialistic and sporty approach. 3.  The Challenger for Citizenship – this habitus works as a democratic and intellectual “transformer” of the physics subject, characterised by engagement in society issues and a great self-confidence from both - natural science and the political field, emphasising the concernment of physics for sustainable development with willingness and courage to develop the physics subject for more interest in environmental, political, ethical issues, with an ambition to teach all students physics for citizenship. The engagement in society and environmental issues are likewise expressed in the habitus, characterized by upper middle class, are highly valuing cultural activities.By making the habitus of the teachers in the different groups visible, we can explain way teachers teach as they do and thereby make a contribution to both science education research and to teaching training, whereas reflective approach which also includes the individual dispositions and representations are paramount. In our paper we elaborate the grounds and implications of these findings further. ER - TY - CONF T1 - Putting genre into practice: textually mediated encounters with scientific knowledge. T2 - Norwegian Forum for English for Academic Purposes. Oslo Metropolitan University, Norway. 6-8 June 2018. A1 - Eriksson, Ann-Marie PY - 2018 LA - eng AB - Texts and text production play important key roles in the communication and conveyance of science and knowledge, and particularly so at universities. Academia not only holds a special responsibility for passing on scientific insights about the world and knowledge grounded in scientific explorations. It is also responsible for initiating and supporting processes where people repeatedly encounter and begin dealing with documented knowledge and knowledge practices that are new to them through genre. Given the communicative and developmental aspects that characterize educational settings, this presentation approaches genre as tool in the Vygotskian sense. A sociocultural and dialogical perspective gives priority to people and their development. Accordingly, genres become interesting in their capacity as resources for mediating and coordinating social practices, i.e. genres are held as innovations used for specific actions such as describing scientific problems, documenting findings and passing such insights on to others. Operationalized as part of university education, genres therefore provide opportunities to make knowledge practices available to students. On basis of empirical data sets covering text-based supervisory sessions in two different academic settings, nursing and engineering, the presentation aims at exemplifying and discuss empirical instances where genre implies situated participation in historically developed, epistemic practices through discourse. How can societal interests such as global citizenship or sustainability become scientific matters through genres used for academic purposes? What challenges does the teaching of scientific subject content by means of genres involve? ER - TY - CONF T1 - Didaktisk bildning som alternativ till PCK A1 - Hansson, Fredrik A1 - Liljefors Persson, Bodil A1 - Sjöström, Jesper PY - 2016 LA - swe KW - bildning KW - didaktisk bildning KW - praxis KW - pck KW - pedagogical content knowledge KW - komparativ ämnesdidaktik AB - Vilka kunskaper är det som skapar själva lärarprofessionen? I högskoleförordningen (SFS 1993:100) benämns en del av det som ”kunskaper i didaktik och ämnesdidaktik inklusive metodik” och det spänner alltså från övergripande undervisningsperspektiv till den enskilda lärarens praktik. Vi är intresserade av hur ”det stora” (värdegrund, kunskaper om globala utmaningar, ”citizenship education”, didaktiska teorier etc., eller om man så vill didaktisk bildning) kommer till uttryck i ”det lilla”, alltså praxis. Vi använder begreppet didaktisk bildning som ett fylligare och mer mångbottnat alternativ till det anglosaxiska ”Pedagogical Content Knowledge” (PCK), som under senare år har gjort tydliga insteg i svensk ämnesdidaktisk forskning. PCK tar sin utgångspunkt i frågan vilka didaktiska kunskaper som den gode ämnesläraren behöver. Kansanen (2009) menar att PCK fokuserar på den didaktiska hur-frågan, medan den tyska didaktiktraditionen är inriktad på varför-frågan och dess följder för praxis. Med begreppet didaktisk bildning vill vi således anslå ett perspektiv som riktar blicken såväl inåt – mot det som sker i klassrummet – som utåt – mot exempelvis debatt, diskurser och traditioner som påverkar läraren. Den didaktiskt bildade läraren har en mångfacetterad förståelse för undervisningsämnet (inklusive goda kunskaper både i och om ämnet) och problematiserar dess selektiva traditioner. Hen har kunskap, bildning och handlingskompetens att självständigt fatta didaktiska beslut som gör att ”det stora” kommer till uttryck i ”det lilla”. Tillsammans representerar vi tre olika ämnesdidaktiska spår: språk- och litteraturdidaktik, SO-didaktik respektive NO-didaktik. ER - TY - CONF T1 - A Multiple Software Approach to Understanding Values A1 - Hansson, Thomas PY - 2010 LA - eng PB - Nordisk Förening för Pedagogisk Forskning AB - This study builds on two significant quotations, one contemporary and another historic. First of all, mixed methods are frequently confused with multiple methods. Leech, Onwuegbuzie, Hansson and Robinson (2008) describe the distinction as follows (emphasis by this author): “mixed methodologies is distinguished from multiple methodologies, wherein mixed methodologies refers to approaches in which quantitative and qualitative research techniques are integrated into a single study, whereas multiple methodologies refer to approaches in which more than one research method or data collection and analysis technique […] is used to address research questions.” It is hard to separate a combination of (mixed) methods deployed for choosing the proper techniques of a single study and another combination of (multiple) methods for answering a narrowly defined research question. Furthermore, in commenting on the fact that when we look at a problem from a social science perspective, the method we choose for doing so has twofold implications. To the effect of clarifying the inherent complexity, Vygotsky (1978) says the method is a “prerequisite and product; the tool and the result of the study”, continuing: “In general, any fundamentally new approach to a scientific problem inevitably leads to new methods of investigation and analysis. The invention of new methods that are adequate to the new ways in which problems are posed requires far more than a simple modification of previously accepted methods.” The purpose of research is to position the concept values in a scientific context covering a comprehensive corpus elicited from an online journal. The theoretical framework builds on an earlier study identifying global values across cultures. This study enables comparison between Anglo-Saxon on the one hand and other culturally determined understandings of values on the other, be they collective, individual or Western. Examples of allegedly global values include Security, Power, Universalism and Self-direction. The theoretical framework consists of a structured collection of analytical concepts like value direction, ethics, attitude and stability. The research design is made up of a combination of three similar but different text analytical-semantic-logical software packages. The software is deployed for identifying, characterizing and structuring values in some 300 scientific journal articles, complemented by the authors’ analysis of software output. Expected outcomes cover (i) validation of values, value directions (e.g. openness to change and self-enhancement) and value categorizations; (ii) identification of and comparison between national values; (iii) value descriptions. The relevance for research is that the results of this basic research will indicate what characterizes Scandinavian values and in the future provide refined methods for identifying values related to specific contexts, schools, industry, nursing, journalism etc. Educational research in the information society and among young internet cultures needs to focus on emerging internet ethics and there are several methodological options for gathering, categorizing and structuring empirical data on values and value systems in formal schooling and informal workplace contexts. This is an interdisciplinary approach to citizenship education. National education is a basis for active citizenship from any of the given local, regional, national etc. perspectives as they hold a potential to empower individuals for working life purposes, for individual development or for public life. This presentation combines research into the practical use of software packages facilitating interpretation of diverging values as portrayed in an interdisciplinary journal series. The practical usage for educational purposes aims at furthering people’s awareness of values. As knowledge is far from the only aspiration in schooling, exploration of values in a computermediated context combined with ethical citizenship supply a valid framing of the congress theme. ER - TY - CONF T1 - Dilemmas in the field of tension between school, ’folkbildning’ and culture: Swedish culture school constructed from the perspective of culture school leaders A1 - Holmdahl, Gudrun A1 - Öhman, Anna PY - 2025 LA - eng KW - swedish culture school KW - leadership KW - survey AB - The research topic concerns specific conditions and forms of leadership from the perspective of Swedish culture school leaders. It is part of a larger project that also includes folk high school principals with the same aim to explore leadership.The theoretical framework used in this study is discourse theory (Wetherell & Potter, 1992; Billig, 1988, 2005) for survey data and the narrative approach for interview data (Polkinghorne, 1995; Elliott, 2005).The research design includes semi-structured web surveys and group interviews via Zoom conducted in 2023-24. Of 277 culture school leaders, 114 responded to the survey, giving a response rate of 41.16 percent. Eight of these participated in group interviews, totaling 1,5 hours, split into three groups. The survey questions were both multiple-choice and open-ended, for example: “Most important mission of the culture school,” “What potential opportunities and obstacles do you experience in your job?” or “What support do you have?” The group interviewquestions delved deeper into the survey questions, such as: “What are the conditions for leading the culture school?”, “How much control can the culture school tolerate?” and “What is the most important future issue?”Interview data has not yet been analyzed, while survey data has been partially analyzed. Through a discursively oriented analysis (Wetherell & Potter, 1992) guided by the concepts of interpretive repertoires and Billig's (1988, 2005) ideological dilemmas, culture school leaders´ discursive constructions of the mission of culture school, management practice, and future issues have been crystallized, as have the ideological dilemmas that these constructions point to.A preliminary conclusion highlights the ideological dilemmas that emerge in the analysis. One such dilemma can be formulated as ‘culture school in a field of tension between civic education versus education with predetermined goals.’ Another dilemma can be described as ‘culture school in a field of tension between art and cultural education versus social meeting place’, and yet another as ‘culture school in a field of tension between locally free versus nationally conditional’.These dilemmas might, reversed, also have something to say about what Swedish culture school is perceived as, why it exists, and what lies ahead from the perspective of culture school leaders.The relevance for Nordic educational research is considered high because the Swedish culture school is a special form of school with more or less similar examples in the other Nordic countries. While the importance of culture school leaders for how the heritage of the culture school should be translated into practical activities is emphasized (Lindgren & Söderman, 2024), there is a lack of comprehensive research on that topic. For that reason, empirical research is of importance. ER - TY - CONF T1 - Pedagogical approach with visual literacy at its core: Storyline and sustainability T2 - IInternational Visual Literacy Association Conference 2021, Toledo: SEEING ACROSS DISCIPLINES: VISUAL LITERACY AND EDUCATION, A1 - Häggström, Margaretha PY - 2021 LA - eng KW - visual literacy KW - aesthetic learning KW - storyline approach KW - sustainability AB - Introduction Efforts are being made to develop and transform education around the globe, to meet the demands of the internationalized cultures and policies of the twenty-first century. Both students and teachers have to learn how to react and act regarding the challenges and potentials of globalization and mobility, environmental and social issues, and an insecure future. Educational curricula in many countries are increasingly influenced by globalized values, ideals and principles. Transforming national curricula requires new pedagogical approaches, which will be demanding for teachers. Improving skills are required for new ways of managing teaching and learning, material and resources and school systems, which needs to be saturated by sustainability. One way of introducing a pedagogical approach that is both student-centred and relational-centred is The Storyline approach (TSA). Storyline is a problem-based, cross-curricular and topic-based approach, conducting the teaching and learning events through an evolving narrative. Creative work and visualizing is essential for the process. Aim The aim of this presentation is to discuss the role of visual literacy when conducting a Storyline, in two primary school classes, grade 2 (age 8-9). This Storyline’s purpose was to enhance the students’ awareness of sustainability, and develop their sense of agency. The study lasted for six weeks. Method The empirical material consist of video observations from classroom situations during the Storyline work.The observations were carried out during 12 days, altogether 30 hours, which approximately 6 hours were recorded. During the observations, informal dialogues emerged. A handheld camera was used for the recordings, allowing for mobility, flexibility and proximity. A total of 50 children are involved in the study as well as their two teachers and two assisting after-school teachers. Theoretical departure This study builds on Relational pedagogy, which is based on a comprehensive view on education, in which care for the pupil, civic orientation and knowledge development creates an intertwined unity (Adams, 2018). It depends on dedicated and purposive planning for learning situations, which makes participating in relational processes possible. Communication, interacting and dialogue are central. This is also in line with TSA. Communication includes literacies of various kinds, and visual literacy work is essential in a Storyline. Relational pedagogy may also play a crucial role for integrating issues of sustainability. If the relationship with the teacher is positive, and the classroom climate is good, it is more likely that pupils will manage to deal with difficult and burdensome content (Palmer, 2007), such as climate change. References Adams, K.L. (2018). Relational Pedagogy in Higher Education. Dissertation. University of Oklahoma: Department of Instructional Leadership and academic curriculum. Palmer, P. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass. ER - TY - CHAP T1 - In the Forge of Empire: Legal Order, Colonists, and Marriage in the Nineteenth-century Northern Black Sea Steppe T2 - New Perspectives on the History of Gender and Empire A1 - Malitska, Julia PY - 2018 SP - 59 EP - 84 LA - eng PB - London : Bloomsbury Academic KW - russian empire KW - black sea KW - marriage KW - colonisation KW - gender KW - östersjö- och östeuropaforskning KW - baltic and east european studies KW - historical studies KW - historiska studier AB - New Perspectives on the History of Gender and Empire extends our understanding of the gendered workings of empires, colonialism and imperialism, taking up recent impulses from gender history, new imperial history and global history. The authors apply new theoretical and methodological approaches to historical case studies around the globe in order to redefine the complex relationship between gender and empire. The chapters deal not only with 'typical' colonial empires like the British Empire, but also with those less well-studied, such as the German, Russian, Italian and U.S. empires. They focus on various imperial formations, from colonies in Africa or Asia to settler colonial settings like Australia, New Zealand and South Africa, to imperial peripheries like the Dodecanese or the Black Sea Steppe. The book deals with key themes such as intimacy, sexuality and female education, as well as exploring new aspects like the complex marriage regimes some empires developed or the so-called 'servant debates'. It also presents several ways in which imperial formations were structured by gender and other categories like race, class, caste, sexuality, religion, and citizenship. Offering new reflections on the intimate and personal aspects of gender in imperial activities and relationships, this is an important volume for students and scholars of gender studies and imperial and colonial history. ER - TY - JOUR T1 - Konsten att skapa svenskar i klassrummet: Åskådningsundervisning i nationens utkant: Creating Swedish Citizens in the Classroom – Visual Experience-based Teaching on the Outskirts of the Nation T2 - Forskning om Europafrågor SN - 1104-5507 A1 - Nordblad, Julia PY - 2009 IS - 22 EP - 22 LA - swe KW - assimilationspolitik KW - pedagogikhistoria KW - språkliga minoriteter AB - By 1900, the importance of a language-based notion of the nation for legitimizing state borders increased. In Sweden, as well as in the rest of Europe, language policy became a political issue. Attention was paid to linguistic minorities, and Swedish authorities intensified the efforts to teach Swedish to the Finnish-speakers of Tornedalen. At the same time, it was argued that the Finnish language was not to be oppressed. In this article, the pedagogical methods for teaching Swedish used in Tornedalen are examined. As a context, prevailing pedagogic ideas of visual experience-based teaching methods (åskådningsundervisning, Anschauungsunterricht) among public school teachers are presented. The main aims of this pedagogy, were the child’s developing of an ability to see the world in what was regarded as the correct way, as well as its attachment to the home district (hembygd). These aims can be interpreted in terms of disciplining the child’s way of seeing the world, and associating it to a national community in the making. The teaching material used when teaching Swedish to the Finnish-speakers of Tornedalen, rested upon the same principles of visual experience-based pedagogy. When considered in this context, it is clear that the education of Finnish-speaking children aimed at developing the child’s civic capacities as tied to a Swedish identity, and thus automatically leaving their Finnish identity behind. ER - TY - CONF T1 - Beyond incrementalism: Knowledge formation for transformative change in ESE A1 - Nordén, Birgitta A1 - Avery, Helen PY - 2018 LA - eng KW - monitoring KW - knowledge production KW - standardization KW - beyond incrementalism KW - knowledge formation for transformative change KW - transformative ese KW - monitoring approaches KW - the opportunities and limitations of esd KW - conceptual paper AB - Abstract: In this conceptual paper, we wish to argue that the commitment to transitions for sustainability has implications regarding the way knowledge is seen. Sustainability fundamentally implies a recognition of the interconnectedness of phenomena across sectors, disciplines and geographical locations (Avery & Nordén, 2017), as well as responsible decision-making linked to democracy and power distribution (Fine et al., 2012). All of these points have relevance to the connections between policy and research. The metaphor for truth in academia has long been one of disembodied contemplation of an absolute state of existence. By contrast, ’knowing-for-sustainable action’ is based on how the human and the societal relates to our modes of producing knowledge and competence, both with respect to what we need to know something about, and what we can do about it. This not only concerns questions of ontology and epistemology for individual studies, but also refers to how we collectively organise academic institutions (Aikens et al., 2016; Lysgaard et al., 2016; Payne, 2016; Avery & Nordén, 2017) and as societies, to develop the know-how needed for planetary survival (Lotz-Sisitka et al., 2017). By defining economic objectives independently of sustainability and letting non-sustainable conceptualisations of economics determine policies of research and education, we have condemned sustainability to function as an add-on to business as usual. Even more worryingly, when sustainability agendas do take the forefront in policy discourse, proposed solutions may be those pushed by powerful industrial lobbies (Peck et al., 2012). Another challenge is posed by fragmented aims underlying sustainability education, and supported by similar fragmentation in SDGs, or European climate commitments for instance (cf. COP23 Bonn). Although each goal is certainly important, the combined effect is to foster a belief that transition to sustainability can be achieved through incremental changes and without reconsidering the overall structures or drivers. Understanding is siloed into existing disciplinary framings (Mochizuki & Yarime, 2016). Measurement coupled with accountability has in many cases had impacts on administrative routines and structures. One the one side measurement has valuable functions in documenting a status quo, raising visibility of sustainability dimensions and providing a starting point for discussions across national borders. But on the other side, it has limited potential on its own to drive transformative changes and there is a real risk that it can lock our understanding into uncontroversial expressions of the problems at stake, preventing strategic long-term reflection. In the Symposium: The Opportunities and Limitations of ESD/GCE/ESE Monitoring Approaches - Knowledge Production within and beside Standardization Chair: Mandy Singer-Brodowski (Freie Universität Berlin) Discussant: Jutta Nikel (University of Education Freiburg) In the context of globalized educational policies (Rizvi/ Lingard 2010) and the international Agenda 2030, evaluation and monitoring approaches are gaining increasingly political relevance and public visibility. While there existed differentiated indicator sets for Education for Sustainable Development (ESD) during the UN Decade (e.g., UNECE 2005), the current strategies focus on defining one indicator to capture progress (SDG 4.7). Although there are only few studies about the systematic integration of ESD on the level of national policies (Læssøe/ Mochizuki 2015: 28), there is a trend of using indicator-based research projects to measure the state of ESD in specific regions and also push the further integration of ESD (i.e. in sustainability strategies, educational reports). Nevertheless, the monitoring of ESD, GCE (Global Citizenship Education) or ESE (Environmental and Sustainability Education) holds not only opportunities for communicating progressive educational approaches in the light of global challenges, but also the risk to reduce, de-contextualize and oversimplify the research objects. Based on the assumption, that ESE is not only influenced by international policy trends but also by the cultural and socio-political conditions and the landscape of actors in local contexts (Blum et al. 2012, Feinstein et al. 2013), the question arises how suitable standardized and indicator-based evaluation and monitoring approaches are for capturing the multi-facetted practices of ESD. On the one side there is the risk that standardized approaches based on international indicators and strategies are leading to a narrowing of the very specific and context sensitive understandings and practices of ESD, GCE and ESE in local contexts. On the other side, the potentials of these approaches can be seen in measuring, communicating and thereby mainstreaming the approaches through evidence-based policy strategies. Further questions emerge with the dynamics of gaining policy-relevant evidence at the science policy interface, i.e. looking at the level of independence of monitoring reports in ESD (Nazir et al. 2009). During the symposium, the opportunities and limitations of ESD/GCE/ECE monitoring approaches are discussed against the background of general trends in educational and sustainability policies. The overall question is what kind of knowledge is used as a base for monitoring approaches in the context of ECE/ ESD and GCE and how this knowledge is adapted (or not) by policy-makers. Three presentations will focus on this question from different perspectives and different countries (Chile, Germany and Sweden). The first presentation highlights tensions between local knowledge about environmental related education and the National ESD policy strategy of Chile. A main result of the presented research project is that Chilean teachers are using contextualized approaches stemming from traditional concepts of environmental related education but are measured by a standardized environmental management approach in their schools. The second presentation focusses on the results of the ESD monitoring in Germany that are communicated and used at the science policy interface. It reflects how the policy relevant knowledge is used i,.n various ways and which kinds of chances and risks can be seen in it (e.g., by reducing complexity). The third presentation focusses on the changing conceptions of policy relevant knowledge (production) in the background of the global trend of economization of educational policies. This trend seems to support a fragmented and isolated mode of standardization for incremental change in sustainability and educational policies rather than the fundamental transformation that is needed regarding global sustainability problems. The symposium wants to combine different perspectives on how policy-relevant and standardized knowledge about ESD/GCE/ECE monitoring is produced, communicated, critized and sometimes even rejected. Thus, it wants to open up discussions about a critical and reflected engagement of researchers at the science policy interface (Læssøe et al. 2013). ER - TY - CONF T1 - Key Opportunities For Global Learning In Schools To Develop Competences: Transition Of Knowledge Formation Into Global Action Towards Sustainability T2 - ECER 2015 A1 - Nordén, Birgitta PY - 2015 LA - eng PB - : EERA KW - global learning KW - transition of knowledge formation KW - interpersonal competence development KW - global action KW - phenomenography KW - global learning for sustainable development KW - glsd KW - transdisciplinary KW - esd KW - global perspective KW - self-determination KW - secondary school KW - teaching sustainable development AB - Towards sustainability the implementation of Global Learning for Sustainable Development (GLSD) is crucial in education (Scheunpflug and Asbrant, 2006). A better understanding of how to – from a global didactic angle – establish globally genuine dialogues (Biesta, 1994; Roth, 2006) forming nuanced conceptions of sustainable development (SD) is necessary (Scott and Gough, 2004; Tatoo, 2007; Jickling and Wals, 2008). Global teaching as well as global learning has to identify the challenges in various contexts for transdisciplinary knowledge formation (Wals, 2010). Aiming to reach established and new target groups; higher education and secondary school as well as informal learning situations demands a holistic understanding (Pierce, 1934; Hansson, 2000). The challenges take their main point of departure in the particular global perspective (Anderberg, Norden & Hansson, 2009), and concerns ways to see the whole and the parts, on the one hand, while on the other learning how to relate the parts to one another, and to the whole (Svensson, 1986), respectively. Students in a globalized setting could also achieve intercultural qualities of learning outcomes, in terms of competencies and capabilities (Bowden, 2004; Anderberg, Haggstrom & Nordquist, 2007) needed for constructive intercultural encounters and interaction. According to Svensson and Wihlborg (2010), intercultural learning could lead to a development of ‘global consciousness’ and support global citizenship, capabilities and competencies. On a global level, an ‘emergent holistic consciousness’, through the connection of cultures to a complex collective whole, would form a collective consciousness. Because of the complex demands underlying the discourse of GLSD and related topics, a curriculum dimension is also needed, for learning and teaching SD in a globalized context. Emphasizing that ‘globalization and the need for curricula change will become the great challenge. . Though, the global perspective (Svensson & Wihlborg, 2010) has to be integrated in curriculum to achieve a competence-driven global curriculum. Thereby, capabilities through constructive interaction for various qualities of global learning and knowledge formation for sustainable development will be a central part of the outcome. Global learning encourages self-determination (Rauch and Steiner, 2006). Though, repeatingly since 1972 (Agenda 21, chapter 36) proclaims for initiating the process of global teaching and learning about sustainability issues in global–local settings, reviews of literature show a dominance of rethoric (Anderberg, Norden & Hansson, 2009). Few implementation attempts have led to continuity in the didactic steps to developing global teaching. By capturing some of the experiences of the many stakeholders in a recent research project on the process of initiating implementation teaching and learning in global settings, Lund Calling (Norden & Anderberg, 2010), a framework for the further development of the implementation processes was recognised. To be of practical use, the process of developing global teaching for sustainable development has to be understood more carefully. This paper describes an empirical follow-up research of the implementation process, concerning how teachers at an upper secondary school develop their common planning and conduct teaching for sustainable development with a global focus transdisciplinarily. A phenomenographic approach and semi-structured interview questions are used for analysing and describing the teacher competence development in relation to the global learning process. In the result will be presented; the participating teachers´ concrete practice and challenges for global learning, while transition via knowledge formation supports competence development for global action. The findings show among other things the importance of awareness raising dialogues among teachers, who from their various subject matter expertises were heading for a common development of education in teaching of sustainable development with a global focus. This research clearly points to a link between transdisciplinary and global teaching within the field of global learning for sustainable development (GLSD). Methodology, Methods, Research Instruments or Sources Used Global learning presupposes competencies, which individuals need to acquire if they want to actively shape the development of world society. The purpose is to highlight some crucial elements of the global dimension in teaching and learning towards sustainability in the context of competence and professional teacher development and i.e. their development of systems thinking and interpersonal teaching strategies (Scheunpflug, 2014; Wiek, Withycombe & Redman, 2011; Reid, 2009; Cole, 2006). Within this framework, global learning for sustainable development (GLSD) has been recognized as a productive concept (Anderberg, Norden & Hansson, 2009). The approach addresses the challenge of teaching about the complex field of sustainable development (SD) in a number of contexts, including higher education (HE), secondary school education, informal or life-long learning situations, as well as in outreach from university or enterprises, aiming to reach new target groups. The understanding of learning, which underpins most of this research studies of the context for learning, is that which has emerged from phenomenographic studies, now known as variation theory (Marton and Booth, 1997). Learning is characterised above all as coming to see things in qualitatively new ways. This involves the learner (i.e. the “learning” teacher) becoming able to discern new qualities in some focal phenomenon or aspects of that phenomenon, which demands opening dimensions of variation in awareness, becoming able to see that that which has been taken for granted could be otherwise (Åkerlind, 2007; Runesson, 2006). With a phenomenographic approach, semi-structured interview questions are used for analysing and describing the process of teacher experiencing, teacher thinking and teacher reflection concerning global teaching and learning of SD. Upper secondary school teachers (n=13), who have competence in different subject matters and are working together in teams educating SD transdisciplinarily in a global context, are interviewed three times (before, in the middle of, and after a specific course moment of SD with a global focus) in a longitudinal study during 2010-2011. According to the theoretical foundation of the research questions, we will through the phenomenographic approach (Marton & Booth, 1997) focus on (1) the content that is the transdisciplinary subject matter of SD within a global focus; (2) the individual learning within awareness raising dialogues with a global focus, and (3) the knowledge formation and the development of capability, competence and skills (Scheunpflug, 2014; Wiek, Withycombe & Redman, 2011; Booth & Anderberg, 2005; Bowden, 2004). Conclusions, Expected Outcomes or Findings The result, presented at the EERA 2015 conference, will be related to the main challenges for global learning in schools, where global action competences transition and develop through knowledge formation. The findings show that in any educational context – and in this teaching practice, particularly, how – the concept of GLSD continuously needs to be renegotiated by participating teachers in every concrete learning situation (Dahlin, 1999). While Rauch and Steiner (2006) see SD mainly as a narrowing idea, providing a heuristic format for reflection, the complexities of SD also provide a bearing for processes of global research and learning. Due to the complexity of SD issues, it is necessary to bring in an open-minded elucidation of the globalization factors actually present, already in the foundation of the SD concept. The findings clearly point to a link between transdisciplinary and global teaching within the field of global learning for sustainable development (Nordén and Anderberg, 2010). References Anderberg, E., Nordén, B. & Hansson, B. (2009). Global learning for sustainable development in higher education: recent trends and critique. International Journal of Sustainability in Higher Education 10(4), pp. 368–378. Bowden, John A. (2004 ): Capabilities–driven curriculum design. In Caroline Baillie & Ivan Moore eds: Effective learning and teaching in engineering, pp. 36–48. New York: RoutledgeFalmer, Taylor & Francis Group. Bowden, John A. & Marton, Ference (1998): The university of learning: beyond quality and competence. London: Kogan Page. Brunold, Andreas Otto (2005): Global Learning and Education for Sustainable Development. Higher Education in Europe, 30(3–4), pp. 295–306. Hansson, Birgit (2000): Förutsättningar för gymnasieelevers kunskapsbildning och för undervisning inom miljöområdet. [Conditions to promote students´ knowledge and education about environment]. Dissertation. Department of Education, Lund University. Hansson, Birgit (2004): Formation of environmental knowledge. In Per Wickenberg, Harriet Axelsson, Lena Fritzen, Gunnar Helldén & Johan Öhman eds: Learning To Change Our World, pp. 59–73. Lund: Studentlitteratur Nordén, B. & Anderberg, E. (2009). Research of the pilot project Lund Calling: learning and teaching in global settings. Local challenges. (EU as a global actor). Nordén, B. & Anderberg, E. (2012). Sustainable development through global learning and teaching. In Madu, C. N. & Kuei, C–H (Eds.) Handbook of Sustainability Management. London: Imperial College Press. ISBN: 978–981–4354–81–3. Nordén, B. & Hansson, B. (2006). To form and transform knowledge in the extended classroom; Networked learning for sustainable development. Paper presented at the European Conference on Educational Research (ECER), September 13-16, in Geneva, Switzerland. Peirce, Charles. S. (1934): Collected Papers V of Charles Sanders Peirce. In Charles Hartshorne & P ER - TY - CONF T1 - The organisation around workplace learning in VET and its implications for teaching and learning critical thinking T2 - NERA 2019 A1 - Rönnlund, Maria A1 - Rosvall, Per-Åke PY - 2019 LA - eng AB - In European educational policy, ‘critical thinking’ is put forward as an individual analytical and civic competence of great importance in today’s society. In relation to vocational education and training (VET), where students navigate within and between school and working place contexts, the teaching and learning of critical thinking turns out particularly challenging, and necessary. The Nordic countries tend to put relative emphasis on critical thinking as part of the preparation for students to become active, critical workers and citizens (e.g. Fejes, Nylund, & Wallin, 2018). However, there is still sparse knowledge about critical thinking in relation to work place learning, why this study is a contribution to existing Nordic research. This paper aims at explore teaching and learning of critical thinking in VET, with focus on how the organisation around work place learning can enhance and/or hinder different forms of critical thinking.To be able to unveil organisation principles and their consequences for what critical thinking can be, we use the concepts ‘classification’, ‘framing’ and ’pedagogic code’ (Bernstein, 2000). Knowledge about how the pedagogic code permeating a specific educational context in terms of classification and framing is constituted, helps to understand the outcome of critical thinking and the shapes it takes in various contexts.The study draws on ethnographic data from a larger project collected 2016/2017 in five schools (Sweden) and two VET programmes: The Vehicle and Transport programme (VT) and the Health and Social care programme (HC). Preliminary results indicate three identified organisation models: a) a time-gathered workplace period, b) work-place practice a couple of days per week and the days spent in school were dedicated to academic subjects, and c) work-place practice a couple of days per week and the days spent in school were dedicated to both vocational and academic subjects. The organisation models did in turn generate different communication models: d) formalised meetings at the work-place with teacher, students and supervisor present, e) weekly visits by teachers at workplace with spontaneous conversations/discussions with student and/or supervisors; f) formalised conversations/discussions between teachers and students at the school every week. In HC, these were combined as a ‘a + d model’, and in VT as a ‘b + d/e model’ or a ‘c + d/f model’. These variants gave space to critical thinking to various degrees, and influenced what kinds of critical issues that could be addressed and discussed. In the paper, the identified VET practices of teaching and learning critical thinking will be discussed in the wider framework of localized citizenship education. ER - TY - CONF T1 - The Embodied Social Studies Classroom A1 - Sund, Louise A1 - Quennerstedt, Mikael A1 - Öhman, Marie PY - 2016 LA - eng KW - sports science AB - In recent years scholars interested in teaching and learning in social studies in schools have showed how learning in social studies classrooms can be understood through instruction, dialogue, cognition, reflection, concepts, thinking, writing, reading and awareness (cf. Bickmore & Parker, 2014; Brooks, 2011; Hess; 2002; Journell, Walker Beeson & Ayers, 2015; King, 2009; Nokes, 2014; Savenije, van Boxtel & Grever, 2014). Despite these important contributions, learning risks being limited to explorations of cognitive, verbal and/or written aspects of the educational situation. Learning is, however, very much also embodied, including the embodied interactions with the environment (cf. Shilling, 2000, Zembylas 2007), and research also reveals that secondary social studies is facing a crisis since a majority of students still are made to memorize and reproduce socioscientific knowledge instead of being prepared to use knowledge meaningfully and participating in public discussions (Sandahl 2015; Ljunggren et al. 2015; King 2009). Social studies have accordingly, as many other school subjects, often been handled as dis-embodied (Almqvist & Quennerstedt, 2015; Evans, Davies & Rich 2009), and this gives us a quite limited view of the learning going on in classrooms. The consequences of this gap in research as well as practice are that we miss out on important aspects of what Armour et al. (2015) argues to be “the dazzling complexity of the learning process” (p. 11).In this presentation we aim to ‘transgress’ the separation of mind and body and explore embodied aspects of learning in the social studies classroom. With a point of departure in John Dewey’s transactional view of learning and Sharon Todd’s discussion on the liminality of pedagogical relationships, the ambition with the papers is not to explore ‘The Learning’ going on, or what every student learn in the explored situations. Instead, we argue that students always enter pedagogical encounters as some-body, and that it correspondingly is fruitful to explore students’ embodied engagements as an important but often overlooked aspect of the social studies classroom. The risk that remains is otherwise that social studies is treated as dis-embodied and that we as a consequence do not fully understand or embrace the potential of social studies.Hence, the purpose of the study is to explore embodied engagements in a social sciences classroom. The focus in the study is on expected and potential pedagogical encounters and how students’ actions obtain a certain function in the classroom. As a conclusion we will discuss the results of our analysis in terms of the liminality of pedagogical encounters in classroom practice.Our intent in this study is not to resolve tensions produced by theontological divide between representational and non-representational approachesor the epistemological separation of mind and body. Instead, by turning topragmatism and Dewey’s transactional perspective, we intend to approach socialstudies as embodied rather than dis-embodied. MethodBy focusing on embodiment in a transactional perspective the attention is turned from bodies as a pre-determined metaphysical entity separated from the mind to what bodies do and become in and through transactions with the environment (Biesta & Tedder 2006; Garrison 2015). Taking a transactional approach, the study puts into focus the ‘lived’, embodied engagements with others (teachers, student peers) and the environment (classroom practice, classroom materiality) they engage in. The analysis is conducted in three steps; (i) distinguishing pedagogical encounters, (ii) identifying embodied engagements, and (iii) categorising embodied engagements by the function of actions-in-context. In this study we focus on situations where the body is foregrounded and the action is connected to subject matter. Accordingly, we are interested in both the pedagogical relation between teacher and students and the didactic relation between subject matter, instructional activities and teachers and students involved. This is described by Hudson (2015) as the didactic triadic that recognises the complex set of relations between teacher, student and content (Cf. Klette 2007). The study has no generalizing ambition since the data comes from a small sample, however, we hope that the insights that can be drawn from this case can be helpful in re-understanding social studies as embodied rather than dis-embodied. The empirical material consists of video recorded lessons from two different subject areas (Criminology and Sociology) in an upper secondary school in Sweden. The content of the lessons is small group activities, whole class lectures and student presentations. The class consisted of 31 students in their final year of the Business Management and Economics Programme. In exploring embodied engagements in a social sciences classroom several challenges arise. As Estola and Elbaz-Luwisch (2003) state “attention to the body is a challenge to both the researchers and the methods used” (p. 715). These challenges can be summarised as the difficulty in exploring the dazzling complexity of any educational situation involving verbal and non-verbal actions and communication, teachers and students, teaching aids, the materiality of the classroom as well as the context as a whole (Cf. Quennerstedt, Öhman & Öhman 2011). In order to handle this complexity the question that guided us in our analysis of our video recorded data was how aspects of embodied engagements manifest themselves in the social studies classroom. As a conclusion we will also discuss the results of our analysis in terms of the liminality of pedagogical encounters in classroom practice.Expected OutcomesIn the analysis we have identified three embodied engagements in the social studies classroom: (i) disengaged encounters, (ii) screened encounters, (iii) collective inquiry. These embodied engagements describe functions that different actions-in-context have in transaction in the classroom. Each category describes different functional roles that teachers, students, classroom settings, tasks, etc. have in embodied engagements and the direction this takes in the pedagogical encounter. The categories are not mutually exclusive, but instead intertwined with each other in real situations.Disengaged encounters is about how students are made disengaged in transaction with others and the environment in terms of teacher led lessons, peer presentations or disengaging tasks.Screened encounters refer to embodied engagements being both focused towards screens (computers, smart-boards etc) and screened off in terms of how student interaction occurs.Collective inquiry is events when students actively (as some-body) engage in a collective, communicative process guided by conditions of uncertainty and change.These results will be clarified and discussed further in terms of the liminality of embodied engagements in classroom practice with reference to Todd (2014). Todd uses the metaphor of liminality, or the threshold, as a way of discussing that pedagogical relationships in education are “played out materially, between bodies in the present, unpredictably against a future that is always unknown” (p. 243) thus these pedagogical encounters have the potential to be transformative. The paper aims to contribute to earlier research on embodied aspects of learning in Sweden and Europe and to extend the methodological approaches currently in use within the field of subject didactics.ReferencesAlmqvist, J. & Quennerstedt, M. (2015). Is there (any)body in science education? Interchange. A Quarterly review of Education, 46(4), pp 439-453.Armour, K. Quennerstedt, M. Chambers, F & Makopoulou, K. (2015). What is ‘effective’ CPD for contemporary physical education teachers? A Deweyan framework. Sport, Education and Society, DOI:10.1080/13573322.2015.1083000.Biesta, G.J.J. & Tedder, M. (2006). How is agency possible? Towards an ecological understanding of agency-as-achievement. Working paper 5, Exeter: The Learning Lives project.Estola, E. & Elbaz-Luwisch, F. (2003). Teaching bodies at work. Journal of Curriculum Stuides, 35(6), pp. 697–719.Evans, J., Davies, B. & Rich, E. (2009). The body made flesh: embodied learning and the corporeal device. British Journal of Sociology of Education, 30(4), 391-406.Garrison, Jim (2015). Dewey’s Aesthetics of Body-Mind Functioning. Aesthetics and the Embodied Mind: Beyond Art Theory and the Cartesian Mind-Body Dichotomy. Alfonsina Scarinzi (ed.), Dordrecht: Springer.Hess, D. E. (2002). Discussing Controversial Public Issues in Secondary Social Studies Classrooms: Learning from Skilled Teachers. Theory & Research in Social Education, 30(1), 10-41.Hudson, B. (2015). The epistemology and methodology of curriculum: didactics. In The SAGE handbook of curriculum, pedagogy and assessment, edited by Wyse, Dominic, Hayward, Louise and Pandya, Jessica (eds.) Sage. Journell, W, Walker Beeson, M. & Ayers, C. A. (2015). Learning to Think Politically: Toward More Complete Disciplinary Knowledge in Civics and Government Courses. Theory & Research in Social Education, 43(1), pp. 28-67.King, J. T. (2009). Teaching and Learning about Controversial Issues: Lessons from Northern Ireland, Theory & Research in Social Education, 37(2), pp. 215-246.Klette, K. (2007). Trends in Research on Teaching and Learning in Schools: didactics meets classroom studies. European Educational Research Journal (online), 6(2), pp. 147-161.Quennerstedt, M., Öhman, J. & Öhman, M. (2011) Investigating learning in physical education – a transactional approach. Sport, Education and Society, 16:2, 159-177.Savenije, G. M., van Boxtel C. & Grever, M. (2014). Learning about Sensitive History: “Heritage” of Slavery as a Resource. Theory & Research in Social Education, 42(4), pp. 516-547.Schilling, C. (2000). The Body. In G. Browning, A. Halcli, & F. Webster (Eds.), Un ER - TY - CONF T1 - Challenges to participatory governance in solidarity initiatives and social enterprises: the case of Hungary T2 - 3rd EMES-Polanyi International Seminar A1 - Svensson, Sara A1 - Cartwright, Andrew PY - 2018 LA - eng AB - As echoed in the Call for Papers to this conference, the literature on solidarity economy and social enterprises has emphasized the importance of more dialogue between the global ‘North’ and global ‘South’ on practices and knowledge related to solidarity economy, social innovation and social enterprise. We start from the assumption that there is a similar lack of dialogue across Europe’s different realities, with especially Eastern practitioners and scholars missing from European and global forums of debate. This paper offers a self-reflective analysis of research on solidarity initiatives carried out in Hungary within the framework of the EU-funded project “Solidarity in European Societies: Empowerment, Social Justice and Citizenship”. The paper starts with presenting findings derived from ten case studies spanning five policy areas (access to housing, education for vulnerable minorities, refugee support, mental health and local food provision/rural development) focusing on whether participatory governance was a characteristic and/or conducive factor for success. It then analyses the extent to whether large-scale European collaborative research projects may push certain ideas and narratives onto contexts for which they are not suitable, and the consequences thereof. Our central argument based on this double analysis is that the Hungarian case studies do not support the notion that participatory governance is a precondition for social enterprises and solidarity economy initiatives to strive. ER - TY - THES T1 - Visioner om medborgerliga publiker: Medier och socialreformism på 1930-talet A1 - Tistedt, Petter PY - 2013 LA - swe PB - Symposion Brutus Östlings bokförlag KW - social reform KW - social engineering KW - population debate KW - leisure KW - mass media KW - political culture KW - democracy KW - advertising KW - sweden KW - 1930s KW - alva myrdal KW - gunnar myrdal KW - socialreformism KW - social ingenjörskonst KW - befolkningsdebatt KW - fritid KW - massmedia KW - politisk kultur KW - demokrati KW - reklam KW - sverige KW - 1930-tal KW - history of sciences and ideas AB - This dissertation investigates how progressive social reformers in Sweden used mass media in order to encourage the general public to take part in discussions on contemporary social and political problems. Two cases are studied in detail: the population debates of the mid-1930s, and the Modern Leisure exhibition in Ystad 1936. How were audiences – readers, radio listeners and exhibition visitors – invited to participate in these media events? Which tasks were assigned to audiences and according to which criteria were they evaluated? Why, according to social reformers themselves, was audience participation important? The aim is to contribute to our understanding of the early formation of Western democratic culture.The investigation shows how possibilities of civic action were created. The Swedish population was conceived of as a question to discuss, and the role of citizens was to form new opinions based on their political views and current social scientific knowledge. In contrast, modern leisure was conceptualized as a new problem. The task given to exhibition visitors did not include taking a stand in a political debate. Rather, visitors were encouraged to make well-informed individual choices and to form new domestic habits. In both instances citizens were encouraged to contemplate the social and political consequences of their own actions.The dissertation offers new insights into the history of social engineering. In a Swedish context, Alva and Gunnar Myrdal are understood as a paradigmatic case. This investigation shows, however, that their arguments and actions do not fit very well with some aspects of the standard understanding of social engineering. Their insistence on the need for public discussion, opinion formation and universal education for active citizenship are cases in point. This study also highlights previously under-researched aspects of interwar democratic activism. The actors studied in this dissertation were not primarily discussing or educating people about the danger of authoritarian ideologies. Instead, they were preoccupied with creating conditions in which democracy could survive and prosper. Creating citizen audiences was a way of defending democracy. ER - TY - CONF T1 - Open seminar with How to do things with disability (DOABLE) A1 - Østern, Tone Pernille A1 - Borge, Bentine A1 - Asentic, Saŝa A1 - Smith, Timothy PY - 2024 LA - eng AB - Open seminar 16 December at 9-11 CETCampus Kalvskinnet, room U201, Department for Teacher Education, Sverres gate 12, NTNU or zoom.9-9.30 Digital book launch of Theatre and Performing Arts, Disability Citizenship and Community Development - Perspectives from the Global South and North / Cappelen Damm AkademiskEditors and authors: Vibeke Glørstad, Tone Pernille Østern, Tony McCaffrey, Kelvin Chikonzo, Nehemiah Chivandikwa, Nimal Wijesiri, Liisa Jaakonaho, Cletus Moyo, Nkululeko Sibanda, Courage Chipatiso, Inez Hussey, Felipe Henrique Monteiro Oliveira, Andrea Pagnes, Alexandra Dunaeva, Ciane Fernandes, Daniela Musli, Gugulethu Ngwenya, Courage Chinokwetu, Hilde Guddingsmo, Terje Olsen, Elen Øyen, Lise Lien, Lene Christin Holum, Anne Ogundipe, Kaja Tvedten Jorem, Caroline Marie Sprott, Cont Mdladla Mhlanga, Fortune Ruzungunde, Josadaque Albuquerque da Silva Pires, Nara Salles, Sara Granath, Tine Skjold.9.45-10.05 Foredrag av scenekunstner Bentine Borge: «Mine erfaringer og tanker om inkludering»Bentine Borge driver med teater, dans og musikk på fulltid. Hun startet med teater og dans i syvårsalder og har erfaring fra flere teatergrupper, teater- og danseskoler. Hun har i tillegg erfaring som skuespiller foran kamera. Bentine har tatt pianotimer ved kulturskolen siden hun var 11 og holdt en rekke foredrag de siste 10 årene.10.15-10.30 Presentation Saša Asentic: «Aesthetics of Access and Politics of Memory»Saša Asentić, a choreographer and cultural worker from a working-class background in former Yugoslavia, has presented work internationally since 2007. Founder of Per.Art, he unites disabled and non-disabled artists to counter ableism in dance and culture. His practice emphasizes solidarity and resistance to cultural oppression and indoctrination.10.40-10.55 Digital presentation by Tim Smith: «Neurodiversity and arts pedagogy»Timothy Smith, Ph.D., MFA, (they/he) is an artist, educator, and university researcher in the Artist Pedagogy theme at the Research Institute at University of the Arts Helsinki. Their research focuses on critical disability and neurodiversity studies approaches to higher education in the arts, with a particular emphasis on analyzing and challenging ableism in university institutions. ER - TY - CONF T1 - Different physics teaching strategies - How come? A1 - Engström, Susanne PY - 2011 LA - eng KW - naturvetenskapernas och teknikens didaktik AB - Different physics teaching strategies - How come?Background, Framework, and PurposeThe study presented in this paper focus on physics teachers and their strategies in their teaching practices within a physics course (physics A) at the science program in secondary school in Sweden. The aim of the study is to analyze why physics teachers in upper secondary school choose to teach as they do. How can different ways of teaching be explained in relation to different ideals?The physic subject per se is considered difficult and highly mathematical (Ford 1989; de Souza Barros & Elia 1998), largely influenced by the natural sciences ontology and scientific approach (Cross & Ormiston-Smith,1996;Wertheim,1997), regarded by the pupils as describing, not reflecting, and answering question never posed by them (Sjøberg, 2005). The teaching is characterized by facts, scientific theories and concepts (Gyberg 2003), organized according to the physics book, and with group work for special issues related to tasks from the textbook or elaborating (Engström & Gustafsson, 2010). In Sweden, energy teaching in physics at upper secondary school is more or less lacking content that comprises environmental relations. If physic teaching does include more of evaluative issues it is expressed very objective and precise (Gyberg 2003). But an appropriate subject content in energy teaching in physics would in accordance with international/ national policies and national physics curriculum raise more of political issues, more of environmental and efficiency problems, more of future energy solutions and obtain insights in sustainable energy (SKOLFS 2000:49; UNECE 2005; Space 2007). Ideally, the subject content contributes to the students’ ability to realize the strategies that must be asserted in the future, for example future technologies and what wise choices that are important to make in a person’s lifestyle. It requires physics teaching strategies for a holistic approach, a Vision ΙΙ (Roberts, 2007) where students receive science knowledge for citizenship.It seems to be competing ideals for teaching physics, i.e. the political will to develop skills and knowledge forchange versus the scientific will to explain phenomena. The study focus on physics teachers’ positions, dispositions, standpoints and teaching practices towards the ideal way to teach physics especially energy in upper secondary school. By using the concept habitus from Bourdieu's sociology, I will explain why the teachers do as they do. The habitus is according to Bourdieu essential internalized and converted into a disposition that generates meaning-giving standpoints. An assumption in the theoretical framework is that the teaching practices are closely related to the teachers' lifestyles, which in turn have been shaped through life-conditions, historically and in the present. Accordingly, through the variation of lifestyles, reality is perceived differently, which influence the teachers’ strategies of doing "the right thing" - a practical sense, closely related to specific life-conditions (Bourdieu, 1984). By investigating different teachers’ lifestyles one can thereby understand their habitus and their teaching practices (Callewaert, 2003).MethodsIn order to reach all the physics teachers who teach the Physics A course, all secondary schools in Sweden were contacted by e-mail, (n = 1025). Questions were asked designed to find schools giving the course during 2008-2009, physics teachers and their e-mail addresses. A web-based survey tool system was used. The respondent list contained e-mails to 913 physics teachers and they answered the questionnaire anonymously. The mail-questionnaire consisted of 7 sections with mixed open ended and closed answer questions. Response alternatives were made of actual responses/ opinions or of claims such as in high grade/low grade, never/seldom/often, etc., totally 687 statements/questions. Part 1 were dealing with what and how teacher teach and part 2-7 were dealing with the teacher´s current job, view on physics, growing up, studying, parents, family situation, life-style etc. Questions in part 1were based on the study on the topic content for teaching about sustainable energy in Physics A course (Engström, 2008). Section 2 to 7 was designed with inspiration of both Bourdieu (1984) and other studies for example Lundin & Petersen (2005). When the survey was closed after six weeks, it was answered by 268 teachers. It was opened but not answered by another 222 and not opened at all by 423 teachers. First step in the analyses was a cluster analyses (Fields 2000). It resulted in three teachers groups teaching in the same way and with same content (Engström & Gustafsson, 2010). Only 190 teachers (of 268) could be involved in the cluster analysis because it requires an answer for every variable. In next step group habitus reconstructions were made from the answers in the questionnaire: Frequencies tables were created for the three groups for all variables, differences were searched for in answers, and differences were compared with other habitus reconstructions. Then the teachers types’ habitus were reconstructed from information about positions as physics teachers, their capital (cultural capital (education etc.), economical (income, house type etc.) and social (married or not, friends etc.)) and their standpoints towards energy teaching in physics, standpoints on content and methods in teaching, which are related to symbolic capital in larger fields (science, political, science education). The study focus on teacher as a group and a reconstruction of their collective habitus and thus habitus is seen as both individualized and collective (Bourdieu, 1984).ResultsGenerally the physics teachers are a homogenous group and thephysics teacher habitus could for example be described as physics- and mathematics teacher, 4.5 or 5 year education (mathematics, physics, and civil engineering), reading the same science journals etc., socialize with friends within the same occupation, high status in school depending on the status of the physics subject. The three teacher types diverge at most about what they teach and have more in common coming to how they teach. For example, the teachers more or less appreciated group work and discussions involving the students' own discussions. The types are called The Manager of Traditional (MT), The Challenger for Technology (CT), The Challenger for Citizenship (CC) and they use different teaching strategies, have different views on science and choose different subject content. MT teaches physics in a traditional way and give the students who find physics easy and interesting what they want. They teach nearly nothing of the more valuing content and do not let the students determine the content, or work with course content adapted to events in society and they do not let sustainable development influence the content. MT habitus is characterized by: a reverence to the natural scientific ideals, to the history of physics and mathematics, a gratitude to their own physics education at university, parents without higher education but who did encourage their children’s education, loyalty towards "working culture" in their choice of life style (home, clothes, vacations). CT teaches efficiency problems, strategies for the future and about the students own energy use and about economical aspects. They teach thematically and want to encourage their students to choose further studying in energy technology field and they let students discuss and evaluate society’s energy issues. CT habitus is characterized by: carrying out their own physics education with great self-confidence, dare to challenge, with parents working in private sector (science & technology), loyalty with upper middle class, value high material standard (house, cars, boats, cottage). CC teaches valuing content, sustainable development and let actual issues in society influence their teaching. They let students work thematically, in groups, with actual projects and they let students develop their own projects. CC habitus is characterized by: carrying out his/hers own education with great self-confidence, dare to challenge, parents with higher education (teaching, nursing) with great engaging in society, loyalty with upper middle class, interested in highborn culture (classical concerts, opera, poetry) bohemian approach (clothes, home) and engaged in society and politic.Conclusions and ImplicationsTaken together, the study presents a picture of physics teachers and teaching (limited to energy-teaching in secondary school). The result shows that the practical teaching of physics generally leaves out the possibility for students to use their understanding of physics in societal contexts. Three types of physics teachers that choose different teaching strategies, has been found. Especially one type teach to a large extent a more valuating content, and the study shows that what makes this teacher-type able to adopt these kinds of teaching strategies is social background and life experiences that has shaped interests, opinions and perspectives. For example, this physics teacher's habitus is characterized by high self confidence towards the physics science making it possible for teaching-strategies that are contrary to traditional values from physics science transformed into structures in secondary school physics. The will to question the culture of traditional physics is formed in a social background with highly educated parents that themselves highly valued societal involvement. Every student on the physics-A course in secondary school in Sweden will not complete higher studies in the physics or energy domain, but all of them will within the course meet notions and relations that they are expected to understand and use to describe the world. Secondary school physics should incorporate a physics teaching for citizenship, and at the same time give comp ER - TY - JOUR T1 - The dementia care system in the eight RTPC European countries T2 - The Journal of Nutrition, Health & Aging SN - 1279-7707 A1 - Hallberg, Ingalill R A1 - Challis, David A1 - Hamers, Jan A1 - Leino-Kilpi, Helena A1 - Meyer, Gabriele A1 - Saks, Kai A1 - Soto, Maria A1 - Zabalegui, Adela A1 - Karlsson, Staffan PY - 2013 IS - 17 EP - 212 LA - eng PB - Heidelberg : Springer KW - dementia care system AB - Introduction: Exploring the care and service activities offered throughout the trajectory of dementia is an opportunity for countries to learn from each other. As part of the RightTimePlaceCare project’s general objective to develop best practice strategies this presentation describes development, content and application of a template to explore the dementia health, social care and welfare systems from early sign, diagnosis, intermediate and moderate stage and to the late stage of the disease. It also describes some of the findings with regard to the chain of care and service for people with dementia.Method: A step-wise consensus procedure was applied to identify, define and develop a template covering care and service throughout the disease trajectory. In addition the professionals involved were identified and defined as for their educational level.Results: In total 50 care and service activities compiled in seven groups were identified: 1) Screening, diagnostic procedure, treatment of dementia and complications; 2) Outpatient care facilities; 3) Care at home; 4) Institutional care; 5) Palliative care; 6) Informal caregiving and support; 7) Civic activities. The largest differences in terms of availability were found for care activities specifically for people with dementia. Non-pharmacological treatment was not commonly utilized in whilst pharmacological treatment for BPSD was common. Also education and social support to family caregivers was sparsely utilized.Conclusion: The care and service offered to people with dementia and family caregivers covers a wide range of activities. Facilities specifically for dementia varies among countries.There are more similarities among countries than differences. ER - TY - THES T1 - We are (not) anonymous: Essays on anonymity, discrimination and online hate A1 - Jansson, Joakim PY - 2018 LA - eng PB - Department of Economics, Stockholm University KW - anonymity KW - discrimination KW - hate KW - applied econometrics KW - gender economics KW - labor economics KW - political economics KW - behavioral economics AB - Haters gonna hate? - Anonymity, misogyny and hate against foreigners in online discussions on political topics. A crucial aspect of freedom of expression is anonymity, but anonymity is a contentious matter. It enables individuals to discuss without fear of repercussions, but anonymity can also lead to hateful writings threatening other's freedom. In this paper, we predict hateful content as well as estimate the causal link between anonymity and hateful content in civic discussions online. First, we make use of a supervised machine-learning model to predict hate in general, hate against foreigners and hate against females and feminists on a dominating Swedish Internet discussion forum. Second, using a difference-in-difference model we show that an exogenous decrease in anonymity leads to less hateful content in general hate and hate against foreigners, but an increase in hate against females and feminists. The mechanisms behind the changes is a combination of a decrease in writing hateful, as well as a decrease in writing in general and a substitution of hate against one group to another.Gender grading bias at Stockholm University: quasi-experimental evidence from an anonymous grading reform. In this paper, we first present novel evidence of grading bias against women at the university level. This is in contrast to previous results at the secondary education level. Contrary to the gender composition at lower levels of education in Sweden, the teachers and graders at the university level are predominantly male. Thus, an in-group bias mechanism could consistently explain the evidence from both the university and secondary education level. However, we find that in-group bias can only explain approximately 20 percent of the total grading bias effect at the university level.Anticipation Effects of a Board Room Gender Quota Law: Evidence from a Credible Threat in Sweden. Board room quota laws have recently received an increasing amount of attention. However, laws are typically anticipated and firms can react before the effective date. This paper provides new results on female board participation and firm performance in Sweden due to a credible threat of a quota law enacted by the Swedish deputy prime minister. The threat caused a substantial and rapid increase in the share of female board members in firms listed on the Stockholm stock exchange. This increase was accompanied by an increase in different measures of firm performance in the same years, which were related to higher sales and lower labor costs. The results highlight that anticipatory effects of a law could be detrimental to the analysis.Differences in prison sentencing between the genders and immigration background in Sweden: discrepancies and possible explanations. I use data on punished drunk drivers to document differences in sentencing for the same crime between immigrants and native born and males and females respectively. Differences in past criminal activity or other individual observables can not explain the difference in sentencing. Instead, the difference between immigrants and native born seem to be due to statistical discrimination, while differences in recidivism rates might explain the gender difference. However, the higher incarceration rate for immigrants does not reduce their future number of crimes. ER - TY - JOUR T1 - Lågstadielärare talar om sin undervisning i de samhällsorienterande ämnena T2 - Nordidactica SN - 2000-9879 A1 - Lilliestam, Anna-Lena A1 - Holmqvist Lidh, Carina A1 - Osbeck, Christina PY - 2020 VL - 2 IS - 10 SP - 48 EP - 72 LA - swe KW - lågstadiet KW - samhällsorienterande ämnen KW - lärares tänkande KW - värden KW - progressivism KW - elever med utländsk bakgrund lower primary school KW - social studies KW - teacher thinking KW - values KW - pupils of foreign background AB - Artikeln beskriver en intervjustudie med tretton legitimerade och erfarna lågstadielärare om deras undervisning i de samhällsorienterande ämnena. Ett centralt tema är spänningen mellan dessa ämnens kognitiva ämnesinnehåll och de fostrande aspekterna och hur lärarna balanserar mellan dessa poler. Några lärare beskriver ett stort arbete med kunskapsinnehållet i geografi, historia, religionskunskap och samhällskunskap, medan andra förnekar att det finns något kunskapsinnehåll i ämnena alls, utan menar att det enbart är fostran och socialisation. De lärare som har en majoritet elever med utländsk bakgrund beskriver ett arbete med att främja "svenska" värden av jämställdhet och tolerans mellan olika grupper. Materialet undersöks också med fokus på svenska skolans selektiva traditioner. Delvis i kontrast mot styrdokumentens intentioner framträder en klassisk bildningstradition och progressivistiska idéer om vikten att utgå från elevernas erfarenhetsvärld. ER - TY - JOUR T1 - Dilemmas of civil society aid: Donors, NGOs and the quest for peace in Sri Lanka T2 - Journal of Peace and Democracy in South Asia A1 - Orjuela, Camilla PY - 2005 VL - 1 IS - 1 EP - 1 LA - eng KW - sri lanka KW - peace and development KW - peace and conflict KW - peace building AB - It is increasingly recognised that civil society has an important role to play in conflict resolution by involving and educating grass roots and granting legitimacy to top-level peace processes. A growing interest among donor agencies to support peace has paved the way for an influx of funds to civil society, often to NGOs doing peace education and campaigning. This paper looks at the case of Sri Lanka, where an ongoing peace process attempting to end a twenty year old civil war fought along ethnic lines has made donor support for civic peace work a burning issue. The paper argues that civil society does not only need to be constructed, but also deconstructed, and the amorphous civil society concept analysed critically in its local context. Such a deconstruction reveals that civil society in Sri Lanka contains divides along ethnic and political lines, and is an arena where contradictory struggles are waged. People organise to promote peace and democratic values, but also to protest attempts at conflict resolution. Donor funding of peace NGOs feeds into the conflict between pro-peace and hard-line groups and risks accentuating social conflicts. The paper also discusses some problems in the relations between foreign donors and local organisations, that is, the bureaucratisation of peace work and the fact that NGOs are held accountable to donors rather than to the local population. It is argued that the interests of donors and recipients, and the difficulties involved in selecting whom to fund, need to be discussed and problematised to avoid pitfalls when supporting civil society peace work. ER - TY - CHAP T1 - Utbildningsvetenskaplig forskning vid Lunds universitet T2 - Vetenskapliga perspektiv på lärande, undervisning och utbildning i olika institutionella sammanhang A1 - Persson, Anders A1 - Johansson, Roger PY - 2014 SP - 9 EP - 22 LA - swe PB - Helsingborg : Institutionen för utbildningsvetenskap, Lunds universitet AB - Lärarhögskolan i Malmö var en del av Lunds universitet fram till 1998, då den inordnades i nystartade Malmö högskola. I samarbete med Högskolan Kristianstad blev Lunds universitet 2011 återigen ansvarigt för en lärarutbildning, en ämneslärarutbildning som startade med examenstillstånd i ämnena engelska, historia, samhällskunskap och svenska. Föreliggande antologi syftar till att spegla utbildnings-vetenskaplig forskning vid eller associerad med Lunds universitet. Givet det faktum att Lunds universitet inte haft ansvar för lärarutbildning sedan 1998, kan de 24 forskningstexter som här presenteras ses som ett slags naturligt experiment som kan lockas att säga något om vad frånvaron av lärarutbildning har inneburit för den utbildningsvetenskapliga forskningen. Hur utvecklades den utbildnings-vetenskapliga forskningen vid Lunds universitet under de 15 åren utan egen lärarutbildning? ER - TY - THES T1 - The Challenge of ‘Stateness’ in Estonia and Ukraine A1 - Podolian, Olena PY - 2020 LA - eng PB - Södertörns högskola KW - post-communism KW - regime change KW - state-building KW - stateness KW - the international actors KW - post-kommunism KW - regimförändring KW - stats- och nationsbyggande KW - internationella aktörer KW - politik KW - ekonomi och samhällets organisering KW - politics KW - economy and the organization of society KW - östersjö- och östeuropaforskning KW - baltic and east european studies AB - The aim of this dissertation is to examine the influence of the international actors i.e. the OSCE, Council of Europe, EU and Russia, on policy and legislative adaptation in two post-Soviet countries since 1991. These are Estonia and Ukraine. The central concept analysed in the dissertation is stateness. It is defined following Juan J. Linz and Alfred Stepan (1996) as congruence between the territorial definition and the right of citizenship in the state, which has the monopoly on the legitimate use of force in the territory, and an effective state bureaucracy. For the analysis, certain policy areas are chosen which operationalise the dimensions of stateness: monopoly on the use of force (borders, army and police), state identity (citizenship, national minorities and language), and basic administration (public administration, education and information). In the democratisation and state-building literature, stateness is a neglected concept, as is the international influence on it. Surprisingly so, as it is an important condition for state and regime stability, especially democracy. To address this gap, the dissertation clarifies the definition of the concept of stateness and analyses the international influence on it in the two countries. This dissertation centres on the impact of the international actors as the causal factor in consolidation of stateness. To investigate this, it analyses in a systematic manner the influence of their policy demands and expectations on adaptation (i.e. policy adoption and change) in the policy areas operationalising stateness in Estonia and Ukraine. As part of the analysis, it provides a detailed overview and comparison of the policy- and legislation-making in both countries after their independence in 1991. The method chosen is a cross-case comparison carried out according to a time-periodisation approach. The analysis illustrates the converging yet context-contingent impact of the international actors in the policy areas operationalising stateness. Therefore, the main finding confirms the emerging consensus in the literature that the international actors have an increasing yet differential impact in traditionally domestic policy areas. The dissertation’s contribution is twofold. First is the theoretical and conceptual contribution to state-building in comparative European politics by clarifying the definition of the concept of stateness. Second is the empirical contribution by providing an applicable operationalisation of the concept through policy areas, which permits its empirical analysis. ER - TY - CONF T1 - Swedish comprehensive school reforms and geographical justice.: Municipal school policy in Stockholm, Växjö and Tierp 1950-2010 T2 - ECER 2015, Education and Transition. Contributions from Educational Research, Network: 23. Policy Studies and Politics of Education, 2015 A1 - Román, Henrik A1 - Hallsén, Stina A1 - Ringarp, Johanna A1 - Nordin, Andreas PY - 2015 LA - eng KW - pedagogik och utbildningsvetenskap KW - pedagogics and educational sciences AB - This study is part of the comparative project Who governs the Swedish school? (Roman et.al 2013, 2014), which started out in 2014 and is funded by the Swedish Research Council. Departing from a modified curriculum theory perspective, we explore the dynamics between local, national and transnational education policy from a historical point of view, mainly by studying local school policy actions in relation to school practice. The project aim is to compare over-time variations in balance between municipal and national school governing in a number of Swedish municipalities, thereby contributing to a more complex understanding of the concepts re/nationalization and municipalization, which generally are used quite hasty in the contemporary Swedish school debate (Jarl 2012, Hallsén et.al 2014). Our approach also provides historical and local context insights to the issues of decentralization and school marketization as well as globalization and transition. The Swedish comprehensive school reforms of the 1960s were promoted as a means to increase equality, i.e. decrease differences in educational opportunities between students (Hadenius, 1990). The comprehensive school reforms aimed to diminish differences due to gender, socio-economic and educational conditions, and geographical belonging (living in urban or rural areas). In the 1990s another reform bundle was launched, also purporting to promote increased equality but now through decentralization, which implied an opposite approach compared to the previous reforms, coined in the term equity replacing equality (Englund & Quennerstedt 2008).Our study is relevant from a European perspective: it sheds new light on the Swedish school (often portrayed as nationally uniform) and highlights the local-national school policy interplay, which mirrors the international-national policy exchanges. Theoretically, it draws on the curriculum theory tradition developed by Dahllöf (1967, 1971), Lundgren (1977, 1979, 1984) and Englund (1986, 2005), focusing on the societal and political prerequisites for understanding education and educational change. It also relates to international research on decentralization and globalization (Ball et al 2007; Hopmann 2008; Grek et al 2009; Lundahl 2007). Combining the national gaze of the curriculum theory tradition with the global perspective on educational development constitutes an analytical framework where the historical comparison of local school policy in three Swedish municipalities is related to three arenas, the local, the national and the transnational. These arenas are understood as intertwined, constituting the societal and political context in which local policy makers has to navigate. Relating historical comparisons to different policy arenas thus enables a more complex analysis of school governing in the tension-field between centralization and decentralization, exceeding the simplified logic of implementation.The comparisons comprises the following three Swedish municipalities: Stockholm (a large capital city with strong educational resources), Växjö (a middle town with fairly strong educational resources), and Tierp (a rural region with fairly weak educational resources).The study includes five parts. 1) A theoretically informed introduction is followed by 2) a comparison of the starting points for the three municipalities in the late 1950s, in terms of general conditions (geography, demography, socio-economic and political conditions, level of education) and educational infrastructure (types and numbers of schools and other educational institutions).Then two empirical themes are displayed:3.  Political actions, including national policy exchange and local administrative development4. Educational efforts, including communication technology investments and transnational exchangeFinally (5) we analyze and discuss how the policy actions and education efforts have affected the general conditions and educational infrastructure of the three municipalities, i.e. the geographical distribution of educational opportunities (within each municipality and in comparison to one another)? This will be discussed as a matter of geographical justice, a concept intended to cover and analyze the different policy efforts taken to standardize and/or individualize Swedish education (equality/equity). MethodThe empirical material consists of municipal school policy from the case municipalities. The Swedish municipality archives are underused as school policy and school history sources. They include varied and detailed materials which reveal different local educational situations and initiatives as well as municipal relations to national school policy. Studies of municipalities as school actors during the Swedish comprehensive school era starting in the 1950s are rare. Archive material of this kind has not often been used in comparative studies on the modern school history of Sweden. We process the material by collecting, structuring and cross-checking it. We systematically analyze the municipal school board protocols, but also include protocol attachments, municipal committee investigations and other local material. In addition, we analyze data from official and semi-official sources at the national arena, such as National School Agency (and its predecessor) and Swedish Municipal Association (SKL). Geographical position, size and structure, political majorities and school traditions are aspects that has formed the selection criteria in our choice of case municipalities. They also work as a point of departure for the analysis in this specific study. Stockholm, Växjö and Tierp represent different nodes in the municipal landscape of Sweden. The capital city Stockholm is close to the national policy arena and is by far the most populated Swedish municipality. It has since 1950 experienced both periods of strong population growth and decline. The political power has shifted between socialist and non-socialist majorities. Stockholm has held strong school traditions for all of types of schools. In the 1950s, the population was well-educated compared to other municipalities. Växjö is a middle-range municipality with a constant population growth since 1950. It holds long school traditions, with one of Sweden ́s first gymnasium (upper secondary school) established in the 17th century. Politically, non-socialist majorities have dominated since 1950, although the Social Democrats generally have been the largest party. In the 1950s, the population was relatively well-educated compared to other municipalities. Tierp is located in the midst of Sweden, but it resembles the sparsely populated norther regions. It is a quite sparsely populated municipality consisting of a number of small communities, divided into 7 municipalities until 1974, and with fairly weak school traditions. Tierp has had a stagnating population growth. Since 1974 a socialist majority has governed the municipality. In the 1950s, the population was relatively low-educated compared to other municipalities.Expected OutcomesMunicipal school policy changes following the two Swedish school reforms (1960s, 1990s) imply increased conformity as well as diversity, both at the municipal and the school level . The 1960s’ reforms increased the amount of national regulations, which limited the municipal scope of action. But local school administrative conditions and traditions kept being important. Stockholm stayed very administratively resourceful compared to Växjö and especially to Tierp. The second reform-wave of the 1990s – which increased the municipal school responsibility – implied a municipal re-administration, decentralizing administrative resources to the schools. This down-sizing of central administrative resources affected Stockholm much more compared to Växjö and Tierp. But Stockholm kept strengthening its supply of centrally run educational resources (such as ICT investments, and international exchanges) more than the other two case municipalities. At the school level it is hard to determine how geographical, demographic, socioeconomic and educational differences between the municipalities and within them have been affected by the school reforms and/or the administrative changes described above. It is clear that the local conditions, not least geographical circumstances, remain an important social determinant for students´ school careers. The reforms of the 1960s had substantial impact for increasing educational opportunities for all students. Rural areas like Tierp which previously offered a meager supply of education, since 1970 hosted 9-year comprehensive schools as well as a 3-year upper secondary school. The level of education increased in Tierp, but stayed relatively low compared to the urban municipalities. The urban cities (Stockholm, Växjö) experienced similar challenges, with regards to its different townships. Finally, we discuss to what extent the equality/equity visions of the 1960s’/1990s' reforms have been fulfilled taking into account the geographical and municipal aspects. This final discussion elaborates on the concept of geographical justice (locally, nationally and transnationally).ReferencesBall, S.J., Goodson, I., & Maguire, M. (Eds.). (2007). Education, globalisation, and new times. Oxon: Routledge. Dahllöf, U. (1967). Skoldifferentiering och undervisningsförlopp: Komparativa mål-och processanalyser av skolsystem [School differentiation and teachin processes: comparative goal- and process analyses of school systems]. Stockholm: Almqvist & Wiksell. - (1971). Svensk utbildningsplanering under 25 år: argument, beslutsunderlag och modeller för utvärdering [Swedish education planning during 25 years: arguments, basis of decision making and models for evaluation]. Lund: Studentlitteratur. Englund, T. (1986). Curriculum as a political problem: Changing educational conceptions, with special reference to citizenship education (Dissertation). Upps ER - TY - CONF T1 - Exploring transnational standards-based curricula in classroom settings: the Swedish case T2 - ECER 2016, Leading Education: The Distinct Contributions of Educational Research and Researchers, Dublin, August 22-26, 2016 A1 - Sundberg, Daniel A1 - Wahlström, Ninni PY - 2016 LA - eng KW - pedagogik och utbildningsvetenskap KW - pedagogics and educational sciences AB - The multiplication of regulatory activities, actors, networks and constellations in the education policy sector, at both the national and transnational level, have changed the premises for national curriculum-making (Anderson-Levitt 2008). The policy exchange concerns crucial questions such as schooling for social cohesion and multicultural citizenship, for a sustainable future, for enterprise and innovation and critical literacy including digital literacy. The arguments for restructuring the curriculum and including future key competencies have stressed that in order to achieve technological progress, economic growth and social wellbeing there is a need for a mix of highly specialised and generic skills (Rychen & Salganik 2001). In this context, the European Commission wants the key competencies to be made more visible in the national school curriculum (European Commission 2007). Due to a rapid expansion of testing and standardized comparisons of high stakes outcomes there have been a shift in curriculum discourses from subject-specific to generic curriculum criteria and to an increased focus on learning outcomes (Sundberg & Wahlström 2012).Many European countries are facing increased performance pressures in raising curriculum standards and achievements. Sweden is one such example where the results and outcomes constitute the underlying principle for the new curriculum’s structure, with a close alignment between purpose, content, results and assessment (Swedish National Agency for Education 2011). Generally, a standards-based curriculum means there are clear expectations on students and their knowledge acquirement, that an assessment system that oversees their knowledge acquirement can be offered, and that this assessment is centrally regulated. It also means that the responsibility for education and student learning is decentralised to a local level, and that teachers and schools can be held responsible for deficits in student performance. Recent curriculum research suggests that standards-based and results-driven curricula have far-reaching consequences for education at large, including teaching and assessment practices. It is therefore crucial to explore this relation further. But although there is much research on student learning in the classroom environment, we do not know very much about how the curriculum content (as key competencies) and standardized curriculum requirements affect teachers their teaching.More specifically, in this paper, teachers’ content theories when they transform curriculum content to actual curriculum events in classrooms are in focus. Based on a theory of teaching as curriculum events (Doyle 1992) and a theory of different versions and repertoires of teaching (Alexander 2001) the paper elaborates a theoretical framework for describing, comparing and explaining curriculum events in classroom settings. The analysis specifically pay attention to the following three repertoires (Alexander 2008): organizing interaction (i.e. whole class teaching, group work, one-to-one activity), teaching talk (i.e. rote, recitation, instruction/exposition, discussion and dialogue), and learning talk (i.e. to narrate, explain, instruct, ask questions, receive answers, analyze and solve problems, imagine, explore and evaluate ideas, discuss, argue and reason, negotiate) and how they are recontextualised, or played, out in classroom communiation.The aim of this research paper is, by using the recent Swedish curriculum reform, Lgr 11 as a case, to highlight, describe, analyse and develop concepts for understanding and explaining relations between (trans-) national curriculum standards at one hand and its curriculum configurations in classroom practice on the other. In this paper our research questions are the following:- What organizational repertoires do teachers think are most in line with current policy and how does it differ between different school subjects?- What implications of standards-based curriculum reform can be distinguished in terms of pedagogical communicative repertoires, conceptualized as teaching talk and learning talk, by drawing on comparative classroom methodology? (580) ER - TY - CONF T1 - Vokabuläranvändning i CLIL- och ickeCLIL-elevers engelska skriftliga produktion T2 - Paper presenterat vid ASLAs nationella symposium 2016, Språk och Norm A1 - Sylvén, Liss Kerstin PY - 2016 LA - swe KW - clil KW - vokabuläranvänding KW - skriftlig produktion AB - I stora delar av världen sker skolundervisningen på ett annat språk än elevernas förstaspråk. I Sverige är användningen av engelska som undervisningsspråk i ämnen som exempelvis biologi och historia relativt utbredd i så kallade Content and Language Integrated Learning (CLIL) klasser (Yoxsimer Paulsrud 2014). Många studier från andra länder visar mycket positiva resultat för kunskaper i målspråket (i de allra flesta fall engelska)(ex.vis Dalton-Puffer 2011, Lasagabaster and Ruiz de Zarobe 2010), även om forskningsområdet som sådant ännu är relativt ungt och många frågetecken finns kring ingångsvärden, och andra viktiga påverkansfaktorer (Bruton 2011, Rumlich 2013). I den svenska kontexten är forskning kring CLIL i sin linda, och i den här presentationen rapporteras från ett storskaligt, longitudinellt forskningsprojekt, CLISS-projektet, där elever i CLIL och ickeCLIL-klasser på teoretiska program från tre olika gymnasieskolor runtom i Sverige har deltagit. I fokus här är resultat från analyser av elevers engelska uppsatser skrivna för projektet. Normen för exempelvis samhällskunskap säger att i det centrala innehållet ingår ”skriftliga och muntliga debatter, debattartiklar och rapporter” (ämnesplan, samhällskunskap 1b). Frågan är då hur eleverna bemästrar skriftlig produktion på engelska inom samhälls- och naturvetenskapliga områden. Presentationen rapporterar från analyser av elevernas användning av såväl akademisk som allmän vokabulär, där the New General Service List (Browne 2014) har använts som måttstock. I analysen ingår uppsatser skrivna under elevernas första år i gymnasiet (CLIL N=94, ickeCLIL N=52), och under deras sista gymnasieår (CLIL N=80, ickeCLIL N=35). Resultat redovisas dels uppdelat på CLIL och ickeCLIL, dels pojkar och flickor. ER - TY - CONF T1 - The role of material texts in interaction when teaching critical reading to adolescents: Paper presented in the symposia " The Interplay of Textual and Interactional resources in Collective Reading and Writing Practices in Nordic Classrooms " A1 - Tanner, Marie A1 - Olin-Scheller, Christina A1 - Tengberg, Michael PY - 2015 LA - eng KW - reading strategies KW - conversation analysis KW - classroom interaction KW - teaching AB - The development of critical reading practices reflects a key component in an education for democratic citizenship, which also is addressed in recent curriculum reforms in Sweden as well as many other countries. This presentation is part of a larger study designed to improve proficiency in critical reading related to argumentative texts. The study concerns implementation of dialogic reading strategies in teaching Swedish as first language, planned in close cooperation between researchers and teachers (Olin-Scheller, Tengberg & Lindholm, 2015). In this presentation challenges in learning and instruction are further explored through close video-analysis of classroom interactions. We draw on social perspectives on literacy described within the New Literacy Studies (Barton, 2007; Street, 1984) and view teachers’ and students’ interactions around the texts as literacy events. Conversation analysis, CA, is used for close examination of the interactions. We especially focus on how participants use verbal language, bodily stance and texts as material structures to organize interaction (Goodwin 2000; 2007) and the organization of learning as social actions (Melander& Sahlström, 2009; Lee, 2010; Sahlström, 2011; Tanner, 2014). Eight lessons in year nine were documented with 2-3 video-cameras. Literacy events when students talk to each other or the teacher during seatwork in small groups has been selected and analyzed. Results show that the focused texts (print-, screen- and whiteboard texts) are used as problem solving devices which sometimes constrain the critical discussion that is intended. Besides for pedagogical purposes, the materiality of the texts, in different ways, also become resources to order and control the classroom arena. ER - TY - CONF T1 - Qualitative evaluation of written and oral material in learning study: Part of symposium Assessing student knowledge in learning study and lesson study: Directions towards a stable ground T2 - Realising Potentials through Education: Shaping the Minds and Brains for the Future A1 - Tväråna, Malin PY - 2025 LA - eng KW - phenomnography KW - qualitative methods KW - assessment KW - learning study KW - curriculum studies AB - This study explores the role of qualitative evaluations in learning study research, emphasizing their potential to provide deeper insights into both teaching effectiveness and student learning processes. While traditional evaluations often rely on quantitative assessments or subjective teacher and student perceptions, this study explores a systematic analysis of student-produced written and oral materials as a valid alternative. Through a comparative analysis of five learning study projects conducted in Sweden, the study examines how qualitative evaluations contribute to understanding student conceptions of justice and their ability to reason critically about it. The findings highlight the multiple purposes qualitative evaluations serve, including refining teaching methodologies, assessing instructional interventions, and evaluating the impact of teaching programs. Additionally, the study discusses the integration of phenomenographic approaches with practice-theoretical perspectives, such as activity theory, to provide a more comprehensive understanding of teaching and learning interactions. By emphasizing the significance of qualitative methods, this study underscores their vital role in advancing educational research and calls for an expansion of theoretical frameworks underpinning analyses in learning studies by incorporating diverse analytical perspectives. ER - TY - BOOK T1 - Utbildningshistoria: en introduktion PY - 2024 LA - swe PB - Studentlitteratur AB KW - utbildningshistoria AB - Den här boken ger en lättillgänglig presentation av det svenska utbildnings­systemets historia. Utbildningsreformer för förskolan, grundskolan, folk­bildning och universitet beskrivs och introduktioner till skolämnenas historia presenteras, däribland svenska, historia och samhällskunskap. Övergripande och tvärgående perspektiv på utbildningshistorien anläggs för frågor som rör utbildningens ekonomiska historia, lärarkårens utveckling, sociala förhållandens betydelse för utbildning, utbildningspolitik samt betyg och bedömning.I boken medverkar ett tjugotal författare, varav de flesta är ledande specialister inom de ämnen de skriver om. Denna fjärde upplaga är uppdaterad med bland annat beskrivningar av sexualundervisningens historia.Utbildningshistoria – en introduktion vänder sig till blivande lärare samt studenter och forskare i till exempel historia och pedagogik som behöver kunna placera skolans situation i ett vidare sammanhang och i ett längre tidsperspektiv. ER - TY - GEN T1 - Demokratilärande på vetenskaplig grund A1 - Wallin, Pontus A1 - Olson, Maria A1 - Persson, Mikael PY - 2022 LA - swe KW - demokrati KW - undervisning KW - demokratilärande KW - elever KW - skola AB -  Nobels fredpris 2022 påminner oss om att demokratin aldrig kan tas för given. En demokrati bygger på att vi alla verkar för att stödja och stärka den. Skolan har ett viktigt uppdrag som syftar till att alla elever ska utveckla kunskaper och värden som gör dem till unga demokrater. Men hur lyckas skolan med detta och hur kan skolans demokratifrämjande arbete stärkas och utvecklas?Demokratiuppdraget är något av en paradgren för den svenska skolan. I den internationella kunskapsmätningen ICCS (International Civic and Citizenship Education Study) presterar svenska elever i topp. För att behålla den positionen gäller det att lärare ges rätt förutsättningar för att utveckla det goda arbete som de gör dagligen under och mellan lektionerna. En sådan förutsättning är att lärare har tillgång till forskning inom området och vad den säger om lärande och demokrati.Därför publicerar Skolforskningsinstitutet en systematisk forskningssammanställning med forskning av hög kvalitet från hela världen, som ger lärare möjlighet att arbeta med skolans demokratiuppdrag på vetenskaplig grund. I forskningen kan lärare hitta svar på hur olika arbetssätt i undervisningen påverkar elevernas utvecklande av kunskaper, förmågor, attityder och värderingar kopplat till demokrati.”Det finns ett positivt samband mellan ett öppet klassrumsklimat och elevers kunskaper om demokrati, bland annat genom undervisning med tydliga inslag av diskussioner i klassrummet.Den samlade bilden av forskningen visar att det finns ett positivt samband mellan ett öppet klassrumsklimat och elevers kunskaper om demokrati, bland annat genom undervisning med tydliga inslag av diskussioner i klassrummet som kan stärka elevers förmåga att pröva egna åsikter i diskussioner med andra. Forskningen visar också att lärare kan främja alla elevers vilja att delta i demokratin genom att lyfta fram olika perspektiv.Som så ofta ger vetenskapen en bild som kanske går emot vad som intuitivt känns rimligt. Jorden ser platt ut men är rund. Vaccin borde döda men motverkar sjukdom. På liknande sätt visar forskningen att demokrati inte är ett enda värde som enkelt kan läras ut från skolan till eleverna. Demokratilärande främjas snarare genom att elever ges möjlighet att aktivt diskutera en mångfald av åsikter, perspektiv och värden och att skolan medvetet och enträget står upp mot hat, hot och kränkningar.Genom att arbeta på vetenskaplig grund kan lärare utveckla och kalibrera undervisningen för att möta de utmaningar som uppstår i klassrummet och demokratin varje dag. Demokrati kommer alltid att vara ett pågående arbete. ER - TY - RPRT T1 - Sök- och källkritik i grundskolan: En forskningsrapport A1 - Carlsson, Hanna A1 - Sundin, Olof PY - 2018 LA - swe PB - Lund University KW - library and information science AB - I den här rapporten presenteras resultaten från ett forskningsprojekt där undervisning om och lärande av informationssökning och källkritik i skolan studerats. Undersökningen har haft ungdomar i årskurs 9, samt deras lärare i samhällskunskap och svenska i fokus. Projektets övergripande forskningsfråga lyder: vilka olika roller spelar undervisning i informationssökning och källkritik i svenska och samhällskunskap för elever i årskurs 9 för a) skolundervisningen och för b) vardagen utanför skolan? Projektet, som finansierats av Internetstiftelsen, har som syfte skapa en fördjupad förståelse för olika sätt att undervisa i informationssökning och källkritik som idag praktiseras i grundskolan, samt för hur dessa olika undervisningssätt kan bidra till att förbereda elever för informationssamhällets utmaningar.Ungdomar lever numera stora delar av sina liv på internet, inte sällan med några få sociala medier i form av applikationer på mobiltelefonen som ingångar till omvärlden. I läroplanen Lgr 11 ges mycket utrymme åt informationssökning och källkritik och i den uppdaterade läroplanen för grundskolan respektive gymnasieskolan förtydligas digitala aspekter i kursplanerna. Ansvaret för hur undervisning om medie- och informationskunnighet (MIK) ska genomföras och vad den ska innehålla hamnar hos den enskilda läraren, ibland i samarbete med skolbibliotekarien. Inom ramen för projektet har under 2017 kvalitativa fallstudier av fem skolor genomförts. Sammantaget har 16 intervjuer gjorts med 8 lärare i svenska och/eller samhällskunskap, samt till detta 3 intervjuer med skolbibliotekarier. Därutöver har 239 elever i årskurs 9 besvarat en enkät.Resultaten synliggör tre olika typer av undervisning om informationssökning och källkritik i skolan: 1) informationssökning och källkritik som isolerat kunskapsinnehåll, 2) informationssökning och källkritik som integrerat kunskapsinnehåll, samt 3) informationssökning och källkritik som aspekt på kunskapsinnehåll. Vidare visar rapporten på att källkritikens traditionella kriterier – äkthet, tid, beroende, tendens – dominerar undervisningen i källkritik. Informationssökning är som undervisningsinnehåll ganska osynlig, särskilt när den diskuteras i samband med bedömning. Både när det gäller informationssökning och källkritik saknas till stor del en infrastrukturell förståelse. De viktigaste slutsatserna från studien kan sammanfattas med fem punkter:Undervisning i källkritik har betydelse för elevernas skolgång och för hur de interagerar med information på fritiden. Med källkritik avses i skolan främst de fyra kriterierna äkthet, tid, beroende och tendens.En kontextualiserad källkritik – där även förståelse för nätets infrastruktur, användargenererad data och algoritmers betydelse och funktion ingår – är sällsynt.Informationssökning som undervisningsinnehåll får stå tillbaka för källkritiken och som bedömningsunderlag är förmågan att söka information i det närmaste frånvarande.Det behövs en diskussion om vad som avses med informationssökning och källkritik, inklusive en diskussion kring källkritikens gränser.Den roll som skolbibliotekarier har i relation till undervisning om och bedömning av informationssökning och källkritik behöver förtydligas. ER - TY - CONF T1 - Towards a Substantial Notion of Validation T2 - Adult Learning A1 - Chaib, Christina A1 - Bergmo Prvulovic, Ingela PY - 2009 LA - eng AB - The main purpose of our study is concerned with the pervasive concept of validation of knowledge and competencies extensively used in Europe today. We believe that the wide diversity of the methods used as well as their theoretical supports is many times confusing and sometimes contradictory.The OECD formulated in 1996, a strategy to make the lifelong learning a reality for all. That included, the creation of new instruments for validation of knowledge and competencies. The European commission supported this strategy for lifelong learning in their memorandum from 2000.  The Commission stressed the need for a lifelong learning strategy; build on, active citizenship, increased employment, and mobility within Europe. The strategy is expected to facilitate the development of systems and methods that assert education and competencies as necessary tools for development, accepted by workplaces and institutions. Since that period strategies and methods for validation have been extensively developed and tested in the European arena.Within the European Universities Lifelong Education Network, EUCEN we are, together with many European partners, involved in an Observatory of validation. Our work consists of gathering information, scrutinizing validation processes and assessing different texts about validation. In our understanding validation, neither as a concept nor as a phenomenon, is interpreted in a common way among people who are in a professional way working with validation.Despite or maybe because of the broad variety of  “validation processes” going on in Sweden there is confusing understanding of what validation really consists of. There are many reasons why individuals want to be submitted to validation, risking to loose job, wanting a new job, to start to study or even to get a higher income.  We have also seen that sometimes the ambition to validate candidates comes from the industry, especially when a certain job has a low status. We are asking the question whether all these experiences really can be identified and labelled as validation?The aim of our study is to conduct a critical analysis of validation as concept and phenomenon. In the text we will present two or three different processes of validation and interpret them in relation to both the Swedish official definition of validation and also related to the two goals declared by The European commission, and mentioned above. A main question for our study is: Can validation be seen as a solution to all problems or do we need more sophisticated concepts, that are giving support and guidance for a true and substantial validation? ER - TY - CONF T1 - Science for Life –for life: a conceptual framework for modelling socio-scientific cases A1 - Ekborg, Margareta A1 - Ideland, Malin A1 - Malmberg, Claes A1 - Ottander, Christina A1 - Rehn, Agneta PY - 2008 LA - eng KW - secondary school KW - conceotual framework AB - Development of a conceptual framework for modelling socio-scientific cases A report from the research project “Science for Life” Introduction This paper describes the first step of a research project aiming at investigating how pupils and teachers develop interest and knowledge in science when working with socio-scientific issues. Background, Aims and Framework There is need to develop science education in order to develop pupils’ interest and knowledge in science (Aikenhead, 2006; EU, 2007). One way is to bring in a humanistic perspective (Aikenhead, 2006) and to focus more on scientific literacy than science literacy Roberts (2007). Ratcliffe & Grace (2003) have characterized socio-scientific issues (SSI) as important for society and with basis in science. They involve forming opinions, are frequently media-reported, involve values and ethical reasoning, may require some understanding of probability and risks and there are no “right” answers. In studies about SSI pupils have usually been working with an issue typically including a dilemma. They have been observed and/or interviewed and their written reports have been analysed (Aikenhead, 2007; Jimiénez-Aleixandre & Pereiro-Munoz, 2002; Grace & Ratcliffe, 2002; Kölstø. 2001). Aikenhead (2006) summarises in a research review that pupils working with SSI generally sought little scientific fact, weighing values more heavily than science. Lewis and Leach (2006) report hat pupils need scientific knowledge, but they can engage in issues about gene technology with relatively modest science knowledge, if the content is well designed and contextualised Another question deals with whether or not the pupils develop conceptual understanding in science when working with SSI. It seems that an issue with social relevance is more motivating to the students. However SSI are often complex and therefore more difficult to understand (Aikenhead, 2006). On the other hand motivation can overcome complexity and lead to greater achievement on traditional science tests (Sadler, 2004). Research project We need to gain more detailed knowledge about what features in content and organization affect the development of interest, knowledge and self-efficacy among the pupils. As reported above, most research concerning work with SSI in science does not particularly discuss characteristics of the content. The aim of this evidence-based research project is to learn more about what importance the features of the actual case or issue as well as factors in classroom work, have for the impact on students’ interest and learning. Another aim is to gain more detailed knowledge about teachers’ experiences with teaching SSI. We are interested in knowing more about what importance the features of issue has for the impact on teachers as well as students. The project is conducted in three steps. In step one, reported in this paper, a conceptual framework, consisting of six components (table 1), is developed and operationalized into a number of authentic cases for science in school. Aikenhead (2006) draws the conclusion that most work attempting to change school practice has failed as a result of problems arising when researchers try to transfer the success of one research project to a new context. Most studies are small-scale studies involving only a few volunteer science teachers to initiate the novel project. Therefore in step two we have a quantitative research approach. About 100 school classes in Sweden with approximately 1500 pupils worked with one or several cases during 2007 (data on how the task characteristics relate to students’ affective and cognitive experiences during work will be available spring 08). Methods and Samples The aim of this paper is to describe how a conceptual framework, which can be used as an analytical tool for understanding and constructing socio-scientific cases, was developed. The framework focuses on content and features of the SSI. It will be used as a tool for analyzing what components of the tasks are related to, and most influential on, interest and learning in work with socio-scientific issues in secondary school. The six omponents are chosen to reflect what we know from research literature about what might have an impact on interest and learning. It is possible to find variants within each component. For example SSI should be authentic but what importance does the specific authentic context have? Results The framework consists of a grid with the six components and the six cases. We will describe the model in detail and how it can be used for construction of cases and analyses of the work in school. Starting-point (authentric situation), school science subject, nature of scientific content, social content, use of scientific knowledge and level of co conflict of interest. Components 1. Starting-point (authentic situation), - TV-programme, newspaper articles, personal homepage, a novel, the pupils’ family situation and the school cantina 2. School science subject - biology, chemistry, physics ant technology 3. Nature of the scientific knowledge-base and evidence - e.g. well agreed upon, contradictory reports 4. Social content - e.g. economy, ethics, media 5. Use of scientific knowledge - decision-making, suggestions, critical scrutinizing, investigating 6. Level of conflict – individual, the societal and the structural level Conclusions and Implications The six cases developed from the model are briefly described. 1. You are what you eat? Anna Skipper is the host of the Swedish version of the TV- production “You are what you eat”. In each programme a person with weight problems, usually over-weight, gets advice about how to change lifestyle to get fit. The pupils’ mission is to scrutinize the advice given and to compare the information about food, exercise and health with other sources. The pupils make decisions about their personal life style. Teachers and pupils decide together how the result should be reported. 2. Laser treatment and near sightedness On a personal homepage Susi tells about how much she hates wearing glasses and that she finally has gone through laser treatment for her near sightedness. It cost lots of money and the costs are not covered by the social insurance system. The mission is to decide if it is worthwhile go through such a treatment and about who should pay – the individual – or society. Teachers and pupils decide together how the result should be reported 3. To hear or not to hear? In an excerpt from the novel Talk, talk by T.S. Boyle, Dana who is deaf since birth and her hearing boyfriend Bridger discuss if cochlea implant is a solution for Dana. She is very hesitant as she feels that hearing or not has to do with her identity. This is very difficult for Bridger to understand. The mission is to analyse different ways to judge this situation and to take out arguments for different views. We do not find it appropriate to encourage the pupils to have a personal opinion on what Dana should do. Teachers and pupils decide together how the result should be reported 4. Me, my family and global warming The mission is to find ideas for how the pupils’ families can contribute to decreasing carbon dioxide emissions. The pupils start out by mapping the family’s need for transportation, what kind of motor-driven vehicles there are in the family, and how these are used. After that they test different alternatives considering ecological, scientific, economical and social aspects. The mission is to produce a realistic plan for how to decrease the carbon dioxide emissions of the family. 5. Are mobiles hazardous? Starting from two articles from the same newspaper – one saying that are no risks with mobiles and the one saying that the risk for developing a brain tumour is considerable. The pupils should find out what information there is, how it is provided and by whom. The mission is to make a decision about the consequences for their own use of a mobile and/or how they would choose when buying a new one. Teachers and pupils decide together how the result should be reported 6. Climate-friendly food in school? The mission is for class to check how food, served in the school canteen, affects the climate and if there are better alternatives to some examples of food. The mission is to suggest a change and to write a letter to the headmaster and ask him to consider. Bibliography Aikenhead, Glen. (2006). Science Education for Everyday Life: Evidence-Based Practice. New York: Teachers College Press. EU (2007). Science Education in Europe Grace, Marcus, & Ratcliffe, Mary. (2002). The science and values that young people draw upon to make decisions about biological conservation issues. International Journal of Science Education, 24(11), 1157-1169. Jimiénez-Aleixandre, M-P, & Pereiro-Munoz, C. (2002). Knowledge producers or knowledge consumers? Argumentation and decision making about environmental management. International Journal of Science Education, 24(11), 1171-1190. Kolstø, S. D. (2001). 'To trust or not to trust,...'-pupils' ways of judging information encountered in a socio-scientific issue. International Journal of Science Education, 23(9), 877-901 Lewis, J. & Leach, J. (2006). Discussion of Socio-scientific Issues. The Role of Science Education. International Journal of Science Education, 28 (11). 1267-1287. Ratcliffe, Mary, & Grace, Marcus. (2003). Science Education for Citizenship. Teaching Socio-Scientific Issues. Maidenhead: Open University Press. Roberts, Douglas, A.(2007). Scientific Literacy/Science Literacy. In Abell & Lederman (Eds.). Handbook of Research on Science Education. Mahwah, New Jersey: LEA Publishers Sadler, T. (2004). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching 41 (5).,513-536 ER - TY - CONF T1 - Faith-based engagement and place: Searching for a Swedish muslim identity A1 - Elander, Ingemar A1 - Fridolfsson, Charlotte A1 - Gustavsson, Eva PY - 2013 LA - eng KW - statskunskap AB - In a recently published study of the political psychology of globalisation and Muslims in the West, the authors identify three ideal type strategies of identity formation among Muslim immigrants: retreatism, essentialism, and engagement. The authors themselves normatively argue in favour of the latter, suggesting that both majority and minority communities in society should strive to become “postnationalist, self-dialogical, and engaged in dialogue with a range of others. Activist, assertive, and agonistic rather than antagonistic”. They conclude that “Muslims are positioned to contribute toward new cosmopolitical potentialities for a renewed pluralistic global order” (Kinnvall and Nesbitt-Larking 2010). Starting with the notion that emotional geography “commonly concerns itself with the emotions that people feel for one another and, more extensively for places, for landscapes, for objects in landscapes and in specific situations” (Pile 2010: 15), we want to explore how Muslim immigrants arriving in Sweden emotionally and in action identify with and take part in social life at their place of arrival, i.e. their housing estate, their town/city and in their new country more generally. Focus will be on a few selected people, and a civic association, who openly refer to their Muslim identities as a faith-based driver in order to help their fellow immigrants to adapt to and identify themselves as members of their new habitat. Methodologically we will draw upon narratives told by Muslim immigrants, a recently established association of Muslim adult education, media articles, and observations done by ourselves. We will also, briefly, draw the attention to the “counter-emotional” islamophobian stance against Muslim immigrants in general as displayed in Swedish society. In conclusion we will reflect upon and critically discuss the challenges and potentialities of an emotionally engaged Muslim standpoint in front of a rather ignorant, partly even negative domestic population. ER - TY - RPRT T1 - Exclusion and Marginalisation of Immigrants in the Danish Welfare: Dilemmas and Challenges A1 - Hornemann Møller, Iver A1 - Andersen, John A1 - Elm Larsen, Jørgen PY - 2006 LA - eng PB - Oficina de CES, Coimbra University, Portugal KW - immigration KW - negative selectism KW - recognition KW - distribution AB - The objective of the article is twofold: 1) to give an empirical picture of the state of affairs with regard to socio-economic and wider socio-cultural and political inclusion of immigrants in the Danish welfare society; 2) to discuss and theorise over the links and possible dilemmas posed by the politics of redistribution and the politics of recognition with the Danish case as a point of departure. In a comparative perspective, the Danish welfare state and the ‘Nordic Welfare model’ are in many aspects – redistribution, unemployment, poverty reduction, gender equality and economic competitiveness – regarded, if not as an ideal, then at least as a practical example of a society in which a comparatively (e.g. compared to the US and UK) high socio-economic equality and social citizenship standard is successfully combined with high market economic efficiency. However, with regard to the political discourse (right-wing anti-immigration populism has emerged since the nineties), legal rights and wider socio-cultural and socio-economic inclusion capacity of immigrants and refugees, the ‘rosy’ picture of the inclusive character of the Danish welfare society has been seriously challenged in recent years. Stricter policies on immigration have been implemented, and the Danish social security and employment policy measures in relation to immigrants and refugees have been changed. On the one hand, these changes have been driven by a strong ‘work first’ and ‘dependency culture/incentive’ discourse which has led to a reduction of the duration and level of social benefits and increased poverty among immigrants. On the other hand, other policy changes have pointed towards a more inclusive direction in such fields as education policy, active labour market policy measures and in innovative empowerment programmes in deprived urban districts. ER - TY - BOOK T1 - Utbildningshistoria: En introduktion A1 - Larsson, Esbjörn A1 - Westberg, Johannes PY - 2019 LA - swe PB - Studentlitteratur AB KW - utbildningshistoria KW - education AB - Utbildningshistoria – en introduktion ger en lättillgänglig presentation av och fördjupande resonemang kring det svenska utbildningssystemets historia.I boken ges närmare beskrivningar av olika utbildningsreformer som inkluderar förskolan, grundskolan, folkbildning och universitet samt introduktioner till skolämnens historia, däribland svenska, historia och samhällskunskap. Därutöver anlägger författarna, flertalet ledande specialister inom de ämnen de skriver om, övergripande och tvärgående perspektiv på utbildningshistorien. Det handlar om frågor som rör utbildningens ekonomiska historia, lärarkårens utveckling, sociala förhållandens betydelse för utbildning, utbildningspolitik samt betyg och bedömning. Den tredje upplagan är uppdaterad,innehåller nya beskrivningar av 2010-talets förändrade utbildningsväsende, och har dessutom ett nytt kapitel som behandlar religionskunskapens historia.Till boken hör en webbplats där bland annat kapitelsammanfattningar i form av bildspel, övningsuppgifter och tester bidrar till lärandet.Boken vänder sig till blivande lärare samt studenter i exempelvis historia och pedagogik som behöver kunna placera skolans situation i ett vidare sammanhang och i ett längre tidsperspektiv. ER - TY - CONF T1 - Writing Informational Texts in Early School Years – Developing a Meta-Language for Non-Formal Aspects of Text A1 - Liberg, Caroline A1 - Folkeryd, Jenny A1 - af Geijerstam, Åsa PY - 2014 LA - eng KW - writing KW - text analysis KW - literacy KW - curriculum studies AB - In the last forty to fifty years, research has been performed, and dynamic discussions have taken place, in the field of mother tongue education in many countries. Limitations of the traditional content of mother tongue education have been highlighted and alternative and more extended ways of talking about teaching and learning in this area have been discussed (Dixon 1975; Cope & Kalantzis 2000; Luke & Freebody 1999; Ivanič 2004; Liberg et al 2012). Motivations for this discussion, as well as discussions concerning other school subjects, have been and still are the changes in society which lead to new demands on education and the educational system. One such demand concerns the rapidly changing media landscape in which everyone is required to successfully navigate in a flood of information expressed in texts of various types. In order to meet these challenges, children must early on in school get the opportunity to develop their ability to understand and compose meaningful written, visual, and spoken texts in different subject areas. A meta-language is also needed in order to analyze, discuss and assess aspects of form as well as of content in narrative and informational texts. However, previous research on and assessment of early reading and writing development has to a large extent focused on formal aspects of reading and writing, such as code breaking, thus excluding important discussions. Such limitations can easily lead to an underestimation or a misjudgment of a student’s literacy abilities. A wider approach in discussing and assessing early reading and writing is necessary to encourage a language development that prepares children for a changing text landscape. The main purpose of the study presented in this paper is therefore to further develop ways to study, understand and talk about students’ texts in early school years. More specifically, content-based aspects of informational texts are focused in order to discuss ways that students can expand their repertoire of text-making. At the same time a meta-language is developed in ways that have not previously been done for student writing in early school years. Specific research questions, that in different ways address dimensions of what the text is about, include:What type of content is possible to identify in students’ informational texts (in terms of e.g. dominant disciplinary claims, application to personal experiences and underlying norms and values)?How can the content in the texts be described in terms of participants and processes?How is the content mediated through macro themes and micro themes and how is the content extended? The theoretical framework for the study is found within a social semiotic perspective. According to Halliday (1978), the semiotic systems that we live by are considered to form a meaning resource. It is from this meaning resource that we choose when we articulate and structure meaning.  By these choices, certain aspects are put in the background or completely excluded while others are foregrounded and thereby emphasized. In this respect, the selected language forms are highly significant and colored with ideology. The social semiotic perspective provides a well-developed theoretical framework for detailed analyses of different dimensions of meaning-making in students’ texts. In order to further develop the analyses of content-based meaning making in student texts, the described theoretical framework is also combined with perspectives from curriculum studies concerning what has been discussed as different discourses of subject areas or different curriculum emphases (e.g. Ivanič 2004; Roberts & Östman 1998).MethodData in this study consists of 144 informational texts written on computers by students in grade 2 in two different Swedish schools (students 8-9 year old) at six different occasions. The context for the writing and the assignments given to the students differ. However, such aspects are not foregrounded in the present study. The texts in the study have been analyzed with different analytical methods that capture complementary aspects of text content. In order to approach the first research question, i.e. to investigate text content from a curriculum based perspective, an analytical grid has been developed in interplay with the data and earlier research in this area (e.g. Cope & Kalantzis 2000; Englund 1986; Ivanič 2004; Roberts & Östman 1998). This grid consists of five main aspects of curriculum domains: dominant disciplinary claims, application to personal experiences, application to more general circumstances, perspective/s on the content, underlying norms and values and/or power relations, the design of the future. The second research question is investigated by analyzing process types as formulated in the transitivity analysis in the Systemic Functional paradigm (Halliday & Matthiessen 2004). With this analysis of informational texts we can see patterns of how content is created, i.e. if the text worlds created are worlds of doing, being, talking or sensing. The participants in the text are also analyzed using transitivity analysis. Text participants have in previous research been discussed in terms of specific / generalized, abstract / concrete or if the participants are human or non –human (see e.g Edling 2006; Sellgren 2011.). The third research question is investigated by analyzing content themes on macro as well as micro levels in the texts. Methods used are analysis of rhetorical content structure (see e.g. Hellspong & Ledin 1997) as well as expansion analysis of how clauses (and thereby content) are expanded in various ways (Halliday & Matthiessen 2004; Holmberg & Karlsson 2006). Through these analyses the interplay between themes throughout the text can be described in terms of different content patterns. Although data is drawn from a Swedish school context, the development of analytical methods to analyze text content is applicable to an international arena, independent of languages.Expected OutcomesResults show that the texts, from a content and curriculum perspective, can be described as falling into four categories. Within these, different patterns of text worlds are noted. Two thirds of the texts can be described as “Encyclopedic”. They resemble texts found encyclopedias where dominant disciplinary claims are focused. Participants in these texts consist of disciplinary concepts such as ‘heart’ or ‘planet’. The processes are mostly realizing text worlds of being through verbs such as ‘be’/’have’. Nearly one third of the texts have a balance between dominant disciplinary claims and more general circumstances with some instances of personal experiences. Participants are often the generalized ‘you’/‘we’, sometimes a personal ‘we’/‘I’ is used. These texts can be described as “Personalized Encyclopedic”. To a large extent, these two types of texts reflect content foregrounded in the teaching. In a few texts however, traces of other curriculum domains are found. Texts include perspectives realized as the contrasting of processes such as what ‘could’ be done/believed or not. Such texts are described as “Encyclopedic with perspectives” and “Encyclopedic with perspectives and designing of future”. Analyses in terms of content patterns (macro and micro themes and expansion of these) indicate that most of the “Personalized Encyclopedic” texts and more than half of the “Encyclopedic” texts express several different themes. However, in nearly two thirds of the analyzed texts, all themes refer to the texts main topic, thus creating coherent content. The other one third consists of fragmentized content patterns. In half of these, themes are expanded on, and in the other half they are not. Research questions are investigated from different analytical perspectives. By combining these analyses, the study shows how a more nuanced picture of content in informational texts can be achieved, thus contributing to a metalanguage of interest for an international arena of education.ReferencesCope, Bill & Kalantzis, Mary (Eds) (2000). Multiliteracies: literacy learning and the design of social futures. London: Routledge. Englund, Tomas (1986). Curriculum as a Political Problem. Changing Educational Conceptions with special reference to Citizenship Education. Uppsala Studies in Education 25. Lund: Studentlitteratur. Ivanič, R. (2004) Discourses of Writing and Learning to Write. Language and Education Vol. 18, No 3. 220-245. Roberts, Douglas A. & Östman, Leif (Eds) (1998). Problems of Meaning in Science Curriculum. NY and London: Teachers’ College Press, Columbia University Dixon, J. (1975) Growth through English. Set in the perspectives of the seventies (3rd edition). National Association for the Teaching of English. Edling, A. (2006). Abstraction and authority in textbooks : the textual paths towards specialized language. Uppsala universitet, Uppsala. Halliday, M.A.K. (1978). Language as social semiotic. The social interpretation of language and meaning. London; Edward Arnold. Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). An introduction to functional grammar (3. ed.). London: Arnold. Holmberg, P., & Karlsson, A.-M. (2006). Grammatik med betydelse : en introduktion till funktionell grammatik. Uppsala: Hallgren & Fallgren. Ivanič, R. (2004) Discourses of Writing and Learning to Write. Language and Education Vol. 18, No 3. 220-245. Liberg, C., Wiksten Folkeryd, J., af Geijerstam, Å. (2012). Swedish - An updated school subject?. I: Education Inquiry, Umeå. 3(4). S. 471-493. Luke, A. & Freebody, P. (1999) Further notes on the Four Resources Model. Reading online. http://www.readingonline.org/research/lukefreebody.html Roberts, D. A. (2011). Competing Visions of Scientific Literacy: The influence of a Science Curriculum Policy Image. In C. Linder, L. Östman, D. A. Roberts, P.-O. Wickman, G. Erickson, & A. MacKinnon (Eds.), Expl ER - TY - CHAP T1 - "Unga forskare" i medeltidshistoria T2 - Vi får tacka Lamm A1 - Lidén, Anne PY - 2001 SP - 109 EP - 114 LA - swe PB - Stockholm : Statens historiska museum KW - ämnesdidaktik KW - källstudier KW - studiebesök KW - museipedagogik KW - itis-projekt KW - samverkan skola-museer KW - subject learning and teaching AB - Artikeln är en rapportering om ett treårigt samverkansprojekt mellan Konstvetenskapliga institutionen, Statens Historiska Museum och grundskolor i Stockholms län och Västergötland, lett av Forskningsrådsnämnden, kallat Kung och Stat i Nordens historia. Detta ämnesdidaktiska projekt i historia startade 1987 och pågick till 1991 som ett pilotprojekt för utåtriktad forskningsinformation för skolungdomar. Det avslutades med gemensam redovisning vid Stockholms universitet 1990. Klasser från Västergötland och Stockholms län hade besökt varandras skolor och gjort gemensamma studiebesök vid historiska platser, museer och historiska samlingar där de samlat data, lärt sig dokumentationsmetoder och källstudier. Deras skolprojekt resulterade i gestaltningar, såsom filmer, utställningar och illustrerade rapporter, vilka ingick i deras ordinarie skolundervisning i historia, samhällskunskap och bild under projektets gång. Skolans lärare samverkade med universitetet och museerna och planerade studiebesöken. Förutom kunskaper i skolämnen fick eleverna en ökad kunskap i interkulturell kompetens och en fördjupad insikt om Sveriges historia utifrån ett mångfaldsperspektiv. ER - TY - CONF T1 - When does multilingualism become a resource?: An action research study on translanguaging in subject teaching T2 - Translanguaging in the Age of (Im)mobility, Dalarna Univeristy, Falun, Sweden,  June 12-14 2023 A1 - Nordman, Cristina PY - 2023 LA - eng AB - The ongoing dissertation study When does multilingualism become a resource for learning? is an action research study within the language didactics research field. The aim is to contribute with knowledge about multilingual students’ language and knowledge development when they get the opportunity to use different languages in subject learning. The overall research question is What enables and constrains the learning and identity development for multilingual students in subject teaching where teachers implement pedagogical translanguaging? The study is conducted in linguistically heterogeneous classes in Geography, Civics and Swedish as a second language in year 6 and 7 in a Swedish compulsory school where all students have a first language other than Swedish, where many different languages are represented, and where teachers have limited knowledge of these languages. The study has an iterative intervening design with observations, individual and collaborative teacher reflections and teacher and student interviews as empirical material.  The theoretical framework consists of Crosslinguistic Translanguaging Theory, The Continua of Biliteracy and The Theory of Practice Architectures. The presentation will focus on preliminary results regarding the teachers’ educational practice and what the Ecologies of Practices (Kemmis et al.,2014) means in theory and practice for the implementation of translanguaging in this context. ReferencesCummins, J. (2021). Translanguaging: A critical analysis of theoretical claims. In P. Juvonen & M. Källkvist (Eds.) Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives. Bristol: Multilingual Matters. Hornberger. N, H. (2003). Continua of Biliteracy : An Ecological Framework for Educational Policy, Research, and Practice in Multilingual Settings. Clevedon, UK: Multilingual Matters.Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., & Grootenboer, P. (2014). Changing practices, changing education: Springer.  ER - TY - RPRT T1 - Remittances from Sweden: An Exploration of Swedish Survey Data A1 - Pelling, Lisa A1 - Hedberg, Charlotta A1 - Malmberg, Bo PY - 2011 LA - eng PB - Institutet för framtidsstudier KW - remittances KW - intra-family transfers KW - life course AB - The present study explores data on transfers of gifts/economic support to relatives from a recent SwedishHousehold Income Survey (HEK) compiled by StatisticsSweden. It provides the first analysis of demographic determinants of remittances from Sweden based on officialhousehold survey and register data. By exploring a data setthat also includes non-migrant households, it presents aunique comparison of patterns of gift-giving and intra-family support between migrant and non-migrant households.We argue that data from the Household Income Surveycan be used to obtain an empirically based estimation ofthe determinants of remittances from Sweden. Accordingto our results, the flows of remittances to developingcountries from Sweden appear to be relatively small incomparison with remittance flows from other developedcountries. The article analyses these transfers of gifts/economic support in relation to different kinds of income,education, age, time since migration, acquisition of citizenship and family situation.Analyses are made for three types of country groups :developing countries, non-developing countries andSweden. Whereas the general propensity to give economic support to relatives is similar among native Swedes andmigrants from developing and non-developing countries,the patterns of gift-giving and intra-family economic support differ significantly over the life course between individuals from different country groups. Native Swedestend to give gifts and economic support to relatives athigher ages and when they have adult children who havemoved away from home. Migrants from developing countries tend to be younger and have children living at home.The propensity of native Swedes to remit increases withincreasing income. Among migrants born in developingcountries, other factors than income seem to be more decisive for the propensity to remit. Diverging patterns ofremittances between migrants from developing countriesand the other groups indicate that remittances are strongly related to phases in the individual lifecourse that vary with the individual history. ER - TY - THES T1 - Är detta seriöst?: En studie av anhöriginvandring till Sverige A1 - Rosén, Annika PY - 2010 LA - swe PB - Lunds universitet, Socialhögskolan AB - I avhandlingen studeras migration i form av anhöriginvandring till Sverige. I fokus ställs parförhållande där parets seriositet prövas av Migrationsverket. Parets väg genom ansökningsprocessen beskrivs liksom den legala ramen kring anhöriginvandring. Vidare tar avhandlingen upp handläggning av anhöriginvandring och vilka föreställningar om anhöriginvandring och seriösa parförhållanden som finns, dels hos handläggaren och beslutsfattaren som tillämpar lagen, dels hos den enskilde individen som ingår i parförhållandet. Syftet med avhandlingen är att belysa subjektpositioneringar och hur myndigheter respektive berörda individer hanterar anhöriginvandring till Sverige, hur de tolkar begreppet seriöst förhållande och hur föreställningar om begreppet seriöst förhållande konstrueras. Syftet är vidare att analysera och förstå hur föreställningar om begreppet seriöst förhållande påverkar praktiken. Utifrån detta syfte följer två specifika frågeställningar: 1. Hur konstrueras och hanteras begreppet seriöst förhållande av rättstillämparen och de sökande? 2. Hur handläggs ärenden om anhöriginvandring? För att studera och belysa dessa frågeställningar har t.ex. följande aspekter undersökts: Hur skriver handläggarna om klienternas förhållanden? Hur konstruerar handläggarna parterna i förhållandet? Vilka normativa föreställningar framträder hos såväl rättstillämparen som hos de sökande? Hur går det till när anhörigärenden handläggs vid Migrationsverket? Hur påverkar de sökandes kännetecken handläggningen och beslutsutfallet? Hur framgår myndighetens makt och handläggarnas selektion och rationalitet under handläggningen? De huvudsakliga teoretiska perspektiven och inspirationskällorna som använts i avhandlingen är normvetenskap, diskurs- och intersektionell analys samt olika socialkonstruktivistiska perspektiv såsom feministisk teori och postkolonial teori. Det empiriska undersökningsmaterialet består av aktmaterial från Migrationsverket. I avhandlingen belyses olika diskurser som förekommer i Migrationsverkets texter, utredningar och under handläggningen. ER - TY - BOOK T1 - Om tilltal, bildspråk och samhällssyn i utbildningsprogrammen (Samhällsbyggarnas tv-berättande. Estetik och ideologi i utbildningsprogram för televisionen) A1 - Wallengren, Ann-Kristin A1 - Wadensjö, Cecilia PY - 2001 LA - swe PB - Stiftelsen Etermedierna i Sverige AB - I bokens första studie, "Samhällsbyggarnas tv-undervisning. Estetik och ideologi i utbildningsprogram för televisionen" författad av Ann-Kristin Wallengren, ställs frågan om hur ett programs form och estetik är kopplat till samtidens samhällsbild och ideologier. Genom analyser av ett antal samhällskunskapsprogram för skolbarn visas hur utbildningsprogrammen från 1960-talet och framåt har förändrats från en relativt auktoritär estetik över mjukisprogram där känslorna står i centrum till fiktiva och berättande former där människor själva ofta får komma till tals. I bokens andra studie, "Hos främlingar och grannar i öster - om tilltal och samhällsbilder i några utbildningsprogram" författad av Cecilia Wadensjö, granskas program i samhällskunskap och historia om grannländerna i öst och visar hur tilltalet förändras, bort från barnet som passiv mottagare av kunskap till den alltmer väljande och självständigt medskapande lyssnaren. De båda studierna visar hur estetik och tilltal är intimt sammankopplade med bilden av välfärdssamhällets utveckling och förändring. ER - TY - CHAP T1 - Using Technology for Enhancing Transparency and Accountability in Low Resource Communities: Experiences from Uganda T2 - ICT for Anti-Corruption, Democracy and Education In East Africa A1 - Asiimwe, Edgar Napoleon A1 - Wakabi, Wairagala A1 - Grönlund, Åke PY - 2013 SP - 37 EP - 51 LA - eng PB - Stockholm : Stockholm University KW - transparency KW - accountability KW - corruption KW - ict KW - low-resource communities KW - informatics KW - informatik KW - complex systems – microdata analysis AB - This study aimed at investigating the user needs, practices, experiences and challenges faced in promoting transparency and accountability using ICT in low-resource communities. The research was conducted on two ICT4D (Information and Communication Technology for Development) initiatives, a call center, and a telecenter supported by two projects; (1) “Promoting Social Accountability In The Health Sector In Northern Uganda”, (2) “Catalyzing Civic Participation And Democracy Monitoring Using ICTs”. The two projects sought to fight corruption by increasing transparency and accountability using ICT to enable “whistle-blowing,” i.e., reporting misconduct in service provision. The projects are based in Uganda and are carried out by Spider (Swedish Program for ICT in Developing Regions) partner organizations: Transparency International (TI) Uganda and Collaboration International ICT Policy in East and Southern Africa (CIPESA). Using interviews, focus group discussions and observations, the study addressed three research questions: (1) How have the two projects provided citizens a trusted and effective channel for “whistle-blowing”? (2) What are the enabling factors for whistle-blowing through ICT and challenges that affect whistle-blowers and how can the challenges be overcome?The ICT service-delivery monitoring and reporting methods used by projects include toll free phone calls, blogs, radio talk shows, SMS and e-mail for reaching out; and processes for verification of reports and for communicating reports to government. There are results that indicate these methods are sound enough to serve the purposes of transparency and accountability, and the track record exhibits real change achieved in many instances. ICT users are optimistic and trustful of these ICT methods. Effective whistle-blowing includes efficient and effective reporting processes, convenience in reporting, actual service delivery improvements, availability and privacy, and affordability. There are also a number of challenges, including user education, gender issues, and general issues pertaining to the business model, including economic sustainability and finding the most effective scope of the operations. ER - TY - CONF T1 - New in Sweden: Experiences from Preschool Reception and Newly Arrived Families A1 - Avery, Helen A1 - Nordén, Birgitta A1 - Harju, Anne A1 - Åkerblom, Annika PY - 2017 LA - eng KW - new in sweden KW - experiences from preschool KW - preschool reception and newly arrived families KW - preschool newly arrived KW - newly arrived families KW - space KW - migration KW - multilingualism KW - staff and management of the preschool KW - parents KW - childrens´ learning AB - In Sweden of today and Europe, there is a lively debate about the reception and education of migrating children, young people and adults (Nilsson & Bunar 2015; Nilsson Folke 2015). The educational challenges have often been conceptualized and explained as a problem of difference in culture, ethnicity and language of the migrant children (León-Rosales 2010; Lunneblad 2013; Nilsson & Bunar 2015). Bouakaz, (2009), for instance, shows that in meeting the newly arrived families, it is the differences that are conceptualized as problematic. The position of the child’s mother tongue is a basic factor affecting access to education and school success (Ball 2011). Intercultural school development is a fundamental condition for democratic societies, and a priority in European policy today (Council of Europe 2007, 2015, 2016). The project at hand aims to address the demands of a changing educational landscape and broaden the picture of the situation of children and families with an immigrant background from a civic perspective. The project focuses newly arrived children’s first encounter with the Swedish educational system in the context of preschool. There are few studies on newly arrived children in the Swedish preschool. According to Tallberg Broman et al. (2015) focus on diversity, migration and ethnicity is also limited in relation to preschool. The forms of early childhood education and care vary greatly across Europe (European Commission, 2015). In Sweden, preschool is part of the overall education system. It has its own national curriculum, as well as formal university level training requirements for preschool teachers. Since the 1970s, preschool has played an important part of Swedish integration policy (Lunneblad 2013), and today an intercultural approach is emphasized (Skolverket 2010). In 2011, one in five preschool children had a different first language than Swedish and this number is increasing. Only in 2015, more than 16,000 children between one and six with the right to attend preschool and preschool class arrived in Sweden (Skolverket 2016; Migrationsverket 2016). In this process preschool as an organisational and educational setting has an important role to play. As Persson (2012) has pointed out, in an increasingly segregated society, and in the case of creating intercultural and multilingual education, the preschool can provide solutions and make a difference. This is why the project’s objective is to develop ways of organising spaces in preschool for successful learning and teaching through a participatory approach. The preschool teachers and other actors, as well as the children and their families take part in and collaborate in the research project from their perspectives and in a manner where their experiences and knowledge are seen as assets. The aims of the project in this respect correspond to the principles set forward by the Working group of the European Commission, which stress that quality depends on ”relationships between ECEC providers and children’s families; relationships and interactions between staff and children, and among children; (...) the involvement of parents in the work of the ECEC setting and the day-to-day pedagogic practice of staff within an ECEC context;” (European Commission, 2014, p. 6) ”A professional role is one which is regulated and requires individuals to develop and reflect on their own practice and with parents and children, create a learning environment which is constantly renewed and improved.” (European Commission p. 70) The participatory research design, in which different actors co-operate to organize preschool as a setting and civic instrument will also constitute a knowledge contribution in itself. Besides the participant’s knowledge development, the objective is to strengthen the scientific base and proven experience as support to professional knowledge. Methodology, Methods, Research Instruments or Sources Used The project is carried out in a preschool in southern Sweden, where one of the sections is an introduction class for children 3-5 year who do not speak any Swedish at all or very little. In the section there are 20 children and the activities focus on strengthening the children's identity and language, both the Swedish and the first language. The project is carried out mainly at the introduction section, but the study will also include the preschool as a whole, because the children after about a year's stay in the introduction section, move to another department at the present preschool or to a preschool closer to their home. A participatory approach is used, involving head teachers, teachers and other preschool staff members, the children and their families. We lean on the action research tradition (McNiff 2002; Norton 2009; Kemmis 2009). The approach implies that teachers, teams and institutions, together with researchers, are encouraged to systematically explore their work to develop the pedagogical knowledge and teaching. Much of the implemented research within educational action research has the teachers in focus, although educational action research implies a process in which all involved should be included, also the students (McNiff 2002). In the project, we will involve researchers and teachers, as well as the children and their families (Gallacher & Gallagher 2008; Clark 2010). The staff at the participating preschool have accepted to work in a participatory way, where researchers together with staff, children, care takers, and preschool management investigate strengths and challenges regarding how the preschool can reinforce language development. The model for the implementation of the project follows the typical participatory action research cycle, which includes planning, action, observation and reflection (McNiff 2002). The function of PAR is here taken as Braye and McDonell (2013, 269) argue, to “get the people affected by a problem together, figure out what is going on as a group, and then do something about it”. Conclusions, Expected Outcomes or Findings During the spring of 2017, the project will have run its first phase. In this phase of the project, the families, the prechool teachers, the children, preschool leaders and members of the municipal administration will have had the opportunity to formulate their concerns and discuss them in groups. For adults, focus groups with participants from each category will be carried out, that is, one with staff, another with management and a third with families. To get an insight to the children’s perspectives, we will use suitable methods adapted to the specific group of children. This presupposes a child-centred approach that fits within the children’s play and daily activities. The approach of using groups will give the participants in each category the opportunity to share and formulate problems, which in turn will give the project perspectives and experiences from the various groups of participants. An anticipated challenge is that the families live in different neighbourhoods, which limits opportunities for informal contacts between them. The staff and management of the preschool have identified some challenges and problems, but also strengths that the section and the preschool face in relation to the children’s learning and development. They see that although multilingualism can be considered an asset, the multilingualism in itself doesn’t create the dynamics in which learning opportunities and development can take place, something that also Kultti (2014) has observed in her research on how to deal with newly arrived children with a first language differing from the majority language. ER - TY - CONF T1 - Uppfattningar om musikundervisningen i grundsärskolan. T2 - Lärarnas forskningskonferens 2022 A1 - Backman Bister, Anna A1 - Berthén, Diana A1 - Lindberg, Viveca PY - 2022 SP - 41 EP - 42 LA - swe KW - musik i grundsärskolan KW - musiklärare grundsärskola KW - specialpedagogik AB - Uppfattningar om musikundervisningen i grundsärskolanAnna Backman Bister, Kungliga musikhögskolan, Diana Berthén, Stockholms universitet och Viveca Lindberg, Stockholms universitetBakgrund, syfte och frågeställningar: I vårt bidrag presenterar vi en intervjustudie med sex musiklärare i grundsärskolan. Syftet är att undersöka hur lärarna beskriver sin undervisning för denna elevgrupp.Vikten av undervisning där elever med intellektuell funktionsnedsättning (IF) får möta estetiska uttrycksmedel och ges möjlighet att erövra ett kulturellt medborgarskap betonas av flera forskare (jfr Ferm Almqvist, 2016; Sæther, 2008). FN:s barnkonvention om barnets rättigheter, samt FN:s konvention om rättigheter för personer med funktionsnedsättning, betonar att personer med IF har rätt att ta plats som fullvärdiga medlemmar av samhället, inte bara för sin egen skull utan också för att berika samhället. Denna rättighet speglas också i skollagen.Det finns ett fåtal internationella studier med fokus på musikundervisning för elever med intellektuella funktionsnedsättningar (IF). Dessa har antingen undersökt undervisning i integrerade klasser, där elever med IF undervisas tillsammans med elever utan IF, eller så är studierna gjorda i relation till musikterapi. Flera av dem är fallstudier baserade på enskilda barn eller ungdomar. Nationellt saknas såväl studier som utvärderingar av musikundervisning i grundsärskolan (Berthén, Backman Bister, Lindberg, accepterad för publikation). Resultatet av vår forskningsöversikt av musikundervisning i grundsärskolan (Berthén, Backman Bister, Lindberg, accepterad för publikation) visar närmast att musiklärarna försöker hantera en situation de oftast saknar kunskaper om och erfarenheter av (Berthén, Backman Bister, Lindberg, accepterad för publikation).Forskningsfrågan för vårt bidrag är vilka uppfattningar musiklärare i Sverige har av musikundervisningen för elever med intellektuell funktionsnedsättning och förutsättningarna för denna undervisning i grundsärskolan? Vi har inspirerats av Carlson (2013), som använder uttrycket musical becoming för att betona möjligheten att få uttrycka sig musikaliskt, särskilt för personer med komplicerad språklig kommunikation, och för att påvisa att det kan ta form på olika sätt – som musikkonsument, eller som (med)skapare av musik.Urval och metod: En inbjudan till ett flertal musiklärare skickades ut via den ena forskarens nätverk. Urvalskriterierna var att lärarna skulle ha lärarbehörighet och att de skulle vara aktivt verksamma som musiklärare i grundsärskolan. När det gäller lärarsituationen i grundsärskolan saknas ofta den dubbla kompetens som krävs, dvs musiklärarutbildning och speciallärarutbildning för elever med intellektuell funktionsnedsättning (IF). Under läsåret 2020/21 uppgick andelen musiklärare med lärarlegitimation och behörighet i musik i grundsärskolan till 6,3 % (https://siris.skolverket.se).Semistrukturerade tematiska intervjuer genomfördes utifrån tre teman. Varje intervju inleddes med frågor som riktades mot lärarens upplevda didaktiska utveckling och faktorer som påverkat denna (jfr life-storytraditionen, Dunpath & Samuel 2009), därefter följde frågor41gällande de förutsättningar respektive skola erbjöd för musikundervisning i grundsärskola. Avslutningsvis ställde vi frågor om lärarnas musikundervisning baserat på kursplanen i musik för grundsärskolan. Medan den första intervjun genomfördes på en av de deltagande lärarnas skola, kom övriga intervjuer att genomföras på Zoom på grund av pandemin. Samtliga lärare informerades om syftet med studien och gav sitt medgivande till att intervjuerna spelades in. Ljudinspelningarna transkriberades och utgör vårt datamaterial. Intervjuerna analyseras fenomenografiskt (se Marton, 1994) för att urskilja återkommande skillnader i mönster av uppfattningar i intervjuerna.Resultatet förväntas bidra med utgångspunkter för en kommande interventionsstudie i grundsärskolans musikundervisning.ReferenserDunpath, R. & Samuel, M. (2009). Life History Research. Epistemology, Methodology and Representation. Sense Publishers.Carlson, L. (2013). Musical becoming: Intellectual disability and the transformative power of music. I: M. Wappett & K. Arndt (eds.) Foundations of Disability Studies (83-103). Palgrave Macmillan.Ferm Almqvist, C. (2016). Cultural Citizenship through aesthetic communication in Swedish schools. European Journal of Philosophy in Arts Education, 1(1), 68-95.Marton, F. (1994). Phenomenography. I T. Husén & T. N. Postlethwaite (Eds.), The International Encyclopedia of Education. 2. ed, Vol 8, 4424–4429. Pergamon.Saether, E. (2008). When minorities are the majority: voices from a teacher/researcher project in a multicultural school in Sweden. Research Studies in Music Education, 30(1), 25–42. ER - TY - CONF T1 - Responsible implementation of AI in organizations as a trigger for learning T2 - INTED2021 Proceedings A1 - Bjursell, Cecilia A1 - Lindberg, Ylva PY - 2021 LA - eng KW - lifelong learning KW - ai and digitalization KW - responsible implementation KW - interactive research AB - Digital technologies, such as AI, are described as “disruptive” (Hampel 2019. Säljö 1999) in learning settings across a range of workplaces, since they trigger innovation and (re)formation of learning practices that target change and improvement. The aim of this study is to explore how strategies for implementation of AI shape learning content and associated social practices in public agencies. In order to gain insight into how public agencies that are vital for inclusive citizenship learn about digitalization and AI, and which knowledges and skills they identify as crucial for their future development, the study focuses on informal learning triggered by strategic initiatives. Informal learning is here understood as the pursuit of insights, knowledges, and/or skills that occurs without the presence of externally imposed curricular criteria (Livingstone, 2006: 206). In this case, the vast field of digitalization and AI form the learning content toward which the participating organizations are orienting their learning needs.The theoretical point of departure is anchored in the field of lifelong learning, and in the established view of knowledge and experiences as arising in interaction with others and with the environment. These are ideas that were expressed early on by thinkers such as philosopher, psychologist and educator, John Dewey, who has become known for an experience-based conception of learning, what has later come to be called "learning by doing". Talking about learning, rather than education, leads to a shift in focus from formal education to how an individual transforms experiences into knowledge, skills, attitudes and values at all ages, throughout life (Jarvis 2014). In the prolongation of Jarvis’ (2014) reasoning, learning involves experiential dimensions of the enacted social practices. The framing of social practices as transformational in a lifelong learning perspective, regarding knowledges and skills as well as the own professional identity, serves the analysis’ focus on movement. Analytical tools developed in practice theory (Hager and Beckett 2019) are used to identify successive stages in the learning, where the knowledge content progressively is formulated in interaction with participants and researchers.The empirical material was gathered during a series of three workshops where 11 employees from five organizations analyzed and discussed the situation at their workplace as part of their learning and implementation process. The methodological design is based on an interactive research approach (Ellström, et al., 2020) that emphasizes interactional dimensions between the research sphere and the professional sphere. The study is carried out with full awareness by all parties of two ongoing parallel processes with sometimes overlapping purposes: Emergent learning practices at work and the explorative research process. Based on the empirical material, we noticed that 1) learning needs to be framed by a specific organizational context, 2) that employees appeared to be learning by doing as they were entering unknown territory, and 3) that learning took place within the existing frames of references. To challenge these frameworks to address the identified gaps in the emergent learning practices, we discuss them in relation to the model for responsible AI in practice developed by Dignum (2019). ER - TY - THES T1 - Handlingsutrymmets betydelse för arbetslösas upplevelser, handlingsstrategier och jobbchanser A1 - Bolinder, Margareta PY - 2005 LA - swe PB - Sociologiska institutionen, Umeå universitet KW - unemployment KW - long-term unemployment KW - job search behaviour KW - search activity KW - job chance KW - job demand KW - job expectations KW - sense of control KW - reactions patterns on unemployment KW - mental well-being KW - labour market research KW - arbetsmarknadsforskning AB - The main research problem in this thesis is how unemployed individuals experience and handle the situation of unemployment and how their actions are related to their action possibilities. These are determined by factors like level of education, vocational training, age, citizenship, handicap and level of unemployment on the local labour market. A common assumption is that search behaviour of unemployed individuals strongly affects their possibility to find a job. A central question in this thesis is if individuals’ behaviour has been overemphasised at the expense of real employment opportunities. The empirical part of this thesis is based on longitudinal data collected during a period of high unemployment. The sample is a national random sample existing of 3 500 Swedes interviewed by telephone in the beginning of 1996 and in the end of 1997. The results show that the expectations of the unemployed to find a job as well as their actual search behaviour are shaped by the situation they are in. The unemployed have job expectations that co-vary with their action possibilities, but as many as 31.3 per cent overestimate their chances and 10.5 per cent underestimate them. This result is based on questions about expectations to obtain a job related to the actual employment situation nearly two years later. Unemployed individuals’ job expectations co-vary with their experiences of the unemployment situation. Those who believe that their job chances are bad have a low mental sense of well-being, while the opposite is found among those who believe that their job chances are good. The sense of having control over the situation is important for an individual’s mental sense of well-being. Both strategies of activity and adaptation occur among the unemployed. Strategies that are meant to change the situation in an objective are most common, only a minority of the unemployed seem to have adapted to the situation of unemployment. ER - TY - CONF T1 - Conference • NNHSH 2013 Theme: Transformations of Health Practices and Health Policies in the Nordic Welfare States PY - 2013 LA - eng PB - The Department of Arts and Cultural Sciences, Lund University AB - With the theme of the research conference of the NNHSH network we want researchers, both at doctoral and post-doctoral level, to reflect on how health practices and health policies in the Nordic Welfare States are being transformed and have been transformed in the past. The Nordic countries are all, more or less, in the midst of a transformation from a social democratic health care system, based on universal access for all citizens with no regard to their position, class or previous health practices, to a more neoliberal oriented health care regime with new - or perhaps in some ways very old - ideas about the body, health, and health care responsibilities. Sociologist S.N. Eisenstadt (1956) once suggested that the idea of "citizenship" in the development of a societal structure like the Western states of today served to establish a historically new position for individuals in preference to kinship and family status. Within different forms of government, such responsibilities are balanced differently between individual, family and state. For more than a century responsibility for health and healthiness in the Nordic countries has to a great extent been incumbent on the state. At the same time transformations of political ideologies have led to more pressure on individual - and familial - responsibilities. The conference aims at encouraging scholarly discussions highlighting the transformations of health politics in the Nordic countries and the consequences as observed and experienced by people in this context. Topics discussed can revolve around the role of governments in the furthering of transformations - be it regarding patient education, expectations of empowerment of the elderly in elderly care, or negotiations about the right to biological parenthood. It can also be about peoples´ embodied, verbalized and negotiated responses to the changes taking place. Furthermore, any health situation does not only concern patients or other people in need of care or help, but it also includes family-members as care providers, who may be drawn in to this role due to increasing expectations of kinship obligations and responsibilities. ER - TY - CONF T1 - Bachelor thesis as practice-based WIL education and the role of supervision T2 - International Conference on Work Integrated Learning A1 - Dahlquist, Karl A1 - Inal, Tuba PY - 2022 SP - 68 EP - 69 LA - eng PB - Trollhättan : University West KW - practice-based education KW - supervision KW - bachelor thesis writing KW - work-integrated learning KW - traditional apprenticeship KW - cognitive apprenticeship KW - arbetsintegrerat lärande AB - Bachelor thesis writing and supervision as potential practice-based WIL In Sweden, students are required to write a bachelor’s thesis in both vocational and academic university programs, though the writing and supervision process differ across disciplines and institutions. In our research on undergraduate education and work-integrated education (WIE) in the social sciences, we conceive of thesis writing and supervision, as performed in the undergraduate program, International Program in Politics and Economics (IPPE) at University West, as an example of practice-based education. While studying the educational practice of thesis writing from the viewpoint of work-integrated learning (WIL), we pose two sets of questions: how and what kind of knowledge or skills are required and acquired, and what is the role and kind of supervision involved throughout the research-thesis writing process? The second set of questions is whether the practice of thesis writing could be classified as WIE, and ultimately, if WIL is achieved; more precisely, we are investigating what kind of learning is acquired and processed, and in what ways the “knowledge” acquired through this kind of research practice is transferable to “work-life” and result in “life-long-learning”? Is the thesis writing bridging the “gap” between the university and post-graduate professional careers? To answer these interrelated questions, we construct a theoretical framework that conceptualizes work-integrated supervision as cognitive apprenticeship and dissects the supervision process which aims to develop a particular set of skills that will align (i) the aim of highquality academic university education, with; (ii) the new (mass-) diversity of student population, with; (iii) the increasing emphasis on employability and career advancement.Material and methodOur specific object of study is an academic program in political science that according to national curriculum regulations must contain a scientific research thesis, which is closely followed by supervisors assigned to student groups of two. It is a hands-on approach to supervision (Sinclair, 2004) following a strict timeline and structure as well as support. We investigate thesis-writing as a practice, the role of the supervisor therein, and the relation between thesis writing, the curriculum, and work-life. The primary data in this qualitative small-N study is gathered by a combination of interviews and participant observation. We conducted 15 semi-structured interviews and participated in 22 supervision sessions with 4 thesis groups. From the data collected, we identified p atterns, commonalities, and differences around how the students experience the practice of writing a thesis and its relation to their work life. Results and indicationsThe findings indicate that bachelor thesis writing and supervision in the form that it is practiced at IPPE is WIL. This specific model of supervision is that of an apprenticeship. While components of traditional (or vocational) apprenticeship is included in the relationship (especially when it comes to teaching/learning the actual p ractice of research), cognitive apprenticeship with a variety of methods to allow the apprentices to observe and actively engage in the practice through the supervisor’s strategic push toward independence (Collins, Brown, and Newman 1987) provides the basis of the relationship. The one-to-one hands-on cognitive apprenticeship supervision in the program is by far the most extensive task through which the students learn how to reflect on practice and become professional in what is a wide-open career trajectory. WIL is attained through working closely with a professional in their professional capacity as his/her apprentice and being trained in that very profession (as researchers) as a result of which they acquire the skills required for an increasingly intensive knowledge economy and the public sphere. The supervision model designed as an educative, supporting, and controlling process of seven steps ranging over 20 weeks complements the academic social science education students receive up to that point sealing the acquisition of epistemological skills such as critical thinking, problem solving, capacity for relearning, and coworking in groups as well as boosting ontological skills of time and project management in becoming confident professionals. Implications and contributionsWhile there have been previous studies on conceptualizing supervision within a WIL framework, they mostly focus on the supervision of students in the workplace/place of internship in relation to the work practices (Cooper et al., 2010), or supervision, mentorship, and feedback at the workplace (Eraut, 2010), rather than the academic thesis writing. These studies, therefore, focus on supervision more as a WIE practice, i.e., supervision with the intention of making sure that workplace experience of the supervisee serves certain learning outcomes (Billett, 2019), rather than as a WIL practice for learning to process experience for knowledge production. Our finding that the specific model of bachelor supervision within the context of WIL, based on the relationship between the supervisor and the supervisee(s) as a relationship of cognitive apprenticeship achieves WIL, is thus a novel contribution to the field. Thesis writing, at all levels of higher education, is considered the pinnacle of the learning process at that particular level, where the students get the opportunity to turn the core knowledge they acquired from coursework into a reflective experience. The way thesis writing is handled, therefore, seems to have special relevance from a WIE perspective, since the way this reflective experience is organized and guided by the supervisor has a significant impact on the extent to which the candidates can attain WIL: learning from experience as independent researchers and acquire the ability for “reflective” knowledge/learning (Billet 2012) on both practice and learning, as required for “progressive growth” (Dewey 1976-1983; see also Fleming & Haigh, 2018), as well as “critical reflections” (Trede & Mcewen, 2012). The result from our study thus contributes to the problem of knowledge transferability between the university and “work-life” (Eraut, M., 2010) be resolved through a “transformational” WIL model of academic supervision along the lines of Liberal Arts education’s broad appeal to knowledge and critical awareness that both question, analyze, and better prepare a diverse set of students for the knowledge economy, and a labor market that regularly sees people move in and out of different careers, not least as skills and even professions become obsolete (Crisp 2019; DeNis et al., 2003; Gannaway et. al., 2017). ER - TY - THES T1 - Demokratisk kompetens: Om gymnasiet som demokratiskola A1 - Ekman, Tiina PY - 2007 LA - swe PB - Statsvetenskapliga institutionen, Göteborgs universitet AB - Aktivt medborgarskap är ett ledord i svensk demokratipolitik. Jämlikt deltagande i politiken är ett annat. Skolan anförtros en viktig politisk roll i detta avseende. Läroplanen påbjuder att alla ungdomar på ett likvärdigt sätt skall förberedas till ett aktivt samhällsliv. Oavsett valet av gymnasieprogram ska alla förberedas till en samhällsroll som "ansvarskännande individer som aktivt deltar i yrkes- och samhällslivet", bland annat genom att läsa samma obligatoriska kurs i samhällskunskap. Men räcker det för att göra ungdomar jämlikt aktiva? Från tidig ålder socialiseras de enligt olika normer i sin uppväxtmiljö. De har dessutom olika intressen och talanger. De har också större möjligheter än någon tidigare generation att välja utbildning efter egna preferenser. I "Demokratisk kompetens. Om gymnasiet som demokratiskola" undersöks 2684 18-åriga gymnasisters inställning till aktivt medborgarskap. Utifrån analysen tecknas en bild av ungdomars demokratiska kompetens, som avslöjar stora skillnader mellan elever som valt olika utbildningsvägar i gymnasiet. Dessutom presenteras nya rön om hur två olika dimensioner av demokratisk kometens - politisk självförtroende och demokratikunskaper - påverkar synen på olika former av politiskt deltagande. ER - TY - CONF T1 - What it takes to keep children in school?: A research review T2 - Education and Transition. Contributions from Educational Research. ECER 2015, European Conference on Educational Research, Budapest, 7-11 September, 2015 A1 - Ekstrand, Britten PY - 2015 LA - eng KW - pedagogik och utbildningsvetenskap KW - pedagogics and educational sciences AB - Unauthorized absence from school is a problem that has been increasingly noted by the National Agency for Education, county councils, communities, and media in Sweden. There are elementary school students in Sweden who have not attended school for several years (Springe 2009), the phenomenon is found all over the world. There is an increased political interest in these questions worldwide, and most politicians emphasize school and the capacity to read and write as prerequisites for democracy (Reid 2012a). At the same time, schooling is questioned. Research has shown that school and development do not necessarily go hand in hand and that schooling increases segregation, inequalities, class differences, and gender structure. It is beyond the scope of this article to problematize schooling in this regard, but these school-related problems are entangled in several ways, and this question is returned to in the conclusion.The point of departure in this research review must be that elementary education is a prerequisite for democracy and that ensuring future generations’ ability to read and write is to a large extent a task for schools. It is well documented that failure in school and early dropout can have negative effects (cf. Bradshaw, O’Brennan, and McNeely 2008). Research indicates that the road to criminality, drug abuse, and social exclusion is open (Nelson and Baldwin 2004; Henry, Thornberry, and Huizinga 2009) and that there is a straight line from truancy to dropout, youth crime, gang membership, teenage pregnancy, poor health, and reliance on social service (Kronholz 2011). Truancy is a more pre-eminent risk predictor even compared to average grades, according to Hallfors et al. (2002). This dark picture could be countered by Hill and Jepsen (2007, 600), who have demonstrated that many teen mothers and high school dropouts “experience success in the labour market, with earnings well above the poverty line and full-time jobs.” These successful individuals turn back to post-secondary schooling when they are in their mid-twenties. The authors have recommended policies that assist young people who have taken missteps. Truancy can also be linked to high potential academically; students that are under-challenged at school (Sälzer et al. 2012). There are many dimensions and perspectives in this study; the individual, institutional, organizational, societal. In a research review like this one, however, the illumination of the relation between research and development is a strong incentive and an object of the study.In spring 2012 a community in Sweden sought out a researcher who could get to the root causes of the perceived local problem of unauthorized absence from schools. The questions raised in this community were how school absence could be prevented and attendance be stimulated through interventions in the school as well as in the local community. One part of this project was a review of research results focusing on prevention and attendance; this article presents the result of this research review. What does research globally demonstrate about what schools and communities can do to stimulate attendance and to prevent unauthorized absence?MethodThe collection of research builds on searches in the Swedish database Libris, for research catalogued in Sweden, and in the databases Academic Search Elite, ERIC, DOAJ, Ingenta Connect, and to some extent Google Scholar for international research. In Sweden, research in this field usually is catalogued under the keyword truancy, although different words are used in relation to the character of the absence. For example, in Sweden some students are called hallway ramblers: they go to school but do not assimilate the education because they do not attend lessons. Others, called home sitters, choose the Internet at home playing, reading and learning whatever they want instead of a lesson at school (Strandell 2009). In databases covering international research, the keywords mirror gradations from late arrival and scattered absenteeism to persistent truancy and dropouts. This project builds on material catalogued under the keywords that proved to be most frequent: truancy, absenteeism, and dropout, combined with prevention and attendance. Generally, the phenomenon labelled unauthorized absence from compulsory school is an intentional and active decision to skip a lesson, a school day, or a period. A huge amount of research focusing on truancy builds on the view that the problem either originates with individual mentally, psychologically, or socially deficiency, or stems from individual factors, such as milieu, parents or guardians, and peers. Research focusing on individuals, their deviations, and their risks has been excluded from this study (studies searching for correlations between truancy and drugs, truancy and sexuality, truancy and early pregnancies, truancy and criminality, etc.). The ambition in this study has been to examine research that focuses on prevention and attendance. This research field has apparently been given much less priority. The sample, greatly narrowed down for inspection, contains 155 peer-reviewed research articles collected from around the globe, represents geographical, cultural, social, and demographic differences, but the similarities outweigh these differences.The research examined has been published in the 21st century. It contains a large number of meta-analyses and some meta-meta-analyses. The sample, with few exceptions, represents extended quantitative studies and evidence-based research. This means that the material covers much more research and a longer time span than expected.Expected OutcomesResearch today indicates that school must have meaning for the individual (cf. Englund 2007) and that school needs to challenge students (cf. Biesta 2005). Individuals who absent themselves experience schoolwork as meaningless, entailing no challenges, and react to it. Truancy is resistance and a demonstration against traditional school culture, class reproduction, and bad treatment. These students are questioning the legitimacy of the educational system (Zhang 2007). This review unambiguously demonstrates a need to divert attention from the characteristics of individuals and truancy to study what success in school requires, drawing out children’s strengths rather than weaknesses. First, changes on all levels are needed to update schools and develop a positive school culture: at the governmental level, at the community level, within the school organization, and among staff. Second, students need adults to bond with - adults who care for, listen to, respect, and engage both socially and educationally. Third, core competencies are a prerequisite for all learning; self-reflection, attitudes and communication skills. Self-esteem and the ability to make decisions produce a sense of one’s ability to manage schoolwork (cf. Ahlström 2010). If core competencies are encouraged, they will transform enhanced learning outcomes and reinforce schoolwork. And it is possible to learn the ability to bounce back (cf. Andrén 2012). This study does not reveal anything about schools in real life. Perhaps it is a good guess that if a study of real-life interventions in schools had been conducted, it would have resulted in a picture of counting, more regulations and disciplinary restrictions - a reality that accords with the new public-management era (cf. Ball 1995, Ball 1997) and contemporary politics in the governing-by-numbers discourse (cf. Lawn and Grek 2012). This contrasts with everything we know from decades of research and recommendations.ReferencesArchambault, Isabelle, Michel Janosz, Jean-Sébastien Fallu, and Linda S. Pagani. 2009.” Student engagement and its relationship with early high school dropout.” Journal of Adolescence no. 32:651–670. Ball, Stephen 1997. “Policy, sociology and critical social research: A personal review of recent education policy and policy research.” British Educational Research Journal no. 23:257–274.Biesta, Gert. 2005. “Against learning. Reclaiming a language for education in an age of learning.” Nordisk Pedagogik no. 25:54–66. Bradshaw, Catherine P., Lindsey M. O’Brennan, and Clea A. McNeely. 2008. “Core competencies and the prevention of school failure and early school leaving.” New Directions for Child & Adolescent Development no. 2008 (122):19–32. Claes, Ellen, Marc Hooghe, and Tim Reeskens. 2009. “Truancy as a contextual and school-related problem: a comparative multilevel analysis of country and school characteristics on civic knowledge among 14 year olds.” Educational Studies (03055698) no. 35 (2):123–142. Englund, Tomas, ed. 2007. Skillnad och konsekvens: mötet lärare-studerande och undervisning som meningserbjudande. [Difference and consequenses: the meeting between teacher and student and education as offering meaning]. Lund: Studentlitteratur Fraser, Barry J. 1987. “Identifying the salient facets of a model of student learning: A synthesis of meta-analyses.” International journal of educational research no. 11 (2):187–212.Henry, Kimberly L., Kelly E. Knight, and Terence P. Thornberry. 2012. “School disengagement as a predictor of dropout, deliquency, and problem substance use during adolescence and early adulthood.” J Youth Adolesc no. 41 (2):156–166. Hiatt, James S. 1915. The Truant Problem and the Parental School. Bulletin, 1915, No. 29. Whole Number 656. United States Bureau of Education, Department of the Interior.Lawn, M. , and S. Grek. 2012. Europeanizing Education: governing a new policy space. Oxford: Symposium Books Ltd.Reid, Ken. 2014a. An Essential Guide to Improving Attendance in Your School: Practical Resources for All School Managers. London: Routledge.Rutter, Michael. 1987. “Psychosocial resilience and protective mechanisms.” American Journal of Orthopsychiatry no. 57 (3):316–331.Southwell, Neil. 2006. “Truants on truan ER - TY - CONF T1 - With a Critical Mindset in Google’s Interland: The platformization of media literacy T2 - Anais de resumos Expandidos IV Seminário Internacional de Pesquisas em Militarização e Processos Sociais A1 - Forsman, Michael PY - 2020 LA - eng PB - São Leopoldo : Instituto Humanitas Unisinos KW - media literacy KW - mediatization KW - critical thinking AB - We can all agree on the importance of giving children (and others) the skills and techniques to dismantle and counteract disinformation and misinformation, fake news, hate speech and uncivilized online behavior. Often these matters are as discussed under umbrella terms like ”Media and information literacy” (MIL) or ”Digital competence” (DC) (Carlsson, 2019). One of the key aspect of MIL as a term for the qualification, socialization and subjectification of “the emerging media citizen” is “critical thinking”. Today, critical thinking in relation to the media often seem to equal “criticism of sources” and there are uncountable examples of online fact checking services and gamified training programs, accompanying a flood of educational material on how to be a good, safe and happy media citizen. A majority of these campaigns offer their target groups, teachers and students, quite instrumental and techno-centric approaches to media education (Author, 2018, 2019). However, the long term effects of these MIL-campaigns remain unclear, and there is a risk that these rather presentistic and individualistic approaches will reduce critical thinking to a consumer (prosumer) oriented skill that may legitimize rather than criticize imbalances and injustices of the current media ecology (e.g. datafication, commercialization). In order to be able to combine an instrumental approach to critical thinking witha more historicalin-depth understanding, I want to suggestthe neologism “the critical mindset”. Which is a term that denotes the didactic combination of “critical thinking” (cognitive skills) and  “critical consciousness” (the perception and critical exposure of social and political contradictions and misjustices)as the ground for reflective emancipation and commonality through civic action (c.f. Freire’s, 1974 term “conscientization”). In order to describe this critical mindset as an alternative to the algorithmic mindset (of the computer) and the metric mindset (of the prosumer) I combine certain voices from the (long) tradition of media literacy (e.g. McLuhan, Postman) with progressive pedagogics (Dewey) and a post-marxian understanding of criticality (Butler, Freire) with the umbrella of mediatization theory (Couldry and Hepp, 2017; Hjarvard, 2013; Krotz, 2014). ER - TY - CHAP T1 - Arbetsformer och dynamik i klassrummet. T2 - Kobran, nallen och majjen A1 - Granström, Kjell PY - 2003 SP - 223 EP - 243 LA - swe PB - Stockholm : Myndigheten för skolutveckling KW - school development AB - Bokens 21 artiklar rör sig kring olika aspekter på hur skolan och dess innehåll har förändrats under denna tid. Ett av temana är skolarkitektur, och vad ute- och innemiljöer avspeglar för slags tänkande. Andra beskriver rektorns förändrade roll, liksom förändringar i klassrumsinteraktion och synen på lärandet. Några artiklar fokuserar på förändringar i synen på barn- och ungdomstiden och vad klass- och genusaspekter betyder i skolans värld. Frågan om normalitet, inkludering och specialpedagogikens roll berörs. Flera artiklar belyser hur skolans innehåll har förändrats, alltifrån den grundläggande läs- och skrivträningen, till skolämnen som matematik, idrott, språk och samhällskunskap. Betygens skiftande utseende övertid diskuteras, liksom läromedlens roll. Det finns också artiklar som reflekterar över sättet att tänka kring utbildningsekonomi, kunskap och historisk förändring.Förhoppningsvis väcker boken minnen till liv från den egna skoltiden, men framför allt vill vi synliggöra intressanta aspekter på vårt sätt att tänka om skolan. Utöver att vara ett underlag för reflektion och eftertanke, är det vår förhoppning att den också ska inspirera till nya frågställningar om framtidens "skola". ER - TY - CONF T1 - Mobility, learning and interaction in the mobile preschool.– a reaction to a child-unfriendly city? A1 - Gustafson, Katarina A1 - van der Burgt, Danielle PY - 2015 LA - eng AB - We are living in an urban world and more and more children today are growing up in cities. Also in Europe, urban childhoods are becoming the standard. At the same time, spaces for children are decreasing in European cities due to densification processes, traffic, changing life styles as well as changing mobilities. In this paper, we will discuss the phenomenon of the Swedish mobile preschool and whether we can understand this as a reaction to the child-unfriendly city. More specifically we will discuss the mobile preschool in terms of children’s right to participate and take part in the city.   The mobile preschool, a preschool in a bus, was introduced in Sweden in 2007. Originally from Denmark where the bus provided inner-city children access to nature it can be understood as a reaction to the child-unfriendly city. In Sweden however the mobile preschool is described as targeting acute (indoor) space problems but also a way of providing new learning environments for children and to practise outdoor education. We will discuss the mobile preschool in relation to the following questions; is the mobile preschool a way of bringing the children to nature? And is the mobile preschool a potential for children as urban citizens? Even though the city itself is not considered child-friendly the bus is regarded as giving opportunities to provide children with child-friendly spaces within the city and its surroundings. Our study shows that the mobile preschool both is a way of bringing the children to nature spaces within the otherwise child-unfriendly city. It is also a way of giving children the opportunity to navigate with help from the bus and learn to use a diversity of child-friendly spaces in the city, not only nature. We see that the mobile preschool has a potential for encouraging children’s active citizenship.  ER - TY - JOUR T1 - Når innovation og fagligt samspil saetter fag under pres - fagdidaktisk kommunikation i det danske gymnasium efter reformen i 2005 T2 - Nordidactica SN - 2000-9879 A1 - Hobel, Peter PY - 2012 VL - 1 SP - 26 EP - 53 LA - dan PB - Karlstad : CSD KW - innovation KW - interdicsiplinarity KW - subject orientated didactics KW - challenge orientated didactics KW - discourse KW - fagligt samspil KW - tvaerfaglighed KW - fagdidaktik KW - udfordringsdidagtik KW - diskurs KW - subject didactics KW - ämnesdidaktik AB - After the 2005 reform of the Danish gymnasium, ithas become a requirement that students are trained in interdisciplinarity andthat their innovative skills are developed. In the public discussion“innovation” has been embedded in two different discourses: a market orienteddiscourse and a citizenship oriented discourse. This study examines whether theschool subjects under this pressure develop and converge into one unifiedschool subject: a market orientated social science. This is examined through acase study of an interdisciplinarian course in the first year of the Danishgymnasium on Corporate Social Responsibility. The students first work with thistopic in the context of English, Social Science and Innovation, and then haveto advise a Danish concern about how to improve and develop the CSR-strategy ofone of its subsidiary companies in India.The data of the study are central documents from political level, from thelevel of the Ministry of Education, and from the course. These documents aretriangulated with interviews with teachers and students. The results of thestudy are based on a discourse analysis of these documents.The central finding of the study is that the different school subjects do notconverge into one market oriented school subject. The students do not limitthemselves to give instrumental and means-oriented advices to the concern abouthow they can use the CSR-strategy as a mean of increasing its profits. The teachers act in a paradigm of challenge oriented didactics. The teachersestablish a subject oriented and interdiscipline oriented didactical discussionabout how the school subjects in different ways can contribute to aprofessional debate about epochal core problems (in this undervisningsforløb:the enviroment and social inequality), and the students discuss how thesubsidiary company can contribute to the solution of these problems. They addthat these initiatives will benefit the company. Thus, through didacticalreflection and the planning and execution of a course the teachersre-contextualize the requirement about interdisciplinarity and innovation in away that has Bildungs-Potenzial ER - TY - CONF T1 - How Exciting Does it Have To Be? Young citizens and the interplay between emotional responses and quality assessments of news. A1 - Holt, Kristoffer A1 - Nykvist, Ari A1 - Ezz El Din, Mahitab A1 - Wahlberg, Mats A1 - Dahlén, Peter PY - 2024 LA - eng KW - journalistik KW - journalism KW - medievetenskap och journalistik KW - media studies and journalism AB - Despite boasting strong performance in global democracy rankings, Sweden grapples with impending challenges to its democratic fabric (Lührmann et al., 2019). The escalating prevalence of disinformation within an increasingly polarized media landscape has gained notable attention, spurring a proliferation of research studies and fact-checking initiatives to fortify the democratic society against such threats (Bakir & McStay, 2017; Holt, 2019; Waisbord, 2018; Allcott & Gentzkow, 2021). Simultaneously, young adults (18–25 years) seem to be progressively distancing themselves from conventional news outlets, choosing instead platforms where emotional narratives reign supreme and adherence to journalistic standards is not necessarily a given (Newman et al. 2023). Given the divergent media consumption patterns of young citizens compared to older generations (Boczkowski et al., 2018; Newman et al., 2020), it is crucial to understand this demographic’s conception of news quality. Moreover, the disinformation conundrum is intrinsically linked with contemporary research on democratic innovation, the evolution of representative democracy, and the enhancement of civic practices and forums (Norris, 2011). The challenge of integrating the younger generation into these discussions is a pivotal concern in this discourseThis paper investigates how young citizens construe quality of news and the factors that influence their perceptions of news quality. Despite the abundance of news sources available, young citizens may struggle to distinguish between high-quality news and misinformation. Through qualitative interviews with young citizens (ages 18–25), combined with analysis of biometric lab data (eye-tracking and GSR), we explore the interplay between actual and measurable reactions to pieces of news and stated quality assessments, highlighting key factors that shape their perceptions of news quality, including trust and source credibility, relevance, and format. We find that these factors interact, at times paradoxically, with one another to influence young citizens’ judgments about the quality of news. Our results show that news items that cause more emotional engagement are not necessarily ranked higher in quality than less engaging news items. Our results have implications for news organizations and media literacy education programs, and we suggest areas for future research on news consumption and young citizens. ER - TY - RPRT T1 - De samhällsvetenskapliga ämnenas didaktik. Rapport från en inventering A1 - Johnsson Harrie, Anna PY - 2011 LA - swe PB - Linköping University Electronic Press AB - Syftet med denna inventering är att försöka skapa en bild av var den svenska ämnesdidaktiska forskningen i de fyra undervisningsämnena geografi, historia, religionskunskap och samhällskunskap står idag. Vilka forskningsområden står i fokus? Vilka områden är mindre beforskade? Vilka skillnader och likheter finns mellan de fyra ämnen i dessa avseenden? Att försöka överblicka ämnesdidaktiken för fyra olika ämnen i en och samma rapport kan tyckas övermaga. Men för att kunna diskutera skillnader och likheter mellan ämnena måste det bli en utgångspunkt. För att det ska bli genomförbart kräver det avgränsningar. En första viktig avgränsning är geografisk. Det är enbart ämnesdidaktisk forskning i Sverige som behandlas. En tidsmässig avgränsning är att fokus är på tiden från och med år 2000 fram till och med första halvåret 2011. En tredje viktig avgränsning är innehållsmässig. Här kommer undervisningsämnena geografi, historia, religionskunskap och samhällskunskap att stå i fokus. Det innebär att forskningsöversikten begränsas till studier som behandlar ämnenas didaktik i en skolkontext, som kan vara grundskola, gymnasieskola, vuxenutbildning eller universitetsstudier. Schüllerqvist benämner för historiedidaktikens del en sådan fokusering för ”historiedidaktik i snäv mening” till skillnad från en historiedidaktik i vid mening vilken inkluderar historiebruk i olika delar av samhället. Avgränsningen vad gäller ämnesdidaktiska studier i föreliggande inventering kan således i en mening ses som snäv, då den endast inkluderar studier med ett skolfokus. Inom denna avgränsning är dock avsikten att vara bred och inkludera så många olika aspekter som möjligt av ämnesundervisningen och dess villkor. Dessa avgränsningar har naturligtvis medfört att en del intressanta studier inte har kommit med, men samtidigt har avgränsningarna varit nödvändiga för att göra det möjligt att inkludera alla fyra ämnena. Det denna översikt kan bidra med är möjligheten till komparation mellan de olika ämnena. Som kommer att framgå av denna rapport är det få studier eller översikter som tar ett sådant jämförande grepp och där kan föreliggande inventering förhoppningsvis ge ett bidrag. ER - TY - THES T1 - Unaccompanied minors (un-)made in Sweden. Ungrievable lives and access to rights produced through policy A1 - Kazemi, Baharan PY - 2021 LA - eng PB - Göteborgs universitet KW - migration KW - unaccompanied minors KW - borders AB - On 24 November 2015, the Swedish prime minister announced a new, restrictive asylum policy with the explicit aim of placing Sweden at the EU minimum level in terms of refugee reception. A temporary Aliens Act minimized the right to asylum and family reunification. At the centre of the policy debate was the figure of the unaccompanied minor. In this thesis, the meanings associated with the concept of unaccompaniedness in Swedish legislation is explored in order to critically analyze the changes that took place during and after 2015. With a theory-method design drawing on post-structural policy analysis and discourse theory, seven government bills are analyzed together with interviews with welfare workers/activists and young persons affected by the policy changes. What the government bills have in common is the centrality of the concept of unaccompaniedness. The reforms are positioned at the intersection of social work and migration policy: custodianship for asylum-seeking unaccompanied minors, reception in municipalities under the Social Services Act, construction of alternative “Supported Housing” services aimed at this target group and other youth, age estimations in the asylum process and exception rules as a path to residence permits based on participation in upper secondary education. The main results indicate that the way in which unaccompanied minors are described as different from children in general and thus in need of other support and other rights, has existed long before the restriction laws from 2015. The discursive formation with a specific position for unaccompanied minors has thus not undergone a total transformation. Rather, additional layering of meanings associated with the concept has been added. In the reforms from 2005-2006, unaccompanied minors are mainly regarded as grievable lives due to the vulnerability associated with their specific migration experience and being without guardians. Through various political logics, where economy and anti-immigrant sentiments have an impact, subjects are increasingly excluded from this position. They are attributed negative associations and disqualified from being both children and vulnerable. This demarcation defines who can be a "real" child and thus a grievable life with the right to protection and rights. The exception rules that were presented in 2017-2018, acknowledge the precarious position created through the restrictive reforms. A pathway to residence permit through participation in upper secondary education was provided. Thereby, the figure of the unaccompanied minor was also re-invented from a child refugee to an international student and potential labour migrant. In this thesis, it is argued that lives are constructed as grieavable and not through specific meanings given to the term vulnerability in relation to concepts of childhood, borders, racialization and the nation. Through these processes of meaning-making subject positions are shaped and access to rights defined. However, policy is produced in a political context and dependent on social practices. Thus it is relevant to see the reforms in relation to social work practice, social movements and the populations affected, who through acts of citizenship and of solidarity challenge the dominant border regime. ER - TY - BOOK T1 - Utbildningshistoria: en introduktion A1 - Larsson, Esbjörn A1 - Westberg, Johannes PY - 2015 LA - swe PB - Studentlitteratur AB KW - utbildningshistoria KW - undervisningshistoria KW - skola KW - skolämnen KW - skolformer KW - lärare KW - privatundervisning KW - hemundervisning KW - förskola KW - grundskola KW - folkskola KW - läroverk KW - gymnasium KW - universitet KW - yrkesutbildning KW - folkbildning KW - lärarutbildning KW - läroplanshistoria KW - fostran KW - betyg AB - Utbildningshistoria – en introduktion ger en lättillgänglig presentation av och fördjupande resonemang kring det svenska utbildningssystemets historia.I boken ges närmare beskrivningar av olika utbildningsformer som inkluderar förskolan, grundskolan, folkbildning och universitetet samt introduktioner till skolämnens historia, däribland svenska,historia och samhällskunskap. Därutöver anlägger författarna,flertalet ledande specialister inom de ämnen de skriver om,övergripande och tvärgående perspektiv på utbildningshistorien.Det handlar om frågor som rör utbildningens ekonomiska historia,lärarkårens utveckling, sociala förhållandens betydelse för utbildning, utbildningspolitik samt betyg och bedömning. Den andra upplagan är uppdaterad och innehåller dess­utom tre nya kapitel, vilka behandlar utbildningsväsendets förhållande till minoriteter samt yrkesutbildningens och matematikens historia.Till boken hör en webbplats där bland annat kapitelsammanfattningar i form av bildspel, övningsuppgifter,tester och en grafisk beskrivning av utbildningssystemets utveckling bidrar till lärandet.Boken vänder sig till blivande lärare samt studenter i exempelvis historia och pedagogik som behöver kunna placera skolans situation i ett vidare sammanhang och i ett längre tidsperspektiv. ER - TY - CONF T1 - Critical Thinking, politics and political participation in S|E|H – to describe and/or prescribe as a teacher? A1 - Malmberg, Claes A1 - Rafolt, Susanne A1 - Urbas, Anders PY - 2022 LA - eng AB - Two ongoing research projects carried out by Halmstad University in cooperation with University of York and by University of Innsbruck aim to understand how science teachers approach politics in the classroom and how pre-service science teachers understand critical thinking. We argue that political participation and critical thinking needs to be at the heart of Science|Environment|Health (S|E|H) pedagogy to make effective change and find solutions to urgent social issues in a democracy. Critical thinking is crucial for negotiating socially urgent issues, such as climate change and pandemics, and debunking misinformation (e.g., Jiménez-Aleixandre & Puig 2022) and, thus, for civic education (e.g., ten Dam & Volman 2004; Glaser 1985; Oulton et al. 2004). Teachers need to create possibilities for young people to engage in actions to handle urgent societal challenges, that is political participation (Ekman & Amnå 2012). Science teachers might be reluctant to address politics and critical thinking both when it comes to prescribing and describing teaching content. However, especially in the context of S|E|H, neither science and school science nor critical thinking is independent of politics. Both S|E|H contents and critical thinking include descriptive and normative aspects and relate to conflict of interests and values. Therefore, teachers need to handle critical thinking, politics and political participation in a thoughtful way. The aim of the round table is to discuss future research about teaching critical thinking and politics in the science classroom and furthermore to consider theoretical and normative aspects - points of departure, conclusions and recommendations - in such research. First, the chairs will provide a short input. Then, participants discuss in small groups: 1) What kind of empirical research is needed? 2) How do we as researchers handle theoretical and normative aspects in research? Finally, all participants of the round table share their ideas. ER - TY - BOOK T1 - Media and Information Literacy and Intercultural Dialogue : MILID Yearbook 2013 PY - 2013 LA - eng PB - Nordicom KW - media literacy KW - information literacy KW - intercultural dialogue KW - milid KW - mil KW - milid week KW - unesco KW - uniwtin. AB - The UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue (MILID) is based on an initiative from the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the UN Alliance of Civilizations (UNAOC). This Network was created in line with UNESCO’s mission and objectives, as well as the mandate of UNAOC, to serve as a catalyst and facilitator helping to give impetus to innovative projects aimed at reducing polarization among nations and cultures through mutual partnerships. This UNITWIN Network is composed of eight universities from different geographical areas. The main objectives of the Network are to foster collaboration among member universities, to build capacity in each of the countries in order to empower them to advance media and information literacy and intercultural dialogue, and to promote freedom of speech, freedom of information and the free flow of ideas and knowledge. Specific objectives include acting as an observatory for the role of media and information literacy (MIL) in promoting civic participation, democracy and development as well as enhancing intercultural and cooperative research on MIL. The programme also aims at promoting global actions related to MIL and intercultural dialogue. In such a context, a MILID Yearbook series is an important initiative. This first MILID Yearbook is a result of a collaboration between the UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue, and the International Clearinghouse on Children, Youth and Media at NORDICOM, University of Gothenburg. Part 1: Editor: Sherri Hope Culver. The UNITWIN Cooperation Programme on Media and Information Literacy and Intercultural Dialogue. New Approaches and Challenges, University Approaches to Integrating MILID, Building MILID from the Local to the National, The Influence of Policy, MILID Week. PART 2: Editors: Ulla Carlsson, Catharina Bucht & Maria Edström. The International Clearinghouse on Children, Youth and Media at NORDICOM. Outlook: Media and Information Literacy and Intercultural Dialogue Research Articles: Media * Culture * Education * Media and Information Literacy, Youth Engaging with Media and Communication: Networking * Social Change * Political Change * Peace, Media and Information Literacy and Intercultural Dialogue: UNESCO * Alliance of Civilizations, Media and Information Literacy. A Worldwide Selection. ER - TY - RPRT T1 - Democracy begins at home: parenting, empathy, and adolescents' support for democratic values A1 - Miklikowska, Marta PY - 2012 LA - eng PB - Åbo Akademi University AB - Background: Democracies are rare historically and inherently fragile.  Their existence depends on more than formal institutions or an absence of dictators and extremists. In other words, the democratic quality of a political regime requires citizens who support democratic values. To this end, it is important to understand which factors lead individuals to feel committed to a democratic creed. Although it is assumed that support for democratic values develops as a result of social learning, concrete socializing circumstances are less obvious. The classical literature on political socialization pointed to parents as a direct determinant of youth civic formation. However, in contemporary societies, few parents hold explicit goals to influence the political preferences of their children. The present study aims at advancing this discourse by assessing the direct and indirect role of parenting for the democratic commitments of adolescents.  Method: This study was conducted on two random samples. One consisted of 1,341 secondary-school students, aged 17, from three regions of Finland (South, South-West, and West). The second consisted of 678 secondary-school students, aged 16 at baseline, from the Flemish-speaking part of Belgium. The study comprised of questionnaires which were administered during regular school hours.  Results: The present study yielded some important findings. First, it showed that empathy is a good predictor of adolescents’ democratic commitments (Article I). Second, it provided evidence for the influence of supportive parenting on the development of empathy in adolescence (Article II). Third, it tested empathy as a predictor of democratic values in light of other significant variables (Article III). Fourth, it provided evidence that democratic parenting might be directly and non-directly, i.e. through adolescents’ empathic skills, related to youth support for democratic values (Article IV).  Conclusion: Overall, this study showed direct and indirect ways in which parenting might influence the democratic orientation of adolescents and gave recommendations for the democratic education of citizens.  ER - TY - CHAP T1 - Global statistik, alternativa fakta och (o)möjligheten att utveckla elevers demokratiska subjektivitet T2 - Ämnet som blev A1 - Nissen, Jörgen A1 - Stenliden, Linnéa A1 - Reimers, Eva PY - 2021 SP - 65 EP - 80 LA - swe PB - Umeå : Inst för estetiska ämnen. Umeå universitet AB - Vår tid kännetecknas av att samtidigt som den empirisk-realistiska uppfattningen om betydelsen av vetenskap och kunskap är ifrågasatt, står mänskligheten inför en rad utmaningar såsom hot mot klimatet, hot mot demokratiska institutioner, växande ojämlikhet och pandemier. För att möta detta behöver medborgare inte enbart kunna sovra och bedöma information utan också kan agera som politiska subjekt.Kapitlet bygger på en studie i två klassrum i ämnet samhällskunskap där elever använder officiell statistik för att med hjälp av ett visualiseringsverktyg undersöka globala handelsmönster. Eleverna presenterar sedan muntligt och visuellt sina insikter, och läraren bedömer elevernas redovisningar.Studien visar att eleverna med hjälp av visualiserad information, kan förstå ekonomiska och politiska samband, vilket skulle kunna ligga till grund för politiskt engagemang. I klassrummet uteblir dock insikten om att det “skulle kunna vara annorlunda” och att den enskilde/gruppen kan medverka till förändring. Istället hamnar fokus på bedömning av elevens prestation. Studien visar därmed att även om pedagogiska praktiker kan skapa förutsättningar för politisk subjektivitet så tenderar dessa att undergrävas av krav på bedömning, kvalificering och prestationer. ER - TY - JOUR T1 - Det oväntade i so-ämnenas undervisning: bjudningar till annat kunskapande och tillblivande T2 - Nordidactica SN - 2000-9879 A1 - Olson, Maria PY - 2017 IS - 2 SP - 1 EP - 7 LA - swe PB - : Karlstads Universitet KW - det oväntade KW - samhällsorienterande ämnen KW - undervisning KW - risk KW - utbildning och lärande KW - education and learning KW - individual and society vidsoc KW - subject learning and teaching AB - I detta temanummer riktar vi intresse mot So-ämnenas undervisning i skolan. Vi tar vår utgångspunkt i vad de flesta lärare vet, men kanske inte alltid finner tid, utrymme eller någon lämplig plattform att uttrycka. Nämligen att all undervisning, och i förlängningen all utbildning – av nödvändighet – är omhuldad av risk (Biesta 2013), av det som är oväntat. Ambitionen i artiklarna är inte i första hand att lyfta fram detta oväntade som en omständighet eller nödvändighet i allmän mening i utbildningssammanhang. Ambitionen är snarare att utifrån denna nödvändighet resa frågor till den dagliga undervisningen i de samhällsorienterade ämnena religionskunskap, samhällskunskap och historia, alternativt i so-undervisning generellt. Utifrån skilda empiriska, i högre eller lägre grad teoretiskt färgade ansatser, prövar vi att resa frågor som på olika sätt knyter an till vårt överordnade syfte i temanumret, vilket är att undersöka om, och i så fall vilka särskilda villkor eller bevekelsegrunder som kan tänkas prägla just de samhällsorienterade ämnenas undervisning, sett i ljuset av det oväntade som en potential, som möjlighet. ER - TY - BOOK T1 - Religionsfrihet i Sverige: Om möjligheten att leva som troende PY - 1997 LA - swe PB - Studentlitteratur AB KW - history of religion AB - Trots en lagstadgad religionsfrihet möter religiösa minoriteter ibland svårigheter och bristande förståelse när de vill utöva sin tro i Sverige. Svårigheten att få utöva religiös tro handlar ibland om en konflikt mellan gällande lagstiftning, då och då om bristande tolerans eller avsaknad av kunskap. Inte sällan anar man diskriminering och fördomar. Den här boken belyser det motstånd och den intolerans som troende människor möter i en sekulär omgivning.Författarna utgår från konkreta problem, till exempel  religiösa högtider, klädnormer, kost och religiös slakt samt rätten att få bygga moskéer. Ett kapitel ägnas åt diskussionerna kring konfessionella skolor och religionens roll i skolundervisningen. Mot en historisk bakgrund och med internationella utblickar resonerar författarna kring de faktiska förutsättningarna för religiösa människor att få utöva sin tro i dagens Sverige. Därmed önskar de ge läsarna underlag för diskussion och egna ställningstaganden.Boken vänder sig till dem som studerar etnologi, invandrarkunskap, religionsvetenskap, samhällskunskap och till blivande lärare. Den kan också läsas av alla som arbetar med eller intresserar sig för minoriteter, ekumenik, samfundsfrågor och samhällsplanering. ER - TY - RPRT T1 - Undervisningen om arbetslivet på vissa yrkesförberedande och teoretiska gymnasieskolelinjer: En intervjuundersökning bland lärare A1 - Sandström, Ingrid PY - 1984 LA - swe PB - Umeå universitet AB - Syftet med denna studie är bl a att belysa lärares inställning till ett närmande mellan skola och arbetsliv samt att kartlägga under­visningen om arbetslivet beträffande innehåll, form och utfall. Totalt har 38 lärare på linjerna Ve, Vd, E och S i ämnena arbets- 1 ivsorientering och samhällskunskap intervjuats. Resultaten visar på stora skillnader mellan yrkesinriktade och teoretiska linjer avseende såväl lärarnas allmänna inställning till skola/arbetslivs-frågor som deras uppfattningar och värderingar av undervisningens innehåll, form och utfall. Lärare på yrkesinriktade linjer ger t ex uttryck för anpassningsmotiv medan lärare på teoretiska linjer fram­håller pedagogiska motiv för samarbete mellan skola och arbetsliv. Yrkeskvalifikationer och förmåga att anpassa sig till arbetsplatsens krav framhålls därför som viktiga av lärarna på de yrkesförberedande linjerna. Lärarna på de teoretiska linjerna framhåller däremot mer generella kunskaper om samhälle och arbetsmarknad samt personliga kvalifikationer såsom flexibilitet, initiativförmåga etc. Avslut­ningsvis förs en sammanfattande resultatdiskussion där bl a gymnasieskolans kvalificerande funktion relateras till en samhällelig arbetsindelning. ER - TY - CHAP T1 - Didaktisk design och visuell litteracitet: verktyg för visuell analys och kunskapsvisualisering T2 - Resultatdialog 2021 A1 - Stenliden, Linnéa A1 - Nissen, Jörgen A1 - Johansson, Jimmy PY - 2021 SP - 70 EP - 72 LA - swe PB - Stockholm : Vetenskapsrådet AB - Denna ”post-sanningens-tid” innebär en osannolik överbelastning avinformation. Det utmanar skolan att stödja elevernas kunskapsuppbyggnad,förmåga att hitta relevant information och samtidigt kritiskt hantera uppgifterfrån olika perspektiv.Detta design-baserade projekt har därför undersökt hur Visual Analytics (VA)och verktyg för kunskapsvisualisering (KV) kan bidra till eleversinformationsprocesser som inte bara syftar till att upptäcka fakta, se sambandoch dra slutsatser utan även utvecklar kunskaper i kombination med attityder,perspektiv och åsikter.Med stöd av aktörnätverks-teori har relationer analyserats mellan visualiseringarpå bildskärmar, interaktivitetens erbjudanden, betydelsebärande semiotiskabudskap och skolans kunskapskrav. Ambitionen har varit att förstå hur VAtillsammans med KV kan stödja lärandet i samhällskunskap på grundskolanshögstadium.Resultaten visar hur VA i undervisning påverkar läraktiviteterna med bådemervärden och utmaningar. Elever kan använda VA, dra slutsatser och göradatavisualiseringar men de måste erbjudas alternativa sätt att visa sina kunskaper(KV), jämfört med vad skolan oftast erbjuder. Här kan en kombination avmuntlig och bildlig kommunikation fungera mer flexibelt.  ER - TY - THES T1 - Flipp i tal och handling: En fallstudie om undervisningsmetoden flipp i tre gymnasielärares tal och handling A1 - Stormats, Karen PY - 2019 LA - swe PB - Karlstads universitet KW - flipped classroom KW - philosophy of education KW - social constructivism KW - progressivism KW - dewey KW - active students KW - individualization. KW - utbildning och lärande AB - Flipped Classroom (flipp) is described in both school and scientific contexts as a new teaching method where the individual pupil and her active learning is placed at the center and where lesson time to a greater extent is used for discussion and laboratory work, while information gathering takes place outside lesson time via ICT. Flipp has in recent years become widely spread in Sweden, which is why it is interesting to investigate flipp in a Swedish context. This has so far been made to a very limited extent. This study aims to deepen the understanding of flipp as a teaching method as the method appears in the speech and actions of upper secondary school teachers who claim they use flipp when they teach. The study addresses three general issues. First, teachers' purposes with flipp are explored, second, the roles that emerge in flipped teaching is investigated and third, individualization in teaching where flipp is applied. The study is a case study based on interviews and observations with three upper secondary school teachers who flip their teaching. The study is based on social constructivist theory formation and Dewey's progressivist philosophy of education is the discussion partner in this study. Previous research suggests that in the development of flip, inspiration was drawn from pedagogical ideas from the early 1900s, which makes it advisable to discuss possible points of contact between flipp as expressed in the case study, and progressivism. Previous research presents flipp as a method for creating flexibility and individualization as well as a method that helps the teacher and students spend more time together for laboratory work and discussions. The teachers express that flipping helps the students to become active during lessons. Observations, however, show that there are significant problems with the students not preparing for the lesson to the extent that was expected, which will have negative consequences for the opportunities to work and discuss during lessons as intended. The study thus shows evidence that there is a discrepancy between the image that the teachers produce and the image of the flip that has been observed. ER - TY - CONF T1 - Teaching that enables discernment of impact, systems thinking and agency in social science visual literacy A1 - Tväråna, Malin A1 - Jägerskog, Ann-Sofie A1 - Björklund, Mattias A1 - Strandberg, Max PY - 2023 LA - eng KW - social science KW - teaching development KW - design principles AB - Civic education includes the ability to understand and deal with complex social issues and systems that are often difficult for students to grasp (Hess, 2009), and commonly represented in visual models which often seem hard for students to understand (Roberts & Brugar, 2017). This presentation describes findings from the final phase of a three-year practise-based project where implications of and teaching principles for developing students’ visual literacies in social studies were explored. Previous results have shown that in order to understand and read models, students in primary, lower secondary and upper secondary school need to discern aspects of impact, systems thinking and agency. The results discussed in the presentation consist of teaching principles, based on phenomenography and variation theory, that seem to facilitate students’ discernment of those aspects. The principles were identified through analysis of pre- and post-tests, transcribed group discussions and filmed lessons from 17 teaching interventions with 300 students of different ages. Tentative results indicate that it is possible and relevant to introduce social science models such as plot diagrams and flowcharts as early as in primary school, but that there is a need for teaching that facilitates a more complex understanding of these models well up into upper secondary school. The design principles identified seem to support students’ discernment of critical aspects of the models and thus more complex reasoning of the societal issues and systems illustrated. Nevertheless, results indicate that it is pivotal that also students who have discerned all of the aspects identified as critical for understanding a model, also encounter teaching that creates a need for, or motive of, multidimensional causal analysis of the social issue and critical judgement of social systems. Also, contextual/content specific knowledge emerges as a key dimension for high quality reasoning about social issues and systems using visual models.  ER - TY - THES T1 - Health literacy among newly arrived refugees in Sweden and implications for health and healthcare A1 - Wångdahl, Josefin PY - 2017 LA - eng PB - Acta Universitatis Upsaliensis KW - health literacy KW - s-fhl KW - hls-eu-q16 KW - asylum seeker KW - migrant KW - immigrant KW - experiences KW - health check-up KW - communication KW - information KW - self-perceived health KW - mental health KW - health-seeking behaviour KW - refrained from healthcare KW - screening KW - disease prevention KW - health promotion KW - quality of care KW - equity in health KW - social medicine AB - The overall aim of this thesis was to examine the distribution of health literacy (HL) levels in newly arrived Arabic-, Dari-, or Somali-speaking refugees in Sweden. Further aims were to investigate sociodemographic characteristics associated with inadequate HL in this group, and to investigate whether HL levels are associated with experiences of the health examination for asylum seekers (HEA), health seeking behaviour and health.Three quantitative cross-sectional studies, using data from two different surveys, were conducted among Arabic-, Dari-, and Somali-speaking, newly arrived refugees taking part in courses in Swedish for immigrants or civic orientation. In addition, an explorative qualitative study, based on focus group discussions, was performed on Arabic- and Somali-speaking newly arrived refugees who had taken part in an HEA. All data were collected 2013-2016. The quantitative data were analysed using different statistical methods, foremost descriptive statistics and univariate and multivariate binary logistic regression analyses. The qualitative data were analysed using Graneheim and Lundman’s method for latent content analysis.The main findings were that the majority of Arabic-, Dari-, or Somali-speaking refugees in Sweden have limited functional health literacy (FHL) and/or limited comprehensive health literacy (CHL). Having a low education level and/or being born in Somalia were associated with having inadequate FHL, but not with having inadequate CHL. Limited FHL was associated with inadequate CHL. Experiences of poor quality of communication and having benefited little from the HEA were more common among those with limited CHL, as compared to those with higher CHL. Experiences of communication problems and a lack of information related to the HEA were found in the qualitative studies as well. In addition, it was more common that those with limited CHL reported poor general health and impaired psychological well-being, and that they had refrained from seeking healthcare.In conclusion: limited HL is common among newly arrived refugees in Sweden and seems to be of importance for the experience of the HEA, health-seeking behaviour and health. HL needs to be taken into consideration in the work with refugees in order to increase equity in healthcare and health.  ER - TY - THES T1 - Crafting Democracy: Civil Society in Post-Transition Honduras A1 - Boussard, Caroline PY - 2003 LA - eng PB - Department of Political Science, Lund University AB - Popular Abstract in Swedish Hur kan det civila samhället bidra till demokratisk utveckling? Inom demokratiseringsforskningen framställs ofta det civila samhället som ett centralt inslag i demokratiseringsprocessen. Vi saknar emellertid tydliga teoretiska föreställningar om vilken funktion det civila samhället fyller i en demokrati och om hur det civila samhällets organisationer kan bidra till demokratisk utveckling. Mot denna bakgrund analyseras i föreliggande studie hur och under vilka omständigheter det civila samhället kan bidra till demokratisk utveckling. I spänningsfältet mellan teorier om demokratisering och det civila samhället skisseras ett teoretiskt ramverk som tar sin utgångspunkt i det civila samhällets komplexa och flerfaldigt demokratibyggande funktioner. Det argumenteras särskilt för vikten av att ta hänsyn till graden av intern demokrati inom det civila samhällets organisationer, till den politiska kontexten, särkilt till statens förhållningssätt till det civila samhället, och till externtinflytande i termer av bistånd riktat mot det civila samhället, för att nå en fördjupad förståelse för hur det civila samhället kan bidra till demokratisk utveckling. Empiriskt riktas intresset mot Honduras, som inledde en process mot demokrati i början av 1980-talet. Studien visar att det civila samhällets organisationer spelade en relativt begränsad roll i den inledande fasen av den regimkontrollerade demokratiseringsprocessen, detta trots att det civila samhället i ett regionalt perspektiv traditionellt anses vara dynamiskt och kraftfullt och man därför skulle kunna förvänta sig mer aktivitet från det civila samhället. Övergången till demokrati sammanföll emellertid med ökade övergrepp mot mänskliga rättigheter och med en utbredd straffrihet för militären i slutet av 1980-talet, vilket mobiliserad det civila samhällets organisationer. Dessa reagerade kraftfullt mot övergreppen och mot militärens politiska inflytande och uttryckte tydliga krav på respekt för mänskliga rättigheter och demokrati. Efter att demokratin slutligen etablerats i Honduras har det civila samhället haft flera viktiga demokratistärkande funktioner. Det civila samhällets organisationer har fungerat som agendasättare och har lyckats väcka uppmärksamhet kring frågor rörande demokratins tillstånd. Till exempel har flera organisationer medverkat till att föra upp behovet av en reform av rättsväsendet på den politiska dagordningen. Det civila samhället har även verkat som folkbildare och har genom olika projekt för att höja kunskapsnivån vad beträffar till exempel mänskliga rättigheter bidragit till utbildning såväl av den politiska eliten som den bredare allmänheten. Det civila samhället har även haft en demokratibyggande funktion som källa till nya politiska alternativ och har på så sätt bidragit både till att överbrygga klyftan mellan den politiska sfären och det civila samhället och till en ökad pluralism. Slutligen har det civila samhällets organisationer agerat som samarbetspartners till staten och till statliga myndigheter, särskilt inom utvecklingsrelaterade policyområden. Om det civila samhällets huvudsakliga funktion under själva demokratiseringsprocessen bäst kan karakteriseras som en motmakt till statsmakten som – givet att det är någorlunda demokratiskt orienterat – kan ställa krav på demokratiska reformer, så kan det civila samhällets funktion i en nyligen etablerad demokrati bäst karakteriseras som en komplex blandning av funktioner, vilka syftar till att stödja och begränsa statsmakten. Studien visar framförallt på vikten av att inkludera den politiska kontexten i analysen för att nå förståelse för det civila samhällets relation till demokrati och för hur det civila samhällets organisationer kan bidra till demokratisk utveckling i nya demokratier. I Honduras är det uppenbart att den politiska eliten genom olika strategier försökt kontrollera det civila samhällets organisationer, vilket onekligen har haft negativa effekter på det civila samhällets möjligheter att verka demokratifrämjande. Framförallt har det haft negativa effekter vad beträffar den så kallade motmaktsfunktionen. Dessa försök att kontrollera det civila samhället har därtill präglat såväl de auktoritära som demokratiska regimerna i Honduras. En slutsats som dras i studien är således att en granskning av relationerna mellan stat och samhälle är central för vår förståelse av det civila samhället och dess demokratistärkande egenskaper. Studien visar dessutom att tendensen att kontrollera eller kooptera det civila samhället kan förstärkas av givarsamfundets ambitioner att stödja det civila samhället som en del av demokratibiståndet. Bistånd kan således resultera i en underminering av det civila samhällets motmaktsfunktion, vilket på sikt kan ha en negativ inverkan på demokratins utveckling. ER - TY - THES T1 - "For a better life...": a study on migration and health in Nicaragua A1 - Gustafsson, Cecilia PY - 2014 LA - eng PB - Umeå Universitet KW - migration KW - health KW - health care KW - migration-health nexus KW - nicaragua KW - remittances KW - mobile livelihoods KW - translocal geographies KW - vulnerability KW - suffering KW - coping KW - undocumentedness KW - mixed-methods KW - hdss AB - This thesis explores and analyses the manifold relations between migration and health, what I call the migration-health nexus, in the contemporary Nicaraguan context. The study is based on fieldwork in León and Cuatro Santos and a mixed-methods approach combining qualitative in-depth interviews and quantitative survey data. In the thesis health is “traced” within the migration process; i.e. in places of origin, during travel, at the destination and after return, including the situation and consequences for both migrants and family members to migrants (“left-behinds”). The study shows that migration-health relations in Nicaragua are connected to broader economic, social and political factors and to the country’s historical experiences of colonization, neo-colonization and structural adjustments. Contemporary Nicaraguan migrations are primarily related to the strategies of making a living and the struggle for a better life (i.e. a practice of mobile livelihoods). In the study setting health concerns were both indirectly embedded in people’s mobile livelihoods, as well as directly influencing decisions to move or to stay, and migration involved both advantages and disadvantages for health. Through migration, women could see an end to physical violence and sexual abuse. Internal migrants could improve their access to health care and medicine. Vulnerabilities related to the unpredictable nature conditions could be avoided through moving. And, through the money made from migrant work people’s everyday lives and health could be improved, in terms of better nutrition, housing, and access to education, health care and medicine. However, remittances do not necessarily lead to development, as they are used to compensate for the lacking public sector in Nicaragua. Under these circumstances, I argue that the Nicaraguan population is not guaranteed their social rights of citizenship. I also argue that the negative aspects surrounding migration must be taken into account when discussing the development potentials of migration and remittances. Both internal and international migrants in this study experienced stress while moving to a new place. International migrants had difficulties accessing health care in the destination, particularly those lacking documentation. The separation within families due to migration often caused emotional pain. Family members left behind did not rate their physical health as good as often as non-migrant families. The vulnerability, stress experiences and sufferings of migrants and left-behinds varied, however. I therefore conclude that social differences (in terms of e.g. gender, class, skin colour, and legal immigration status) are key for the enactment of the migration-health nexus, and that an interplay of individual, social and structural factors influence the outcome. ER - TY - THES T1 - A Transnational Study of Criticality in the History Learning Environment A1 - Ivanov, Sergej PY - 2016 LA - eng PB - Umeå University KW - criticality KW - transnational KW - curriculum theory KW - policy KW - upper secondary KW - learning environment KW - comparative KW - language teaching and learning KW - språkdidaktik AB - This study examines conceptions of criticality and its instruction in the History learning environ- ment in Sweden, Russia, and Australia as evidenced in one sample upper secondary class in each country. To achieve this, data were collected at macro, micro and meso levels. At the macro level, elements of curriculum theory were used to analyse the policy framework provided to develop students’ criticality in the upper secondary History classroom and to identify the conceptions of criticality as manifested in the policy documents. At the micro level, a content-based, thematic analysis was used to examine how the teachers and student focus groups conceptualise criticality and the ways of its teaching and learning. At the meso level, the conceptions of criticality and its instruction modes identified in the policy documents and interviews were used to analyse the class- room data collected in the selected classes.The combined findings from the three levels of analysis provide a transnational account of criticality and its instruction. They suggest that criticality is conceptualised as a generic skill of questioning at the overarching curriculum level, whereas it is reconceptualised as a discipline- specific skill at the subject level. Discipline-specific conceptions include criticality as source criti- cism, as meaning making from historical evidence, as questioning historical narratives, and as educating for citizenship. The findings indicate that the visionary criticality objectives of the curricula might be obstructed at other policy levels and by the interviewees’ conceptions of criticality as well as the classroom practicalities.Based on the transnational findings, it is proposed that harmonisation between the curriculum contents and time allocation might contribute to the promotion of narrative diversity. As argued in the study, narrative diversity is a prerequisite for criticality as questioning historical narratives. To nurture this form of criticality, the policy makers might consider a shift of attention towards the lower stages of schooling that could equip upper secondary students with necessary background knowledge. Further, harmonisation between the teaching objectives and learning outcomes of basic History courses might help avoid excluding certain groups of students from receiving criticality instruction on unclear grounds. This might ensure the equity of education with regard to criticality instruction for all upper secondary students, as required in the national curricula in Sweden, Russia and Australia.  ER - TY - THES T1 - Undervisningsmål som utgångspunkt vid konstruktion av målrelaterade prov: några teoretiska och empiriska problem A1 - Janson, Sven PY - 1975 LA - swe PB - Umeå universitet AB - Undersökningen är explorativ och är ett försök att genomföra en på målbeskrivningar grundad utvärdering av elevernas kunskaper och färdigheter.Undervisningsmål kan i en viss utsträckning konkretiseras genom att ge exempel på uppgifter och problem som eleverna skall kunna lösa. Målen konkretiseras också i de provuppgifter som eleverna får efter undervisningens slut. Både målexemplen och provuppgifterna kan ange såväl enkla beteenden, t ex "kunskap", som mer komplexa, t ex "analytisk förmåga". Enklare beteenden antas kunna sammansättas till och bilda grunden för mer komplexa. Beteendena kan ordnas i nivåer - från enkla till mer komplexa - och bilda en systematisk struktur, en taxonomi, i vilken man antar att nivåerna är hierarkiskt och kumulativt relaterade till varandra. I undersökningen prövas hur en taxonomi för beteendemål i vardera ämnet matematik och samhällskunskap kan utnyttjas för att kategorisera dels exempel som ges i målbeskrivningar, dels uppgifter som ges i prov. En metod för konstruktion av målrelaterade prov redovisas. För vart och ett av fyra undervisningsavsnitt konstrueras utifrån en formulerad målbeskrivning ett målrelaterat prov. Såväl målbeskrivningarnas exempel som provens uppgifter kategoriseras utifrån respektive taxonomi för beteendemål. Därmed ges möjligheter att relatera provet till målet, vilket är fundamentalt vid konstruktion av målrelaterade prov. Undersökningen redovisar hur man med kvantitativa mått beräknar dels överensstämmelsen mellan olika bedömare vad gäller bedömningen av respektive uppgifts beteen-denivåtillhörighet och dels med vilken säkerhet som varje nivå och hela provet bedömts.Sedan målen formulerats, provet konstruerats och prov-uppgifterna kategoriserats för respektive avsnitt användes provet i en empirisk utprövning. Provresultaten användes för att pröva om beteendenivåerna i respektive taxonomi var hierarkiskt och kumulativt relaterade till varandra. För totalgruppen provdeltagare var taxonomin för ämnet matematik hierarkisk. För, på proven, låg-och högpresterande och för gruppen flickor visade dock provresultaten - i ämnet matematik - på många undantag från regeln om en strikt hierarkisk struktur. I ämnet samhällskunskap var taxonomin hierarkisk, men med andra strukturer än den man utgått från vid provkonstruktionen. Orsaken antas bl a vara svårigheterna med den använda frågetypen, flervalsfrågor. Kumulativitet innebär att enkla beteenden är en förutsättning för mer komplexa. I undersökningen ges inget generellt stöd för en kumulativitet. Med andra ord var prestationer på uppgifter på lägre beteendenivåer inte absolut avgörande för prestationer på uppgifter på högre nivåer. Undantagen från regeln om en strikt kumulativ struktur var många och sammankopplas i undersökningen med problemet att genomföra en kurs- och målrelaterad betygsättning. ER - TY - CONF T1 - The nationalised social work and globalized social problems: The Swedish dilemma T2 - Social Work Social Development 2012 A1 - Jönsson, Jessica H. PY - 2012 SP - 273 EP - 274 LA - eng AB - Social work in Sweden has developed from being voluntary charity work to a major responsibility for the state and municipal authorities. Based on a well-developed legal system, social authorities and social workers are the agents who decide who are entitled to governmental and municipal subsidies and who are not. Despite ideological changes and political transformations which have resulted in the retreats of the Swedish welfare state from its traditional positions during the latest decades, the regular social work is still strong and important for many people in Sweden. However, globalisation, migration and global social problems increasingly challenge the national basis of social work and create a tension between national laws, which guide Swedish social work, and the Code of Ethics of social work declared by IFSW. A growing group who are excluded from getting support from social workers in Sweden are undocumented immigrants. Without citizenship or residence permits in Sweden, undocumented immigrants are excluded from municipal social services, social rights and access to basic social services, equal employment opportunities, health, housing and education. Undocumented immigrants have therefore to rely on irregular social work such as deprived voluntary organisations’ function at the margins. This paper critically examines the discrepancies between the universal declarations of human rights and social justice in IFSW’s Code of Ethics and the Swedish social work as one of the strongest and most inclusive social welfare regimes in Europe. Questions, such as “How informed are social workers and politicians of the problems of social welfare of undocumented immigrants? Are there any political or social programs for changing the laws and improving the life conditions of undocumented immigrants? How do social workers respond to the conflicts between the IFSW’s Code of Ethics and the exclusion of undocumented immigrants from the Swedish welfare system?” are guiding this study. The study is based on analysing official documents, conducting interviews with municipal social workers, political agents and NGOs in three large cities in Sweden with substantial numbers of undocumented immigrants. The results show that the displacement of thousands of undocumented immigrants and their ’place less segregation’ in Sweden and deprivation of their living conditions should guide us to re-evaluate the practices of social work in an era of increasing global inequalities. ER - TY - CONF T1 - "Everyone can play football no matter where they come from": Discourses in open sport activities for newly arrived children and teenagers A1 - Kittelman-Flensner, Karin A1 - Korp, Peter A1 - Lindgren, Eva-Carin PY - 2017 LA - eng AB - The recent international crises has brought about the largest movements of refugees since World War II. There is a need for constructive strategies to manage the challenges the comprehensive migration imposes on society's ability to integrate new residents. Research highlights the central role of civil society organizations to create trust, social networks and civic engagement, i.e. basic conditions for a democratic society (Putnam, 2013; Wijkström, 2012). International research also shows that civil society organizations and the voluntary sector can have a compensating function for economically and socially disadvantaged groups (Field, 2005; Portes & Rumbaut; Zhou & Kim, 2006). Many of these organizations have an ambition to welcome newcomers and offer a social milieu and a meaningful leisure time. Sports are often considered as contributing to the inclusion in society of marginalized groups (Misener & Mason, 2006; Schulenkorf & Edwards, 2012). There is a well-established notion that participation in sports promotes positive identity construction, social inclusion and education for democratic citizenship (cf. Donnelly & Coakley, 2002). However, there is little scientific evidence that sport has the potential to fulfill this role,In Sweden a strong emphasis has been put on the role of sports clubs to actively strengthen democratic values and equality. Different governments have provided extensive funding for this purpose, but also for the purpose of including children and youth independent of who they are and were they come from. However, there is little scientific evidence that sport clubs and their activities has the potential to fulfill this role in the community and there is very little systematically developed knowledge of how sporting activities and programs should be designed to achieve positive social outcomes (Rich, Misener & Dubeau, 2015). It is the leaders in the clubs that have the challenging task of ensuring that the objective of developing democratic values, equality, inclusion and well-being come true. Therefore it is important to examine how they understand and translate such normative goals into action.The overall aim of the study is to explore the ways in which a sport club, in the context of open sport activities, are working with and potentially promoting values such as intercultural understanding, inclusion and equality among young people, of which a significant part are new arrivals in Sweden.  Research questions focused in this presentation are:How are the open sports activities  organized, and what are their stated purposes?What kind of discourses and practices dominate among the leaders of the open sport activities?The sport club studied has since 2010 worked actively with various social projects aiming to promote intercultural understanding, inclusion, gender equality, counteract effects of social and economic segregation and increase young people's agency. The club is a football club which conducts organized football training for children and young people but have also "open sports activities" which is free of charge and requires no registration. Every other Friday arrange the sport club Sporty Friday” where they offer young people the opportunity to try basketball, football, table tennis, boxing, martial arts, wrestling and fencing. They also offer open football for both boys and girls and every week they engage 100-300 children and teenagers. These activities are financially supported by the municipality and are the focus of this research project. ER - TY - CHAP T1 - Fredsmonumentet på Stora torget i Karlstad: Att utgå från offentlig konst i undervisning T2 - Spänningsfyllda erfarenheter - ämnesdidaktik i skilda kontexter A1 - Lidén, Anne PY - 2013 SP - 89 EP - 110 LA - swe PB - Stockholm : Stockholms universitets förlag KW - bildreception KW - konstpedagogik KW - offentlig konst KW - didactic science for teachers and teaching professions KW - didaktik med inriktning mot lärararbete och lärarprofession AB - Offentlig skulptur på gator och torg behandlas i denna studie både som konstverk och som kulturarv. Exempel ges på bildreception och bildtolkning av konstens bakgrund och kontext som ämnesdidaktiska verktyg i undervisning. Aktuella konstpedagogiska och bilddidaktiska teorier och metoder diskuteras i förhållande till tematisk ämnesintegrering mellan bild och SO-ämnena historia, religion och samhällskunskap samt svenska. Exempel ges på lärarplanering och elevfrågor i anslutning till studiebesök vid konstverket samt i efterarbete i klassrummet, såväl för grundskolans äldre åldrar som yngre åldrar. Valda verk är Ivar Johnssons bronsstaty Fredsmonumentet på Stora torget i Karlstad 1955 och Jenny Holzers minnesinstallation och textbänkar runt statyn från Monumentets historiska bakgrund tas upp både vad gäller unionsupplösningen mellan Norge och Sverige 1905 samt ceremonierna på årsdagen vid 50-årsjubileet 1955 respektive 100-årsmarkeringen Förändringar av bildreception och bildtolkning av dessa minnesgestaltningar tas upp utifrån frågor om bakgrund och beställare, olika medier och stadens torgbesökare. Egna upplevelser och egen konstvetenskaplig forskning kring Ivar Johnssons övriga skulpturer tas upp, men studien bygger även på idéhistorikern Magnus Rodells forskning om Fredsmonumentet samt konstvetaren Jessica Sjöholm Skrubbes forskning om offentlig konst i Sverige. ER - TY - THES T1 - Att plantera ett barn : internationella adoptioner och assisterad befruktning i svensk reproduktionspolitik A1 - Malm, Carolina Jonsson PY - 2011 LA - swe PB - Lund University (Media-Tryck) AB - Popular Abstract in Swedish Vad är en familj, vilka kan bilda en familj och vem bestämmer det? Hur ser föreställningarna kring den ideala familjen ut? Och varför anses det viktigt att ha kännedom om sitt ursprung och att tillhöra en familj, en släkt eller en nation? I denna avhandling undersöks den svenska familjepolitiken kring internationella adoptioner och assisterad befruktning. Undersökningen bygger på statliga utredningar som utkom mellan åren 1953 och 2007, vilka återspeglar den förändrade synen på vad som är normalt, naturligt, önskvärt och moraliskt riktigt när det gäller barnalstrande och familjebildning. Utredningarna har gått från att betrakta utlandsadoptionerna som en god handling och en form av u-landshjälp till att oroa sig för kidnappningar, barnhandel och exploatering av tredje världen. Samtidigt talas det allt mer om adoptivbarnens psykiska ohälsa och att de måste söka sina rötter. Tidigare var det viktigt att barnen snabbt försvenskades och assimilerades i det svenska samhället, men i dagens mångkulturella samhälle ska barnen snarare acceptera att de är annorlunda och bejaka sitt etniska ursprung. Den internationella adoptionsverksamheten har allt mer kommit att kritiseras samtidigt som antalet adoptioner har minskat. I motsats till detta har inställningen till reproduktionsteknologi blivit allt mer positiv och antalet behandlingar ökat kraftigt. Den tidigare skepsisen och teknikrädslan har tonats ned och tekniken har möjliggjort nya sätt att tänka kring familj och normbrytande familjepraktiker. Detta har bland annat medfört att homosexuella par har fått tillgång till assisterad befruktning och att sambandet mellan sexualitet och reproduktion har luckrats upp. Viktiga ledord för verksamheten har varit jämställdhet och likabehandling. Tekniken har också medfört ett ökat intresse för genetiska förklaringar och biologiskt släktskap. Den svenska familjepolitiken har därför blivit allt mer inriktad på att säkerställa barnets rätt till sitt ursprung. Detta har fått den kanske något paradoxala konsekvensen att man både eftersträvar att bedriva en modern familjepolitik samtidigt som man försöker bevara några av den traditionella kärnfamiljens grundbultar. ER - TY - CONF T1 - What Encourages Academic Staff to Engage in Systematic, Sustained Change in Teaching Practices? A1 - Moore, Jessie A1 - Mårtensson, Katarina A1 - Roxå, Torgny A1 - Little, Deandra A1 - Felten, Peter A1 - Sutherland, Kathryn A1 - Green, David A1 - Marquis, Beth PY - 2018 LA - eng AB - Representing an international, multi-institutional research team, the panel presents a theoretical framework for understanding what prompts academic staff/faculty to change towards sustained use of pedagogies that make a meaningful difference in student learning. The theory grows out of a synthesis of literature on: the role of leadership and resources in emerging changes to teaching practices (Gibbs, Knapper, & Piccinin, 2008; Roxå & Mårtensson, 2012), microcultures in the knowledge-centric levels of higher education (Roxå, 2014; Roxå & Mårtensson, 2015), high-impact educational practices (Kuh, 2008), productive disruptions (Glassner and Powers, 2011; Bass, 2012), organizational change (Stensaker 2006; Trowler, 2008), models of change, and roles of faculty beliefs about students and faculty conceptions of teaching (Trigwell & Prosser, 1996).Building from this extant literature, the research team developed a preliminary theory to address the following questions:What causes academic staff to adopt systematic and sustained use of high-impact pedagogies (e.g., evidence-based practices designed intentionally for student learning, with transparent learning goals, meaningful faculty-student interaction, and structured reflection)?How can universities foster faculty change towards systematically using pedagogies that make a meaningful difference in student learning? What is the role of academic developers in this work?For faculty, what are the implications of adopting high-impact pedagogies?The team briefly introduces the theoretical framework and visual representations to demonstrate how the relative impact of component parts (e.g., academic identities, conceptions of students, teaching practices) may change over time and in response to micro, meso, and macro contextual factors. Team members then offer a snapshot of each research project that tests the framework and/or illustrates how it might help scholars examine factors that inform – or inhibit – academic staff change in teaching practices at their universities:The Swedish project charts the intricately woven fabric of change and stability in academic microcultures. Through ethnographically inspired methods, groups of academic teachers are observed as they deal with educational issues in their everyday life-worlds;A US-based project examines the factors that enabled or discouraged changes in conceptions of teaching or learning for humanities faculty in a three-year, multi-institutional course redesign program;A project being conducted at two sites (one in New Zealand and one in the U.S.) that looks at the barriers to and enablers for encouraging more civic engagement initiatives to be embedded within curricula, with one of these taking a students as partners approach to the data collection process;A US project investigates whether academics in a mission-driven university are more likely to change their teaching practices when educational development programming explicitly aligns with the mission, even if their departments are unsupportive or uninterested;A Canadian project explores the extent to which participating in a student-faculty partnership program supported by a central teaching and learning unit encourages change in faculty teaching practices and conceptions of students.The panelists then facilitate a discussion with audience members about a higher education culture that learns, inviting conversation about 1) how other scholars might test the theory in their own institutional contexts; 2) how the theory contributes to work on SoTL’s role in individual and institutional change around teaching, and its limitations; and 3) the research strategies available to investigate academic staff/faculty change. Audience members will leave the session with an introduction to the theoretical framework and five concrete examples that test or illustrate the framework. Additionally, the presenters will provide a brief inventory of the innovative research methods used across the international and multi-institutional sites of the research collaboration. As a result, audience members will have opportunities to reflect on and discuss the framework, its application to their own contexts, and research strategies they could use to conduct similar SoTL projects at their institutions. ER - TY - THES T1 - The culturally and linguistically diverse Swedish preschool: unravelling conceptualisations and policy processes A1 - Papakosma, Maria PY - 2025 LA - eng PB - Umeå University KW - cultural diversity KW - multilingualism KW - preschool KW - educational policy KW - interculturality KW - leadership KW - equity KW - kulturell mångfald KW - flerspråkighet KW - förskola KW - utbildningspolitik KW - interkulturalitet KW - ledarskap KW - likvärdighet AB - In recent years, increasing cultural and linguistic diversity in Sweden has significantly affected early childhood education and care (ECEC) that must adapt, reframe, and develop new educational approaches to fulfil its mission toward democracy, citizenship, and equity. This thesis aims to gain a deeper understanding of how Swedish ECEC policy conceptualises and addresses cultural and linguistic diversity across national and local levels, how these conceptualisations evolved over time, and how different institutional actors interpret and enact these policies in their professional practice.The empirical data consist of qualitative semi-structured interviews with national policy actors and preschool principals, as well as review and analysis of diversity policy documents across national and local institutional levels. The research examines how diversity is conceptualised, interpreted, and enacted in Swedish ECEC settings by using an interculturality lens, policy analysis, language-orientations and equity leadership as theoretical frameworks.The results indicate that diversity in Swedish ECEC policy is characterised by dynamic, relational understandings embedded in intercultural narratives. The thesis demonstrates a consensus and a policy shift towards prioritising Swedish language development for children’s future educational, social, and economic opportunities. Multilingualism has been historically portrayed positively in policy discourse, and the findings identify its multifaceted nature, but also a trend towards making multilingual support conditional upon children’s Swedish language development. At the local level, the thesis examine principals’ perceptions of the interplay of socioeconomic factors and contextual conditions in diversity policy enactment in highly diverse preschools. Recruitment difficulties for qualified staff, communication and attendance barriers create constraints with implications for educational equity. It reveals how principals respond to these by developing equity-oriented leadership practices to recontextualise policy frameworks to their local realities. In doing so, it provides a framework for understanding trust-building and cultural navigation processes.In synthesizing the findings, the thesis contributes to understanding how Swedish ECEC policy has expanded preschool’s role beyond care to school preparation, integration, prevention of societal challenges, and democratic value formation, with implications for diversity policy and social cohesion. It offers a novel perspective on the relationship between national policy actors’ knowledge production, evolving diversity frameworks, and equity-oriented leadership practices in diverse settings. The thesis highlights the need for more comprehensive policy initiatives and political attention to the complexities placed on ECEC institutions in diverse preschools. It argues that achieving equity in preschools requires sustained,coordinated effort and structural support that extend beyond issues of increased participation or language development alone. ER - TY - CONF T1 - Symposium: Samarbetsbaserad undervisning i digital skolmiljö – ämneskompetenser och IT-didaktiska lärmodeller T2 - Next Generation Learning Conference (NGL2015), 18-19 november 2015, Högskolan Dalarna, Falun A1 - Sofkova Hashemi, Sylvana A1 - Spante, Maria PY - 2015 LA - swe AB - Symposiet syftar till att problematisera digitaliseringen av skolan utifrån utmaningar i didaktisk design, ämneskompetenser och ledarskap. Digitaliseringen innebär krav på ny kompetens, nya samarbetsformer samt nya villkor för kommunikation och interaktion mellan medarbetare likväl som föräldrar och elever. Lärande idag är allt mer beroende av samarbete och utbyte av kunskaper och strävan efter att utveckla kreativitet, innovation, problemlösning, samarbete och risktagande (Kalantzis et al 2003; Cope et al 2011). Ambitionen att möta den snabba teknikutvecklingen och de förändrade kraven på kompetenser och förmågor i samhället leder även till ökade krav på betydande förändringar i undervisning och skolan som verksamhet och organisation. Digital teknik får alltmer plats i klassrummen och blir mer tillgänglig genom diverse implementeringssatsningar, men också förändringar i läroplan och styrdokument. Digitaliseringen av skolan handlar om att möta de förändringar i samhället som hänger samman med den snabba teknikutvecklingen och den tillgång på information vi har idag och globalisering. Frågan om vi skall använda teknik i våra klassrum har ersatts av hur teknik kan brukas meningsfullt och stimulerande i det dagliga arbetet för att uppnå mål för lärande och bli konkreta verktyg i lärares undervisning och elevers lärande. Målet med symposiet är att med bas i gränsöverskridande undervisning i digitala rum lyfta vikten av att planera för lärande och undervisning och förstå vilka specifika IT-kompetenser genereras i enskilda ämnen. Exempel på undervisningsmodeller hämtas från projektet Gränsöverskridande Nordisk Undervisning (GNU, http://projektgnu.eu) där lärare, elever och forskare från 18 skolor i 7 kommuner bedrivit skolutvecklingsarbete med utgångspunkt i ämnesinnehåll och digital teknologi som viktiga ingredienser. Målet var att genom en brukardriven ansats undersöka hur digital teknik kan stödja en gränsöverskridande undervisning och samarbete mellan de nordiska skolorna i ämnena modersmål (danska, svenska, norska), samhällskunskap och historia, naturkunskap och matematik. Genom praktiknära, aktionsinriktade ansatser har lärare i samarbete med forskarna i så kallade co-design processer utvecklat en medvetenhet och modeller för samarbetsbaserad undervisning och lärande som presenteras under symposiet. Bidragen kommer att visa exempel på samarbetsbaserat didaktisk design i teknik-medierad undervisning i ämnena svenska, matematik, samhällskunskap, historia och naturkunskap, samt diskutera ledarskapets roll i sammanhanget. Vägar till lärande relateras till didaktisk design, ämnesinnehåll och läroplansdriven undervisning och de lärmodeller som framskrider. ER - TY - CONF T1 - The school Subject Swedish: a Subject of Bildung and Democracy? A1 - Svensson, Magnus A1 - Hultin, Eva PY - 2024 LA - eng KW - subjects didactics KW - bildung KW - democracy KW - curriculum reform KW - electronics AB -  The aim of this study is to contribute with knowledge on how bildung and democracy can be analytically discerned in the proposed syllabus of Swedish in the coming educational reform of Swedish upper secondary school (Gy25). Since Swedish as a school subject was established, it has been a heterogeneous phenomenon (Thavenius, 1999). Historically, different selective school traditions for Swedish as a subject have emerged in different school forms: Swedish as a Higher Subject of Bildung (old upper secondary school) and Swedish as a Proficiency subject (folk school; vocational school). Later, these traditions, along with a progressive alternative, Swedish as an Experience-based Subject, took root within the same school forms (compulsory school; upper secondary school). Thus, the same curriculum and syllabus can be interpreted by teachers in widely different ways, which made it possible to legitimize all three mentioned traditions (Hultin, 2006 and 2008). Furthermore, bildung and democracy have been treated differently in the mentioned traditions.  Since the beginning of the 2000, there has also been a debate about how the subject of Swedish as a democracy subject can be realized (Hultin, 2003; Molloy, 2003; Alkenstrand, 2016; Hultin, 2021). Lately it has been pointed out how democratic values, especially in terms of subjectification (Biesta, 2013), have been marginalized in the last curriculum and syllabus (GY11), as the educational focus rather has been on neoliberal concepts as entrepreneurship and the logic of measurability (Borsgård, 2021). However, in the directive of the mentioned ongoing reform of secondary high school (Gy25), the Swedish National Agency for Education states that democracy and bildung among other things should be specifically visible in the new curriculum and syllabus.  Based on this background, we find it motivated to conduct a deductive analysis of the proposed syllabus of Swedish with an analytical focus on: 1) What democratic functions can be discerned in the syllabus? 2) What interpretations of bildung can be discerned in the syllabus? Theoretically, the study is placed within Curriculum Studies, where educational policy texts as curricula and syllabi can be understood as political compromises that can be interpreted in different ways; interpretations that often can be linked to different selective traditions (Englund, 1990; Hultin, 2006). The first analytic focus of the deductive analysis is informed by Biesta’s three functions of democracy in citizenship education, namely socialization, qualification, and subjectification (2013); the second analytic focus is informed by the notions of bildung in terms of a free and open process (cf. Broady, 1984) and bildung in terms of a fixed cultural heritage (cf. Thavenius, 1995). The preliminary results of the analysis show that 1) socialization and qualifications as democratic functions are dominant in all parts of the syllabus (in aim, central content, and assessment criteria), while only traces of subjectification can be discerned, mostly in the part called the aim of the subject; 2) the notion of bildung in terms of fixed cultural heritage is dominant in all parts of the syllable, while traces of bildung as a free and open process can be discerned mostly in the aim of the subject. Conclusively, democracy and bildung are rather narrowly articulated in the syllabus where democracy as subjectification and bildung as a free and open process are still marginalized. ER - TY - CONF T1 - (Un)sustainable forests: Educational narratives of forests and forestry in Sweden and Finland 1972-2020s A1 - Åhlman, Christoffer A1 - Kortekangas, Otso PY - 2025 LA - eng AB - In our joint project, we investigate what different interpretations and meanings (e.g., economic, ecological, cultural, recreational) school textbooks have presented about forests in Sweden and Finland (1972–today). Our ESEH paper is inspired by the conference themes “storytelling in terms of the historical and present experience of living with climate uncertainty, biodiversity loss, or rapid landscape change”, and “didactics and themes for teaching climate history with practical examples of approaches and pedagogics”. We will especially look at how Swedish and Finnish forests and forestry are portrayed in the textbooks studied and what meanings of forests are highlighted. We will use a sample of textbooks from the subjects of biology, geography, social studies (samhällskunskap/yhteiskuntaoppi) and investigate how the meanings of forests as ecology, biodiversity and more recently carbon sink intertwine, compete and conflict with stubborn ideas of forests as resources of national economy. We will also investigate the relationship between Nordic forests and forestry practices and the ideas of forest destruction in the Global South and pose the critical question whether our educational systems are up to the task of teaching our young citizens about past, current and future cases of climate uncertainty, biodiversity loss and landscape change. ER - TY - CONF T1 - The Selection of Content and Knowledge Conceptions in Teaching in the era of standard based policy reforms A1 - Adolfsson, Carl-Henrik A1 - Alvunger, Daniel PY - 2017 LA - eng KW - pedagogics and educational sciences KW - pedagogik och utbildningsvetenskap AB - The Selection of Content and Knowledge Conceptions in Teaching in the era of standard based policy reforms Proposal information (research question, theoretical framework so on) (600 words)  This study is part of the project 'Understanding Curriculum Reforms - A Theory-Oriented Evaluation of the Swedish Curriculum Reform Lgr 11'.  In the last two decades transnational organizations and agreements have become increasingly important as driving forces in the making of curriculum. The international education policy movement towards so-called standards-based curricula has been characterized by top-down accountability and linear dissemination (Andersson-Levitt, 2008; Sivesind & Karseth, 2010). This also applies to the formation of Swedish curriculum policy discourses. The latest Swedish curriculum for compulsory School “Lgr11” can foremost be described in line with such a standards-based curriculum, where the objectives and standards, but also the content, are prescribed and put in the foreground for what students ought to do and know (Sundberg & Wahlström, 2012).Although these policies are transnational and nationally oriented, it is in the same time up to schools and teachers on the local level to interpret and enact the curriculum, in classrooms and in the interaction between teachers and students. This unarguably raises questions about the curriculum-in-use, i.e. how is teaching performed? The ‘what’ that is prescribed in the (trans-)national policy is one thing, but researchers rarely take notice of the fact that recontextualisation, selection, translation, relocation and refocus of content indeed occurs in the local school setting. Therefore, the overall aim of this paper is to explore how a standards-based oriented curriculum, Lgr 11, is enacted at the local school level.In a first step, the process of the selection of teaching content will be studied. A central question here is how and on what foundations the selection of teaching content is made when prescribed content and learning outcomes is given a central role in the curriculum structure? Secondly – which relates to the selection of content – we examine how the same curriculum is achieved in teaching and learning practices at classroom level in terms of knowledge content. What content seems to dominate the teaching in favour for another under a standard-based oriented curriculum like Lgr 11?To understand the conditions for teachers’ selection of content we bring theoretical inspiration from a “classical” framework of curriculum theory in terms of the “frame-factor theory” (Dahlöf, 1967; Lundgren, 1989). This theoretical perspective puts the relationship between teaching processes, outcomes and external (frame-) factors in focus. In other words, to understand processes and outcomes in the teaching practice you have to, from this theoretical perspective, analyse the frame-factors, for example time, equipment, the composition of the class and (of course) the current curriculum, that in different ways enable and limit these processes and outcomes.  When we in a next step examine the curriculum content in teaching we bring inspiration from Deng & Luke’s (2008) discussion about different knowledge classification schemes and conceptions. From this discussion we derived three conceptions of knowledge, in terms of an academic disciplinary knowledge conception; a practical knowledge conception and an experiential” knowledge conception. These knowledge conceptions will be used to identify and discuss different aspects of lesson content in the investigated teaching practice.    Methodology and method (400 words) With a classical curriculum theory framework, the present study focus on teaching and lesson content in terms of enacted and achieved curricula. In other words, and with Doyle’s (1990) conceptual framework, we are interesting in the relationship between the programmatic and classroom level of the curriculum. This in turn links us to classic classroom studies addressed by e.g.  Bellack, Kliebard et al.1966; Gustafsson 1977; Jackson 1968/1990; Lundgren 1981, but now against a backdrop of the ‘new’ scenario of transnational policy.The study is based on an extensive empirical material from six municipalities in Sweden and consists of three different sources. Firstly, semi-structured interviews with representatives from the local school authority, teachers, principals and students in grade 6 (12-13 years old) where the main focus has been their views on the impact of the curriculum for the compulsory school Lgr11 with particular attention on the organisation of teaching, the dominating content in teaching and the interaction between teacher and students and students and students. Secondly, documents related to teaching such as local pedagogical plans, lesson plans, tests, work sheets, material produced by students and so on have been analysed. Thirdly, 71 lessons of teaching in the social studies subjects Civics, History, Geography, Religion have been video-recorded, transcribed, coded and analysed from organisation of teaching, content and the interaction in the classroom. The study on teachers’ selection of content will mainly draw from interviews and documents in order to look at contextual factors, while the analysis of knowledge content in teaching generally is based on interviews with teachers and 71 video-recorded lessons.Conclusion (300 words) In the last section of the paper, we will discuss the empirical results in relation to our theoretical points of departure. Here we show how the Swedish curriculum in great extent is influenced by a standards-based tradition where both content and performance are put in the foreground. From a frame-factor theoretical perspective we then discuss the consequences on the possibilities for the teachers selecting content. Besides struggling with the crowding of content teachers are under constant pressure to hold on to a tight schedule in order for the different curriculum tasks to fit into an over-arching plan for the whole semester. The teachers have to make sure that they can assess knowledge and competences according to the knowledge requirements in the “time slots” reserved for each curriculum task in the subjects. Teachers indeed focus on central concepts deriving from academic disciplines foregrounded in the syllabuses, while they at the same time employ a strategy to patch subjects and their specific content together.The analysis of the video recorded lesson show that the general pattern of teaching comes in the shape of whole class teaching with the teacher as central actor. Because the teacher has to ensure that all students get the ability to reach the knowledge requirements, the lesson content to a great extent is prescribed and comes in the shape of subject matter-oriented facts, concepts and competences. Because of the combination of crowding of content, teachers’ time constraint and the knowledge requirements in the curriculum, our results also show that teachers – more or less – have to neglect initiatives from students in order to keep the lesson on the “right” track. Content that is not considered to fit in the current lesson, for example student’s experiences, interests and questions, is to a high degree dismissed. References Andersson-Levitt, K. M. (2008), Globalization and curriculum, in M. F. Con-nelly, red, The SAGE Handbook of Curriculum and Instruction, (s 329-348), Sage Publications, Thousand Oaks, California.Bellack, A.A.; Kliebard, H.M.;Hyman, R.T. & Smith, F.L. (1966). The language of the classroom. New York: Teachers College Press.  Deng, Z & Luke, A (2008). Subject matter. Defining and theorizing school subjects. In connnelly, Michael (Ed). The SAGE Handbook of Curriculum and Instruction. Thousand Oaks: Sage Publication.Dahllöf, U. 1967: Skoldifferentiering och undervisningsförlopp [School differentiation and teaching processes]. Stockholm: Almqvist & Wiksell.Gustafsson, C. (1977). Classroom Interaction. A study of pedagogical roles in the teaching process. Stockholm: Gotab. Jackson, P. W. (1968/1990). Life in classrooms. New York: Teachers College Press. Lundgren, U. P. (1981). Model analysis of pedagogical processes. Lund: Liber/Gleerup. Lundgren, U. P. (1989), Att organisera omvärlden [Organising the world around us], Utbildningsförlaget, Stockholm.Sivesind, K. & Karseth, B. (2010), Conceptualising curriculum knowledge within and beyond the national context, European Journal of Education 45 (1),103- 120.Sundberg, D. & Wahlström, N. (2012), Standards-based curricula in a denationalized conception of education: The case of Sweden, European Educational Research Journal 11 (3), 342–356.Utbildningsdepartementet (The Ministry of Education) (2011). Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011 (Lgr 11). [Curriculum for the Compulsory School, Preschool Class and the Leisure-time Centre 2011; in Swedish]. Stockholm: National Agency for Education. ER - TY - RPRT T1 - Towards More Informed Responses to Gender Violence and HIV/AIDS in Post-Conflict West African Settings A1 - Ahonsi, Babatunde A. PY - 2010 LA - eng PB - Nordiska Afrikainstitutet KW - violence against women KW - sexual abuse KW - sexually transmitted diseases KW - hiv KW - aids prevention KW - women’s health KW - gender relations KW - post-conflict reconstruction KW - west africa KW - liberia KW - sierra leone KW - peace and conflict research AB - The evidence is incontrovertible that Liberia (with its two civil wars, 1989-97 and 2000-03) and Sierra Leone (with its 1991-2001 war) have emerged from two of the most inhuman, ferocious and cruel conflicts in the post-Cold war era. The scale of destruction, rape, mayhem, arson and torture perpetrated during these wars was among the greatest in Africa’s postcolonial history. Women, especially adolescents and young adults, were exposed to extreme sexual brutality at a time when a growing heterosexually-driven HIV pandemic was occurring in the West African sub-region. Both countries also experienced an economic and social collapse that resulted in human development indicators on employment, income, health, education, women’s status and child well-being that are among the lowest in the world. Protracted armed conflicts, as witnessed in Liberia and Sierra Leone and beyond, expose women and girls to unprecedented levels and forms of sexual violence. Moreover, the expectation that the transition from war to peace will lead to significantly reduced sexual violence against women (SVAW) is often disappointed. Instead, post-conflict transitions tend to produce a change in the predominant forms of sexual violence and the profile of its perpetrators. The extended and interlinked conflicts in these neighbouring countries relate at a fundamental level to the persistent denial of citizenship rights to particular population sub-groups over several decades. Within such landscapes of severe social, economic and political marginalization and deprivation, women and girls were bound to suffer more than men and boys during and after the wars as a result of long-established and deeply entrenched patriarchal structures and ideologies in both countries. The persistence of SVAW during post-conflict transitions tends to increase the risk of HIV infection among younger women relative to the phase of armed conflict. A key causal factor is men’s highly exploitative, transactional and cross-generational multiple sexual activities. Thus far, the dominant responses to this complex of issues in post-conflict West Africa have lacked a nuanced understanding of the underlying drivers of sexual violence and its intersections with women’s higher risk of HIV infection.The policy responses to the challenges of post-conflict reconstruction and peace-building in West Africa have generally focused more on traditional security, physical infrastructurere building and economic revitalization issues than on such highly gendered human security concerns as sexual violence and violations of reproductive rights. Left unaddressed, these persisting or worsening human security challenges, affecting at least half their populations, make sustainable peace and development in post-conflict Liberia and Sierra Leone nearly impossible. ER - TY - CONF T1 - What can a going beyond binaries – i.e., a third position – stance offer to decolonize equity issues in the educational sciences? T2 - Beyond Binaries. Advancing Inclusion and Social Justice through Decolonization and Critical Global Citizenship in Education. International Online Conference, September 25th – 27th 2025, A1 - Bagga-Gupta, Sangeeta A1 - Messina Dahlberg, Giulia A1 - Almén, Lars PY - 2025 SP - 44 EP - 45 LA - eng PB - : Pädagogische Hochschule Ludwigsburg AB - Proposal idea and organization:Attempting to walk-the-talk of decolonizing contemporary minds/thinking, the alternative format of this session takes a non-mainstream stance in how it is organized. We first explicate the proposal’s theoretical thrust and then its organization.What does a theoretical, multi-sectorial, multilogue mean for us conceptually given that we are situated in the educational sciences and have collaborated with one another across time in different roles and with other – specifically the cultural and public – sectors? Who/which sector gets to decide which knowledge regimes are legitimate? In what ways can a more explicit decolonial/second wave of southern perspectives (SWaSP) framework advance scholarly re-imaginings? Far from being rhetorical moves for discussion purposes, such questions genuinely imply that centripetal and centrifugal forces are ubiquitous in knowledge creation everywhere. The issue we will argue for and showcase is the need for transcending talking with one another (position 1) and ignoring or talking back at one another (position 2). Engaging with a third position, we will center-stage and illustrate the need for both talking with and talking back – in the epistemic work of multiversalizing knowledge regimes. This is a significantly more complex endeavor than what meets the eye: political and ideological values are entangled with the processes that constitute knowledge creation, especially in the educational sciences and not least in relation to issues of equity and inclusion.This session will also trouble the linearity and developmental ethos embedded in concepts like “globalization” and “global citizenship education”. More specifically, what is the added value of cross sectorial collaboration in a third position endeavor? What kinds of certainties – if any at all – can/should we bring as scholars to collaborations with other sectors? We argue that there are several and sometimes controversial rationalities about difference and similarities, in relation to design, to learning/socialization, to inclusion/integration. This relates to being successful, learning to do schooling and the ability to live in multiple complex systems, as students, teachers, educators, citizens… “being human beings” together. How can we talk with one another about such issues, rather than only talk back?How can we be human beings and do both? And yet, do such epistemic solidarity moves run the risk of ironing out the edges that are critical for the very processes of knowledge production?Part 1 (10 minutes). Here we introduce the analytical framework that this proposal builds upon:hegemonies of binaries in the educational sciences,equity and what it is to be human being on the planet in the 21st century,a third position and a second wave of southern perspectives (SWaSP) tenets,epistemic solidarity,cross-sectorial cooperation from a decolonial southern mobile gazePart 2 (15x3=45 minutes). Here we operationalize the analytical ideas taken up in Part 1 through three research activities that we have curated and participated in, through multi-sectorial multilogues:Research sector: Swedish Research Council project PAL, Participation for all? (2017-2023)Cultural sector: GoPar, Going beyond binary thinking (2022)Educational sector: PaDELS, The Palgrave Handbook of Decolonising the Educational and Language Sciences (2025) Part 3 (35 minutes). Multilogues with the audience.  ER - TY - BOOK T1 - SO för lärare 1-3 A1 - Blanck, Sara A1 - Franck, Olof A1 - Holmqvist Lidh, Carina A1 - Lilliestam, Anna-Lena A1 - Pettersson, Anna PY - 2019 LA - swe PB - Gleerups Utbildning AB AB - Det centrala innehållet i läroplanen för SO-ämnena i årskurs 1-3 presenteras under fyra rubriker: Att leva tillsammans, Att leva i närområdet, Att leva i världen och Att undersöka verkligheten. Dessa rubriker kan tyckas inbegripa allt och intet, och som lärare kan det därför vara svårt att få grepp om både detaljer och övergripande teman. Under varje rubrik i det centrala innehållet finns en rad olika moment och i den här boken får läraren hjälp att bena ut vad dessa innebär och hur de kan behandlas i undervisningen.De fyra SO-ämnena geografi, historia, religionskunskap och samhällskunskap bidrar på olika sätt till att utveckla kunskaper om samhällen och människors gemensamma liv. Det finns många sätt att knyta samman dessa ämnen i SO-undervisningen, men eleverna behöver också tidigt bekanta sig med de olika ämnenas innehåll och grund. Boken innehåller ett kapitel per ämne, och ett avslutande kapitel om ämnesövergripande undervisning. Varje kapitel berör ämnets historia, hur ämnet beskrivs i Lgr11 rörande bland annat mål, centralt innehåll och kunskapskrav, ämnets centrala begrepp samt vad som kan vara viktigt att tänka på i undervisningen.Den här boken är tänkt att inspirera blivande lärare att utveckla en SO-undervisning för årskurs 1-3 där SO-ämnenas specifika innehåll och frågor synliggörs, samtidigt som deras innehåll ses i ljuset av varandra. En sådan undervisning kan skapa en gemensam plattform för en bred och djup samhällsorienterande kunskap ER - TY - CONF T1 - Advancing gender equality in the media industries through the use of mobile journalism as innovative practice T2 - World Journalism Education Congress (WJEC) Paris July 9-11, 2019 A1 - Edström, Maria A1 - Fraenckel, Torbjörn PY - 2019 LA - eng KW - mobile journalism KW - gender equality in the media KW - peer learning KW - agemi -advancing gender equality in media industries AB - This paper explore the advantages on using mobile journalism an innovative practice to renew journalism education when focusing on a certain topic, in this case gender equality in the media. It investigate how mobile journalism (MoJo) may teach students to consider ethical boundaries when working on smartphones as well as deepening their understanding of creating gender-aware news stories. The project Advancing Gender Equality in Media Industries (AGEMI) is co-funded by the Rights, Equality and Citizenship programme of the European Union and is a set of tools aiming to combat gender stereotypes and promote an equal, diverse and inclusive media sector. The target users are teachers, students, journalists and media organisations. AGEMI has been developed by a group of researchers and practitioners from three universities (Newcastle, Padova, Gothenburg) and two associations of media professionals, the European Federation of Journalists (EFJ) and the Permanent Conference of the Mediterranean Audiovisual Operators (COPEAM). Students are involved through the process of building the online platform and its resources, they also contributes with their own stories to the platform. During one week in August 2018 students from three European universities met in Gothenburg, Sweden to exchange ideas on how to advance gender equality in the media at AGEMI Summer School. The students learned how to use their smartphones to do stories on gender equality and to give feedback, both to the student work and to the online modules in process created by AGEMI. The students also got a chance to meet gender equality skilled editors and journalists from various parts of Europe. The theme of gender equality in the media is especially topical today since there is a substantial democratic deficit in the media when it comes to gender, both due to lack of women in the news (24 percent of the news subjects are women according to Global Media Monitoring Project 2015) and to the gendered news room cultures with horizontal and vertical divisions. So the problems with gender inequalities in the media still remains, as well as in society. Recent development also suggests that gender equality as a core value in is being contested by many nationalist movements in Europe. The ethical challenge is then to educate future journalist to hold on to human rights, freedom of expression and gender equality as core values in society and to make journalism more inclusive. This study is exploring the extent to which a tool such as mobile journalism is a useful/effective way to develop self-reflexivity around a particular issue, in this case, gender equality, arguing that asking students to demonstrate their understanding through their own research and filmmaking embeds their learning in a way which is more meaningful to them than simply sitting in a classroom being lectured at. In other words, focusing on ‘learning by doing’ rather than ‘learning by being told stuff’. Mobile journalism is this paper is defined as working with your smartphone; filming, interviewing, editing and uploading journalist stories on the web. ER - TY - CONF T1 - Gymnasieskolans textvärldar: två dagar på ett ekonomiprogram T2 - Trettonde nationella konferensen i svenska med didaktisk inriktning A1 - Hallesson, Yvonne PY - 2020 SP - 128 EP - 145 LA - swe KW - curriculum studies AB - Skolämnen kan skilja sig åt när det gäller textförekomst, språkbruk i texter och hur texter används. Den studie som presenteras i artikeln syftar till att synliggöra vilka textvärldar elever rör sig i och mellan under två vanliga skoldagar på gymnasiet, när de går mellan olika undervisningsämnen, samt vilka förväntningar som ställs på elevernas skriftkompetenser. Empirin hämtas från ett större projekt om skriftbruk på olika gymnasieprogram. Studien har en etnografisk ansats med klassrumsobservationer där texter och skrifthändelser dokumenterats genom fältanteckningar och fotografier. I artikeln fokuseras observationer av två elever på gymnasiets ekonomiprogram som följts under två skoldagar med åtta lektioner i sju ämnen: engelska, företagsekonomi, historia, idrott ochhälsa, matematik, naturkunskap och samhällskunskap. Forskningsfrågorna rör vilka slags texter eleverna möter och vad som utmärker dem med avseende på genrer, multimodalitetoch ämnesspråk, samt vilka läs- och skrivaktiviteter eleverna deltar i. Resultaten indikerar att det sammantaget ställdes förhållandevis höga krav på de båda elevernas skriftkompetenser i de observerade ämnena. Under de båda skoldagarna tog eleverna delav en mängd olika sorters texter och behövde ha tillgång till såväl allmänna som ämnesspecifika skriftkompetenser relaterade till läsande och skrivande av ämnesspecifika texter. Vidare behövde eleverna ha tillgång till en riklig och ofta tämligen avancerad ämnesvokabulär som förekom i de texter de läste och skrev, samt behärska ämnesspecifika skillnader i språkbruk. Med utgångspunkt i resultaten diskuteras didaktiska implikationer. ER - TY - THES T1 - På jakt efter språk: om språkdelen i gymnasieskolans svenskämne A1 - Hansson, Fredrik PY - 2011 LA - swe PB - Malmö högskola, Lärarutbildningen KW - school subject swedish KW - upper secondary school KW - mother tongue subjects KW - subject didactics KW - language development KW - metalanguage KW - invisible pedagogy KW - explicit teaching KW - writing instruction KW - grammar instruction KW - genre pedagogy KW - critical literacy KW - educational linguistics AB - Ett gemensamt drag i befintlig forskning är att språkliga delar av gymnasieskolans svenskämne framstår som diffusa och tycks sakna kärna och teoretisk ram. Syftet med avhandlingen På jakt efter språk är att beskriva och problematisera språkdelen i gymnasieskolans svenskämne. Undersökningen är gjord i två klasser på studieförberedande program under deras första termin i gymnasieskolan. Förutom lektionsobservationer har intervjuer gjorts med elever ur varje klass, med deras respektive svensklärare och med deras respektive rektor. Dessutom har elev- och lärarproducerade texter samlats in. En bakgrund till undersökningen utgörs av olika ämnesuppfattningar och hur de är relaterade till skolpolitiska förändringar. En annan viktig utgångspunkt är Bernsteins pedagogiska teori med begrepp som klassifikation och osynlig respektive synlig pedagogik. I dessa spelar motsatsparet implicit respektive explicit undervisning en avgörande roll och återfinns i exempelvis frågan om explicit kontra implicit skrivundervisning. Undersökningen visar att språkdelen legitimeras på olika sätt. En betoning av nytta i form av personlig växt för den egna karriären framträder i läroboken, i ämnets styrdokument, hos eleverna och hos rektorerna, något som stämmer väl överensstämmer med principen om skola och utbildning som ett privat projekt. Även lärarna omfattar en idé om personlig växt, men kopplingen till framtida karriär är inte lika stark. I styrdokumentet och hos lärarna finns dessutom ett medborgarperspektiv. Klassifikationen beträffande språkdelen framstår i stort sett som svag. Idén om ett implicit lärande är framträdande, samtidigt som elever och lärare menar att undervisningen bör vara explicit. Det är uppenbart att olika idéer om språk och språkutveckling samsas i svenskämnet utan att skillnader synliggörs. Språkdelen i svenskämnet framstår härigenom som ett exempel på en osynlig pedagogik. Den studerade undervisningspraktiken visar att en implicit undervisning och ett förutsatt implicit lärande dominerar. En stark yttre klassifikation i form av tydlighet beträffande stoffurval och inledande förklaringar av lärarna kontrasterar mot en svag inre klassifikation uttryckt genom avsaknaden av ett språkvetenskapligt metaspråk då man arbetar med exempelvis genrer. En iakttagelse är att elever och lärare verkar hamna i en nedglidning, det vill säga en fokusering på de fenomen som lättast låter sig beskrivas, något som kan sättas i samband med avsaknaden av metaspråk. I fråga om bedömning av språket i en roman hamnar eleverna exempelvis i subjektiva värderingar. Avslutningsvis betonas explicithet och användning av metaspråk. Svenskämnet måste tillmötesgå elevernas önskemål om språket som ett verktyg för det personliga projektet, samtidigt som de värderingar som finns i språket och den verklighet som språket konstruerar utmanas och ställs under debatt. ER - TY - CHAP T1 - Den hållbara staden för ett gott liv: storyline i grundskolans lägre åldrar T2 - Storyline i begynneropplæringen. En estetisk og leken tilnærming til læring A1 - Häggström, Margaretha PY - 2023 SP - 71 EP - 86 LA - eng PB - Oslo : Universitetsforlaget KW - storyline KW - hållbar utveckling KW - relationell pedagogik AB - Kapitlet handlar om en svensk skolas utvecklingsprojekt och elevers skapande av en hållbar stad i årskurs 2. Storylinen Staden skapades först som elevernas uppdrag att skapa en trivsam stad för alla invånare. Ett av målen då var att ge eleverna rika möjligheter till kreativt arbete, demokratiska processer och språkutveckling. Det tvärvetenskapliga arbetet omfattade skolämnena bild, svenska, samhällskunskap och naturkunskap. Under 2021 utvecklade lärarna konceptet och flyttade fokus för undervisningen från att skapa ett trivsamt samhälle till att skapa ett hållbart samhälle och den hållbara staden. De valde då att inkludera ämnesinnehåll som behandlar miljöproblem, elförsörjning och sociala hållbarhetsaspekter ur ett samhällsperspektiv. Ett syfte var också att diskutera vad människor behöver för att leva ett gott liv – och vad människor egentligen inte behöver. Tanken var också att eleverna skulle lära sig om demokrati genom att uppleva demokrati, det vill säga att delta i demokratiska undervisningsmetoder, för att utveckla färdigheter som krävs i demokratiska sammanhang. Vidare skulle eleverna få möjlighet att utveckla en känsla av agens, av medbestämmande. Lärarna i storylinen Staden byggde sitt förhållningssätt på relationell pedagogik (Adams, 2018). Det bygger på att skapa en tillåtande atmosfär i klassrummet, och att skapa goda relationer mellan lärare och elev och mellan eleverna (Aspelin, 2018). Ett öppet klassrumsklimat gynnar demokratiska processer, elevinflytande, elevers kritiska tänkande och vilja att agera. Relationell pedagogik baseras på en helhetssyn på undervisning, som integrerar omsorg om eleven, kunskapsutveckling och medborgarfostran till en sammanlänkad enhet. ER - TY - JOUR T1 - Vardagliga skolsituationer, en källa för kraftfull rättighetsundervisning: En didaktisk modell för lärares arbete med mänskliga rättigheter T2 - Pedagogisk forskning i Sverige SN - 1401-6788 A1 - Isenström, Lisa PY - 2024 LA - swe PB - Växjö : Institutionen för pedagogik och lärande, Linnéuniversitetet KW - children's rights KW - human rights KW - education KW - teacher KW - hre KW - barns rättigheter KW - mänskliga rättigheter KW - undervising KW - lärare AB - Undervisning om mänskliga rättigheter i skolan är ett komplext område som lärare kan känna sig osäkra för hur de ska ta sig an. Då mänskliga rättigheter blir allt mer ifrågasatta och utmanade på samhällets alla nivåer blir den här undervisningen alltmer angelägen. I den här artikeln använder jag kunskaperna från tidigare studier inom området tillsammans med teoretiska begrepp så som medföljande lärande och in-bäddad undervisning. Syftet är att utveckla en didaktisk modell som kan stötta lärare att använda vardagliga skolsituationer till planerad och reflekterad rättighetsunder-visning. I både svenska och internationella styrdokument uttrycks att lärare har ansvar för att skapa möjlighet för elevers lärande av kunskaper om mänskliga rättigheter samt lärande av rättighetsgrundade värderingar, attityder och beteenden. Därför behöver rättighetsundervisningen inkludera undervisning om mänskliga rättigheter. Genom-föras genom rättigheter, där eleverna får erfara och träna på att utöva och respektera mänskliga rättigheter samt rättighets relaterade förmågor. Undervisningen ska också stödja eleverna att utveckla rättighetsgrundade värderingar och beteenden fören handlingskapacitet. De här aspekterna kompletterar varandra och ingen kan uteslutas eller ges enskilt. Med omfattande exempel visar jag hur den didaktiska modellen kan användas i lärares arbete för att väva samman om,genom och för mänskliga rättigheter till en kraftfull och hållbar rättighetsundervisning. ER - TY - CONF T1 - To be – or not to be invited? T2 - SVEBIs konferens A1 - Larsson, Lena A1 - Meckbach, Jane PY - 2013 LA - swe KW - unga ledare KW - påverka KW - ta plats KW - influens KW - samhällsvetenskap/humaniora KW - social sciences/humanities AB - IntroductionThe Swedish sport association are built on democratic principles and fundamental values, which means that children and youth should be able to have impact and exert influence. The emphasis on influence can be linked to the fact that the sport club activities of the Swedish state are seen as an important arena for the civic education of young people. Though official reports and policy documents state that sport associations should give youth power and influence, research about youths’ influence in the sport association has been scarce. AimThe aim of the study is to explore young coaches’ possibilities and experiences of influence in the Swedish sports movement with a focus on young people's own voices to influence.Theory and methodWe use Bourdieus’ theories on social fields to understand which youths are chosen to be coaches and their possibilities to influence. His theories make it possible to investigate both the habitus and the capital required for young coaches to be able to participate in the struggle for positions in the sport association. The data in this study consists of ten focus group interviews conducted with 37 participants. When selecting respondents, we have sought a geographical spread, a variety of sports, and both male and female participants.ResultsThe results show that for young coaches to have influence, both their habitus and capital are required to ‘match’ the social context into which they are entering. The results also show that the youths feel they have little opportunity to influence. Even if they would like to have influence, there are structural barriers hindering them. The formal way of working on the board and at the annual meeting is a hindrance which worked against the youths possibilities to influence.Those who hold leading positions in the sport association, the orthodox, hold onto their power and are afraid to let the young coaches in. Holding a committee post becomes a sort of self-generating system, which means that symbolic capital is assigned to those who are on the committee and already have capital. In order to win a position and get the opportunity to influence certain strategies are more successful than others. One way is to attend coach training that function as a springboard for reaching higher positions. Another is support of a club member who has a position of responsibility within the club or work on the club’s youth council.DiscussionThe conclusion of the study is that if sport associations shall live up to the objectives that youths shall be able to influence and have real access to power “the rules of the game” need to change. Change is required of who is invited to a meeting and how, and who may express oneself and how. Even if the present recruiting process means the sport associations are able to keep youths that perhaps otherwise would have left, it also means the existing traditions are passed on and the orthodox routine is seldom challenged. ER - TY - CHAP T1 - Didaktik för vuxnas studier T2 - Om vuxenutbildning och vuxnas studier A1 - Larsson, Staffan PY - 2020 SP - 231 EP - 251 LA - swe PB - Lund : Studentlitteratur AB KW - vuxenutbildning KW - vuxenundervisning KW - sverige AB - Tänk dig att du har fått ansvaret för en kurs i samhällskunskap på ett yrkesprogram i komvux och känner att du vill sätta din prägel på den. Hur ska du ta dig an uppgiften? Det väcker en rad frågor. Ska innehållet ändras och i så fall varför? Innehållet har varit fokuserat på allmän kunskap, kanske skulle samarbete med yrkeslärare bidra till att ge ett annat slags kunskap. Det ryms inom kursplanen och är dessutom påbjudet från olika håll. Att relatera kunskapen till yrket kanske ger ett annat intresse hos deltagarna. Ett problem med kursen är att allt färre vill delta. Trots att det är stor brist på utbildade i yrket. Kanske stänger vi ute vissa grupper? Vad behöver vi ändra för att nå dem? Om vi förlägger kursen till tider som passar småbarnsföräldrar kanske fler är lockade. Arbetsformerna i den gamla kursen var inte särskilt engagerande. Den har följt läromedlet nära och sedan avslutats med ett skriftligt prov. Kan man göra på något annat sätt och i så fall varför? Kanske kan man börja i konkreta situationer i yrket och sedan arbeta vidare därifrån med samhällsaspekten. En idé är att deltagarna sen diskuterar sakerna med fokus på att använda sakliga argument och inta en hållning av att reda ut vad som är sant och falskt. Eftersom det är vuxenutbildning vi håller på med: Spelar det någon roll att det är vuxna som vi ska lägga upp studierna för? Kan deras kunskaper från livet komma till nytta? ER - TY - CONF T1 - Investigating power in teaching and learning processes in the physics classroom T2 - Social Justice, Equality and Solidarity in Education A1 - Lidar, Malena A1 - Danielsson, Anna A1 - Berge, Maria PY - 2016 LA - eng AB - This paper focuses on how power operates in the practice of physics education; aiming to explore the simultaneous constitution of knowledge and power in the secondary physics classroom. Power is here regarded as something that guides or governs the actions of others. In the case of the physics classroom, a systematic use of language and actions by teachers as well as students direct what should be highlighted and discerned in terms of physics knowledge and knowledge-making, which we consider as an aspect of power. In this way power and knowledge are integrated and also integral to teaching and learning processes. A key assumption is that when someone participates in teaching and learning activities, they learn much more than the content knowledge being taught; they learn what counts as relevant knowledge in physics, about the norms and values of physics, and who can be a physicist. These aspects are analysed in a comparative approach which shows the differences and/or similarities in terms of how governance is acted out and which companion meanings are offered in the interplay. The empirical data consists of video recordings and field notes from two lower secondary schools in Y8 and Y9 respectively (six physics lessons in each school). The analytical model used here is built on the transactional approach suggested by Author/s (A), founded in the view that meaning in a situation is constituted in interplay between the participants in the situation. This transactional approach is here operationalized in a three stage analytical approach; the first stage consists of investigations of the meaning making in the teaching process (through the identification of epistemological moves), the second stage draws on analyses of governance and self-governance (cf. Öhman 2010), and in the third stage potential companion meanings of the meaning making and governance in the proceeding steps are considered. At first glance, teachers from both schools adhere closely to a traditional interpretation of a physics curriculum, with their strong focus on factual knowledge and a distinct progression through this curriculum. However, a more detail analysis revealed that, for example: In Case 1 the students are invited to contribute to the progression of the lessons by generative moves guiding them to ‘fill in’ certain content, not previously presented by the teacher. In Case 2 the students’ contributions are largely limited to showing that they have been keeping up with what the teacher has previously presented. Consequently, while the differencing approaches might not include different physics content, an analysis of the companion meanings made consequences for potential student subjectivities explicit. Therefore, in the increasingly individualised late liberal society where people are expected to be active, reflective and make choices for their own personal good, the students in these two classrooms are given very different pre-requisites for informed citizenship. ER - TY - CONF T1 - Att konstruera nationella prov i religionskunskap: utmaningar rörande bedömning och utvärdering i relation till kunskapskrav med tillämpning på etik och religiösa traditioner T2 - NOFA4 i Trondheim 29 - 31 maj 2013 A1 - Lindskog, Annika A1 - Franck, Olof PY - 2013 LA - swe AB - Att konstruera nationella prov i religionskunskap: utmaningar rörande bedömning och utvärdering i relation till kunskapskrav med tillämpning på etik och religiösa traditioner Annika Lindskog, projektledare, och Olof Franck, bitr projektledare, Nationella prov i religionskunskap. Institutionen för didaktik och pedagogisk profession, Göteborgs universitet. Det svenska Skolverket utvecklar för närvarande nationella prov i de fyra samhällsorienterande ämnena geografi, historia, samhällskunskap och religionskunskap för årskurserna 6 och 9. Proven ska spegla det centrala innehåll och de kunskapskrav som föreskrivs i de kursplaner som började gälla hösten 2011 inom ramen för reformen för grundskolan Lgr11, och de ska genomföras med början vårterminen 2013. Konstruktion och utvecklande av nationella prov I religionskunskap genomförs vid Institutionen för didaktik och pedagogisk profession vid Göteborgs universitet. Under processens gång har ett samarbete utvecklats med olika skolor i syfte att inte bara politiska och byråkratiska krav och överväganden, utan också professionella lärares erfarenhet och kunskap, ska beaktas. Huvudsyftet med de nationella proven är att understödja likvärdig och rättvis bedömning och betygssättning, på samma gång som ett underlag för en analys av hur kunskapsmålen uppfylls både på skolnivå och i ett nationellt perspektiv tillhandahålls. En lång rad utmaningar har kunnat identifieras under det pågående arbetet – och nya utmaningar kommer att visa sig i framtiden. Några av dessa är relaterade till den grundläggande frågan hur valida och reliabla prov kan utvecklas i ett ämne vars själ rör djupa existentiella frågor om vad det innebär, och vad det tänkbarligen skulle kunna innebära, att vara en frågande, sökande människa. ER - TY - RPRT T1 - The Art of Belonging: Social integration of young migrants in urban contexts through cultural placemaking A1 - McIntyre, Joanna A1 - Neuhaus, Sinikka A1 - Blennow, Katarina PY - 2023 LA - eng AB - Since the start of 2022, 100 million people worldwide have been forced to flee their homes and seek refuge in distant countries. This number reflects the increased displacement within Europe following the invasion of Ukraine in February 2022 but also highlights the ongoing nature of forced migration as people from across the world need to seek asylum and refugee often moving across perilous land and sea routes into Europe. Almost half of the world’s forced migrants are children under the age of 18. Those vulnerable children and young people who arrive in the United Kingdom tend to be dispersed to cities and large towns in urban areas. In Sweden, towns and urban areas also have become the main resettlement context for forced migrants. Even if there is legal support for access to the asylum-seeking process and education for young migrants there is a need for supporting the process of belonging in a robust and long-term way. Young, often unaccompanied, forced migrants arrive in our cities in the hope of a better life but find themselves at risk of higher rates of poor mental health, isolation, exploitation and in extreme cases of human trafficking. If young new arrivals are perceived as bringing little of value to receiving societies, there is also a risk of community tensions. There is a pressing need for policies supporting the social inclusion of young, forced migrants into our societies. The Art of Belonging report is drawn from qualitative research of a planned programme of cultural citizenship for young new arrivals. The report describes the development and implementation of arts and cultural programmes aimed at new arrivals in our case study cities, Nottingham and Lund. We found that there is a distinctive signature pedagogy underpinning the ways in which artists work successfully with young new arrivals who face considerable challenges as they try to learn to adapt to life in their new context. We also found that much of the existing support for new arrivals in our cities is dependent upon a network of often unseen and unrecognised connections within our communities. Members of the public were overwhelmingly positive about the potential attributes and contributions of young new arrivals when they were given the opportunity meet and engage with them in their visits to cultural venues in the city and in the final public exhibitions. We conclude that the cost-effective programme reduced social isolation, increased positive mental health, and broke down barriers between new arrivals and their host communities. We report the often unheard voices of young, forced migrants, and highlight the policy implications of the research findings. ER - TY - CONF T1 - Ämnesdidaktiska broar mellan lokala och globala klassrummet: möten genom lärares förändrade undervisning om hållbarhet A1 - Nordén, Birgitta PY - 2016 LA - swe PB - Malmö högskola KW - lokala och globala klassrummet KW - förändrad undervisning KW - hållbarhet KW - global dimension KW - glsd KW - utvidgat klassrum KW - fenomenografi KW - kontextens betydelse KW - djupinriktat lärande KW - kunskapsförmågor KW - verklighetsbaserad kunskap KW - vetenskapsbaserad kunskap KW - ungdomars kunskapsvärldar KW - global kunskapsbildning AB - Utifrån relationen mellan det lokala och det globala klassrummet beskrivs hur 26 lärare från 16 länder erfarit en förändrad lärarroll vid undervisning av elever (14-18 år) i en nätbaserad global kurs om hållbar utveckling. Lärarna var ämneslärare i biologi, fysik, geografi, IKT, kemi, matematik, miljökunskap, språk och samhällskunskap. Forskningsdata utgörs av lärares skriftliga redogörelser av deras erfarenheter som svar på intervjufrågor, vilka analyseras genom ett fenomenografiskt angreppssätt. Studien visar att deltagande lärare ser komplexiteten i lärandet för hållbar utveckling i globala sammanhang, Global Learning for Sustainable Development (GLSD), och vill arbeta ämnesgränsöverskridande med hållbarhetsfrågor i globala nätverk. Överlag förändrade lärarna sin undervisning markant genom att ta risker och skapa en lärandekultur grundad på samarbetet i det utvidgade globala klassrummet. Slutsatsen är att gränsöverskridande samverkan sker. Ämne, lärprocess och relationer bildar en helhet och fungerar som en pedagogisk undervisningskontext, vilken kännetecknas av accelererande komplexitet och didaktiska paradigmskiften, som kan omformas i kvalitetsmålstyrda grundläggande strukturer och lärandemiljöer. Ungdomar kan behöva hjälp med att packa upp information och omforma den till kunskap (literacy skills) – läsförståelse och kunskapsbildning – användbar för dem. För globalt lärande för hållbar utveckling kan dialoger behöva tränas. Lärare, forskare och skolungdomar kan tillsammans samskapa (co-create), artikulera och visualisera ämnesområdets komplexitet och lärandets problematik och möjligheter. Lärarna måste veta vad de inte vet, men också vad de vet. Centralt är att vidga undervisningen för hållbar utveckling – världen och de verkliga frågorna måste tas in i klassrummet. ER - TY - CONF T1 - Läxor som gränsobjekt mellan hem och skola – innehållets betydelse T2 - Lärarnas forskningskonferens 31 oktober 2017 A1 - Strandberg, Max PY - 2017 SP - 45 EP - 45 LA - swe KW - samarbetsläxor KW - föräldrasamverkan KW - gränsobjekt KW - innehåll KW - livserfarenheter AB - Studien analyserar läxor i ett läxsamarbete mellan hem och skola. Tidigare forskning med interaktiva läxor (Van Voorhis 2009) mellan hem och skola har studerat samarbetets betydelse för elevernas resultat. Här studeras däremot hur läxor som utgår ifrån föräldrarnas erfarenheter kan bidra till samarbetet och till ett specifikt innehåll. Läxorna delades ut samhällskunskap och i svenska/svenska som andraspråk. Datamaterialet består av intervjuer med elever och föräldrar, klassrumsobservationer och elevtexter insamlade i samband med ett utvecklingsprojekt på en multietnisk och flerspråkig högstadieskola. Eleverna diskuterade läxan först i klassen, sedan hemma och därefter tillsammans i klassen – på så sätt kunde föräldrarnas bidrag bli en resurs för hela klassen. Begreppet gränsobjekt (Star & Griesemer, 1989) används för att analysera vad som kännetecknade de läxor som ledde till samtal i hemmen och i skolan. När innehållet i undervisningen stod i centrum skapades ett annat sorts samarbete än det som traditionellt äger rum vid föräldramöten och utvecklingssamtal.  Studien visar att innehållet i samarbetsläxorna har stor betydelse för om de kan få funktionen av gränsobjekt mellan hem och skola. Samarbetet med läxorna karakteriserades av diskussioner och samtal mellan ungdomar och vuxna om skolgång och barndom i olika delar av världen och kring existentiella frågor. Resultatet visar att läxor som berörde förälskelse, Mellanöstern och religion inte kunde fungera som gränsobjekt.  Resultatet visar också att föräldrar som i annan forskning emellanåt beskrivs som ett problem i samarbetet mellan hem och skola kunde bidra med sina livserfarenheter och värderingar till undervisningen. Föräldrarnas livserfarenheter ökade utbudet av berättelser och skapade en innehållslig variation vilket erbjöd eleverna möjlighet till perspektivväxling. ER - TY - BOOK T1 - Austere histories in European societies: social exclusion and the contest of colonial memories PY - 2016 LA - eng PB - Routledge KW - historiogrphy KW - austerity KW - colonial history KW - european history KW - social exclusion KW - cultural heritage KW - multiculturalism KW - postcolonial studies AB - Austere Histories in European Societies discusses how the current economic and political crisis in Europe affects not just our present but also our views and interpretations of the past. The contributions to the book examine a firmly defined problem: in which ways do crisis and decline in contemporary Europe trigger a selective forgetting and remodelling of the past? This problem is addressed through a set of questions, which the contributors to the collection address at various levels:How do present policies of austerity and the ensuing social exclusion of migrants and minorities influence the perceptions and interpretations of the place of minorities, migrants and colonized peoples in European history?How do new regimes of historiography and memory culture relate to emerging and established patterns of discrimination and social segmentation in today’s European societies? In seeking to answer these questions, the book makes a strong contribution to a European-wide discussion on the backlash against multiculturalism, diversity, and immigration, and on changing interpretations of the imperial and colonial systems that have shaped Europe’s position in the world.The point of departure for the collection is the recent turn of European societies toward more austere political regimes, entailing budget cuts, deregulation of labour markets, restrictions of welfare systems, securitization of borders, and new regimes of migration and citizenship. In the wake of such changes, new forms of social inclusion and exclusion appear that are justified through a reactivation of differences of race, class and gender. Against this backdrop, the book investigates contemporary understandings of history and cultural memory. Are we witnessing a turn toward austerity also in theories and practices of historiography, as well as in pedagogies of history? Can we speak of an austere historiography, an enforcement of conformity on Europe past and present?The contributions to the book examine, in both national and comparative perspective, how this development entails a privileging of certain narratives of the European past, whereas other parts of the cultural heritage are being weeded out. Strong interests are apparently at work to purge the histories of specific European nations, but also those of Europe, the West, and globalization from cultural plurality. The authors also discuss how heroic and homogeneous stories about the past of nations, regions, institutions and religions are being retold, reinvented, and re-launched. The book thus explores to what extent history (including public debate on history and history education) is again becoming “nationalistic”, and to what extent Europe’s proclaimed “cosmopolitanism” is being narrowed down so as to simply celebrate the achievements of Europe and posit the West as a model of universality to be emulated by others.Most chapters in the book focus on debates on history and colonial legacies in Britain, France, Netherlands, Denmark, Portugal, Sweden and Germany. They show how an increasing number of historians and intellectuals are again becoming blind to less gratifying parts of Europe’s history. While it is still too early to speak of a historical revisionism in the strict sense (for there are also strong counter-tendencies in parts of the academic community and postcolonial and migrant communities and organizations), the authors nonetheless argue that a transformation is under way, corresponding to a new politics of austerity that seems impatient with both democracy and the complexities of past. Among the sacrifices of this tendency are multiculturalism, postcolonial memories, and minority discourses of all kinds. What is lost is thus the very complexity and contradictoriness of Europe and the West. Especially, colonial and postcolonial memories are evicted from their recently claimed habitats in the European past, and again placed at the outskirts, far beyond the limit of the Western world. There is thus a strong correlation, which this collection aims to extract and analyze, between the ways in which migrant and migrant labourers are treated by present policies and the ways in which memories and experiences of migrants, minorities and colonized peoples are treated in historiography, historical pedagogy, and cultural heritage institutions. ER - TY - THES T1 - The Emotional Community of Social Science Teaching A1 - Blennow, Katarina PY - 2019 LA - eng PB - Institutionen för utbildningsvetenskap, Lunds universitet AB - Some of the most pressing concerns of our time, such as crises connected to migration, the welfare state, international law and terrorism, are part of the Swedish upper secondary school subject Social Science. This means that Social Science teaching easily generates intense emotions, sparks of which are lit in the encounter between the students, the teacher, and the specific content of the school subject Social Science. This aim of this dissertation is to examine what emotions do in the teaching of the school subject Social Science (samhällskunskap) and what the subject Social Science does to emotions. This is examined through an ethnographic exploration of Social Science teaching in four different Swedish upper secondary schools. Barbara Rosenwein’s concept emotional communities is central to the analysis, as are Sara Ahmed’s emotion-oriented conceptualisations of movement, attachment and contact. In the study, it is shown how an emotional community of Social Science teaching emerges that in part is different from comparable emotional communities in other school subjects, such as History and Religious Education. There is furthermore a dissonance between the role emotions are supposed to play in the teaching and the role emotions actually do play. Despite being clearly related to the specific subject content of Social Science, it is also important to note that emotions are always relational, which leads to attachments and detachments in the group of teacher and students. Emotions in Social Science teaching are moreover connected to conflictuality, multiperspectivity, ideas about ‘the good citizen’, and the subject’s inherent contemporaneity. An important result of the dissertation is that in emotionally intense teaching situations, teachers’ attempts to use a ’traditional’, rationality-oriented Social Science analysis do not resonate with the students. The examined cases of Social Science teaching therefore seem to suffer from a traditional division between rationality and emotionality that largely has characterized political analysis in the 20th century. A rapprochement between the students’ lifeworld and the school subject’s disciplinary analysis would benefit from an increased use of the emotional dimension and community of Social Science teaching. ER - TY - CONF T1 - From a Democratic Future towards Theoretical Retrospection: Psychology in the Upper Secondary School between 1965 and 2017 T2 - ECER 2018 A1 - Blåvarg, Ebba Christina PY - 2018 LA - eng PB - Bolzano, Italien AB - Psychology has been a pre-tertiary school subject in Sweden for close to two hundred years varying in content, form and the intended recipient. Since the upper secondary school reform in the 1960s it is a part of the national curriculum. The purpose of this study is to highlight transformations within in the upper secondary school subject psychology in Sweden in the years of 1965 to 2017 by examining different discourses as provided by syllabi, curricula and other policy documents. In particular, expressions concerning how the subject psychology aim to educate the student into being a mindful democratic citizen, to develop skills that will guide the student in a world described as being in rapid change and with an overflow of information, as well as to develop an awareness and tolerance for themselves, other people and nationalities, all highly relevant issues in today’s society.In the more than one hundred years coming up to the Swedish national upper secondary school reform in 1960s, the subject psychology had been present in various curricula in different contexts. Possibly most common as a part of the philosophy course together with logic (e.g., Snellman, 1837; Sundén & Sjöstedt, 1952; Kungliga Skolöverstyrelsen, 1960), but also as one half of the anthropology course (e.g., Lindhult, 1843), as a part of the Christianity course (Anna Detthowska skolan, 1934) and, as a subject of its own (e.g., Enberg, 1831; Larsson, 1898; Ahlberg, 1925;). In 1965, the curriculum for the modern “gymnasium”, the Swedish equivalent of upper secondary school, was announced and as a result of that psychology was made a subject of its own. (Lgy 65; Skolöverstyrelsen, 1965). The new national upper secondary school aimed to provide a general civic education of the students as well as to serve as a preparation for higher education by making the students develop elementary scientific insight (Larsson & Westberg, 2015, p.137). In this this upper secondary school of 1965, psychology was mandatory for all students and considered an important part of the curriculum, and also an important part in the preparing of the student to be the citizens of the future. Following the 1965 revision three additional major revisions has taken place, Lgy 70, Lpf 94 and Gy 2011 (Skolöverstyrelsen, 1970; Skolverket 1994; 2011). Although not mandatory on all university preparatory or vocational programs in Sweden today, psychology still is an upper secondary school subject.The purpose of this study to illuminate portrayed meanings in the school subject psychology in the time period of 1965 – 2017, and to highlight the following:- communicated meaning concerning fostering the future citizens, and related shifts and transformations within the school subject psychology Methods The overall focus in this study of the upper secondary school subject psychology in Sweden is the meaning that is mediated in curricula and other policy documents accompanying the subject. To study what is present, what is emphasized and what is left out and not mentioned in the texts. The methodical aim is to perform a comprehensive archaeological discourse analysis (Foucault, 1969; 1972). To capture the meaning portrayed in the documents surrounding the subject and texts explaining the concept by studying formations and conceptual patterns within the studied material and to uncloak ideas hidden within the school subject psychology and to explore concept displacements and correlations (Foucault, 1969; 1972; Rorty, 1979, 1982). The empirical source material consists of syllabi, curricula and policy documents related to the Upper Secondary School Curriculum of 1965 (Skolöverstyrelsen, 1965), the Upper Secondary School Curriculum of 1970 (Skolöverstyrelsen, 1975), The 1994 Curriculum for the Non-Compulsory School System (Skolverket, 1994) and Upper Secondary School 2011 (Skolverket 2011). These studied syllabi, curricula and policy texts differ in format, length and content. For instance, the curriculum of 1965 is very explicit regarding the content and teaching instructions and the curriculum of 2011 is more abstract and short. Nevertheless, the aim is to grasp the mediated meaning of the curricula, considering that is what school leaders, teachers, students and others come in contact with when searching for information about the subject.Expected outcome and result Expected findings are discourses concerning the motivation behind and educational ambition within the upper secondary school subject psychology. Especially regarding how the aim to educate the student in to being a mindful democratic citizen, to develop skills that will guide the student in a changing world and in a society laden with information, and the development of awareness and tolerance for themselves, other people and nationalities is expressed. For instance, how the subject has transformed from an explicitly student-centered approach emphasizing also student and teacher autonomy towards a more theoretical and factoriented focus and a set course content. Another discourse concerns how the society consistently through the curricula is expressed as rapidly changing with a large flow of information and that the subject psychology is to assist the student to develop an ability to master this, perhaps especially when it comes to dealing with false or misleading information. An issue that seems to be as present and relevant today as in the past. Also, an additional discourse is in relation to the ambition to help students develop tolerance and understanding of both others and their own positions in the group, society and the world, transforms in character throughout the audits of the curricula. Overall, even though the aim of the psychology subject on upper secondary level has in some views remained the same it has also fundamentally changed in its relation to contemporary society and democracy, and the educational ambition with the subject psychology today is another from what it was when it was introduced in the curricula.ReferencesAnna Detthowska skolan (1934). Normalplan för Annaskolan - Detthowska skolan omfattande kurser och böcker. [Curriculum for the Anna school – the Detthowsk school including courses and books.] Stockholm: Bröderna Johanssons boktryckeri.Ahlberg, A. (1925). Lärobok i psykologi. [Textbook in Psychology.] Sweden: Almqvist & Wiksells Förlag.Enberg. L.M. (1831). Försök till en lärobok i psykologien af L-M- Enberg. [Attempt to Textbook in Psychology by L-M Enberg.] Stockholm.  ER - TY - CONF T1 - Revising the Curriculum: The Swedish Case of Upper Secondary Psychology in 2023 T2 - Abstracts, ECER 2023 A1 - Blåvarg, Ebba Christina PY - 2023 LA - eng KW - curriculum revision KW - upper secondary KW - school subject KW - bildung KW - proficiency KW - experience KW - educational science KW - pedagogik med inriktning mot utbildningsvetenskap AB - The study focuses on the present reform of Swedish Upper Secondary School curricula and in particular the revision of the subject Psychology. Since 2021, the the process of implementing a grading reform where the course grades that were previously valid are to be replaced by subject grades (Skolverket, 2023). Cons must be revised so that each level in a subject build on the previous ones. Today's Swedish curriculum system is made up of various separate courses, wh although within the same subject area, and each of which is graded separately throughout the upper secondary education. An underlying reason for the subjec dispose of the fragmentation of subjects that arose with the course grading system and to open up for more acceptable planning conditions for teachers and stu new grading reform, all Swedish syllabi for upper secondary school must be reworked. For some school subjects such as for instance civics or language, the s the same as before. For other subjects, including Psychology, a major revision is required where the subject content is revised in its entirety. This work is completed in 2024. I will describe and discuss and problematize aspects of tradition, focusing chiefly on the work with the school subject psychology. The research questions concern how a subject change in terms of purpose with the subject and how this can come to light in a curricular revision. In this study s of the subject Psychology, in relation to existing traditions within the subject Psychology and consider it as a subject for Bildung, as a subject for proficiency, a approach to study subject reforms has been previously applied on other subjects such as Swedish (Hultin, 2008). The public drafts of the syllabi for Psycholo relation to the historic formation of the subject (Blåvarg 2018; Blåvarg, manuscript). Also, the outcome of the current referral procedure, where authorities, comment on the proposals, and consequential changes that the referrals give rise to, will be considered in relation to the existing traditions. Methodology, Methods, Research Instruments or Sources Used The material for this study of the Swedish case of curriculum revision consists of governing document such as national curricula: the Upper Secondary School Cu 1965), the Upper Secondary School of 1970 (Skolöverstyrelsen, 1970), Curriculum for Upper Secondary School. 2, Supplement. Psychology (Skolöverstyrelsen 1 Compulsory School System (Skolverket, 1994), Upper Secondary School 2000 (Skolverket 2000), Upper Secondary School 2011 (Skolverket 2011) and Upper S other policy documents, collected referral responses from authorities, organizations, and the public and other process documents from the work with the curriculu the workgroup writing the new syllabi comprehensive records of the formulation process will be added. The overall focus in this study of the upper secondary school subject psychology in Sweden as a case study (e.g., Crowe et al., 2011; Öhman & Öhman, 2012; S manifestation of traditions of Bildung, proficiency and experience (e.g., Hultin, 2008), mediated in the documents accompanying the revision of the subject. Conclusions, Expected Outcomes or Findings Expected findings are expressions of the various traditions in the subject psychology within the current syllabi and that responses from the referral will correspond experience of the subject. Also, parallels to and reflections of the subject’s historical curricular formation is expected to be evident. Overall, even though the aim o secondary level has in some views remained the same it has also fundamentally changed in its relation to contemporary society and the educational ambition wit seen as distinctly different from what it was in the previous curricula, but that the traditions within the subject are still evident and developing with the subject.  ER - TY - THES T1 - I det didaktiska spänningsfältet mellan styrning och elevers lärande: En studie av lärares tal om och iscensättning av kursplanemål i en mål- och resultatstyrd skola A1 - Florin Sädbom, Rebecka PY - 2015 LA - swe PB - School of Education and Communication, Jönköping University KW - managing by objectives KW - life-world hermeneutics KW - dialogue KW - learning study KW - object of learning KW - social studies AB - Målen har fått en allt viktigare position i skolan, elevernas resultat likaså. I den här studien belyses och undersöks lärares tolkning och realisering av kursplanemål i grundskolan. Läroplanen föreskriver att samtliga elever i grundskolan skall nå förutbestämda kunskapsmål. Det gap som återfinns mellan läroplanens formulerade innehåll och elevers lärande har tidigare kallats för the teaching gap eller undervisningens Grand Canyon. En sådan metafor åskådliggör den problematik som existerar i undervisningssituation mellan styrning och elevers lärande. Studien ramas in av de läroplansförändringar som har skett sedan början av 90-talet. I och med införandet av den tidigare läroplanen för grundskolan, Lpo94, förändrades kursplanens struktur i grunden. Lärarna skulle medverka i en deltagande målstyrning där de formellt gavs stort utrymme att tolka läro- och kursplaner. Att undervisa med hjälp av både strävans- och uppnåendemål visade sig dock vara problematiskt på flera sätt. En ny läroplan för grundskolan, Lgr 11, arbetades fram och trädde i kraft 2011. Lärarna blev nu tvungna att tyda en ny kursplan med centralt innehåll och kunskapskrav där elevernas utvecklande av ämnesspecifika förmågor framstod som centralt. Lärarna i studien ger exempel på hur de tolkar och realiserar kursplanemål samt iscensätter dem i undervisning inom ramen för en mål- och resultatstyrd skola. Lärarnas uppdrag har beskrivits som mer kvalificerat i och med den senaste läroplansreformen och den här studien antyder samma sak. Lärarna skall undervisa så att eleverna utvecklar ämnesspecifika förmågor men vad innebär det i ett undervisningssammanhang? Samtidigt har kraven ökat på lärare när det gäller resultatmedvetenhet och kunskapsbedömning. I studien undersöks därför också vad det kan innebära för lärare att iscensätta och realisera kursplanens innehåll via en learning study. Lärarna undersöker då vad som krävs för att elever utvecklar ett specifikt kunnande i samhällskunskap. Att lärarna gavs möjlighet att få iscensätta undervisning på det här sättet verkar ha haft betydelse för deras förståelse av såväl det ämnesdidaktiska innehållet som elevernas förståelse. ER - TY - RPRT T1 - From welfarism to prudentialism: euro-turks and the power of the weak A1 - Kaya, Ayhan PY - 2011 LA - eng PB - Malmö University, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM) KW - neoliberalism KW - prudentialism KW - welfarism KW - migration KW - euro-turks KW - community KW - honour KW - purity AB - This paper aims to shed light upon the dynamics of community construction by migrants of Turkish origin, or what I call Euro-Turks, and their descendants residing in European countries such as Germany, France, Belgium and the Netherlands.1 A retrospective analysis of the dynamics of community construction among the Euro-Turks reveals that they have always been engaged in producing and reproducing communities deriving from various needs. The construction of communities is sometimes a response to social-economic deprivation, sometimes to the form of affiliation with the homeland, and sometimes to the transition of the welfare state into post-social prudentialist state. This paper claims that Euro-Turks have become more occupied with the construction and articulation of ethno-cultural and religious communities in the last two decades due to the ascendancy of culturalist and civilizationist discourse along with neo-liberal forms of governmentality (Foucault, 1979) essentializing ethnic, cultural and religious boundaries, and generating an Islamophobic, migrantphobic and xenophobic climate in the west. As Wendy Brown (2010: 33) rightly stated the civilizationist discourse brought two disparate images together in order to produce a single figure of danger justifying exclusion and closure: “the hungry masses” and “cultural-religious aggression toward Western values.” The growing stream of citizenship tests, attitude tests, zero-tolerance policy towards unqualified migrants, and negative public opinion vis-a-vis migrants, in general, results in that the European countries are recently inclined to be more assimilationist vis-a-vis Muslim origin migrant populations, who are perceived to be hostile toward Western values. Social, political and economic changes at global level have brought about the revitalization of an Islamophobic discourse in a way that leads to the redefinition of community boundaries through nationalist and religious lines. “I fear that we are approaching a situation resembling the tragic fate of Christianity in northern Africa in Islam’s early days”, these are the words of a German Lutheran Bishop uttered in 2006 (Carle, 2006). Migrants of Muslim origin are increasingly represented by the advocates of the ‘clash of civilizations’ thesis as members of a “precarious transnational society” in which people only want to ‘stone women’, ‘cut throats’, ‘be suicide bombers’, ‘beat their wives’ and ‘commit honour crimes’. These prejudiced perceptions about Islam and Muslim migrants have been reinforced by the impact of previous events ranging from the Iranian Revolution to the Cartoon Crisis in Denmark in 2006, or from the Arab – Israel war in 1973 to the notorious book by German economist Thilo Sarrazin (2010), who was likely to explain the integration problems of migrants of Muslim origin through genetic factors. This working paper argues that Muslim origin migrants in general, and Euro-Turks in particular, tactically become more engaged in constructing communities to protect themselves against the evils of the contemporary world as well as to pursue an alternative form of politics for the purpose of raising their claims in public. It will also be claimed that what distinguishes the ways in which communities are being reproduced by migrant-origin individuals since the early 1990s is that the reconfiguration of welfare policies by the neo-liberal states is no longer directed towards ‘society’, but towards ‘communities’. In other words, while migrants used to construct their own communities to protect themselves against the detrimental effects of the outside world such as 5 capitalism, racism, exclusion, poverty and xenophobia, the construction of those communities is now being encouraged by the neo-liberal states within the framework of a prudentialist form of governmentality. Hence, the work will discuss the main parameters of the politics of honour and search for purity posed by various Muslim origin migrants and their descendants to tackle with the structural constraints of exclusion, poverty and Islamophobia. However, it will also be argued there are Euro-Turks with appropriate education and qualification, who attempt to abandon their communities in order to mobilize themselves upward. ER - TY - CONF T1 - To be – or not to be invited T2 - SVEBIs årskonferens 2012 A1 - Larsson, Lena A1 - Meckbach, Jane PY - 2012 LA - eng KW - young coaches KW - influence KW - habitus KW - capital KW - bourdieu KW - samhällsvetenskap/humaniora KW - social sciences/humanities AB - Introduktion Many of the coaches are young people (RF 2007) and a considerable number of initiatives have been taken to increase their means of influence. The emphasis on influence can be linked to the fact that the club activities of the Swedish state are seen as an important arena for the civic education of young people (RF 2005, 2011).Syfte & teoretisk ramThe aim is to examine how an initiative to recruit young coaches can help increase young people’s means of influence within the Swedish sports movement. The specific questions are as follows: which young coaches are believed to be capable of having an influence? and what means of influence do the young coaches recruited have?Previous research shows that it is difficult to increase the influence of young people. When it comes to being on the committee, it is important to have the right contacts since most people are recruited via a network that is characterized by like-minded people rewarding each other (Fundberg 2009). Therefore, not just anyone is allowed to enter the field, and to attain a position that generates influence, it is necessary for one to have the right symbolic capital (Redelius 2005).In order to understand actions and strategies based on the individual–group relationship and the social context they find themselves in, we are supported by the theories of Bourdieu.  Bourdieu (1990) describes how the social world consists, on the one hand, of objective structures that also exist outside symbolic systems, such as languages, which depend on the agents’ consciousness, and, on the other hand, symbolic structures, the origin of which forms a function of perceptions, ideas, and actions that the individuals construct. The socially constructed symbol systems act as classification schemes for the social world, which means that the structures are perceived as natural. Based on Bourdieu’s theories, certain social contexts can be regarded as social fields, among them, sport, which is characterized by having its own logic and defining its own rules everyone within the field must abide by and that often are taken for granted (Bourdieu 1988, 1997; Munk 1999; Munk & Lind 2004). Using Bourdieu’s theories makes it possible to penetrate the value structures and patterns of behavior in a social practice that the agents are partly unaware of. The starting point isthat the sports movement is a social arena in which the experiences the agents have incorporated, together with the objective structures, determine who is allowed to enter and influence the field. MetodThe data consists of focus group interviews with young coaches. Ten focus group interviews were conducted with thirty-seven participants, of which twenty were women and seventeen were men. When selecting respondents, a geographical spread, a variety of sports, and both male and female participants were sought.Resultat och diskussionThe results show that if young coaches are to have influence, it is required that both their habitus and capital ‘match’ the social context into which they are entering. One way of maintaining power, which appears successful for those who have a position within a field, is not to change the accepted way of working and, with that, exclude the young coaches from challenging in the battle for positions. The means of influence increases if one goes on a course, has the support of a club member, or has a position of responsibility within the club. Without the support of important people or going on a course, the room for action is limited. The environment is conducive to the young coaches being molded, the club’s culture being inscribed in the body, and certain actions becoming self-evident.   ER - TY - CONF T1 - Att utveckla lärarstudenters förmåga till kollegialt och systematisk planeringsarbete med stöd av didaktiska modeller A1 - Lunde, Torodd A1 - Jakobsson, Martin A1 - Hägglund, Anna-Pia A1 - Ingström, Madelene PY - 2025 LA - swe KW - chemistry AB - Ett viktigt sätt att styrka lärarprofessionen är att skapa förutsättningar för samarbetskulturer som bygger på kollegialt och systematiskt planeringsarbete med stöd av didaktiska modeller. Forskning visar däremot att detta är sällsynt (Nordgren m.fl. 2020). Ett sätt att skapa dessa förutsättningar är att redan i lärarutbildningens ämneskurser, skolförlagda delar och examensarbete ge lärarstudenter möjlighet att utveckla denna förmåga. Det saknas dock forskning om hur lärarutbildning kan skapa förutsättningar för detta. I vår studie har vi följt två studenter som under sin skolförlagda del av utbildningen fått använda en didaktisk modell som de sedan tidigare arbetat med under ämneskursen i samhällskunskap. Modellen har de använt som stöd för att tillsammans planera, genomföra och utvärdera sju lektioner i två klasser i årskurs fyra inom ett arbetsområde som de döpt till ”Allas rätt i samhället”.Modellen har två dimensioner. Den första handlar om att planera för att systematiskt skifta mellan vardagliga och vetenskapliga perspektiv genom att packa upp och packa ihop innebörden av begrepp (Maton et al., 2017). Den andra handlar om att skifta mellan ett individ- och samhällsperspektiv, något som visat sig vara viktigt för att elever ska nå fördjupade kunskaper om förhållanden i samhället (Månsson, 2010).Den övergripande forskningsfrågan är vilka konsekvenser den didaktiska modellen ger för studenternas planering. Data består av ljudinspelningar av studenternas gemensamma planeringar och utvärderingar av undervisningen. Vår preliminära analys visar att modellen stödjer studenterna att fokusera på både vardag/vetenskap och individ/samhälle, men att de har svårare att konkretisera innebörden av att byta mellan individ/samhälle. Det är i första hand ett individperspektiv som dominerar. Analysen visar hur modellen fungerade som stöd för kollegiala överväganden och för att systematisera planeringsarbete. ER - TY - CONF T1 - Barn i beredskap: Historiedidaktiska perspektiv på undervisning om försvar och fred under kalla kriget A1 - Samuelsson, Johan A1 - Larsson, Esbjörn A1 - Lundberg, Björn PY - 2025 LA - swe AB - Skolan har under efterkrigstiden haft ett ansvar för att fostra barn för fred och samtidigt förbereda dem för krig och andra kriser. Inte minst har ämnet historia (tillsammans med samhällskunskap) haft en central roll här i Sverige och i andra länder (Jfr med Tomforde 2024; Evans 2004). Hur denna aspekt av fostran av framtidens medborgare har hanterats i utredningar, läroplaner och läromedel kommer att diskuteras med utgångspunkt i det nya VR-finansierade projektet Barn i beredskap: Svensk beredskapspedagogik i förändring 1945–2000. Tidigare forskning har visat att kalla krigets svenska skola präglades av internationalism och fredsfostran (Ahonen 1982, Spjut 2018, Nygren 2011). Internationell forskning om s.k ”heroism” har vidare visat på utmaningar i att lyfta fram ett lämpligt förflutet och förebildligt förflutet när aspekter av fred och försvar behandlas (Tomforde 2024). Att skola och föreningsliv också spelade en viktig roll för försvarsfostran är i stort sett negligerat i svensk forskning. I projektet kommer vi analysera beredskapspedagogikens utformning och förändring under kalla kriget, och undersöka spänningsfältet mellan militär beredskap och fredsfostran. I presentationen kommer detta spänningsfält relateras till hur den temporala orientering mellan då- nu-framtid förändrades över tid. Detta kommer att göras med hjälp av begreppen erfarenhetsrum och förväntningshorisont (Koselleck, 2004, Jfr med Rüsen, 2004). Begreppet beredskapspedagogik (Richardsson 2003) avser här både kunskap om försvar och krisberedskap, men också färdigheter och attityder (Kitagawa 2017). Vi lägger i projektet särskild tonvikt vid hur barns roller i totalförsvaret förändrades över tid, hur dessa roller påverkades av förställningar om ålder och genus (Sundevall 2011), samt hur barns behov av skydd vägdes mot de unga som en potentiell resurs att mobilisera i kristid, vilket är en aspekt av projektet som också kommer att beröras. ER - TY - THES T1 - Human-centric evaluation of innovation A1 - Ståhlbröst, Anna PY - 2006 LA - eng PB - Luleå tekniska universitet KW - informatik KW - informatics AB - In this Licentiate Thesis, human-centric evaluation of innovations are investigated with focus on examining and gaining understanding of important issues that needs to be considered in the evaluation process. The intention of my research is to contribute to IT-design processes so that future products and services, that are in various stages of development, become more responsive to users' actual needs and wants. IT has traditionally been used within the boundaries for either work- practices or private use. Nowadays, however, these boundaries have become increasingly blurred. Today's technology should not only support work, but also leisure. This means that the use of IT additionally includes areas such as entertainment, education, news, and marketing. Furthermore, IT- products and services should also be supportive for people in their different, although concurrent, everyday roles, such as parent, colleague, friend, consumer, and partner. These changed use contexts and use patterns have made it even more significant to understand the importance of designing technology to support different use situations. To get knowledge about how technology can support use patterns and use contexts a means is user involvement and through continuous evaluations. The evaluations reported in this thesis are evaluations of innovations. Evaluation of use of technology has often focused on usability aspects. Now, the area has developed to include additional use aspects, such as interaction and use experiences. Hence, the area of user evaluation has altered to include a broader question, how technology fits within a broad range of human needs. In this thesis, the reported evaluations mainly have been carried out in a Living Lab context. Living Labs aim to support innovation processes among businesses and local and central authorities by offering human-centric evaluation of innovations in a real-world use environment. The Living Lab concept is rather new. Thus, the evaluation processes, performed within this context, need to be examined. The investigation in this thesis has been carried out following an action research approach within a Living Lab. In this course, four human-centric evaluations were performed: a piece of furniture displaying video-art, a mobile marketing service, a civic-service office, and a mobile-phone bus timetable. The investigation has illuminated that the context in which the evaluations occur is critical. Hence, it needs to be considered and intentionally studied. My study has also shown that the development context for innovations is complex; there are many stakeholders involved with different knowledge interests and therefore, to reach a common purpose of the evaluation is complicated. In addition, it is difficult for stakeholders to express their evaluation needs clearly. Hence, a focus on needs facilitates planning and designing the evaluation process. In this research, an aspect that have been identified as important to consider in evaluations of innovations is that users are reluctant to change their behaviour; hence, it is not possible to evaluate the actual impact of an innovation on people's lives. Instead, the focus of the evaluation should be on valuing users' attitudes and thoughts related to the innovation. In addition, evaluations of innovations are often formative in character, aiming to form the innovations in some way. In these evaluations, it is important to include users who are innovative and open to new technologies. It is also important to include active non-users in evaluations, since their attitudes could reveal necessary changes that would make them want to use the innovation. Finally, when evaluating how an evaluand fits into a range of user needs, it has been found that user needs can be met at different levels. This means that a product, or a service, can meet the need of a user concerning one aspect, but still, the user might not be aware of the need of the product or service, as such. So, a need of an innovation might exist, but the users do not use it anyway; the users fulfil their needs by a different means. Therefore, if an innovation does what the users need it to do, a change in user behaviour needs to be encouraged to help the users change their actions. ER - TY - CONF T1 - Different secondary school subject areas contributions to collaboration in environmental and sustainability teaching A1 - Sund, Per A1 - Gericke, Niklas A1 - Bladh, Gabriel PY - 2019 LA - eng AB - According to the curricula in many countries, teachers in the subject areas of science, social science and language are expected to collaborate on cross-curricular issues such as sustainable development (SD). In Sweden this is the case in the nine-year compulsory school (Education, 2011). This study is based in Sweden and investigates the similarities and differences in the responses of ten teacher groups (forty-three teachers in total) to questions about their contributions in their own subject areas to environmental and sustainability education (ESE).There are previously some barriers identified to the implementation of ESE in a cross-curricular way. In a large quantitative study including about 3300 Swedish upper secondary teachers, comparisons were made regarding teachers inclusion of ESE within different subject areas (Borg, Gericke, Höglund, & Bergman, 2012). In that study it was found that language teachers do not always feel at ease with ESE teaching, and more than 41% of language teachers stated that they did not include SD issues in their teaching, while 34% stated (the highest percentage of the three subject areas) that they lacked the necessary knowledge expertise. In contrast, especially the social science teachers and to somewhat less degree the science teachers included this perspective.Regardless of the problems shown in previous studies the overall aim of this study is to understand what cross-curricular teaching in teacher teams can achieve in relation ESE. All teachers in compulsory school in Sweden are organized in cross-curricular teams of various subject teachers teaching the same student group, named lärarlag in Swedish and here denoted as teacher teams. Moreover, given that cross-curricular ESE teaching is stated as important in the Swedish curriculum, it is important to find out the potential possibilities for cross-curricular collaborations in ESE teaching. Are teachers already involved in collaborations, are they successful, and if so how? If not, how might they achieve this curricular aim to provide students with a holistic, yet diversified, perspective on ESE including many disciplinary dimensions? Teaching gaps for students may occur that no subject area can cover, while other issues or topics may be taught multiple times leading to poor progression.The research question is: What are the specific curricular and pedagogical contributions of different subject areas, such as science, social science and language, in cross-curricular settings when teaching environmental and sustainability issues?The theoretical framework of this study takes its departure from didactic analysis as an integrative model in which the structure of the subject matter is related to teachers and students through the processes of teaching and learning (Klafki, 1995). This study looks for differences and similarities in teachers’ argumentations about the didactical questions of what, how and why their subject area is important and how it contributes to cross-curricular ESE teaching. The main contribution of this study is to fill the gap in ESE research relating to teachers’ views of complex environmental and sustainability issues from different subject area perspectives.Semi-structured group interviews were used to collect data about teachers’ apprehensions of and reflections on their teaching practices (Kvale & Brinkmann 2009). 10 groups (consisting of 3-10 teachers) of teachers of science (biology, chemistry and physics), social science (civics, history, geography and religion) and language (Swedish, English, German, French and Spanish) were interviewed. In this study the data is treated as a group voice from teachers teaching in a specific subject area. In order to identify a common teaching and curriculum approach in each subject area the teachers’ discussions and responses are analysed in relation to the main didactical questions of what, how and why. Phase 1 – What The aim was to gather data from the individual teachers in each group before the group discussion. This ensured that each teacher’s voice was heard individually. In group situations there is always a risk that some participants will dominate the discussion. Phase 2 – What The aim was to gather data from the teachers’ discussions without interference from the research leader. Phase 3 – How The aim was to gather data about curricular and pedagogical changes that had occurred in the teaching. Summary of the three phases – Why The teachers’ arguments about the long-term purposes of their teaching stem from the session on phases 1, 2 and 3 constitute the data for the why dimension. The common aspects and specific curricular contributions of the different subject areas are studied by analysis teachers’ responses to questions about the curricular and pedagogical qualities of what, how and why. What The analytical question posed to the data in interview phases 1 and 2 is: Which content and abilities relating to ESE are described by the teacher group? How – teaching aspects In interview phase 3, the teachers discuss how they conduct and change their teaching. This data is analysed using analytical questions relating to essential educational aspects of environmental and sustainability education (Sund, 2008; Sund & Wickman, 2011). Why – the object of responsibility In order to identify the teacher groups’ long-term purposes, all the data from interview phases 1, 2 and 3 are analysed using the analytical question (Sund & Wickman, 2008): What does this teacher group, in this specific subject area, really care about together when discussing their ESE teaching?In order to answer the research question, the teachers’ responses are analysed using the didactical questions what, how and why. The results show that teacher collaborations in different subject areas can be fruitful in that they stress different yet complimentary aspects of ESE teaching. The potential important role of language teachers in ESE teaching is one of the main contributions of this study indicates a need for further research on how to improve language teachers’ confidence to voluntarily join and experience ESE collaborations. Science and social science teachers call for more time to plan and work together, whereas language teachers are often asked to collaborate by the school management (Sund, Gericke, & Bladh, Submitted). Each subject area has a specific ESE focus, and thereby is a possibility to contribute and complement each other through content, methods, dimensions and purposes, as in a true collaborative teaching. Such cross-curricular settings are able to offer students facts, opportunities to develop abilities through knowledge in action and support personal empowerment. In the process of cross-curricular ESE teaching, students’ individual identity-making is important. According to Celce-Murcia (1991), the process of self-realisation and relating to and communicating with other people are two common teaching approaches amongst language teachers. This can be an important part of making ESE knowledge powerful for learners in their everyday use and in contributing towards a more sustainable future. This could be language teachers’ main contribution to a cross-curricular collaborative work on ESE. The overall aim of ESE is to create action competent citizens (Jensen & Schnack, 1997). In subject area collaborations where many cross-curricular and societal transformations of knowledge are involved (Gericke, Hudson, Olin-Scheller, & Stolare, 2018). ER - TY - CONF T1 - School rules and their moral constructions of the good pupil T2 - The European Conference on Educational Research ECER, 2008 A1 - Thornberg, Robert PY - 2008 LA - eng AB - Regulating pupil's behaviour is an essential part of everyday school life. In traditional as well as progressivist views, rules in school are usually seen as an unproblematic mean to organise and regulate pupils and their behaviour in school as well as teaching them to be good citizens or helping them to acquire moral and social skills. Nevertheless, because rules both serve to protect or safeguard values and function as instruments used in the pursuance of these values, they could be investigated, and thus problematised in terms of a hidden curriculum. The aim of this study is to investigate the hidden curriculum of school rules delimited to the moral construction of "the good pupil" embedded in the system of school rules in two primary schools. A broad interactionist position, based on different traditions such as symbolic interactionism, phenomenological movement and social constructionism, is used as a theoretical framework. Identity, social life, and morality are thus inescapably social, collective and cultural processes, constructed and reconstructed in everyday social interactions. The study is based on ethnographic fieldwork in two schools. In total, 141 pupils (6-, 8-, and 11-years old) and 13 teachers participated in this study. Participant observations and audio-recordings as well as interviews with the teachers and group interviews with pupils were conducted. The qualitative analysis of the fieldwork data was accomplished by procedures influenced by grounded theory. According to the findings, the rule system mediates a moral construction of the good pupil to the children, and this actually includes two constructions: the benevolent fellow buddy (a construction of a pupil who complies with the relational rules such as being nice and friendly to others, not bullying, fighting, teasing, and so on) and the well-behaved pupil (a construction of a pupil who obeys the whole rule system). Furthermore, a picture of a final learning outcome of this hidden or implicit citizenship education of school rules emerges: the good citizen who (a) does good to others and does not harm others, (b) functions well in the society and lives by its laws and norms, and (c) takes responsibility and does her or his very best. Critical thinking and the possibility of questioning, critically discussing, and abolishing explicit rules are not parts of this picture. In such a case, moral socialisation does not appeal to pupils' reasoning, feelings, and participation, but to authority and power, and it reduces morality to the valuing of obedience and respect for authority. From a social constructionist viewpoint, this hidden curriculum means that the pupils acquire discourses, which will control them and their opportunities to define themselves. By supervision and disciplining of pupils in school, normality will be rewarded and deviance will be punished which are defined in the discourses. Furthermore, according to the pupils' voice, it is the teachers who create and make decisions about school rules, not pupils. The hidden curriculum of school rules teaches pupils to be non-questioning and non-participating. They have no say and they think they are dependent on teachers' school rules to be able to work together and to function in school. The analysis shows a third moral construction mediated from the school rules: the pupil lacking in moral autonomy, who cannot manage without explicit rules, which are made by teachers and other school staff. The social control function of school rules educates for docility and obedience, subservience to hierarchical authority, and an awareness of one's place in a stratified social system. ER - TY - THES T1 - Omsorgens pris i åtstramningstid: Anhörigomsorg för äldre ur ett könsperspektiv A1 - Ulmanen, Petra PY - 2015 LA - swe PB - Institutionen för socialt arbete, Stockholms universitet KW - family care KW - filial care KW - older people KW - eldercare KW - gender KW - cost of caring KW - social policy KW - care services KW - de-familialization KW - re-familialization KW - universalism KW - swedish welfare state AB - This thesis examines the extent of family care for older people, primarily filial care, and the costs of caring in the Swedish welfare state. Costs of caring are understood as the negative effects of caregiving, primarily on the caregivers’ working life. The analysis is inspired by feminist theories on the importance of welfare state provisions for care for women’s citizenship, including personal autonomy and economic independence.The main aims of this thesis are twofold. The first is to explore the extent and development of family care for older persons in Sweden, primarily filial care, and the consequences of caregiving for well-being and working life. The second is to explore how older persons’ family members have been represented and the possible consequences of these representations for the development of publicly financed eldercare services and other forms of support for family carers, as well as for family members’ living conditions.The thesis consists of four studies. The first reviews the literature concerning the extent and consequences of family caregiving for older persons and the welfare state’s policy responses to older people’s care needs. The second study analyses how older persons’ family members and their role in eldercare have been represented in Swedish eldercare policy since the 1950s. The third study analyses surveys to explore changes during the 2000s in the role of the family, the public sector and the market in providing care for older persons in Sweden. The fourth study is a survey analysis of the extent, content and consequences of filial care among middle-aged women and men in Sweden in 2013.The policy analysis found that the expansion of eldercare was motivated solely in relation to older persons’ needs; thus working daughters’ needs of eldercare have been a blind spot in Swedish eldercare policy.Since 2000, every fourth residential care bed has disappeared and the increase in homecare services did not fully compensate for the decline, resulting in a significant increase in filial care in all social groups, and among both sons and daughters. Daughters of older persons with shorter education, however, remained the primary providers of filial care.Both daughters and sons are affected by caregiving. They suffer to the same extent from difficulties in managing to accomplish their work tasks and taking part in meetings, courses and travels. They are also equally likely to reduce their working hours and to quit their job. It is however clearly more common that daughters experience mental and physical strain, difficulties in finding time for leisure and reduced ability to focus on their job. Although more daughters than sons retire earlier than planned due to filial care, this is very rare.Managerial care (handling contacts with health and eldercare services) has a more salient role in a welfare state such as Sweden, with generously provided care services, less intense filial care and high employment rates among both sexes. The high labour force participation however makes middle aged children more vulnerable when their parents’ care arrangement does not work. The decline in eldercare services since 1980 has reinforced co-ordination problems in health and eldercare services. The managerial care required to handle this development, while living up to the demands of work and family life, stands out as especially demanding for the well-being and working lives of daughters. ER - TY - RPRT T1 - Förutsättningar för kompletterande pedagogisk utbildning vid Göteborgs universitet A1 - Börjesson, Mattias PY - 2025 LA - swe AB - Det har framkommit att det finns positiva och negativa synpunkter gällande huruvida Göteborgs universitet bör införa kortare KPU mot ÄLE och KPU mot GLE. Ett argument emot, som har framförts av programråd och institutioner, är att korta lärarutbildningar har en lägre kvalitet eftersom innehåll saknas som är centralt för lärarprofessionen. Detta är ett principiellt argument snarlikt det resonemang som fanns i det remissvar som GU formulerade till förslaget om att etablera försöksverksamheten med kortare KPU. Universitetet fick inget större gehör för sin kritik utan i huvudsak genomfördes förslaget. Givet att utbildningen nu finns på 12 lärosäten och antagligen kommer fortgå till 2030, och förmodligen än längre, är situationen nu delvis en annan. Utbildningsuppdraget i GLP och ÄLP kommer förmodligen minska de närmaste åren givet lärarutbildningsutredningens förslag om behörighetskrav på betyg C i svenska. Utredningen skriver att om förslaget genomförs kommer alternativa lärarutbildningar, så som KPU, att få en större roll för lärarförsörjningen (SOU 2024:81, s. 247). Om de KPU som har etablerats genom försöksverksamheten blir en permanent form av lärarutbildning, bör utbildningen ges vid GU i likhet med andra lärarutbildningar. Ett annat problem med försöksverksamheten har att göra med förordningens konstruktion. Regler för behörighet till utbildningen samt kopplingen mellan examina/huvudområden och behörighet i specifika skolämnen medför en del utmaningar. Det har framkommit i delutvärderingen vid LiU att det har funnits problem med problem att fylla utbildningsplatserna (planerade HST) och att genomströmningen har varit låg. I delutvärderingen betonas att många examina som anges i förordningen inte innefattar tillräckligt breda ämnesstudier/ämneskunskaper för det skolämne eller de skolämnen som studenten blir behörig till. En problematik som förstärks av att den är svår att åtgärda inom en kort utbildning som präglas av stoffträngsel. LiU har uppmärksammat regeringen på problem som kan härledas till förordningens konstruktion, som svårigheter att fylla utbildningsplatser och att antagna studenter kan ha bristande ämneskunskaper. Om GU får uppdraget att ge kortare KPU mot ÄLE och KPU mot GLE blir det viktigt att tillsammans med andra lärosäten försätta dialogen med regeringen om förändringar av förordningen. Eftersom delutvärderingen uppmärksammat en speciell problematik gällande behöriga studenters bristande kunskaper i samhällskunskap, föreslår jag att vi i nuläget inte erbjuder det ämnet vid GU. ER - TY - CONF T1 - The Power of Powerful Knowledge in Social Science T2 - European Conference on Educational Research (ECER), August 23-26, 2022, Yerevan. A1 - Börjesson, Mattias PY - 2022 LA - eng KW - philosophy of social science KW - powerful knowledge KW - critical realism AB - During the 21th century Michael Young (2008) and others have argued that knowledge produced by science, because it is systematic, specialised, objective; have better claims to truth and can empower those who understand it, and therefore should provide the basis for the curriculum (Carlgren, 2020; Deng, 2018). As has been discussed in the philosophy of science, since the first establishment of the modern scientific disciplines during the 19th century; a discussion that was further deepened in the 20th century, the natural and social worlds are characterised by different conditions of knowledge production. As stated by Young and (2008), the criteria of powerful knowledge (especially the objective and “true” criteria) seems to best to fit knowledge produced by the natural sciences. Young, however, has argued for that the concept of powerful knowledge can be applied to most knowledge, natural and social science, humanities and even art (Muller & Young, 2019). Future research will resolve if and in which ways PK can be a useful concept in relation to knowledge in various fields, this paper is limited to this question in relation to social science and socially oriented school subjects in a Swedish context (civics, geography, history, religion). The specific prerequisites of social science can be understood from a social realist perspective and the philosophy of science (Moore, 2008). The ontological and epistemological axioms of social realist perspective and its implications how knowledge and knowledge production are understood and what pupils should learn, has already been thoroughly described in the foundational texts on the theory of powerful knowledge in general (Young, 2008; Mueller & Young, 2016). It seems to me that there is a lack, however, of a theoretical discussion regarding the similarities and difference of powerful knowledge in different knowledge domains (natural, social, humanities, arts). This paper is limited to an attempt to discuss these issues in relation to social science, the main basis of societally oriented school subjects form a PK perspective, and thereby provide rationale for what knowledge, skills and attributes could be considered central for giving pupils access to powerful knowledge in socially oriented school subjects. Michael Young in collaboration with Johan Muller (Muller & Young, 2016, 2020) has provided a criteria of the characteristics of powerful knowledge (PK) in general (distinct/abstract, systematic, specialised, objective, claims to truth, and empower the knower; Chapman, 2011); but there is less research in relation to the characteristic of powerful knowledge in relation to different knowledge domains (like natural and social sciences or the arts). The answer to the question, if or to what degree the knowledge produced in respective domain is in line with the criteria of PK arguably differs between natural science, social science and the arts. The first aim of this paper is to investigate of what the specific characteristics of powerful knowledge in relation to the knowledge produced by social science drawing from the philosophy of science. 1.What is the characteristics of powerful knowledge in social science? Methodology, Methods, Research Instruments or Sources Used The theory of Powerful knowledge provides the basis for the analysis of the possiblity of powerful knowledge in social science . Using the distinct definition of PK provided by Chapman (2021, p. 9) as analytical concepts: • Distinct from everyday common-sense knowledge derived from experience; • Systematic – the concepts of different disciplines are related to each other in ways that allow us to transcend individual cases by generalising or developing interpretations; • Specialised – produced in disciplinary epistemic communities with distinct fields and/or foci of enquiry; • Objective and reliable – its objectivity arising from peer review; • Better claims to truth than other knowledge claims relevant to the issues and problems it addresses; • The potential to empower those who know and understand it to act in and on the world, since they have access to knowledge with which to understand how relevant aspects of the world work. These six analytical categories will be applied toboth research questions. As the reserach question is theoretical it will be answered through engaging with the philosphy of social science, more specifically critical realism (Bhaskar, 1975, 1979) social realism (Moore 2009), and educational sociology (Bernstein, 2000). Conclusions, Expected Outcomes or Findings An anlytical model will be constructed regarding the charachteristics of Powerful knowledge in social science. This model will describe if or which way knowledge in social science can understood as distinct/abstract, systematic, specialised, objective, true and empower the knower. The results are intended to provide the basis for a model regarding what knowledge and skills pupils should aquire in an education inspired by the idea of powerful knowledge in social studies subjects. ER - TY - CHAP T1 - Avtalet som rättsligt och socialt instrument T2 - Om rättssociologisk tillämpning A1 - Dahlstrand, Karl A1 - Hydén, Håkan PY - 2020 SP - 307 EP - 325 LA - swe PB - : Studentlitteratur AB AB - Detta kapitel behandlar ett rättsligt instrument, avtalet, utifrån ett empiriskt perspektiv. Syftet är tvåfaldigt; dels att lyfta fram en inom rättssociologin försummad regleringsform, dels att ge en bild av vilka forskningsuppgifter studiet av avtal kan föra med sig. Det finns väsentliga skillnader mellan avtal och lag som rättsliga instrument. Lag som bekant är föreskrivande och talar om vad som ska gälla i olika hänseenden, medan avtalet är mer flexibelt och etableras av parterna självaDessa egenskaper hos avtalet ger upphov till en rad intressanta forskningsuppgifter som ännu inte har studerats; förekomsten av avtal inom näringslivet, hur konflikter löses och vilken betydelse tillit har för uppkomsten av avtal, för att nämna några. Här ligger fältet således öppet på olika nivåer för den intresserade forskaren. Vi vill också betona att avtalet som rättsligt och socialt instrument är relevant såväl utifrån den formella rätten som inom vardagslivets rätt och dess normer. Avtal återfinns således både i formella som informella sammanhang och i båda fallen kan man förenklat säga att avtalet möjliggör olika former av samarbeten och samverkan. ER - TY - RPRT T1 - A Democracy Profile of Tanzania - a background study: A Report presented to the EU-delegation in Tanzania A1 - Ewald, Jonas A1 - Mhamba, Robert PY - 2015 LA - eng AB - This report highlights the successes and the most serious challenges of democracy at this stage in Tanzania and the priorities needed to address them. The summary also outlines possible entry points through which political dialogue and technical cooperation initiatives could be feasible and have the greatest impact.Tanzania is going through a period of rapid economic, political and cultural change. In a relatively short time, some 25 years, the country has moved from being a one-party state-led system to a market economy and multi-party system, all within the context of limited institutional capacity and resources. Electoral democracy is now fairly well established in principle, even if the independence of the Electoral Management Bodies is questioned. Democratic institutions have been strengthened, although the executive branch continues to dominate over the legislative and judiciary. Freedom of press, association and speech has improved. However, Tanzania cannot be regarded as a deep democracy. The conditions for an open and competitive political system, such as the full respect for political rights, competitive elections, independence of the institutions in charge of accountability promotion and protection of key democratic stakeholders, are not yet fully met. A more comprehensive, substantive democracy would better deliver on political, economic, social and cultural rights by increasing the accountability and participation around political decision-making.However, compared with its neighbours in the sub-region and the whole of Africa, Tanzania does fairly well, as indicated by e.g., in Freedom House index.The main challenge is whether the current political system and power structure has the capacity to continue reforms, furthering the opening up of the political space; and leading to a stronger democratic culture and better economic and social development for the Tanzanian people, in a peaceful way.The economy grows but reduction of poverty remains limited New economic activities develop, and so do an elite and a small middle class in urban, and some rural areas. Expectations are rising, not least among the youth. However, despite economic growth, basic needs poverty has only slightly been reduced from 34,4% to 28%, while the number of people below the poverty line has increased in absolute terms, as a result of continued high population growth. 44 per cent of the population live on less than 1.25 USD a day. Cleavages between the poor and the better off, and between urban and rural areas are deepening. The 2012/2013 household budget survey indicates that poverty has increased everywhere except in Dar es Salaam, and a few larger cities. Hence there is a trajectory of poverty decline but it is still very fragile. Even if the provision of health and education services has improved, - the relative quality of service delivery is arguably not improving or even deteriorating.Changing values. An important heritage of Tanzania is Julius Nyerere’s legacy of nationalism and altruism. However these values have eroded over time, weakening the social fabric that has held the nation together since independence.Globalisation and an increasing number of young people completing their education cycle; rapid urbanisation (particularly among young adults); and the rapid expansion of TV, mobile telephones and internet access have brought about a change in values and expectations and have increased divides between generations and societies, men and woman urban and rural areas. These changing values have also raised awareness, not least of girls and women’s rights, which clash with the traditional patriarchal values. New networks and tools to voice concerns and hold those in power to account have started to develop. Old paternalistic power structures have started to be questioned, potentially opening up the political landscape.New economic actors, especially BRIC countries, are changing the rules of the international game. With an increase in foreign direct investments, Tanzania is becoming less dependent on western aid, causing the majority of the ruling party, and the political administration to challenge traditional reliance on western donors and western perspectives. As a result, support for a western-type liberal democracy from some factions of the political and economic elite might shift towards new role models, such as the BRIC states.A diverse multi-party system has continued to develop since its inception in 1992.Although opposition parties have made progress over the last 10 years, they are still weak and the former only party, Chama Cha Mapinduzi (CCM), is still ruling. CCM has a well-developed organisation, characterised by a strong central authority. The party has robust personal networks, with close links to all levels of the administration, as well as to various economic elites and power centres outside the party, including the security forces. Even if gradually fading away, the one-party culture is still alive, especially at the local level in rural areas, where the majority of the population still lives. A remarkable change appears to have occurred between 2010 and 2014: In the 2014 Afro barometer survey, 75% of respondents from Tanzania gave support to multi-party democracy, which is among the highest in the Sub Saharan Africa.Until recently, no other party has proven strong enough to challenge CCM. Even though Tanzania now has 21 registered political parties, only five managed to get into Parliament in 2010. The majority election system contributes to preserving CCMs dominance. Only CUF and CHADEMA, and to a lesser extent NCCR-Mageuzi, have transformed into institutionalised political parties and, having received substantial support in the elections, command a degree of legitimacy. Nevertheless, the distribution of financial, human and organisational resources between CCM and the opposition parties remains skewed. Power struggles exist not only between the ruling party and the opposition, but also within each party between different factions and between the opposition parties. These divisions are rarely based on ideological or political differences, but rather on personalities and patronage. Nevertheless, changes have taken place both within the ruling party, through new generations of members whose political world view was formed in a multi-party context, and from outside the party where rapid urbanisation, globalisation and changes of values have provided a breeding ground for new political ideas. In the last five years CHADEMA has developed as a viable alternative to CCM and managed to capture the attention of the young, entrepreneurs and the educated urban middle class. The party won a substantive 27 percent of votes in the 2010 election, and a much higher share of votes in the cities. In the December 2014 local election the opposition preliminarily secured 34% of the seats. Four parties in the opposition have formed a loose coalition called Ukawa, with the aim to field one joint candidate in all constituencies and for the Presidency. For the first time, CCM is facing a real challenge in the 2015 election, even if it is unlikely that it would lose its power on the mainland. In any case, the low voter turnout on the mainland in the 2010 elections (39 percent compared with 73 percent 2005) and the civic polls in December 2014  might signal voter (or democracy) fatigue. Zanzibar maintained its traditionally high voter participation with 89 percent of voters exercising their right in the island of Unguja, and 85 percent in Pemba. Alliance for Change and Transparency (ACT) started by a breakaway faction from CHADEMA 2014 after a power struggle over ideology and leadership with one the periods most effective politicians, Zitto Kabwe, Public Account Committee chairman and a driving force in exposing corruption and misuse of power as one of the leaders, might contribute to a vitalisation of ideology based political debate as the party has declared itself as socialist, while the CHADEMA and CUF have taken on faith based conservative and liberal ideology, respectively.The integrity of the political parties and freedom of organisation and assembly are still limited by various outdated laws and institutions. The Police at times use excessive force with political activists and do not allow public demonstrations. As the multi-party system is not yet consolidated, issues surrounding intimidation and unfair competition are likely to persist for years. The opposition parties would not necessarily be more democratic or efficient than the current ruling party, but they have not yet been given the chance to prove themselves. ER - TY - THES T1 - Carving out collective spaces: Exploring the complexities of gender and everyday stressors within rural youth leisure A1 - Gotfredsen, Anne PY - 2021 LA - eng PB - Umeå Universitet KW - youth mental health KW - stressors KW - leisure participation KW - gender KW - femininities KW - rurality KW - precarity KW - space and place KW - visual methods KW - ethnography KW - public health KW - folkhälsa KW - genusvetenskap AB - Background: The reasons why young people are increasingly suffering frommental health problems, and the opportunities to turn this development aroundare globally debated. Stressors such as education, relationships, futuretrajectories of housing and employment all constitute important factors affectingyoung people’s mental health, leading to stress and achievement pressureespecially among girls and young women. The need to reduce individualization ofyoung people’s health problems, and instead encourage spaces for collectivesupport, action, and change has been called for in previous studies. Leisureparticipation has the potential to be such a collective space where young peopletogether can respond to stressors experienced in their daily life. Apart fromstudies on individual behavior change, leisure participation has been anoverlooked arena within public health and within research on young people’smental health and stress in particular. The complexity of youth leisure, especiallyin relation to gender and spatiality, calls for further investigation, exploring thesocial places of leisure that young people create themselves.Aim: The aim of this thesis is to understand how places of youth leisure areperceived and collectively constructed as social factors of youth mental health,and to analyze the strategies developed within these places to handle and respondto the everyday stressors experienced by young people.Conceptual framework: The analysis builds on four conceptual sections: (i)The stress process model explores stressors as situated in a wider social context,where social factors shape both the stressors that affect mental health, theresources to handle those stressors as well as the mental health outcomes. (ii) Thesocial practice theory highlights how social practices within places of leisure canbe identified as resources in relation to responses to stressors. (iii) The thirdsection of the framework takes on the relationship between stress, leisure, andpost-feminist perspectives on gender and successful femininity. The final section(iv) outlines leisure as a spatial (re)construction; emphasizing rural space andplace in relation to gender, stress, and precarity.Methods: This thesis builds on two sub-studies, generating three papers. SubstudyI is based on data from individual interviews with eight adult leaders fromdifferent leisure organizations (paper 1), and sub-study II (paper 2 and 3) is basedon an ethnographic multiple-case study with 16 girls (age 14-21) from two leisureorganizations. The setting for both sub-studies is rural northern Sweden. Thematerial from the ethnographic study was collected through participatoryobservations and focus group discussions using photo elicitation. For the first andsecond paper, thematic analysis was used as an analytical strategy, while a4discursive psychology approach (interpretative repertoires) was used for the thirdand final paper.Results: The first part of the results concerns how girls and adult leadersperceived and experienced daily stressors within the context of youth leisure.Such stressors were represented by the high demands girls face in relation toachievement pressure and time management, school, gender norms andexpectations, but also in relation to their leisure engagement. The second partexplores how the girls and adult leaders developed and negotiated strategies torespond to stressors, within the context of leisure. Responses were constructedthrough daily social practices within the context of leisure e.g. through sharingexperiences of stress with each other, based on a sense of belonging and trust. Inthe final part, rurality holds a central position in how place and space werediscursively constructed by the participants, in relation to leisure, gender, andstressors. Here, one of the main results in the third part was the complexity ofhow the participants’ constructed leisure as a place of wellbeing. In order to buildand maintain a space that enabled responses to stressors, the girls constantlyneeded to invest time, engagement, achievements, and emotions. In addition,places of leisure needed to be constructed in certain ways to be perceived asbeneficial and ‘positive’, for example as a place marked by respectability and selfdevelopment.This illustrates the precarity of youth leisure where educational andlabor-market opportunities have changed how young people now understand freetime as something that should be ‘productive and meaningful’. The metaphor of‘carving out spaces’ speaks for the effort the girls had to make in order to createand sustain such places; not only in relation to a successful femininity, but alsoin relation to the rural community and the survival of rural places of leisure.Conclusions: This study contributes to a better understanding of youth leisure,and how to build sustainable and inclusive places of leisure from a gender andrural perspective. Places of leisure and civic engagement are perceived asimportant social factors of youth mental health, and needs to be taken intoconsiderations when young people’s stress and mental health are discussed.Places of youth leisure are spaces where responses to everyday stressors can becollectively developed. At the same time, youth leisure is also precarious,demanding, and contributes to the reproduction of gendered discourses onrespectability and responsibility, both in relation to a successful femininity, butalso in making it work for the rural collective. ER - TY - CONF T1 - Social media, participation, peer pressure, and the European refugee crisis: a force awakens? A1 - Gustafsson, Nils PY - 2016 LA - eng AB - Using focus group interviews, this paper studies the way young people in Sweden employed social media to discuss and mobilise during the on-going European refugee crisis, with a special focus on peer pressure, social interaction and connective action.In 2015, an unprecedented influx of refugees, predominantly from Syria, Iraq, and Afghanistan, entered Europe on foot and in dinghies. The refugee crisis caused a lively public debate, put government agencies under stress, created conflict among EU member states and caused a widespread popular mobilisation aided by social media. In September 2015, an explosion of voluntary activities occurred, many of which were grouped under the personal action frame (Bennett & Segerberg, 2013) of Refugees Welcome. Civil society organisations, churches and mosques, and temporary networks set up shop in train stations and in ports, helping refugees with shelter, transport and information, sometimes interfering with official efforts and policy. The outburst of voluntarism was coupled with a boost in popular opinion in favour of continuing Sweden's refugee-friendly policy, also in the face of record numbers (Kärrman, 2015a).As autumn proceeded, the intensity of volunteer efforts waned in spite of steadily increasing numbers of incoming refugees, also reflecting a shift in popular opinion. In November 2015, the Swedish government made an abrupt change in immigration policy, thereby effectively reducing the number of incoming refugees to a minimum (see e.g. Crouch, 2015). The new government policy was met with approval by a citizenry that seemed to have shifted its opinions rapidly in just a few months (Kärrman, 2015b).These extraordinary events calls for revisiting a number of recent theoretical developments in participation research: taking into account the vast societal impact of the refugee crisis and Sweden as a country characterised by high levels of both civic voluntarism and social media use, as well as extreme degrees of individualism and social trust (cf. Gustafsson, 2013: 57f), they can be considered to be a critical case for evaluating Bennett & Segerberg's (2013) notions of personal action frames and connective action, as well as Amnå and Ekman's (2014) standby citizens and latent participation, describing emerging personalised ways of interacting with social and political issues of the day in digitally enabled networks, and occasionally becoming mobilised into action. As one of the core features of connective action is its flexible and individualist characteristics, it is of interest to study how it connects with the fact that political socialisation has been shown in previous research to be associated with influence from friends and family (Lee et al, 2013). What is the relationship between closer friendship networks and the looser connections of local, national and even transnational activism?This research is exploratory in nature and is not trying to test a hypothesis. It is nevertheless guided by descriptive research questions concerning interaction among young peers in social media, political socialisation, identity formation and mobilisation, all framed by the refugee crisis and wanting to engage with the above-mentioned theoretical concepts. The study will provide tentative answers to the following questions: RQ1: How did participants experience discussions with friends, family and others, respectively, regarding the refugee crisis in social media compared to other settings?RQ2: How did participants respond to calls for mobilisation from friends, family and others, respectively, during the refugee crisis, emotionally, socially, and in action/inaction?RQ3: How did participants engage/non-engage with personal action frames (such as Refugee Welcome) connected to the refugee crisis?Focus group interviews with Swedish 16-25 year olds were used to allow young people in a formative stage of life (i.e. when political socialisation usually occurs, see Prior, 2010) and who are not necessarily active or organised in politics or social issues to discuss their attitudes and experiences in relation to the refugee crisis with their peers. Focus groups have been shown in previous research to be a good way of discussing attitudes and experiences concerning digital media and participation with youth (cf. Hundley & Shyles, 2010; Gustafsson, 2012; Cammaerts et al 2014; Vromen et al, 2015).Eight focus groups with a total of 64 participants were recruited. Six of the focus groups were carried during spring and summer 2016 with the two remaining groups scheduled for December 2016. The reason for the time gap was to allow for themes that emerged from the first six groups to be further explored in the second round of interviews. Four focus groups were comprised by 16-19 year olds, enrolled in upper secondary school (gymnasium/high school), three focus groups were comprised by 19-25 year old university students, and one focus group was comprised by 19-25 year olds not enrolled in higher education. The upper secondary school students were recruited by initial contact with schools in southern Sweden (county of Scania) and subsequent engagement with students in class. University students were recruited by engagement with students in various courses at the Lund and Malmö universities in southern Sweden. Participants of the remaining group were recruited through a snowballing technique in social network sites. Preliminary results present a complex image of perceptions of the refugee crisis in the eyes of Swedish youth. The social networks of friends and family and the discussions that take place in within and without social media affect both those who finally choose to engage in an issue and those who refrain from it, as well as those who are interested in politics and those who are not. The issue itself, rather than the fact that friends are involved in the discussion and mobilisation, created emotional responses. Participants were influenced by their networks, but foremost by the larger conversation and atmosphere going on nationally. Still, friend networks are of utmost importance for recruitment and mobilisation purposes. The question that remains is whether connective action can be sustained for a longer period of time, or if it has to be transformed into organisationally enabled networks (Bennett & Segerberg, 2013). Connective action aided by individualised personal action frames might disappear as quickly as it pops up. The results call for further empirical work on the interplay between digitally networked action and other organisational forms. ReferencesAmnå, E. & Ekman, J., 2014. Standby citizens: diverse faces of political passivity. European Political Science Review, 6(2), 261-281.Bennet, W. L. and Segerberg, A., 2013. The logic of connective action: Digital media and the personalization of contentious politics. Cambridge: Cambridge University Press.boyd, d., 2008. Taken Out of Context: American Teen Sociality in Networked Publics. Unpublished doctoral thesis, University of California-Berkeley, Berkeley.Cammaerts, B., Bruter, M., Banaji, S., Harrison, S., & Anstead, N., 2014. The Myth of Youth Apathy. Young Europeans’ Critical Attitudes Toward Democratic Life, American Behavioral Scientist, 58(5), 645-664.Crouch, D., 2015, November 24. Sweden slams shut its open-door policy towards refugees. http://www.theguardian.com/world/2015/nov/24/sweden-asylum-seekers-refugees-policy-reversalGustafsson, N., 2013. Leetocracy. Political participation, social network sites and inequality. Lund: Lund university, Department of Political Science (diss.).Gustafsson, N., 2012. The subtle nature of Facebook politics: Swedish social media users and political participation. New Media & Society 14(2): 1111-1127.Hundley, H. & Shyles, L., 2010. US teenagers’ perceptions and awareness of digital technology: A focus group approach. New Media & Society 12(3): 417-433.Kärrman, J., 2015a, September 27. Kraftig förändring - fler vill se ökat flyktingmottagande [Powerful change - more want to see higher reception of refugees] http://www.dn.se/nyheter/sverige/kraftig-forandring-fler-vill-se-okat-flyktingmottagande/Kärrman, J., 2015b, November 7. Väljarna vänder i flyktingfrågan [The voters turn in the refugee issue] http://www.dn.se/nyheter/sverige/valjarna-vander-i-flyktingfragan-1/Lee, N., Shah. D. and McLeod, J., 2013. Processes of political socialisation: a communication mediation approach to youth civic engagement, Communication Research 40(5): 669-697.Noelle-Neumann, E., 1974. The spiral of silence: a theory of public opinion, Journal of Communication 24(2), 43–51.Prior, M. (2010). You’ve either got it or you don’t? The stability of political interest over the life cycle, The Journal of Politics, 72(03): 747–766.Vromen, A., Xenos, M., & Loader, B., 2015. Young people, social media and connective action: from organisational maintenance to everyday political talk. Journal of Youth Studies, 18(1), 80-100. ER - TY - THES T1 - Självpresentationernas logiker: en tematisk studie av gymnasieskolors identitetsskapande på webben A1 - Gustrén, Cia PY - 2019 LA - swe PB - Institutionen för kultur- och medievetenskaper, Umeå universitet KW - upper secondary school KW - self-presentations KW - websites KW - self-referential KW - identity-formation KW - thematic analysis KW - thematization KW - logics KW - social aspects KW - political aspects KW - fantasmatic aspects KW - gymnasieskolor KW - självpresentationer KW - webbsidor KW - självtolkningar KW - identitetsskapande KW - identitetsformationer KW - logiker KW - sociala aspekter KW - politiska aspekter KW - fantasmatiska aspekter AB - The aim of this licentiate thesis is to examine the means of self-presentation on the websites of 18 upper secondary schools in Sweden. This empirical material may be referred to as a kind of marketing since they render a highly idealized image of schools. To some extent they exaggerate what school is about, as a way for schools to promote themselves as well as to maintain their hold on the market. Self-presentations thus play an important role in the struggle to attract prospective students and keep these enrolled. The fact that self-presentations refer to schools and not companies in general—although several schools certainly strive to define themselves as such—indicates that self-presentations are not like any other marketing practice. They can also be read as a kind of imaginative documents. In this capacity, self-presentations do not only express what school is or may be interpreted as, but foremost how it envisions itself in the future. The material underlying the study consists of a selection of excerpts that were collected from the schools' webpages at different points of time during the years 2011/2012 and 2016/2017. This allowed me to study both continuities and change in the way schools are presented online.In this study, schools' self-presentations are analyzed thematically in combination with Jason Glynos and David Howarth's so called logics approach, which has been developed out of poststructuralist discourse theory and its ontological assumptions. A logic may be understood in this case as a rule or pattern governing the way a phenomenon like school is constituted. As a research strategy, logics have helped me explore, step by step, the conditions of possibility as well as impossibility of identity-formation processes. I mainly deal with four logics that comprise the overarching principles that structure what it means to be a school: business adaptation, academization, individualization and social responsibility. The empirical study thus consisted in setting out the social, political and fantasmatic aspects of these logics—which consequently served to thematically analyze the contemporary identity-formation on schools' websites. Social aspects have been a descriptive tool to study what characterizes school as presented in the empirical material, whereas political and fantasmatic aspects refer to analytical and critical perspectives. The aim has been to illuminate not only the way schools' identities are organized but also how and why this happens – in other words, what logics do to the identity-formation of schools. Importantly, the logics in question are interrelated and work together at the same time as they 'struggle' over the significance of being a school. As I argue, the identity-formation of upper secondary schools can hence be perceived as crisscrossed by competing and complementary logics that all make certain claims as to what a school is supposed to be (or not).The main task of a traditional Swedish school has been to foster democratic members of society. The findings of my study, however, question such a general understanding. In my empirical material a self-referential meaning of school rather emerges with the purpose to produce good employees; that is, a competent work-force willing to submit to the norms and values of the corporate sector. Subsequently, the boundaries between school and the surrounding world are also increasingly loosened, as business is brought into the classroom and made a premise of learning and development in accordance with the needs and interests of the labor market. However, this replacement of a traditional school is only partial. Since schools are equally dependent on the societal tradition to appear as legitimate and credible alternatives on the educational arena they cannot wholeheartedly commit themselves to a corporate identity. Hence, self-presentations often indicate a struggle to be different enough to stand out from the host of other schools, but also to be similar enough to be considered a 'proper' school. This licentiate thesis has in common with previous studies that statements about qualification and employability measures have indeed increased. A corresponding decline of statements about active citizenship and critical thinking could not be detected – but then again, educational-political aspects confirm that a traditional school may be understood as a background against which an alternative school is formed. This is a conclusion which is consistent with the findings of previous studies on school and education policy. ER - TY - CONF T1 - Den demokratiska svenska skolans framväxt: Perspektiv på undervisningen i den svenska folkskolan under 1900-talet: Lokala aktörers kamp för demokratisk utbildning A1 - Larsson, Esbjörn A1 - Samuelsson, Johan A1 - Melin, Åsa A1 - Berg, Anne A1 - Larsson, Anna PY - 2023 LA - swe AB - Skolan ses ofta som en förutsättning för demokrati och demokratifostran betraktas som en av dess viktigaste uppgifterna. Denna uppgift är dock ingen självklart. Ser man exempelvis till den svenska folkskolans tillkomst under 1800-talet var dess ursprungliga uppgift att uppfostra och inordna befolkningen i den rådande samhällsordningen. Kopplingen mellan skola och demokrati blir därmed att se som ett resultat av en historisk process, vilken gjort att tillgängliggörandet av god utbildning för alla, elevcentrerad undervisning samt undervisning i demokrati ses som kännetecknande för en demokratisk skola idag. I sitt paper ”Skomakare, bliv vid din läst: fortsättningsskolans medborgarkunskapsundervisning” tar Esbjörn Larsson sig an undervisningen i ämnet medborgarkunskap, som introducerades i fortsättningsskolan genom 1919 års undervisningsplan. Medborgarkunskap var ett ämne som hade en tydlig koppling till rösträttens införande och behandlade framförallt det svenska styrelseskicket och hur samhället var organiserat. Tidigare forskning har särskilt framhållit medborgarkunskapens ursprung i en patriarkal undervisningstradition, vilket innebar att stor vikt lades vid medborgarnas plikter samtidigt som beskrivningarna av samhället präglades av samförstånd och avsaknaden av klasskonflikter. I detta paper riktas fokus mot hur elevernas plats i samhället framträder inom ämnet och med hjälp av analyser av en rad läromedel visas hur fortsättningsskolans elever skulle fostras till goda arbetare.Johan Samuelsson visar i sitt paper ”Historieundervisning för att forma demokratiska medborgare: perspektiv på folkskolans historieundervisning” hur lärare under 1940-talet via folkskolans historieundervisning bidrog till att fostra moderna samhällsmedborgare. I tidigare forskning har ofta ämnet historia framträtt som ett problematiskt ämne för fostran till demokrati i efterkrigstidens Sverige, vilket setts som en av förklaringarna till etableringen av samhällskunskap efter 1945. Genom analyser av en stor samling lärarberättelser från 1940-talet och samtida arbetsböcker i historia visas här hur lärarna i sin historieundervisningspraktik bedrev en undervisning som uppmuntrade självständighet och samverkan. Även innehållsligt kom aspekter vi förknippar med demokratiska samhällen att lyftas fram.I sitt paper ”Lokala aktörers kamp för demokratisk utbildning” tar Åsa Melin utgångspunkt i folkskolans elevers och lärares initiativ för möjligheter till utbildning. Genom att ge exempel på lokala aktörers arbete och kamp för utbildning synliggörs hur frågan om demokratisk utbildning inte enkom påverkades av eller initierades från den nationella politiken, utan att elever och lärare på egna initiativ och före statliga direktiv föreslog och genomförde förändringar i syfte att utbildningen både skulle vara likartad och ha demokratiska inslag. ER - TY - CONF T1 - Young People´s Influence within the Swedish Sports Movement T2 - ECER 2012, The Need for Educational Research to Champion Freedom, Education and Development for All A1 - Larsson, Lena A1 - Meckbach, Jane PY - 2012 LA - eng KW - young coaches KW - recruiting KW - influence KW - samhällsvetenskap/humaniora KW - social sciences/humanities KW - sport science AB - General description on research question, objectives and theoretical frameworkMost children and young people are involved in the Swedish sports movement, and without all the voluntary coaches, it would not be possible to run this organization. Many of the recruited coaches are young people (RF 2007) and a considerable number of initiatives have been taken to recruit them. The aim of many of these initiatives has been to increase their means of influence. The emphasis on influence can be linked to the fact that the club activities of the Swedish state are seen as an important arena for the civic education of young people (RF 2005, 2011).The aim of this study is to examine how an initiative to recruit young coaches can help increase young people’s means of influence within the Swedish sports movement. The specific questions are as follows: (i) which young coaches are believed to be capable of having an influence? (ii) what means of influence do the young coaches recruited have?Previous research shows that it is difficult to increase the influence of young people and the Swedish sports movement has not been particularly successful in this task. The annual general meeting is regarded as an important arena for exerting influence, as is being a club committee member; however, it has been hard attracting young coaches to these arenas. When it comes to being on the committee, it is important to have the right contacts since most people are recruited via a network that is characterized by like-minded people rewarding each other (Fundberg 2009). Therefore, not just anyone is allowed to enter the field, and to attain a position that generates influence, it is necessary for one to have the right symbolic capital. The conclusion drawn by Redelius (2005) is that young people often lack valid capital, i.e. they still do not have the necessary experiences and assets.The sports movement can be seen as a cultural and social practice where certain values, norms, and actions are more evident than others. In order to understand actions and strategies based on the individual–group relationship and the social context they find themselves in, we are supported by the theories and concepts of Bourdieu.Bourdieu (1990) describes how the social world consists, on the one hand, of objective structures that also exist outside symbolic systems, such as languages and myths, which depend on the agents’ consciousness and desires, and, on the other hand, symbolic structures, the origin of which forms a function of perceptions, ideas, and actions that the individuals construct. The socially constructed symbol systems act as classification schemes for the social world, which means that the structures are perceived as natural. Based on Bourdieu’s theories, certain social contexts can be regarded as social fields, among them, sport, which is characterized by having its own logic and defining its own rules, rules that everyone within the field must abide by and that often are obvious and taken for granted (Bourdieu 1988, 1997; Munk 1999; Munk & Lind 2004).Using Bourdieu’s theories makes it possible to penetrate and illustrate the value structures and patterns of behavior in a social practice that the agents are partly unaware of. The starting point is, therefore, that the sports movement is a social arena in which the experiences the agents have incorporated, together with the objective structures, determine who is allowed to enter and influence the field. MethodologyThe data in this study consists of focus group interviews with young coaches. Ten focus group interviews were conducted with thirty-seven participants, of which twenty were women and seventeen were men. When selecting respondents, a geographical spread, a variety of sports, and both male and female participants were sought.Focus group interviews have been chosen with the aim of acquiring a deeper understanding of what the encounter between the young coach’s experiences and ideas and the social conditions that regulate the sports movement (Denzin & Lincoln 1998). The interviews were semi-structured and based on four areas: their personal narratives, their leadership experience, the leadership position, and influence. The interviews were recorded and transcribed afterwards. By means of qualitative text analysis, the statements have been examined based on the aims of the study and have subsequently been interpreted with the theoretical reference framework as the starting point.ResultsThe results show that if young coaches are to have influence, it is required that both their habitus and capital ‘match’ the social context into which they are entering. Bourdieu believes that power breeds power. One way of maintaining power, which appears successful for those who have a position within a field, is not to change the accepted way of working and, with that, exclude the young coaches from challenging in the battle for positions. Holding a committee post becomes a sort of self-generating system, which means that symbolic capital is assigned to those who are on the committee and already have capital.The results show that the means of influence increases if one goes on a course, has the support of a club member, or has a position of responsibility within the club. Without the support of important people or going on a course, the room for action is limited. Another strategy that appears favorable in order to increase one’s capital and improve one’s position is to be a member of the youth section or the like. The environment is conducive to the young coaches being molded, the club’s culture being inscribed in the body, and certain actions becoming self-evident.   ER - TY - CONF T1 - Breakout-rum – en plats för möten och mångfald i ett språk- och kunskapsutvecklande arbetssätt A1 - Nordmark, Marie PY - 2023 LA - swe KW - breakout-rum KW - ämneslitteracitet KW - språk- och kunskapsutvecklande arbetssätt KW - multimodalitet AB - Som en följd av Covid-19-pandemin har behov av mer kunskaper om undervisning och digitalisering i den svenska skolan uppmärksammats. Syftet med presentationen är att med fokus på ämneslitteracitet (Shanahan & Shanahan, 2008, 2012) synliggöra hur gymnasielärare i samhällskunskap genom digitala breakout-rum, som mötesplatser, skapar möjligheter till handledning av elever i språk- och kunskapsutveckling (Gibbon, 2006). Studien är en del av det pågående och praktiknära projektet Digitala resurser i undervisningen där 13 lärare och en forskare samarbetar kring utvecklande av nya kunskaper om multimodalitet, literacy och lärande i klassrummet (Jewitt, 2002; Bezemer, Kress & O´Halloran, 2016; Jewitt & Kress, 2003; Nordmark, 2023). I denna delpresentation består materialet av sju klassrumsobservationer vid grupparbete i digital undervisning, en klass under pandemin och en klass efter pandemin, samt 10 videoinspelade intervjuer med elever. För denna delstudie har videoinspelade undervisningssekvenser valts ut för fördjupad analys med fokus på ämnesord och samhällsvetenskapliga tankeredskap (Sandahl, 2015). Särskilt intresse läggs på hur lärarens språkutvecklande handledning kan bidra till elevernas kunskapsutveckling i ämnet. De preliminära resultaten visar att när läraren börjar använda breakout-rum i undervisningen uppmärksammas didaktiska värden i elevers gemensamma skrivande samt integreras läsande, samtalande, lyssnande och skrivande med olika modaliteter. Breakout-rummen främjar mångfald genom att läraren ges möjlighet att uppmärksamma och ge feed forward till både enskilda elever och samtliga grupper under en och samma lektion. Användningen av breakout-rum uppfattas av lärare och elever som främjande för literacy engagement och literacy achievement (Cummins, 2015).Nyckelord: breakout-rum, ämneslitteracitet, språk- och kunskapsutvecklande arbetssätt, multimodalitet, lärandeReferenserCummins, J. (2015). Language Differences that Influence Reading Development. I P. Afflerbach Handbook of Individual Differences in Reading, Reader, Text, and Context, (s. 223–244). Routledge.Gibbons, P. (2006). Stärk språket, stärk lärandet. Språk- och kunskapsutvecklande arbetssätt för och med andraspråkselever i klassrummet. Hallgren & Fallgren. Jewitt, C. (2006). Technology, Literacy, Learning. A Multimodal Approach. Routledge.Jewitt, C. & Kress, G. (2003). Multimodal literacy. Peter Lang. Jewitt, C., Bezemer, J. & O´Halloran, K. (2016). Introducing Multimodality. Routledge. Nordmark, M. (2023). Legitimation of digitalisation in education. A case study of vocational student teachers´lesson plans. Utbildning & Lärande, 17(1), 65–83. https://doi.org/10.58714/ul.v17i1.12757Sandahl, J. (2015). Medborgarbildning i gymnasiet. Ämneskunnande och medborgarbildning i gymnasieskolans samhälls- och historieundervisning. [Doktorsavhandling, Stockholms universitet]Shanahan, C. & Shanahan, T. (2008). Teaching Disciplinary Literacy to Adolescents: Rethinking Content Area Literacy. Harvard Educational Review, 78(1), 40­–59. Shanahan, T. & Shanahan, C. (2012). What is Disciplinary Literacy and Why Does it Matter? Topics in Language Disorders, 32(1), 7-18. ER - TY - JOUR T1 - Det är ju ett annat jobb: Förskollärare, grundskollärare och lärarstuderande om professionell identitet i konflikt och förändring T2 - Pedagogisk forskning i Sverige SN - 1401-6788 A1 - Persson, Sven A1 - Tallberg Broman, Ingegerd PY - 2002 VL - 4 SP - 257 EP - 278 LA - swe PB - : Institutionen för pedagogik och didaktik, Göteborgs universitet KW - professionell identitet KW - förskolärare KW - grundskollärare KW - lärarstuderande AB - In this article the task of the teaching profession in relation to the role of the family, both at present and in historical terms, is discussed. Considerable changes in the tasks teachers are given have occurred within recent years. Schools have been given increasing responsibility not only for education but also for the upbringing of children. This has confronted teachers with a variety of new tasks and problems. Giving teachers much of the responsibility that parents traditionally had for the bringing up of children can be viewed against the background of a critical attitude which the pluralistic society of today has shown toward the role of parents and of the family. In the social and educational professions as these have developed, criticisms of parents and of their manner of bringing up their children have been voiced repeatedly (Donzelot 1997, Johansson 1993). This has been accompanied by an increasing professionalism in the care of children. Criticisms of the parental role have paved the way for an increase in the tasks the schools are given. Schools are expected to create a holistic context and a sense of citizenship based on the values generally accepted in society. This is seen as calling for more comprehensive work on the part of teachers. As a result, teachers are faced with difficult and complex problems today. The postmodern pluralism of childhood, with the many different forms it can take, calls into question the demands for homogeneity, stability and normality that institutionalised ideologies make. This confrontation between schools as they presently exist and postmodern conceptions of childhood leads to a questioning of the goal of creating normality (Hargreaves 1994). The basic aim of the project in which we are engaged is to analyze how the responsibility for reproducing the goals and content of society is divided up at present, and has been divided up earlier, between the home and the school. The results of two investigations are presented: - In the one study, elementary school and preschool teachers from schools in two areas of differing socioeconomic level described in open-ended interviews their thoughts regarding their professional task, as well as children generally, childhood and the role of parents. That study had a clear perspective of change. Those interviewed have also been asked to report their views on the changes that had occurred in the teaching task and in the content of their profession. - The other investigation was a questionnaire study of teacher-training students in either their first or their final semester of training. The questions involved were based on statements the teachers who had taken part in the interview investigation had made. The statements made in the interview by the teachers from schools in the two areas of differing socioeconomic level, regarding their tasks being much broader than they had been earlier, were very much alike. It thus seems to be factors other than those of the character of the area involved that affect how changes in the role of teachers are experienced. It appeared that the flexibility of the women teachers was taken advantage of. The new expectations placed on teachers were seen to involve a redefinition of the teaching profession that those interviewed were unwilling to accept. As they expressed it the content of their work was being transformed from working with children to working increasingly with groups of adults and they explained of there being no adequate rationale for the changes that had occurred. They considered that the demands placed on them failed to correspond to certain deeply rooted conceptions of their profession, representing a clear threat to their professional identity, creating a sense of insecurity in their day-by-day work. They also regarded it as being a change for the worse in their professional status through its degrading their position from their being educators to their providing children help and support on an individual basis (Johansson & Pramling 2000). Those teaching at both the preschool and the primary school level provided a negative account of childhood and parenting today, describing children as being less empathetic and less concentrated today than earlier. The preschool teachers in particular felt that children had difficulties in playing with each other, whilst the elementary school teachers emphasised marked difficulties children had in following norms. The preschool and the elementary school teachers from the ecnomically less privileged area agreed closely with each other in describing children as being unconcentrated, being inept in their use of language, showing a lack of empathy and having difficulties in playing with each other. Although the elementary school and preschool teachers from schools in the economically prosperous area likewise considered childhood to be particularly problematical today, their major criticisms differed from the views just reported. They described children as having an overly scheduled and planned existence, one that differed from what they considered to be a happy childhood situation. They considered children to have too structured an existence and to be overly exposed to stress. The teachers as a whole felt that the conditions with which parents are faced today have changed. Parents do not have the same possibilities for bringing up their children as earlier and have partly given up the responsibilities in this respect that they once took. This result was independent of the socioeconomic status of the parents. At the same time, two differing conceptions of the problems with which parents are faced were evident. Parents from the more well-to-do area were considered to be subjected to a high degree of stress, to have very strong demands placed on them, and to work so much that they were unable to spend sufficient time with their children. Parents from the more economically depressed area were considered to likewise neglect their children, although in a different way - many of them having social problems and letting their children fend for themselves to a large extent. It was felt that the conditions for the upbringing of children in the home had declined. Teachers felt they were increasingly involved in the children's and the families' private lives and that their responsibilities toward children had increased. There appeared to be no comparable increase in the involvement of parents in matters of the preschool and elementary school education of their children. In summary, one can say that the preschool teachers and primary school teachers from schools in both socioeconomic areas were engaged in compensatory efforts to reconstruct for their pupils more of what they regarded as being ideal childhood conditions, involving children being provided with a calm and relaxed environment, having more free time, having more outdoor activities, developing a greater degree of fantasy and greater empathy, being better able to play with each other, being more active physically and having greater respect both for adults and for other children. What was regarded as the most important task of the elementary school and the preschool was to provide children with a sense of self-confidence, joy and a desire to learn. The teacher's task was seen as being a difficult one if this was combined, in these times of reductions in educational resources, with the need of conducting psychologically problematical discussions both with children and with their parents. Regarding the questionnaire results, a particular concern of the teacher trainees for the problems of both children and their parents and their belief that giving children a sense of security was the foremost function of the pre-school and the elementary school alike could be noted. Among those preparing to be preschool teachers, those in their last semester of training showed a more critical attitude towards children and their parents than those in their first semester of training. No such differences were noted, however, among those preparing to be elementary school teachers, although there were differences between the first and last semester groups in the problems they emphasized and in their conceptions regarding the teaching profession and the school as an institution. We plan to relate the various patterns we discovered to questions of the content of teacher training. How do those involved in teacher training view the broadened tasks that teachers are faced by today? How is the extended responsibility for children on the part of teachers dealt with in teacher training? Are the relations of teachers to the families of the children discussed in a critical way? What position is taken toward the rights of parents to influence the schools? Teacher training has been criticized for its failure to emphasize either the importance of caring for the emotional needs of the individual child or the important role that many socioemotional relations teachers develop play (Gannerud 1999). It is often felt that during teacher training too little attention is directed at these highly important aspects of teacher work. Regardless of the socioeconomic context in which their teaching took place, the teachers who were interviewed told of the teaching profession having changed in the direction of greater emphasis being placed on social dimensions and of the teacher's task being broadened. Despite this increase in the teachers' social responsibilities, both in preschools and elementary schools, this matter appeared not to have been dealt with either in their socialization to the role of being a teacher or in their teacher training. They described a conflict between professional ideologies they had come to accept, both during their teacher training and on the basis of traditions propagated generally in their profession, and the demands and expectations placed on them by the changed tasks they were confronted by, one which led to a sense of ER - TY - CONF T1 - Olika lärandeprogressioner – elevers praktiska epistemologier inom yrkesämnen jämfört med övriga skolämnen i gymnasial yrkesutbildning T2 - Paper presentation at the NORDYRK conference, 1-3 June 2022, Linköping university A1 - Dahl, Fredrik PY - 2022 LA - swe KW - yrkesutbildning KW - yrkesämnesdidaktik KW - vet KW - gymnasieskola KW - pragmatism KW - aktionsforskning AB - Framing. Omkring 10 % av eleverna lämnade gymnasieskolan utan examen läsåret 20/21 (Skolverket, 2021). Vägen till fortsatta studier eller tryggad etablering på arbetsmarknaden blir då längre och en ung människas möjliga livsval begränsas. Förhållandet väcker intresse för hur lärande och undervisning gestaltas i olika ämnen, och hur undervisning skulle kunna utvecklas för att ytterligare gynna elevers lärande. Föreliggande studie sätter gymnasieskolans yrkesprogram i fokus. Att delta i undervisning i olika ämnen innebär att delta i olika undervisningspraktiker (jfr. Lindberg, 2003). Det leder till olika utfall. Exempelvis lyckas elever på Bygg- och anläggningsprogrammet bättre i yrkesämnen som bygg- och anläggning än i skolämnen som samhällskunskap (Skolverket, 2021). Studiens kunskapsintresse är hur lärande i olika ämnen på yrkesprogrammen görs möjligt eller hindras och utgår från elevers handlingar, röster och reflektioner. I undervisningspraktikens samspel utvecklas och vävs elevers deltagande och meningsskapande samman till praktiska epistemologier. Dessa länkas i kontinuerliga lärandeprogressioner som ramas in av organiserande syften, estetiska erfarenheter samt lärares riktningsgivare (Almqvist m.fl., 2008; Johansson & Wickman, 2018; Lidar m.fl., 2006; Lundqvist m.fl., 2012; Wickman, 2006). Syftet är att studera likheter och skillnader mellan olika undervisningspraktiker genom analys av praktiska epistemologier (PEA) observerbara som diskursiva förändringar (Wickman & Östman, 2002; Östman & Wickman, 2014). Methodology/Method. Aktionsforskning utgör avhandlingsarbetets metodologiska ansats (Rönnerman, 2012). Här redogörs för inledande studie som är i fasen observera -> planera. Aktionen kommer bestå av samverkan med elever kring hur undervisning eller personliga val kan förändras för att nå förbättrat lärande. Två elevgrupper studeras genom videofilmning av undervisningen i olika ämnen och följs upp med video-stimulated recall (Haglund, 2003). Elevers samtal, användning av artefakter, reflektion över handlingar och undervisning undersöks för att komma åt hur praktiska epistemologier utvecklas och sammanlänkar närliggande och övergripande syften. Särskilt intresse får lärandeprogressioner som avbryts (Hamza, 2013), vilket i förlängningen kan hindra eleven att nå läroplanens kunskapskrav. Outcomes. Tidigare forskning behandlar ofta undervisning där elevers lärandeprogressioner och lärares didaktiska handlingar i naturvetenskapliga skolämnen stått i fokus. I studien prövas teorin om elevers praktiska epistemologier i nytt sammanhang inom gymnasieskolans yrkesprogram. Utgångspunkt tas i gymnasieelevers röster, handlingar och reflektioner utan att dessa först tolkas av lärare. Forskningsfälten didaktik och pedagogiskt arbete tillförs därmed kunskap om elevers möjliggjorda eller hindrade deltagande och meningsskapande i olika undervisningspraktiker, vilket också kan gynna elevers lärande och lärares undervisningsutveckling. Studiens resultat kan stimulera dialog om elevers lärande i lokala yrkesutbildningspraktiker, men har också relevans för andra utbildningsanordnare, lärare och lärarutbildning. References. Almqvist, J., Kronlid, D., Quennerstedt, M., Öhman, J., Öhman, M. & Östman, L. (2008). Pragmatiska studier av meningsskapande. Utbildning Och Demokrati, 17(3), 11-24. Haglund, B. (2003). Stimulated recall Några anteckningar om en metod att generera data. Pedagogisk Forskning i Sverige, 8(3), 145-157. Hamza, K. (2013). Distractions in the School Science Laboratory. Research in Science Education, 43(4), 1477–1499. Johansson, A.-M., & Wickman, P.-O. (2011). A pragmatist approach to learning progressions. I B. Hudson & M. A. Meyer. (Red.), Beyond fragmentation: Didactics, learning and teaching (s. 47–59). Barbara Budrich Publishers. Johansson, A., & Wickman, P.-O. (2018). The use of organising purposes in science instruction as a scaffolding mechanism to support progressions: A study of talk in two primary science classrooms. Research in Science & Technological Education, 36(1), 1–16. Lidar, M., Lundqvist, E., & Östman, L. (2006). Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology. Science Education (Salem, Mass.), 90(1), 148-163. Lindberg, V. (2003). Yrkesutbildning i omvandling: en studie av lärandepraktiker och kunskapstransformationer. Diss. (sammanfattning) Stockholm : Univ., 2003. Stockholm. Lundqvist, E., Almqvist, J., & Östman, L. (2012). Institutional traditions in teachers’ manners of teaching. Cultural Studies of Science Education, 7(1), 111-127. Rönnerman, K. (2012). Vad är aktionsforskning? I K. Rönnerman (Red.), Aktionsforskning i praktiken: förskola och skola på vetenskaplig grund. 2. uppl. (s. 21–40). Lund: Studentlitteratur. Skolverket. (2021). Skolutveckling › Statistik › Sveriges Officiella Statistik, statistik på riksnivå. 1 Wickman, P.-O. (2006). Aesthetic experience in science education: learning and meaning-making as situated talk and action. Mahwah, N.J.: Lawrence Erlbaum Associates. Wickman, P.-O., & Östman, L. (2002). Learning as discourse change: A sociocultural mechanism. Science Education, 86, 601–623. Östman, L., & Wickman, P. (2014). A Pragmatic Approach on Epistemology, Teaching, and Learning. Science Education 98(3), 375-382. ER - TY - CONF T1 - Assessment and Summarised Grading in the Social Studies Subjects Based on Subject-integrated Teaching in Swedish Compulsory School: An Impossible Task with Subject-separated Assessment Criteria? T2 - ECER Programme A1 - Olovsson, Tord Göran PY - 2021 LA - eng PB - Geneva AB - Since 2011, the first end-of-term grading in Swedish nine-year compulsory school in the social studies subjects (civics, geography, history and religious studies) has started in Year 6. Before this, the grading had started in Year 8. Grading in Year 6 is carried out in relation to knowledge requirements (assessment criteria) in each social studies subject, and according to the Swedish national curriculum (SNAE, 2011), the starting point is that the subjects should be separated in both teaching and assessment (Claesson & Lindblad, 2013). A subject-separated approach to teaching and assessment in the social studies subjects is also common internationally (VanSledright, 2011). However, students in Swedish compulsory school should concurrently be given the opportunity to work in a subject-integrated manner (SNAE, 2011). Subject-integrated teaching, internationally often referred to as curriculum integration (Ferguson-Patrick, Reynolds and Macqueen, 2018), is considered to promote a more holistic student understanding of social studies subject matter - for example, key global issues (Jorgensen, 2014).In Year 6, it is also possible to set a summarised grade in the social studies subjects, a grade that covers all subjects if the teaching has mainly been integrated (Swedish Education Act 2010: 800). Nevertheless, Olovsson & Näsström (2018) indicate that subject-integrated teaching and summarised grading in the social studies are quite rare in Swedish schools. In addition, Olovsson and Näsström (2018) describe that the subject-separated knowledge requirements has affected teachers’ choice of teaching form in favour of subject-separated teaching instead of subject integration. From a student learning perspective, this can be questionable: it has been argued that subject-integrated teaching in the social studies can provide more meaningful learning than what is developed in preparation for assessment in the individual subjects, such as “Standard Grade” (Fenwick, Minty & Priestley, 2013) which previously existed in the Scottish educational system.Moreover, the assessment of students’ learning in subject-integrated social studies teaching has proven to be complicated and demands a great deal of attention to work out well (Harris, Harrison & McFahn, 2011). Assessment in subject-integrated teaching, with its unclear subject boundaries, can lead to unclear assessment criteria and can be connected to the concept of integrated code (Bernstein, 2000). The question of how to set grades in the social studies subjects, whether subject-separated or summarised, can affect the entire teaching process and students’ learning (cf. Samuelsson, 2014).This study highlights and problematises the situation described above and shows how teachers and students in two classes, in Year 5 and 6 in Swedish compulsory school, approach assessment and develop summarised grading in four subject-integrated thematic units in the social studies subjects, Aim and Research questions: The aim of the study is to investigate and analyse the assessment and grading practice in subject-integrated thematic units in the social studies subjects, and how practice can be developed to promote effective summarised grading and student learning.  The research questions are:- How are assessment and grading carried out in conjunction with the subject-integrated teaching?- How do students approach assessment and grading in conjunction with subject-integrated teaching?- How do teachers approach assessment and develop summarised grading in the social studies subjects based on subject-separated knowledge requirements?The results will be analysed in relation to Bernstein’s (2000) concepts of integrated code and collection code, and Gresnigt et al.’s. (2014) summary of approaches to integration, including a view that more complex knowledge can be developed during more complex integration. In addition, the indigenous perspective of social studies (Four Arrows, 2014) may be used, to analyse the provision of a holistic view of the social studies subjects. Methodology, Methods, Research Instruments or Sources Used: Data collection was carried out in two classes in two schools in northern Sweden, during the Spring terms of 2019 and 2020. Both schools set summarised grades for Year 6 in the social studies subjects. The teaching was conducted in four thematic units in the social studies subjects. Each thematic unit consisted of about 6-12 lessons, with a length of about 40-70 minutes, over a period of 2-4 weeks. The collected material is in the form of classroom observations, audio recordings of lessons, interviews with teachers and students, informal conversations with teachers, and written material such as teachers’ notes regarding assessment and grading. The classes’ teachers planned and conducted teaching and assessment, and the researcher also acted, but to a low extent, as a discussion partner during teachers’ planning. Analysis of the empirical material is based on an interpretive approach, using concepts and processes from thematic analysis (Guest, MacQueen & Namey, 2012; Braun & Clarke, 2006). Conclusions, Expected Outcomes or Findings:  Assessment, in relation to the knowledge requirements, was increasingly emphasised as end-of-term grading approached in Year 6. Regarding subject integration, several types of integration were identified, both during individual lessons and throughout the thematic units. More complex integration (Gresnigt et al., 2014) occured to some extent in the thematic units, but occurred less in Year 6, where teachers chose to plan thematic units in which one subject was the main subject and the other subjects were supplementary. The students’ acquired knowledge in the thematic units in Year 6 formed the basis for the end-of-term-grading, and the assessment took place in relation to the knowledge requirements in the individual subjects (cf. Bernstein, 2000). The teachers tried to find ways with subject-integrated teaching as a basis, and weave together the knowledge requirements of the different subjects, but found the task very challenging. In some parts, regarding the knowledge requirements, the subjects could interact, but in other parts  interaction was more difficult. After completing the thematic units, the two teachers in some respects were contented. They have experienced the advantages with subject integration, and in some aspects they assert that their assessment skills have improved. However, on an overall level, they are still not contented with the structure and content of the national curriculum assessment system, particularly in terms of what knowledge they want the students to develop in social studies. In terms of opportunities for students to acquire a more holistic view, and in terms of the greater understanding of key global issues that the common core of the subjects can provide (Four Arrows, 2014), the benefits of subject integration in the social studies can probably be attained only to a lesser extent. This is due to the shortcomings of  the existing Swedish national assessment system. ER - TY - CONF T1 - "Kanske det händer till oss” – ämnesliteracy under ytan: Analys av texter i samhällskunskapsämnet skrivna av elever med utländsk språkbakgrund A1 - Waagaard, Viktoria PY - 2024 LA - swe KW - subject words KW - expansions KW - social science thinking tools KW - in-depth reasoning KW - multilingualism KW - ämnesliteracy KW - ämnesord KW - expansioner KW - samhällsvetenskapliga tankeredskap KW - fördjupade resonemang KW - flerspråkighet AB - I dagens komplexa samhälle är traditionella vägar till undervisning och lärande både utmanande och utmanade. Ett av skolans viktigaste uppdrag är att fostra eleverna till demokratiska medborgare (Svensson m.fl., 2018), i en utbildning med stora krav på elevers språkliga kompetens, såväl som på ”utvecklade” och ”välutvecklade” resonemang (Skolverket, 2022). Studiens syfte är att bidra med kunskap om hur ämnesliteracy och fördjupade resonemang kan komma till uttryck i texter skrivna av elever med utländsk språkbakgrund, trots att elevtexternas språkliga yta uppvisar avvikelser. Syftet operationaliseras i frågeställningarna:Hur kan samhällskunskapens ämnesliteracy komma till uttryck i texter skrivna av elever med utländsk språkbakgrund?På vilka sätt kan ämnesliteracy, bearbetning av ämnesord med expansioner och uttryck för samhällsvetenskapliga tankeredskap, synliggöra fördjupade resonemang i texter skrivna av elever med utländsk språkbakgrund?Elever, i synnerhet elever med annan språkbakgrund än majoritetsspråket, behöver explicit stöd i undervisningen (Cummins, 2015; Hajer, 2018). Eftersom elevers literacybakgrund är mycket varierande (Cummins, 2015) får skolan en central roll i stöttningen av literacy och ämnesliteracy, även ur ett flerspråkighetsperspektiv.I studiens analyser undersöks hur samhällskunskapens ämnesord bearbetas med expansioner (af Geijerstam, 2006; Halliday & Matthiessen, 2014), med verktyg från det socialsemiotiska fältet. Även uttryck för samhällsvetenskapliga tankeredskap (Sandahl, 2011, 2015) analyseras, vilket handlar om att möjliggöra för elever att ”tänka samhällskunskap” (Sandahl, 2011, s. 173), samt att utveckla och fördjupa begrepp som eleverna delvis eller redan behärskar (jfr Vygotskij, 2001).De elever som deltog i studien fick i en enkät svara på frågan om vilket språk de talar hemma och vilket språk de tycker att de behärskar bäst. De kategoriserades med utgångspunkt i svaren som elever med annan språkbakgrund än svensk (EAS) eller elever med svensk språkbakgrund (ESS). I studien kartläggs och undersöks hur expansioner genom utveckling, tillägg eller specificering samt hur samhällsvetenskapliga tankeredskap kan komma till uttryck, i fyra texter skrivna av EAS. Uttrycken för tankeredskap kategoriseras i sex olika grupper: orsaker-konsekvenser, belägg-slutsatser, abstraktioner, jämförande-kontrastering, perspektivtagande och den värderande dimensionen (se Sandahl, 2015, s. 56ff).I resultaten framträder expansion-tillägg i relativt hög utsträckning i elevtexterna, en expansionstyp som är den vanligaste i texter skrivna av EAS, medan expansion-specificering är något mindre vanligt förekommande. Expansion-utveckling handlar om omformuleringar, exemplifieringar eller klargöranden och är den minst vanligt förekommande expansionstypen i elevtexterna. I analysen av hur samhällsvetenskapliga tankeredskap kommer till uttryck i elevtexterna dominerar tankeredskapet orsaker-konsekvenser. Den värderande dimensionen är näst vanligast, följt av jämförande-kontrastering. Perspektivtagande förekommer vid några tillfällen. Belägg-slutsatser och abstraktioner förekommer inte i de analyserade elevtexterna. Resonemangen i elevtexterna består ofta av breddande uppräkningar, även om några fördjupade resonemang finns, framför allt i anslutning till kausal-konditionala resonemang.I undervisning saknas ofta tid och tillfällen för att utveckla och fördjupa resonemang, samtidigt som detta efterfrågas i styrdokumenten för högre betyg än godkänt. Bearbetning av ämnesord med expansioner och uttryck för tankeredskap kan i elevtexter leda till fördjupade resonemang. Explicit undervisning om ämnesliteracy, något som alltså kan stötta elevers utvecklade och välutvecklade resonemang, är därför eftersträvansvärt. I dagens komplexa undervisnings- och samhällskontext kan studiens resultat utgöra ett relevant didaktiskt bidrag.Referenser:Cummins, J. (2015). Language differences that influence reading development: Instructional implications of alternative interpretations of the research evidence. In: Handbook of Individual Differences in Reading, 241–262. Routledge.af Geijerstam, Å. (2006). Att skriva i naturorienterande ämnen i skolan. [Doktorsavhandling, Institutionen för lingvistik och filologi, Uppsala universitet]. Hajer, M. (2018). Teaching content through Dutch as a second language: How ‘Language Oriented Content Teaching’ unfolded in mainstream secondary education. Dutch Journal of Applied Linguistics, 7(2), 246–263. Halliday, M.A.K., & Matthiessen, C. (2014). An Introduction to Functional Grammar. (4:e uppl.). Routledge.Sandahl, J. (2011). Att ta sig an världen. Lärare diskuterar innehåll och mål i samhällskunskapsämnet. [Licentiatuppsats, Karlstads Universitet].Sandahl, J. (2015). Medborgarbildning i gymnasiet. Ämneskunnande och medborgarbildning i gymnasieskolans samhälls- och historieundervisning. [Doktorsavhandling, Institutionen för etnologi, religionshistoria och genusvetenskap, Stockholms universitet].Skolverket. (2022). Läroplan för grundskolan, förskoleklassen och fritidshemmet: Lgr22.Svensson, G., Rosén, J., Straszer, B., & Wedin, Å. (2018). Greppa flerspråkigheten: En resurs i lärande och undervisning. Skolverket.Vygotskij, L. S. (2001). Tänkande och språk. Daidalos. ER - TY - CONF T1 - Under ytan - explicitgörande av ämnesliteracy i texter skrivna av elever med utländsk språkbakgrund A1 - Waagaard, Viktoria PY - 2024 LA - swe KW - ämnesliteracy KW - fördjupade resonemang KW - expansioner KW - tankeredskap AB - Abstract ASLA 2024: Under ytan – explicitgörande av ämnesliteracy i texter skrivna av elever med utländsk språkbakgrundI vår digitaliserade värld är utbildningsväsendets traditionella vägar till undervisning och lärande både utmanande och utmanade. Samtidigt är ett av skolans viktigaste uppdrag att fostra eleverna till demokratiska medborgare (Svensson m.fl., 2018), i en utbildning med stora krav på elevers språkliga och digitala kompetens, såväl som på elevers ”utvecklade” och ”välutvecklade” resonemang (Skolverket, 2022).Syftet med studien är att bidra med kunskap om hur ämnesliteracy och fördjupade resonemang i texter skrivna av elever med utländsk språkbakgrund kan komma till uttryck i samhällskunskapsämnet, trots att elevtexternas språkliga yta uppvisar avvikelser. Frågeställningar:·       Hur kan samhällskunskapens ämnesliteracy komma till uttryck i texter skrivna av elever med utländsk språkbakgrund?·       På vilka sätt kan bearbetning av ämnesord med expansioner och uttryck för samhällsvetenskapliga tankeredskap synliggöra fördjupade resonemang i texter skrivna av elever med utländsk språkbakgrund?Elever behöver explicit stöd i undervisningen (Cummins, 2015; Hajer, 2018). Eftersom elevers literacybakgrund är mycket varierande (Cummins, 2015) får skolan en central roll i stöttningen av literacy och ämnesliteracy, även ur ett flerspråkighetsperspektiv. I analysen undersöks hur samhällskunskapens ämnesord bearbetas med expansioner (af Geijerstam, 2006; Halliday & Matthiessen, 2014), med verktyg från det socialsemiotiska fältet. Även uttryck för samhällsvetenskapliga tankeredskap (Sandahl, 2011, 2015) analyseras, vilket handlar om att möjliggöra för elever att ”tänka samhällskunskap” (Sandahl, 2011, s. 173), utveckla och fördjupa begrepp som eleverna delvis eller redan behärskar (se Vygotskij, 2001). Eleverna fick i en enkät svara på frågan om vilket språk de talar hemma och vilket språk de tycker att de kan bäst. De klassificerades med utgångspunkt i fastställda kriterier som elever med svensk språkbakgrund (ESS) eller elever med utländsk språkbakgrund (EUS).I studien kartläggs och undersöks expansioner genom utveckling, tillägg eller specificering samt hur samhällsvetenskapliga tankeredskap kommer till uttryck, i åtta texter skrivna av EUS. I undersökningen kategoriseras uttrycken för tankeredskap in i sex olika typer av tankeredskap: orsaker och konsekvenser, belägg och slutsatser, abstraktioner, jämförande och kontrastering, perspektivtagande och den värderande dimensionen (Sandahl, 2015, s. 56ff).Expansion-tillägg används i relativt hög utsträckning i elevtexterna och är den vanligaste expansionstypen i texter skrivna av EUS, medan expansion-specificering är något mindre vanligt. Expansion-utveckling handlar om omformuleringar, exemplifieringar eller klargöranden och är den minst vanligt förekommande expansionstypen. Resonemangen är i elevtexterna huvudsakligen breddade, men några fördjupade resonemang förekommer. I analysen av hur samhällsvetenskapliga tankeredskap kommer till uttryck i elevtexterna dominerar tankeredskapet orsaker och konsekvenser. Den värderande dimensionen är näst vanligast, följt av jämförande/kontrastering. Perspektivtagande förekommer vid ett fåtal tillfällen. Belägg och slutsatser samt abstraktioner förekommer inte i de analyserade elevtexterna.Vi lever i en tekniktät och digitaliserad värld, där tid ofta saknas för att reflektera och resonera genom utvecklade och fördjupade resonemang. Bearbetning av ämnesord med expansioner och aktualisering av tankeredskap verkar i elevtexter kunna gynna sådana resonemang. Explicit undervisning om samhällskunskapens ämnesliteracy, dvs. bland annat bearbetning av ämnesord med expansioner och undervisning om samhällsvetenskapliga tankeredskap, kan bidra till att stötta elevers utvecklade och välutvecklade resonemang. I dagens digitaliserade och ofta tidspressade omvärld behöver redskap som stöttar utvecklade och fördjupade resonemang lyftas fram.ReferenserCummins, J. (2015). Language differences that influence reading development: Instructional implications of alternative interpretations of the research evidence. In: Handbook of Individual Differences in Reading, 241–262. Routledge.af Geijerstam, Å. (2006). Att skriva i naturorienterande ämnen i skolan. [Doktorsavhandling, Institutionen för lingvistik och filologi, Uppsala universitet]. Hajer, M. (2018). Teaching content through Dutch as a second language: How ‘Language Oriented Content Teaching’ unfolded in mainstream secondary education. Dutch Journal of Applied Linguistics, 7(2), 246–263. Halliday, M.A.K., & Matthiessen, C. (2014). An Introduction to Functional Grammar. (4:e uppl.). Routledge.Sandahl, J. (2011). Att ta sig an världen. Lärare diskuterar innehåll och mål i samhällskunskapsämnet. [Licentiatuppsats, Karlstads Universitet].Sandahl, J. (2015). Medborgarbildning i gymnasiet. Ämneskunnande och medborgarbildning i gymnasieskolans samhälls- och historieundervisning. [Doktorsavhandling, Institutionen för etnologi, religionshistoria och genusvetenskap, Stockholms universitet].Schleppegrell, M. J. (2004). The language of schooling. A Functional Linguistic Perspective. Routledge.Skolverket. (2022). Läroplan för grundskolan, förskoleklassen och fritidshemmet: Lgr22.Svensson, G., Rosén, J., Straszer, B., & Wedin, Å. (2018). Greppa flerspråkigheten: En resurs i lärande och undervisning. Skolverket.Vygotskij, L. S. (2001). Tänkande och språk. Daidalos. ER - TY - CHAP T1 - Media Literacy in Sweden T2 - International Encyclopedia of Media Literacy A1 - Forsman, Michael PY - 2019 DO - 10.1002/9781118978238.ieml0165 LA - eng PB - Hoboken, NJ, USA : Wiley-Blackwell AB - This entry is based on data from recent reports regarding the infrastructure, traditions, stakeholders, and so on in the field of media literacy and media education in Sweden, with focus on the K-12 (primary and secondary) system. It also describes a tension in terminology and orientation between media and information literacy (MIL) with its underlying tradition of Bildung and civic engagement, and digital competence, colored by presentism, with its more technology centered, instrumental view on media and education. ER - TY - JOUR T1 - Exploring 'Future three' curriculum scenarios in practice: Learning from the GeoCapabilities project T2 - Curriculum Journal SN - 0958-5176 A1 - Beneker, T. A1 - Bladh, Gabriel A1 - Lambert, D. PY - 2023 VL - 3 IS - 35 SP - 396 EP - 411 DO - 10.1002/curj.240 LA - eng PB - : John Wiley & Sons KW - curriculum making KW - future 3 scenarios KW - geocapabilities KW - geography education KW - powerful disciplinary knowledge KW - theories of content KW - samhällskunskap AB - This paper has its origins in the EU Comenius funded GeoCapabilities project. From its outset, the project developed and researched the notion of powerful disciplinary knowledge (PDK) as an underlying principle of curriculum making in the context of secondary school geography teaching. The work, led from the UCL Institute of Education and involving school teachers, teacher educators and other stakeholders across eight mainly European jurisdictions, was framed by Young and Muller's 'three educational scenarios' (Young & Muller, European Journal of Education, 45, 2010 and 11). The three futures heuristic is discussed as a means to distinguish qualities of curriculum thought. Future 3 scenarios, which posit teachers as curriculum makers with responsibility to engage in essential 'knowledge work', provide a principled platform on which to develop ambitious educational classroom encounters. Knowledge working with PDK and (as we go on to argue) other powerful ways of knowing the world, is seen as a bridge between social realist epistemological principles and practical classroom content selections. This opens the possibility of responding to Deng's (Journal of Curriculum Studies, 54, 2022) call for developing practical theories of content with teachers. Although the authors are geographers in education drawing on different international perspectives and traditions, the paper addresses matters of interest applicable to a variety of specialist subject domains across the secondary school curriculum. ER - TY - JOUR T1 - Powerful knowledge and the 2022 Swedish social studies curriculum T2 - Curriculum Journal SN - 0958-5176 A1 - Börjesson, Mattias A1 - Lilliestam, Anna-Lena PY - 2024 VL - 3 IS - 36 SP - 400 EP - 416 DO - 10.1002/curj.302 LA - eng PB - : Wiley KW - powerful knowledge KW - social realism KW - social studies syllabi KW - swedish curriculum AB - In the 21st century, the idea that students should have opportunities to develop powerful knowledge has been influential in educational research. Social realism as an educational philosophy, and a focus on knowledge derived from academic disciplines, have been advanced as an alternative to social constructivism and traditionalism as a basis for the curriculum. Drawing on these three educational philosophies, an analytical framework consisting of three curriculum models was developed: the traditional model, the social constructivist model and the social realist model. This analytical framework was used to identify underlying ideas in the Swedish social studies syllabi for civics, geography, history and religious education in the 2022 curriculum for compulsory school. The history syllabus aligns with social realist model, with a focus on disciplinary knowledge, that is students should understand how historical knowledge is produced and validated. The geography syllabus shows features of the traditional and the social constructivist model in that factual knowledge and students' everyday experiences are emphasised. The civics syllabus shows features of the traditional model, with a focus on subject knowledge. The religious studies syllabus also shows features of the traditional model with a focus on canonical knowledge, but also emphasises disciplinary knowledge that align with the social realist model. ER - TY - JOUR T1 - How Does Academic Citizenship at Research‐Intense Universities Affect the Future of Teaching? T2 - Future in Educational Research SN - 2835-9402 A1 - Snickare, Lotta A1 - Söderberg, Inga-Lill PY - 2026 VL - 1 IS - 4 SP - 95 EP - 106 DO - 10.1002/fer3.70038 LA - eng PB - : Wiley KW - academic citizenship KW - content analysis KW - interview KW - teaching KW - teknikvetenskapens lärande och kommunikation KW - education and communication in the technological sciences AB - The future of the teaching profession in academia is closely linked to the prevailing model of research-intensive universities. It also depends on the ways in which institutions choose to navigate this ideal—either by promoting positions that combine teaching and research or by separating the two into distinct career paths. In this paper, we argue that teaching plays a central role in shaping experiences of academic citizenship, understood as membership, recognition, and belonging (Sümer et al. 2020). The paper is based on an empirical study involving 16 interviews with researchers and associate professors in permanent teaching-related positions at a technological university in Sweden. Participants were asked about their work environment, career prospects, and views on teaching. The interviews were recorded, transcribed, and analyzed using content analysis, with particular focus on how teaching relates to inclusion and a sense of value in academic settings. The findings show variation in how teaching is perceived in relation to academic citizenship, especially its role in fostering or limiting a sense of belonging and recognition. We argue that these dynamics are likely to influence the future standing of teaching in academia. These insights are relevant not only for the academic community and higher education research but also for policymakers, given the central role of universities in society. ER - TY - JOUR T1 - Science Education and Citizenship: Fairs, Clubs and Talent Searches for American Youth, 1918–1958, by Sevan G. Terzian. Palgrave Macmillan, New York, NY, USA, 2013. xiv + 235 pp. ISBN 978-1-137-03186-0 T2 - Science Education SN - 0036-8326 A1 - Lövheim, Daniel PY - 2013 VL - 2 IS - 98 SP - 368 EP - 370 DO - 10.1002/sce.21090 LA - eng PB - : Wiley ER - TY - JOUR T1 - Fostering glocal intercultural awareness through virtual exchange in TESOL teacher education T2 - TESOL Journal SN - 1056-7941 A1 - Reljanovic Glimäng, Malin A1 - Sauro, Shannon PY - 2024 VL - 4 IS - 15 EP - 4 DO - 10.1002/tesj.867 LA - eng PB - : John Wiley & Sons AB - This article reports on a 7-week virtual exchange (VE) involving teacher candidates in three countries in co-creation of learning materials based on the United Nations Sustainable Development Goals (UN SDGs). The aim of the study was to investigate whether and how the participants found a VE project focused on global citizenship education beneficial for their training as English language teachers. Through the lens of critical and reflexive interculturality, the researchers analyzed VE participants' self-reported data in relation to four categories on global competence: investigating the world, acknowledging perspectives, sharing ideas, and taking action (OECD, 2019). Participants reported that cross-cultural collaboration on a professionally oriented task was a potentially empowering activity enabling future teachers not only to gain intercultural and pedagogical self-awareness, but also to understand TESOL from both local and global perspectives. With relevance for teacher educators and teachers in the wider international TESOL community, the findings contribute to the growing body of research demonstrating the value of merging VE with global citizenship education in TESOL teacher preparation. ER - TY - CHAP T1 - Diversity, epistemology and dialogue in citizenship and human rights education T2 - International handbook of inter-religious education A1 - Sporre, Karin PY - 2010 SP - 1017 EP - 1035 DO - 10.1007/978-1-4020-9260-2 LA - eng PB - Dordrecht, Heidelberg, London, New York : Springer KW - epistemology KW - dialogue KW - civic education KW - human rights education KW - education ER - TY - BOOK T1 - The Eco-Certified Child Citizenship and Education for Sustainability and Environment A1 - Ideland, Malin PY - 2019 DO - 10.1007/978-3-030-00199-5 LA - eng PB - Palgrave Pivot KW - environmental education KW - education for sustainable development KW - education for sustainability and environment KW - power KW - discourse analysis KW - social class KW - whiteness KW - swedish exceptionalism KW - nationalism AB - While few could dispute the need for Environmental and Sustainability Education (ESE) for children and young people, this book explores the problems inherent in this educational practice. Despite good intentions, the author highlights how ESE can in fact contribute to a (re)production of harmful norms and possible subjectivities by categorizing various groups as ‘threats’ to the environment. The author analyzes how these categorizations are entangled in historical discourses on social class, nationality and race, thus resulting in double gestures of inclusion and exclusion. Even as sustainability and environmental engagement becomes a treasured identity for the affluent, the author highlights that despite the best of intentions, the discourse of ESE can reinforce positions of suborder and superiority, which could even impede real change in the long run. This illuminating book will be of interest to students, scholars and practitioners of sustainability education. ER - TY - CHAP T1 - International Organizations as Drivers of Change in Occupational Health T2 - Handbook of Socioeconomic Determinants of Occupational Health. SN - 2730-7409 A1 - Håkansta, Carin PY - 2020 SP - 1 EP - 17 DO - 10.1007/978-3-030-05031-3_36-1 LA - eng PB - Cham : Springer KW - international organizations KW - work health KW - occupational health KW - multilateral system KW - united nations KW - ilo KW - who KW - working life science KW - arbetsvetenskap KW - samhällskunskap AB - This chapter presents the background, mandate, and reason for existence of international occupational health organizations and the role they play as drivers of change. The main focus is on the International Labour Organization (ILO) and the World Health Organization (WHO) because they are intergovernmental and thus more influential than nongovernmental organizations. International occupational health organizations have played important roles in the struggle for peace and social justice for more than 100 years. Today they face dilemmas and problems, including silo-thinking and insufficient funding, but there are also reasons for optimism, such as growing political recognition of decent work and occupational health. The recent suggestion to make occupational safety and health one of ILO’s fundamental principles and rights at work is potentially very promising for the future of international occupational health organizations as drivers of change. ER - TY - CHAP T1 - Basic Schools in Each and Every Parish: The School Act of 1842 and the Rise of Mass Schooling in Sweden T2 - School Acts and the Rise of Mass Schooling A1 - Westberg, Johannes PY - 2019 SP - 195 EP - 222 DO - 10.1007/978-3-030-13570-6_9 LA - eng PB - Cham : Palgrave Macmillan KW - utbildningshistoria KW - folkskolestadgan KW - education AB - The School Act of 1842, revised in 1882 and 1897, organized a decentralized national school system in Sweden, based on about 2,300 parishes. The role of this school act in the rise of schooling in Sweden is fundamental to the Swedish historiography of schooling. This paper examines the precondition, contents and consequences of the school act in order to examine whether it actually was a revolutionary event or merely a confirmation of already pending processes. This paper will thus be able to show how the school act was the result of a lengthy political debate, spanning decades, on popular education and whether it should the provide the population with an minimum of knowledge or form the basis of the knowledge necessary for Swedish citizenship. This tension was also apparent in the formulation of the school act which included formulations on a minimum of instruction. While the education promoted by the school act thus certainly was limited, and did not form a clear break from the previously dominating home instruction, the school act had major consequences in organizational terms, contributing to establishment of schools in the many regions of Sweden where schools previously had been uncommon. ER - TY - CONF T1 - Adressing complexity in Science|Environment|Health pedagogy T2 - Bridging Research and Practice in Science Education A1 - Zeyer, Albert A1 - Álvaro, Nuria A1 - Arnold, Julia A1 - Benninghaus, Christian A1 - Hasslöf, Helen A1 - Kremer, Kerstin A1 - Lundström, Mats A1 - Mayoral, Olga A1 - Sjöström, Jesper A1 - Sprenger, Sandra A1 - Gavidia, Valentin A1 - Keselman, Alla PY - 2019 SP - 153 EP - 170 DO - 10.1007/978-3-030-17219-0_10 LA - eng PB - Cham : Springer KW - science|environment|health pedagogy KW - seh pedagogy KW - seh KW - stseh pedagogy KW - science-technology-society-environment-health KW - stse KW - science education KW - environmental education KW - health education KW - context KW - health KW - environment KW - technology KW - complexity KW - complexity-based science education KW - complex systems KW - complex issues KW - ethical-political dilemmas KW - decision making KW - scientific literacy KW - environmental literacy KW - health literacy KW - parrise KW - ssibl KW - inquiry based science education KW - socio-scientific issues KW - citizenship education KW - risk KW - risk education KW - nanotechnology KW - nanotech KW - nano KW - nanoparticles KW - life-cycle analysis KW - conflict analysis KW - teacher identity KW - teacher role KW - teacher professional development KW - tpd KW - teaching complex issues KW - miljöundervisning KW - miljödidaktik KW - hälsoundervisning KW - hälsodidaktik KW - naturvetenskapernas didaktik AB - This paper aims to discuss complexity as a key feature for understanding the role of science knowledge in environmental and health contexts – a core issue in Science|Environment|Health pedagogy. Complex systems are, in principle, not predictable. In different contexts, ephemeral mechanisms produce different, sometimes completely unexpected results. The “art of decision making” in complex contexts is to take scientific knowledge into account, but to interpret its meaning in terms of concrete complex contexts. This is illustrated by four empirical studies on Science|Environment|Health issues, presented midway through this paper. The findings underscore the importance of introducing complexity issues into science education. Not only are all the grand health and environmental challenges of our times highly complex, but there is also evidence that introducing complexity into science education may motivate many students for science learning and change practice in science classrooms. Truly appreciating the role of complexity in Science|Environment|Health pedagogy is likely to raise future citizens who understand the delicate relation between predictability and uncertainty and to empower them for wise decisions about societal and personal well-being. ER - TY - BOOK T1 - Conceptualizing Environmental Citizenship for 21st Century Education PY - 2020 DO - 10.1007/978-3-030-20249-1 LA - eng PB - Springer KW - biology AB - Sets the foundation for “Education for Environmental Citizenship”Relates environmental citizenship to knowledge, values, beliefs, attitudesProposes a novel pedagogical approachShows the link with responsible environmental behaviour, youth activism, education for sustainability and environmental education ER - TY - CHAP T1 - Education for environmental citizenship and education for sustainability T2 - Conceptualizing environmental citizenship for 21st century education A1 - Parra, Gema A1 - Hansmann, R A1 - Hadjichambis, Andreas A1 - Goldman, Daphne A1 - Paraskeva-Hadjichambi, Demetra A1 - Sund, Per A1 - Sund, Louise A1 - Gericke, Niklas A1 - Conti, Daniela PY - 2020 SP - 149 EP - 160 DO - 10.1007/978-3-030-20249-1_10 LA - eng PB - Cham : Springer KW - subject-specific education KW - ämnesdidaktik AB - In order to achieve a sustainable society, a citizen must be supported in overcoming any important gaps or challenges. Preparing people for Environmental Citizenship and Education for Sustainability shows coincidences in some dimensions and differences in others. However, within its definition, Environmental Citizenship has a strong emphasis on the environmental dimension of sustainability and on civic engagement in the private, social and political sphere. Environmental Citizens are able to exercise their environmental rights and duties, are able to identify the underlying structural causes of environmental degradation and environmental problems and have the willingness and the competences to address critical and active engagements. They act individually and collectively within democratic means, and consider inter- and intra-generational justice. Education for Environmental Citizenship is relevant because it can strengthen the achievement of sustainability goals through a more active civic participation. Education for Environmental Citizenship needs to develop the dispositions, skills and competencies that will enable students to reach this level of environmental awareness with wider spatial and temporal scopes, using specific educational approaches and methodologies that promote these qualities in individuals. Robust Education for Environmental Citizenship to enhance governance skills can contribute to the effective safeguarding of the environment as a holistic entity that encompasses natural, societal and economic dimensions. ER - TY - CHAP T1 - Environmental Citizenship in Secondary Formal Education: The Importance of Curriculum and Subject Teachers T2 - Conceptualizing Environmental Citizenship for 21st Century Education A1 - Gericke, Niklas A1 - Huang, Lihong A1 - Knippels, Marie-Christine A1 - Christodoulou, Andri A1 - Van Dam, Frans A1 - Gasparovic, Slaven PY - 2020 SP - 193 EP - 212 DO - 10.1007/978-3-030-20249-1_13 LA - eng PB - Cham : Springer KW - environmental science AB - Environmental Citizenship can take on different meanings in different countries and discourses as outlined in other chapters of this book. When Environmental Citizenship becomes part of the educational system, another level of complexity is added to the construct, the diversity of the educational systems in various countries. In this chapter, we will address this issue with a focus on formal secondary education. In the previous chapter on primary school and informal education, much has been written about how to practice different teaching approaches related to Education for Environmental Citizenship. In this chapter, we will focus on how to overcome the demands in order to be able to enact such teaching approaches in secondary education, with students aged 11–19 years old. In secondary education the subject or discipline comes into focus. As a result, students are taught by several subject specialists from different disciplines. To enact Environmental Citizenship, these different teachers need to collaborate. Moreover, secondary schooling might have different aims compared to other school forms, and it is often regulated with specific subject syllabi. In this chapter we discuss how Environmental Citizenship can be enacted considering these challenges. ER - TY - BOOK T1 - The Citizen in Teaching and Education: Student Identity and Citizenship A1 - Ralph, Leighton A1 - Nielsen, Laila PY - 2020 DO - 10.1007/978-3-030-38415-9 LA - eng PB - Palgrave Macmillan KW - national identity KW - citizenship education KW - student identity KW - sweden KW - england AB - This book examines the importance, and potential, of citizenship education, using extensive qualitative data from England and Sweden. The authors draw on the work of Nira Yuval-Davis and other prominent scholars in the field to frame citizenship as membership of numerous communities, for example disability, ethnicity, gender, sexuality and social class. This intersectional approach enables a rich understanding of the experiences and capabilities of young people, and bridges the gap between the formal meaning and real experiences of citizenship. The book presents case studies from England and Sweden, two contexts that have similar societies and school systems but very different approaches to citizenship education. Using this rich data, the authors illuminate the perspectives of young learners and their teachers to understand how learners can uphold their rights and responsibilities as citizens. This book will be of interest and value to scholars of social justice and citizenship education.  ER - TY - CHAP T1 - The Bildung theory: from von Humboldt to Klafki and beyond T2 - Science Education in Theory and Practice A1 - Sjöström, Jesper A1 - Eilks, Ingo PY - 2020 SP - 55 EP - 67 DO - 10.1007/978-3-030-43620-9_5 LA - eng PB - Cham : Springer Nature KW - bildung-centered didaktik KW - bildung KW - categorical bildung KW - critical-constructive didaktik KW - didactic questions KW - german didaktik KW - klafki KW - allgemeinbildung KW - participation KW - solidarity KW - praxis KW - didactic analysis KW - liberal education KW - folkbildning KW - critical literacy KW - responsible action KW - responsible citizenship KW - scientific literacy KW - vision iii KW - critical-reflexive bildung KW - socio-scientific issues KW - ssi KW - subjectification KW - sustainable development KW - sustainability KW - transformative learning KW - bildning KW - bildningsteori KW - bildningsteorier KW - kritisk-konstruktiv didaktik KW - bildningsorienterad undervisning KW - demokrati KW - hållbarhet KW - naturvetenskapernas didaktik KW - science education AB - Bildung is a complex educational concept that has connections to both the Enlightenment and Romanticism. It has its roots in the late eighteenth century in Germany and has had a central place in educational philosophy and policy in central and northern Europe since then. In the history of education, one can identify at least five educational theories with reference to the basic ideas of Bildung: (a) Wilhelm von Humboldt’s classical Bildung, (b) liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. In this chapter, we discuss the development of the concept of Bildung as a humanistic theory and its relevance for science education. We show how Bildung, when it comes to science education among other disciplines, emphasizes both personal subjectification and skills for socio-political action. In doing so, we relate contemporary interpretations of Bildung to issues of scientific literacy, education for sustainability, and transformative learning. ER - TY - CONF T1 - Avoiding Bias in Students’ Intrinsic Motivation Detection T2 - Intelligent Tutoring Systems. ITS 2020. A1 - Santos, Pedro Bispo A1 - Bhowmik, Caroline Verena A1 - Gurevych, Iryna PY - 2020 SP - 89 EP - 94 DO - 10.1007/978-3-030-49663-0_12 LA - eng PB - Cham : Springer International Publishing KW - affective computing KW - fairness in ai KW - behavioral analytics KW - facial expressions KW - intrinsic motivation KW - nonverbal signals KW - educational psychology KW - samhällskunskap AB - Intrinsic motivation is the psychological construct that defines our reasons and interests to perform a set of actions. It has shown to be associated with positive outcomes across domains, especially in the academic context. Therefore, understanding and identifying peoples’ levels of intrinsic motivation can be crucial for professionals of many domains, e.g. teachers aiming to offer better support to students’ learning processes and enhance their academic outcomes. In a first attempt to tackle this issue, we propose an end-to-end approach for recognition of intrinsic motivation, using only facial expressions as input. Our results show that visual cues from students’ facial expressions are an important source of information to detect their levels of intrinsic motivation (AUC =0.570, F1=0.556). We also show how to avoid potential bias that might be present in datasets. When dividing the training samples per gender, we achieved a substantial improvement for both genders (AUC =0.739 and F1=0.852 for male students, AUC =0.721 and F1=0.723 for female students). ER - TY - CHAP T1 - Childcare Indicators for the Next Generation of Research T2 - The Palgrave Handbook of Family Policy A1 - Sirén, Sebastian A1 - Doctrinal, Laure A1 - Van Lancker, Wim A1 - Nieuwenhuis, Rense PY - 2020 SP - 627 EP - 655 DO - 10.1007/978-3-030-54618-2_24 LA - eng PB - Cham : Palgrave Macmillan KW - family policy KW - childcare KW - social indicators KW - welfare states KW - early childhood education and care KW - statskunskap AB - This chapter argues for the importance of developing theoretically grounded family policy indicators, with emphasis on childcare/ECEC indicators. The chapter critically introduces the conceptual frameworks underpinning the most prevalent currents in comparative research, and then presents the most prominent empirical approaches utilized in existing studies. Next, it maps the availability of comparative data on the most widely used indicators and discusses the main sources from which this data originates. The final section concludes by pointing toward some challenges for the current research agenda, along with some tentative solutions. In particular, we argue for the need to engage in a research agenda that integrates family policies, including social care services, as essential components of social citizenship. ER - TY - CHAP T1 - Aims of Citizenship Education Across Nordic Countries: Comparing School Principals’ Priorities in Citizenship Education 2009–2016 T2 - Northern Lights on Civic and Citizenship Education A1 - Seland, Idunn A1 - Huang, Lihong A1 - Arensmeier, Cecilia A1 - Bruun, Jens A1 - Löfström, Jan PY - 2021 SP - 43 EP - 63 DO - 10.1007/978-3-030-66788-7_3 LA - eng PB - Cham : Springer International Publishing KW - civic and citizenship education KW - nordic model KW - welfare state KW - critical thinking KW - democratic participation AB - The Nordic welfare state has been associated with certain ideas of citizenship, the highlights of which are equal rights, social mobility, democracy, and participation. To better understand how these ideas are interpreted in the educational system, this chapter compares school principals’ prioritization of the aims of civic and citizenship education in four Nordic countries as they are expressed in IEA’s International Civic and Citizenship Education Study (ICCS). We discuss our findings in relation to the Nordic model of education, meaning the governance of education epitomizing the Nordic welfare state. When comparing data from the survey of school principals in ICCS 2009 with ICCS 2016, we find a consistent prioritization of promoting students’ critical thinking, while items concerning democratic participation are the lowest priority.While these results are similar to the international sample, the Nordic principals’ support for promoting critical thinking is consistently stronger. In the Nordic welfare state, a shift toward neoliberal policies is seen as an adaption to economic challenges with an emphasis on development of human capital through knowledge, skills, and abilities. However, as critical thinking represents such abilities, this may also be seen as a prerequisite for social critique and political mobilization. We review these possibilities as representations of a break in or a continuation of the traditional ideas of citizenship associated with the Nordic welfare state. We conclude that, for Nordic principals, critical thinking may align with the recent international emphasis on competence while also relating to the concept of Bildung, an 18th-century emancipation ideal with deep roots in the Nordic model of education. ER - TY - CHAP T1 - Socio-economic inequalities in civic learning in Nordic schools: Identifying the potential of in-school civic participation for disadvantaged students T2 - Northern Lights on Civic and Citizenship Education A1 - Hoskins, Bryony A1 - Huang, Lihong A1 - Arensmeier, Cecilia PY - 2021 SP - 93 EP - 122 DO - 10.1007/978-3-030-66788-7_5 LA - eng PB - Cham : Springer International Publishing KW - socioeconomic inequality KW - civic knowledge KW - political self-efficacy KW - voting KW - participation in school KW - open classroom climate KW - nordic countries KW - citizenship education KW - international civic and citizenship education study (iccs) AB - This chapter provides an analysis of the complex role of Nordic schools in both enhancing and reducing socioeconomic inequalities in civic competences. A multilevel analysis method was used to examine the IEA International Civic and Citizenship Education Study (ICCS) 2009 and 2016 data of all four Nordic countries. The results show that unequal access to civic learning (in-school civic participation and open classroom climate) exist in all Nordic countries. We found differences in access within schools in which students with more advantages experienced greater opportunities to participate. Additionally, we found differences between schools. Those schools that had an intake with a higher proportion of socioeconomically advantaged students tended to provide more civic learning opportunities and open classroom climates. Inequalities in access to civic learning activities manifested itself in different ways in schools across the Nordic countries. There is some evidence that this happens more regularly in Sweden than Finland, though Norway recorded the highest levels of unequal access inside schools, and no Nordic country provides equal access to all the forms of civic learning we studied. At the same time, however, there were forms of civic learning in Nordic schools that were found to reduce socioeconomic inequalities in civic competences. The results showed that when disadvantaged students gained access to civic learning, they mostly appeared to benefit either the same or more from the experience than their more advantaged peers. A unique contribution of this chapter to the field of citizenship education is that we found that in-school civic participation can compensate for a disadvantaged background for developing future electoral participation and civic knowledge in students from disadvantaged backgrounds. ER - TY - CHAP T1 - “Swedish” Values and Norms in Language Courses and Social Orientation for Adult Migrants in Sweden: A Critical Analysis of Teaching Materials and Education since the 1960s. T2 - Hildebrandt-Wypych, Dobrochna & Wiseman, Alexander W. (Eds.) Comparative Perspectives on School Textbooks – Analyzing Shifting Discourses on Nationhood, Citizenship, Gender, and Religion. A1 - Carlson, Marie PY - 2021 SP - 21 EP - 45 DO - 10.1007/978-3-030-68719-9_2 LA - eng PB - London : Palgrave Macmillan KW - keywords: adult education KW - norms and values KW - migrants KW - “swedishness” KW - civic education KW - gender and ethnicity AB - This chapter is a critical review of “Swedish” values and norms in education over time for adult immigrants in Sweden, in language courses, SFI (Swedish For Immigrants) and in civic/social orientation. Values and norms are linked to a societal context and steering documents. During last years’ increase in refugee and migrant flows, a lively debate has arisen in various contexts, with controversy over what can be defined as “Swedish” values and norms and how these can best be transferred or communicated to new arrivals for better integration. Previously, there was a stronger emphasis on “multiculturalism” in various steering documents. In practice, however, steering documents, textbooks and teaching itself already contain many normative “Swedish” perspectives linked to ethnicity, gender and not least “Swedish” culture. Since 2010, social orientation for newcomers, which must now be separated from language teaching, has become increasingly homogenized in order to provide a national standard. Uniformity is expected in terms of both organization and content. The statute contains a number of defined standardized themes at the overall level. In this chapter, a critical, discourse-analytical perspective together with a narrative approach will examine what content is highlighted over time in policy documents and, above all, in educational material such as textbooks in relation to societal context and politics. The analysis shows how gendered, culturalized and ethnified discourses can be discerned over the years and how the constructions of the immigrant and the Swede play out together and fostering accompanying attitudes. ER - TY - CHAP T1 - Civil Society as Networks of Issues and Associations: The Case of Food T2 - Knowledge and Civil Society A1 - Mario, Diani A1 - Ernstson, Henrik A1 - Lorien, Jasny PY - 2021 DO - 10.1007/978-3-030-71147-4_8 LA - eng PB - Cham : Springer KW - strategier för hållbar utveckling KW - strategies for sustainable development KW - urban and regional studies KW - urbana och regionala studier AB - Scholars usually conceptualize civil society as both a discursive and an associational space. In the former, focus is on communicative practices; in the latter, attention shifts to the actors that cooperate or clash about the identification and production of collective goods. In this chapter, we sketch the contours of an approach to civil society that treats both dimensions in an integrated way. Looking at the role of food issues in urban settings as diverse as Cape Town, Bristol, and Glasgow, we borrow from social network analysis to explore first, how civic organizations combine an interest in food-related issues with attention to other themes, thus defining different, specific agendas; next, we ask if and how interest in food identifies specific clusters of cooperation within broader civil society networks. ER - TY - CHAP T1 - The Framing of Health and Sustainable Development as Individual Responsibility Contributes to the Paradox of Responsibility T2 - Science | Environment | Health A1 - Malmberg, Claes A1 - Urbas, Anders PY - 2021 SP - 85 EP - 103 DO - 10.1007/978-3-030-75297-2 LA - eng PB - Switzerland : Springer Nature KW - health education KW - environmental education KW - science education KW - citizenship education KW - democratic citizenship KW - framing AB - Health and sustainable development are two urgent and global issues that need to be addressed by all societies. They are also an important part of school curricula and present in everyday teaching. Hence education has a key function in qualifying and socialising students to become active individuals and citizens. Accordingly, health and sustainable development should be considered as both science and social science issues. The purpose of this chapter is to discuss how health and sustainable development are described in Swedish textbooks for biology, science and physical education and health. The theoretical point of departure is the distinction between individual and societal/political responsibility. The chapter argues that the textbooks create what we call a ‘paradox of responsibility’. This means that the problems are de-politicised (individualised) and that responsibility is placed on the individual rather than on the societal/political level even when such solutions are needed. How textbooks portray such science and social science issues is of great importance since it influences students’ understanding of the problems and their thinkable solutions. We argue that health and sustainable development in school should always be portrayed as both individual and societal/political issues to empower students to deal with them in an adequate way.  ER - TY - CHAP T1 - Introduction - Chapter 1 T2 - Gender and Education in Politics, Policy and Practice A1 - Carlson, Marie A1 - Halldórsdóttir, Brynja E. PY - 2021 DO - 10.1007/978-3-030-80902-7 LA - eng PB - Cham : Springer KW - keywords: gender and transdisciplinary research KW - international and intersectional education KW - gender research and inclusion KW - activism and civic education KW - gender in higher and lower education KW - policy and practice AB - Abstract: The introduction frames the view of transdisciplinary research and conceptual framework of the book. The anthology brings together scholars from different countries/regions and discuss, deconstruct and problematize “gender and education” in relation to themes in a comparative, intersectional, local, national, regional and global perspective to provide a transdisciplinary frame by crossing disciplinary and methodological boundaries. The introduction outlines and develops key themes that underpin the collection of chapters of the book. Overarching themes include increased focus on policy, practice, cooperation and action/agency, increased emphasis on theorization and critique towards the dualisms (girl/boy, male/female, masculinity/femininity) and Anglophone and Western bias. The book explores the diversity of educational settings across the European and global context, from the formal and the informal, and ranging from early childhood to adult education. Empirical examples are from countries/regions: Croatia, Indonesia, Mozambique and South Africa, Turkey, UK and Nordic countries i.e. Denmark, Finland, Iceland, Norway and Sweden. The introduction will also pay attention to how authors use a wide range of theoretical perspectives and methodological approaches in order to bring to life how gender and education are relevant and needed concepts within the field of transdisciplinary research. ER - TY - CHAP T1 - Gender in Language Education and Civic Orientation for Adult Migrants in Sweden: A Study of Policy Documents and Teaching Materials T2 - Gender and Education in Politics, Policy and Practice A1 - von Brömssen, Kerstin A1 - Carlson, Marie A1 - Spehar, Andrea PY - 2021 SP - 193 EP - 209 DO - 10.1007/978-3-030-80902-7_1 LA - eng PB - Cham : Springer London KW - gender KW - education KW - policy KW - practice KW - transdisciplinary ER - TY - CHAP T1 - Gender in Language Education and Civic Orientation for Adult Migrants in Sweden: A Study of Policy Documents and Teaching Materials T2 - Gender and Education in Politics, Policy and Practice. Transdisciplinary Perspectives in Educational Research A1 - Carlson, Marie A1 - Spehar, Andrea A1 - von Brömssen, Kerstin PY - 2021 SP - 193 EP - 209 DO - 10.1007/978-3-030-80902-7_12 LA - eng PB - Berlin/Heidelberg, Germany : Springer KW - gender KW - language education KW - civic orientation KW - adult migrants KW - “swedishness” KW - narrative and discursive approach AB - 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. ER - TY - CHAP T1 - Sweden, Australia, and Belgium: STEM comparisons in Early Childhood T2 - Play and STEM Education in the Early Years: A1 - Campbell, Coral A1 - Bäckman, Kerstin A1 - Eeckhout, Thijs A1 - Speldewinde, Chrisopher A1 - Johansson, Annie-Maj A1 - Arnqvist, Anders PY - 2022 DO - 10.1007/978-3-030-99830-1 LA - eng PB - Cham : Springer Nature AB - This edited book provides an overview of unstructured and structured play scenarios crucial to developing young children's awareness, interest, and ability to learn Science, Technology, Engineering and Mathematics (STEM) in informal and formal education environments.The key elements for developing future STEM capital, enabling children to use their intuitive critical thinking and problem-solving abilities, and promoting active citizenship and a scientifically literate workforce, begins in the early years as children learn through play, employing trial and error, and often investigating on their own. Forty-seven STEM experts come together from 16 countries (Argentina, Australia, Belgium, Canada, England, Finland, Germany, Israel, Jamaica, Japan, Malta, Mauritius, Mexico, Russia, Sweden, and the USA) and describe educational policies and experiences related to young learners 3-4 years of age, as well as students attending formal-nursery school, early primary school, and the early years classes post 5 years of age. The book is intended for parents seeking to provide STEM activities for their children at home and in playgroups, citizen scientists seeking guidance to provide children with quality educational activities, daycare practitioners providing educational structures for young children from birth to formal education, primary school teachers and preservice teachers seeking to teach preschool, kindergarten or children typically aged 5-8 years old in grades 1-3, as well as researchers and policy makers working in science didactics with small children.BIC: ER - TY - CHAP T1 - Lovers of the Rose: Islamic Affect and the Politics of Commemoration in Turkish Museal Display T2 - Neo-Ottoman Imaginaries in Contemporary Turkey A1 - Janson, Torsten PY - 2022 SP - 57 EP - 98 DO - 10.1007/978-3-031-08023-4_3 LA - eng PB - Cham : Palgrave Macmillan AB - This chapter explores Hilye-i Şerif, the calligraphic description of the Prophet Muhammad—and its significance in current Turkish politics. With roots in Ottoman literature, art and Prophet devotion, this genre is currently witnessing a striking artistic innovativeness. Under the theme of Aşk-ı Nebi (Love for the Prophet), several public exhibitions have been organised within recent, state-run mevlid-festivals, commemorating the birth of the Prophet. Here, a recurring motif has been ‘the Rose of Muhammad’, symbolically compounding Muhammad’s human nature and prophethood. The calligraphic art hence is associated with devotional and mystic traditions. Bodily-masculine, floral-symbolic and textual-Quranic references creatively intersect in visual/devotional objects of memory, affect and desire. Concomitantly, the revival of calligraphic art carries political overtones. The exhibitions of devotional art have been orchestrated in central memory-sites such as Hagia Sophia and the Topkapı Palace Museum—contributing to the current sacralization of Turkish memory institutions and public-urban space. With a theoretical point of departure in new museology, nationalism, and memory studies, this chapter discusses the revitalisation of Turkish devotional art exhibition as part and parcel of a memory-political claim of the Ottoman heritage under the auspices of the AKP government. Empirically, it explores the broader political aspects of the museal-devotional landscape of Istanbul and probes into the textual and symbolic detail of contemporary Hilye-i Şerif calligraphy. ER - TY - CONF T1 - Challenges and Opportunities for Women Studying STEM T2 - ICT Innovations 2022. Reshaping the Future Towards a New Normal. ICT Innovations 2022 A1 - Ferati, Mexhid A1 - Demukaj, Venera A1 - Kurti, Arianit A1 - Mörtberg, Christina PY - 2023 SP - 147 EP - 157 DO - 10.1007/978-3-031-22792-9_12 LA - eng PB - Cham : Springer KW - stem education youth gender stereotypes workshop KW - computer science AB - Gender stereotypes in Science, Technology, Engineering, and Math (STEM) education and careers are widely present, especially in countries with emerging economies. Making the youth interested in STEM education and careers is an important goal set by the European Commission. Consequently, understanding the obstacles youth face when choosing to study STEM is critical for policy interventions in closing the gender gap in STEM education and careers. To this end, in this paper we report on a study conducted to understand experiences of high-school and university students who study STEM. The results from two future workshops with students and a panel discussion with experts reveals three main challenges: institutional, design, and social challenges. For each challenge, we propose and discuss a respective solution: digital citizenship, universal design, and norm criticism. We conclude the paper with thoughts on the limitations of this study and directions in which this study could develop in the future. ER - TY - CHAP T1 - Teaching Sami pasts and presents: complexities in teaching practice in contemporary Swedish classrooms T2 - History education at the edge of the nation A1 - Drugge, Anna-Lill A1 - Norlin, Björn PY - 2023 SP - 221 EP - 244 DO - 10.1007/978-3-031-27246-2_10 LA - eng PB - Cham : Palgrave Macmillan AB - Today, there are several ongoing processes in Sweden that affect education, pedagogy and the teaching of history and civics with regard to the five officially recognised national minorities. This chapter highlights these contemporary developments in Swedish politics and education concerning one of these minorities (the indigenous Sami) and, against this backdrop, discusses (1) how practising school teachers of social studies (including history and civics) think and teach about the Sami population and culture, past and present, and (2) the complexities in doing this in terms of existing curricula, teaching material and so on. This chapter builds on teacher interviews and can be regarded as piloting research into an area that has not yet been systematically studied in Sweden. ER - TY - CHAP T1 - Swedish school curricula and Sámi self-identification: the syllabus from 1960s to 2011 T2 - History education at the edge of the nation A1 - Svonni, Charlotta A1 - Spjut, Lina PY - 2023 SP - 125 EP - 147 DO - 10.1007/978-3-031-27246-2_6 LA - eng PB - Cham : Palgrave Macmillan AB - In the book chapter the Swedish school system for the Indigenous Sámi’s from the 1960s to the 2000s is studied. This is done with a special focus on curriculum content of the Sami curriculum from 2011 (Lsam11) in relation to the Swedish primary school curriculum from the same year (Lgr11). The curriculums of 2011 are placed within a historical perspective of Sámi education in Sweden, and the analysis of the curricula and syllabi in history, civics and Sámi language is based on Biesta's educational functions qualification, socialisation and subjectification, as well as imagined communities and self-identification due to Anderson, Hylland Eriksen and Brubaker. The results show that the curriculum content tends to place Swedish identity as superior to the Sámi identity, something that becomes problematic due to the Swedish state's treatment of the Sámi throughout history. For example, all Sami social functions are sorted under cultural socialising expressions, something that diminishes the Sámi identity in relation to the Swedish identity. ER - TY - CHAP T1 - Democratic and Inclusive Religious Education in the Secular State – The Case of Sweden T2 - Anthony, F-V. & Ziebertz, H-G. (eds), Human Rights and the Separation of State and Religion: International Case Studies SN - 2510-4306 A1 - Franck, Olof A1 - Liljefors Persson, Bodil PY - 2023 SP - 217 EP - 232 DO - 10.1007/978-3-031-33998-1 LA - eng PB - Cham : Springer KW - religion in secular democracies KW - citizenship education KW - inclusion KW - social and cultural literacy KW - religious literacy KW - religious diversity KW - non-denominational religious education KW - democratic religious education AB - How can a secular democratic state inform its fundamental values to migrants with past affiliation in societies marked by religious norms and values? In Sweden, migrants are offered a (non-compulsory) course in civic orientation. Research has shown a need for professionalization of this type of education. A dimension of professionalization can, we urge, be described in terms of religious literacy. The development of a course in civic orientation, where norms and values are discussed with respect to human rights, presupposes that methods are developed to draw attention to the complexity, and the ambiguity, of relations between religious and secular ethical positions. Teachers need knowledge of religiously motivated beliefs in ethical issues and of ways in which these are made visible in the multidimensional practice of lived religion. Sweden, perceived as a highly secular country, has taken in many migrants from countries with traditional religious values. Through interviews, the Institute for Future Studies has identified some areas where religiosity is one parameter for the way these people rethink ethically relevant perceptions. These are values of self-determination and the individual’s own choices – such as abortion, divorce, premarital sex and homosexuality, and with those contiguous rights that are perceived as non-negotiable in the secular democratic discourse. This chapter analyses the secular state’s mission to inform new arrivals about democratic values in relation to human rights in the Swedish discourse. The analysis is based on a multidimensional understanding of the concept of religious literacy, with reference to a discussion about the distinction between having a right to live with or without religion. One aim is to explore challenges and opportunities to discern in the current discourse how religion can contribute to the development of the secular state and how secular value teaching can contribute to the development of religious approaches to human rights. ER - TY - CHAP T1 - Democratic and Inclusive Religious Education in the Secular State – The Case of Sweden T2 - Human Rights and the Separation of State and Religion A1 - Franck, Olof A1 - Liljefors Persson, Bodil PY - 2023 SP - 217 EP - 232 DO - 10.1007/978-3-031-33998-1_11 LA - eng PB - Cham : Springer Netherlands KW - religion in secular democracies. citizenship education KW - inclusion social and cultural literacy KW - religious literacy KW - religious diversity KW - non-denominational religious education KW - democratic religious education AB - How can a secular democratic state inform its fundamental values to migrants with past affiliation in societies marked by religious norms and values? In Sweden, migrants are offered a (non-compulsory) course in civic orientation. Research has shown a need for professionalization of this type of education. A dimension of professionalization can, we urge, be described in terms of religious literacy. The development of a course in civic orientation, where norms and values are discussed with respect to human rights, presupposes that methods are developed to draw attention to the complexity, and the ambiguity, of relations between religious and secular ethical positions. Teachers need knowledge of religiously motivated beliefs in ethical issues and of ways in which these are made visible in the multidimensional practice of lived religion. Sweden, perceived as a highly secular country, has taken in many migrants from countries with traditional religious values. Through interviews, the Institute for Future Studies has identified some areas where religiosity is one parameter for the way these people rethink ethically relevant perceptions. These are values of self-determination and the individual’s own choices – such as abortion, divorce, premarital sex and homosexuality, and with those contiguous rights that are perceived as non-negotiable in the secular democratic discourse. This chapter analyses the secular state’s mission to inform new arrivals about democratic values in relation to human rights in the Swedish discourse. The analysis is based on a multidimensional understanding of the concept of religious literacy, with reference to a discussion about the distinction between having a right to live with or without religion. One aim is to explore challenges and opportunities to discern in the current discourse how religion can contribute to the development of the secular state and how secular value teaching can contribute to the development of religious approaches to human rights. ER - TY - CHAP T1 - Developing a Whole (Pre)school Approach to Sustainability: Insights from Global Citizenship and Early Childhood Education Across Nordic Countries T2 - Whole School Approaches to Sustainability A1 - Borg, Farhana A1 - Pramling Samuelsson, Ingrid A1 - Gericke, Niklas PY - 2024 SP - 167 EP - 175 DO - 10.1007/978-3-031-56172-6 LA - eng PB - Cham : Springer Nature AB - Early childhood education aims to support children to develop cognitive, social, and motor skills, alongside values and ethics central to sustainability. From a Nordic perspective, this chapter reflects on how global citizenship education in preschool can illuminate possibilities and barriers to developing a whole school approach to sustainability. A review of Nordic policy and research identified four perspectives rooted in the global citizenship tradition that can support a whole school approach to sustainability: The greening of the whole preschool; The whole child’s learning; Wholeness in preschool teaching; and Thematic approach as a perspective on a whole preschool. We propose that efforts to implement a whole school approach to sustainability could be aligned with these perspectives. Nonetheless, Nordic preschools currently lack robust engagement with society—a perspective that requires further cultivation. To advance, empirical studies are needed to explore how a whole school approach to sustainability can be developed and implemented within preschool education. ER - TY - CHAP T1 - Developing a Whole (Pre)school Approach to Sustainability: Insights from Global Citizenship and Early Childhood Education Across Nordic Countries T2 - Sustainable Development Goals Series SN - 2523-3084 A1 - Borg, Farhana A1 - Pramling Samuelsson, Ingrid A1 - Gericke, Niklas PY - 2024 SP - 167 EP - 175 DO - 10.1007/978-3-031-56172-6_11 LA - eng PB - Cham : Springer International Publishing KW - global citizenship education KW - preschool KW - sustainable development KW - thematic approach KW - wholeness KW - biology AB - Early childhood education aims to support children to develop cognitive, social, and motor skills, alongside values and ethics central to sustainability. From a Nordic perspective, this chapter reflects on how global citizenship education in preschool can illuminate possibilities and barriers to developing a whole school approach to sustainability. A review of Nordic policy and research identified four perspectives rooted in the global citizenship tradition that can support a whole school approach to sustainability: The greening of the whole preschool; The whole child’s learning; Wholeness in preschool teaching; and Thematic approach as a perspective on a whole preschool. We propose that efforts to implement a whole school approach to sustainability could be aligned with these perspectives. Nonetheless, Nordic preschools currently lack robust engagement with society—a perspective that requires further cultivation. To advance, empirical studies are needed to explore how a whole school approach to sustainability can be developed and implemented within preschool education. ER - TY - CHAP T1 - The Prankster, the Funster, and the Overhelper: The Comedy of Mischief in the Swedish folkhem. T2 - Swedish Children’s Cinema: History, Ideology and Aesthetics, edited by Janson, Malena. A1 - Sjögren, Olle A1 - Westling, Karolina PY - 2024 SP - 107 EP - 124 DO - 10.1007/978-3-031-57001-8_6 LA - eng PB - Cham : Palgrave Macmillan Cham KW - intergenerationella relationer KW - barnfilm KW - rackarungar KW - rättvisebus KW - crazy KW - comedy of mischief AB - This chapter on the comedy of mischief in Swedish cinema explains the popularity of little rascals as a public interplay between adult filmmakers, child actors, and young spectators. We argue that the intergenerational complicity between the rascals and their adult partners, was a central tenet in the formation of a democratic culture. Civic education does not only mean learning to obey, but also to develop a mind of one’s own by enjoying rule-breaking pranks. The development of the Swedish rascal, rackarunge, is highlighted in films ranging from the successful matinée favourite Anderssonskans Kalle (1922), via the popular Pippi Longstocking (1969) made for children’s television, to the family film Emil and the Piglet (1973). The little rascal was transformed into a popular hero in line with the different phases of folkhemmet (‘the People’s Home’). Kalle uses pranks as a counter-strategy against local slander and social injustice in an urban community. The legendary prankster was refigured as a crazy funster by Pippi Longstocking, who challenged the middle-class order and rationality by playful creativity. The ‘overhelper’ Emil of Lonneberga updated the rascal tradition with a historical distance. ER - TY - CHAP T1 - Bildung: an exploration of postdigital education in the Anthropocene T2 - Framing Futures in Postdigital Education A1 - Rahm, Lina PY - 2024 SP - 119 EP - 137 DO - 10.1007/978-3-031-58622-4_7 LA - eng PB - Cham : Springer Nature KW - bildung KW - lifelong learning KW - history of science KW - technology and environment KW - historiska studier av teknik KW - vetenskap och miljö AB - Artificial intelligence (AI) represents a new era of enlightenment and Bildung, yet we find ourselves left in the dark regarding its fundamental impact. Currently, there is a public request for citizens to educate themselves about the societal effects that AI and other autonomous systems produce. International education policies assert that individuals need to acquire a breadth of new skills to adapt successfully to the changes that AI will bring to society. The skills and abilities that are required under the umbrella term AI literacy alone have expanded to such an extent that they must now be understood as a form of holistic civic knowledge comparable to a general Bildung. The public uptake of this is phrased as a universal solution to a vast variety of problems in postdigital societies. This chapter explores one genealogy of Bildung and lifelong learning in relation to digital developments and finally imagines postdigital Bildung in the Anthropocene. ER - TY - CHAP T1 - Science and Moral Inquiry as the Yin and Yang of SSI Education: Two Examples of SSI Research from Sweden T2 - A Moral Inquiry into Epistemic Insights inScience Education A1 - Rundgren, Carl-Johan A1 - Chang Rundgren, Shu-Nu PY - 2024 SP - 311 EP - 332 DO - 10.1007/978-3-031-63382-9_17 LA - eng PB - Cham : Springer KW - socioscientific issues KW - complex issues AB - This chapter reflects on the contribution of science education by means of socio scientific issues (SSI) to global citizenship education and education for sustainability from a Swedish research perspective. The relation between what science inquiry and moral inquiry may entail in SSI for educating our future citizens is discussed. We argue that equipping citizens not only with factual knowledge, but also training them to act with moral reflection, has become an even more important goal for education due to the current planetary emergency. Ethics/morality are of special importance for SSI argumentation, but research is still limited concerning how people’s knowledge, value and personal experience are related to ethics/morality in SSI argumentation and how moral inquiry can be further enhanced through education. The chapter is composed of three main parts. First, SSI related research, practices and policy in Sweden are briefly presented. Second, two empirical studies from Sweden are presented as examples to further reveal the complexity of people’s knowledge, value and personal experience in relation to science and moral inquiry. Last, a didactic model for science and moral inquiry via SSI is presented to promote reflective and responsible citizens for sustainability and Bildung globally. In the chapter, science and moral inquiry are seen as intertwined in SSI education, as two entities which presuppose each other like the Yin and Yang in Daoist Chinese philosophy. ER - TY - BOOK T1 - Diagrams in Civic Education: Visuospatial Models of Society in Textbooks and Teaching A1 - Holmén, Janne A1 - Jägerskog, Ann-Sofie A1 - Schumann, Daniel A1 - Tväråna, Malin PY - 2024 DO - 10.1007/978-3-031-66866-1 LA - eng PB - Palgrave Macmillan KW - civic education KW - spatial cognition KW - pierce KW - charles sanders KW - diagrams KW - history of KW - symbols KW - images KW - normative education KW - education KW - utbildningssociologi KW - sociology of education AB - This book presents the findings of three studies on the use of diagrams in civic education. The first study presents an international comparison of textbook diagrams promoting national unity in diversity, with examples from ten countries. The second focuses on the depiction of migration in diagrammatic form in German textbooks, The final study was conducted in collaboration with teachers in Swedish social science classrooms, and focuses on teaching comprehension of flow charts and scatterplots. The book will be of interest to scholars of educational media, didactics, the history of education and citizenship education. ER - TY - BOOK T1 - Diagrams in Civic Education: Visuospatial Models of Society in Textbooks and Teaching A1 - Holmén, Janne A1 - Jägerskog, Ann-Sofie A1 - Schumann, Daniel A1 - Tväråna, Malin PY - 2024 DO - 10.1007/978-3-031-66866-1_4 LA - eng PB - Palgrave Studies in Educational Media KW - social science education KW - civic visual literacy KW - learning study KW - scatterplots KW - flow charts KW - critical reasoning KW - civic agency KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB -  This book presents the findings of three studies on the use of diagrams in civic education. The first study presents an international comparison of textbook diagrams promoting national unity in diversity, with examples from ten countries. The second focuses on the depiction of migration in diagrammatic form in German textbooks, The final study was conducted in collaboration with teachers in Swedish social science classrooms, and focuses on teaching comprehension of flow charts and scatterplots. The book will be of interest to scholars of educational media, didactics, the history of education and citizenship education. ER - TY - CHAP T1 - Teaching Civic Visual Literacy: Four Guiding Principles T2 - Diagrams in Civic Education A1 - Holmén, Janne A1 - Jägerskog, Ann-Sofie A1 - Schumann, Daniel A1 - Tväråna, Malin PY - 2024 SP - 87 EP - 129 DO - 10.1007/978-3-031-66866-1_4 LA - eng PB - Cham : Palgrave Macmillan KW - social science education KW - civic visual literacy KW - learning study KW - scatterplots KW - flow charts KW - critical reasoning KW - civic agency KW - education AB - This chapter explores how to effectively teach civic visual literacy in Social Science Education (SSE) in Sweden. Visual literacy is defined as the ability to interpret and create visual representations, which is crucial for understanding complex social issues. Over four years, involving 18 classes and more than 450 students, the research identified four guiding principles for using visual representations, such as scatterplots and flowcharts, to enhance critical reasoning about social issues and systems. These principles include discerning necessary aspects of the models used, recognizing model-specific and model-generic reading skills, reasoning beyond the model, and employing three design principles — a holistic approach, zooming out, and reconstruction. This study emphasizes that visual representations must be unpacked in teaching to avoid oversimplification and to encourage deeper understanding. The research also highlights the importance of teachers’ roles in facilitating students’ critical engagement with visual representations, ensuring that these are seen not as static depictions but as tools for dynamic analysis and problem-solving. By implementing these principles, the study aims to foster students' civic agency and critical thinking, ultimately contributing to more informed and active citizenship. ER - TY - CHAP T1 - Globalisation, education policy and reform: Changing schools: Intercultural preschools in Sweden T2 - Fourth International Handbook of Globalisation, Education and Policy Research A1 - Olsson, Åsa A1 - Cooper, Ami PY - 2024 SP - 753 EP - 768 DO - 10.1007/978-3-031-67667-3_39 LA - eng PB - Cham : Springer KW - academic achievement KW - communication KW - curriculum KW - globalisation KW - human rights education KW - intercultural education KW - language development AB - This research project explores the multifaceted nature of children’s language development in early childhood education and care (ECEC) settings in Sweden, with a focus on promoting equitable education. Drawing on Tibbitts’ framework for human rights education, the study examines educators and principals’ objectives, motives, and strategies for supporting children’s language development. Through a survey and focus group interviews with ECEC educators and principals, the research identifies didactic, participatory, empowering, and transformative approaches to language development. Findings indicate a strong emphasis on daily conversations and non-verbal communication. However, while educators prioritise children’s everyday communication needs, there is less focus on long-term goals such as school readiness and active citizenship. The study highlights the importance of a balanced approach that addresses both immediate communication needs and long-term empowerment goals to promote equitable education for all children.  ER - TY - BOOK T1 - Suffrage, Capital, and Welfare: Conditional Citizenship in Historical Perspective PY - 2024 DO - 10.1007/978-3-031-69864-4 LA - eng PB - Palgrave Macmillan KW - citizenship KW - class KW - colonialism KW - disenfranchisement KW - gender KW - money KW - open access KW - political citizenship KW - race KW - suffrage KW - voting rights KW - welfare KW - women's history AB - This open access book examines disenfranchisement and voting barriers in ten self-governing and aspiring liberal democracies worldwide, before and after the introduction of so-called universal suffrage. Focusing on economic voting restrictions implemented through constitutional provisions and laws, it explores the various disqualifications that prevent people from voting. The notions of economic independence underpinning these restrictions have built and reinforced societal structures and power relations, particularly concerning class, gender, race, civil status, age, and education. Historically, voting rights have been celebrated as a symbol of inclusivity and equal citizenship. Yet, as contributors in this collection highlight, recent centennial celebrations of universal suffrage often depict it as a distinct milestone, overshadowing the voting restrictions that persisted post women’s suffrage. As democracy now faces new, concerted challenges, there is a compelling reason to revisit and question the narrative of the progression of democratic ideals. ER - TY - CHAP T1 - Introduction T2 - Environmental Knowledge and Willingness to Act Pro-environmentally A1 - Isac, Maria Magdalena A1 - Sass, Wanda A1 - Sandoval-Hernández, Andrés PY - 2025 SP - 167 EP - 178 DO - 10.1007/978-3-031-76033-4_1 LA - eng PB - Cham : Springer AB - This book leverages data from two major international large-scale assessments—the Trends in International Mathematics and Science Study (TIMSS) 2019 and the International Civic and Citizenship Education Study (ICCS) 2016—to investigate the extent to which education for sustainable development learning outcomes, such as environmental knowledge and willingness to act pro-environmentally, are achieved and fostered in various educational systems. This concluding chapter highlights the most important findings from the empirical chapters, organizing the discussion around the three specific research questions that guided investigations. These include a focus on: (1) analyzing variations in environmental knowledge and willingness to act pro-environmentally across different countries; (2) exploring potential disparities among students within countries, particularly how various background characteristics shape potential inequalities in learning outcomes; and (3) assessing the implementation of educational opportunities for learning about environmental sustainability in lower-secondary schools, and exploring how these opportunities are associated with students’ learning outcomes. Moreover, the chapter includes a reflection on ways to further enhance the relevance of international large-scale assessments such as TIMSS and ICCS for understanding key education for sustainable development learning outcomes and processes. ER - TY - CHAP T1 - Knowledge and Willingness to Act Pro-environmentally: Final Remarks T2 - Knowledge and Willingness to Act Pro-Environmentally A1 - Isac, Maria Magdalena A1 - Sass, Wanda A1 - Sandoval-Hernández, Andrés PY - 2025 SP - 1 EP - 10 DO - 10.1007/978-3-031-76033-4_11 LA - eng PB - Cham : Springer Nature KW - education for sustainable development (esd) KW - environmental knowledge KW - international civic and citizenship education study (iccs) KW - trends in international mathematics and science study (timss) KW - willingness to act pro-environmentally AB - This book leverages data from two major international large-scale assessments—the Trends in International Mathematics and Science Study (TIMSS) 2019 and the International Civic and Citizenship Education Study (ICCS) 2016—to investigate the extent to which education for sustainable development learning outcomes, such as environmental knowledge and willingness to act pro-environmentally, are achieved and fostered in various educational systems. This introductory chapter lays the foundation of this exploration, providing a comprehensive overview of the book’s conceptual framing, methodology, and structure, guiding readers through the subsequent chapters. Central to the book is the understanding of potential disparities in students’ environmental knowledge and their willingness to act pro-environmentally, both across and within nations. The book also examines the potential role of lower-secondary school learning opportunities in nurturing environmental knowledge and the intended behavior of young learners.  ER - TY - CHAP T1 - Theoretical Approaches: Operationalizing Action Competence as a Learning Outcome of Education for Sustainable Development Using International Large-Scale Assessments T2 - Knowledge and Willingness to Act Pro-Environmentally A1 - Sass, Wanda A1 - Pauw, Jelle Boeve-de A1 - Olsson, Daniel A1 - Gericke, Niklas A1 - Van Petegem, Peter PY - 2025 SP - 11 EP - 20 DO - 10.1007/978-3-031-76033-4_2 LA - eng PB - Cham : Springer KW - action KW - action competence KW - action competence in sustainable development (acisd) KW - education for sustainable development (esd) KW - environmental education KW - international civic and citizenship education study (iccs) KW - international large-scale assessment (ilsa) KW - sustainability KW - trends in international mathematics and science study (timss) KW - biology AB - Sustainable development is a prominent issue on the agendas of citizens, policymakers, practitioners, and scholars alike. Conceptual frameworks have been suggested to guide teaching-learning processes in order to prepare future generations for sustainability challenges. One such framework is action competence in sustainable development (ACiSD) as a learning outcome of action-oriented education for sustainable development (ESD). The current chapter introduces the main components of this ACiSD-ESD conceptual framework for its operationalization using data from international large-scale assessments. ACiSD is defined by the acquisition of relevant knowledge and skills, a strong motivation from within, and confidence both in one’s own capacities for inducing change and in a positive outcome of sustainability actions. ESD is characterized by holism, pluralism and participation, and an orientation toward action. Currently, international large-scale assessments such as the Trends in International Mathematics and Science Study (TIMSS) and International Civic and Citizenship Education Study (ICCS) are evolving towards providing opportunities to operationalize the ACiSD-ESD conceptual framework. This may enable monitoring ESD learning outcomes and sharing good practices on an international basis.  ER - TY - CHAP T1 - Complex and Political Socioscientific Issues Education in the Anthropocene: Towards an Integrative Didaktik Model Driven by Transdisciplinarity, Relationality and Responsibility T2 - A Sociopolitical Turnin Science Education A1 - Sjöström, Jesper PY - 2025 SP - 29 EP - 54 DO - 10.1007/978-3-031-78586-3_2 LA - eng PB - Cham : Springer KW - eco-reflexive bildung KW - future science education KW - integrative didaktik model KW - vision iii KW - wisdom pedagogies KW - bildung KW - socio-scientific issues KW - socioscientific issues KW - ssi KW - science in context KW - sociopolitical KW - socio-ecojustice KW - anthropocene KW - integrative didactics KW - transdisciplinarity KW - relationality KW - integrative worldview KW - environmental citizenship KW - eco-reflexive science education KW - integrativ didaktik KW - eko-reflexiv bildning KW - samhällsfrågor med naturvetenskapligt innehåll KW - sni KW - transdisciplinär KW - integrerad didaktisk modell KW - integrerad världsbild KW - visdom KW - naturvetenskapernas didaktik KW - science education AB - This paper reviews and discusses “didaktik models” and “wisdom pedagogies” for socio-ecojustice-oriented science education. The discussed models and pedagogies are driven by environmental citizenship and Vision III of scientific literacy and science education. Vision III emphasizes transdisciplinarity, relationality and responsibility as well as moral-philosophical-existential-political alternatives and sociopolitical actions. A point of departure is an awareness that we are living in a post-pandemic world in the Anthropocene era. A main idea of didaktik is that teachers have the agency to make autonomous and responsible choices in relation to curricula interpretations, pedagogies and the development of their students’ Bildung. Important in didaktik research is to develop different types of arrangements, frameworks and tools for teachers, which can be supportive of their didaktik choices. With one word it is called didaktik models. Their role is to bridge theory and practice. From the perspective of eco-reflexive Bildung, the main interest in this paper is didaktik models enhancing eco-reflexivity among students. The paper suggests an integrative didaktik model for complex and sociopolitical socioscientific issues education. Typically in “science-in-context”-education models, teaching is made in the following sequence: (1) engage, (2) explain as a result of teaching, (3) elaborate, (4) explore, (5) take action, and (6) evaluate. Such a sequence is in the new integrative didaktik model placed in a “Vision III-atmosphere”. ER - TY - CHAP T1 - Creative Pragmatics for Active Learning in STEM Education T2 - Creative Pragmatics for Active Learning in STEM Education A1 - Svabo, Connie A1 - Shanks, Michael A1 - Zhou, Chunfang A1 - Carleton, Tamara A1 - Characiejiene, Gabriele PY - 2025 SP - 1 EP - 28 DO - 10.1007/978-3-031-78720-1_1 LA - eng PB - : Springer KW - creative pragmatics KW - stem education KW - active learning KW - complexity thinking KW - higher education KW - european qualifications framework AB - “Creative Pragmatics for Active Learning in STEM Education” opens with a chapter that introduces Creative Pragmatics as a flexible and evolving approach aimed at fostering active learning in STEM. This introductory chapter, provided as open access, advocates for competence-based education that prepares learners for the unpredictable and multidimensional challenges of today’s world. It challenges the traditional view of scientific knowledge as stable and complete, urging educators and students to develop competence and skills to navigate the unpredictable challenges of today’s science and society.Spanning 13 chapters, the book features contributions from a diverse array of scholars and practitioners, from Stanford, Columbia, and the University of Nebraska in the USA, with experts from Sweden, Germany and several Danish universities and university colleges. These contributors explore themes such as creative learning strategies, dynamic teacher-student interactions, innovative assessment methods, and the design of learning environments. Each chapter further develops the idea of Creative Pragmatics, emphasising a holistic approach that fosters creativity, interdisciplinary collaboration, and active student engagement.This collection is a valuable resource for educators, researchers, and policymakers who seek to rethink STEM education. The book offers practical insights and a ‘bigger picture’ perspective for fostering educational environments that enable students to develop the competencies needed to engage with complexity. It encourages an exploration of the world that nurtures curiosity, critical thinking, and creative agency, thereby promoting professional and civic responsibility towards environmental, societal, technological, and scientific challenges.Bringing together a transdisciplinary and global team with professional backgrounds spanning Asia, the Americas, and Europe, this book is part of a series on European Science Education Research and Practice, contributing significantly to the field. ER - TY - CHAP T1 - The Bildung Theory—From Von Humboldt to Klafki and Beyond T2 - Science Education in Theory and Practice A1 - Sjöström, Jesper A1 - Eilks, Ingo PY - 2025 SP - 33 EP - 46 DO - 10.1007/978-3-031-81351-1_3 LA - eng PB - : Springer KW - bildung-centered didaktik KW - bildung KW - categorical bildung KW - critical-constructive didaktik KW - didactic questions KW - german didaktik KW - klafki KW - allgemeinbildung KW - participation KW - solidarity KW - praxis KW - didactic analysis KW - liberal education KW - folkbildning KW - critical literacy KW - responsible action KW - responsible citizenship KW - scientific literacy KW - vision iii KW - critical-reflexive bildung KW - socio-scientific issues KW - ssi KW - subjectification KW - sustainable development KW - sustainability KW - transformative learning KW - bildning KW - bildningsteori KW - bildningsteorier KW - kritisk-konstruktiv didaktik KW - bildningsorienterad undervisning KW - demokrati KW - hållbarhet KW - naturvetenskapernas didaktik KW - science education AB - Bildung is a complex educational concept that has connections to both the Enlightenment and Romanticism. It has its roots in the late eighteenth century in Germany and has had a central place in educational philosophy and policy in central and northern Europe since then. In the history of education, one can identify at least five educational theories with reference to the basic ideas of Bildung: (a) Wilhelm von Humboldt’s classical Bildung, (b) liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. In this chapter, we discuss the development of the concept of Bildung as a humanistic theory and its relevance for science education. We show how Bildung emphasizes both personal subjectification and skills for socio-political action. In doing so, we relate contemporary interpretations of Bildung to issues of scientific literacy, education for sustainability and transformative learning. ER - TY - CHAP T1 - Science Education for Transformation: Theorizing the Three Visions as a Basis for New Didaktik Models for Worldview Awareness and Socio-political Transformation T2 - Building Networks for Critical and Altruistic Science Education A1 - Sjöström, Jesper PY - 2025 SP - 401 EP - 422 DO - 10.1007/978-3-031-83837-8_19 LA - eng PB - : Springer Nature KW - axiology KW - bildung KW - curriculum theory KW - educational philosophy KW - epistemology KW - integrative worldview KW - vision iii KW - didaktik models KW - science education KW - eco-reflexive bildung KW - agency KW - ision iii KW - eko-reflexiv bildning KW - didaktiska modeller KW - integrerad världsbild KW - axiologi KW - epistemologi KW - ontologi KW - agens KW - hållbarhet AB - This chapter theorizes Visions I, II and III of science education and scientific literacy based on different ontological/epistemological/axiological positions, worldview perspectives, educational philosophies, selective teaching traditions, and some other educational-philosophical frameworks. Vision III can be connected to an integrative worldview, responsibility, moral-philosophical-existential-political alternatives, and socio-political actions. A point of departure is awareness that we are living in the Anthropocene era. The theorization is mainly based on posthuman and critical-eco-reflexive Bildung perspectives. Bildung has a long and multifaceted history of ideas including, for instance, humanistic values, transparency for spirituality, and critical-democratic citizenship. An integrative worldview can be described with terms like: systems thinking, relationality thinking, spiritual knowledge, place-based knowledge, holism, complexity, plurality, reflective mindsets, and transformation. Didaktik can be seen as the ‘profession discipline’ for teachers. Regarding education, didaktik and Bildung have a common history of ideas. A main idea of didaktik is that teachers have agency to make responsible choices in relation to development of their students’ Bildung. Important in didaktik research is to develop different types of arrangements, frameworks and tools for teachers that can be of help in their didaktik choices. With one word, it can be called didaktik models. In this chapter, focus is on didaktik models supporting socio-political transformation of science and technology in school and society. In the end of the chapter, two new didaktik models are presented, one about connections between different worldviews and educational views, and one with important keywords for Vision III-oriented didaktik that may support teaching for socio-political transformation. ER - TY - CONF T1 - Intelligent Learning Systems for Simulator-Based Professional Training: A Systematic Literature Review T2 - Integrating Emerging Technologies into Education and Training A1 - Martina, Odéen A1 - Sellberg, Charlott A1 - Praetorius, Gesa A1 - Lindwall, Oskar A1 - Englund, Linn A1 - Andersson, Anders PY - 2025 SP - 109 EP - 119 DO - 10.1007/978-3-031-84170-5_10 LA - eng PB - : Springer KW - intelligent learning system (ils) KW - professional education and training KW - user-centered design AB - This article presents the results of a systematic literature review on the use of Intelligent Learning Systems (ILS) in simulator-based professional education contexts aiming to provide guidelines on how to design a personalized, flexible, and adaptive learning experience to be used in remote simulator training for maritime cadets. The PRISMA protocol was employed to identify empirical studies published in international academic journals between 2018–2023. In the first step, 782 records were identified through searching through Scopus and Web of Science. After screening abstracts and full texts, a total of 10 studies remained. The article synthesizes results from three different domains where ILS have been used for simulator-based professional training: social science education, healthcare, and transportation. The results show a wide variety of applications and approaches to ILS design, such as to enhancing motivation and satisfaction in the students’ learning process through adaptive feedback, or to provide real-time evaluations and feedback to trainees. The review shows the importance of considering end-user groups and how these may make use of the system in the design of an ILS. While systems can offer modules to both instructor and trainee, it is important to recognize that the two are different in terms of what is needed to facilitate an effective, efficient, and learner-centered training path. ER - TY - CONF T1 - Telecenters for the Future in Tea Estates of Sri Lanka T2 - ICT for Promoting Human Development and Protecting the Environment A1 - Männikkö-Barbutiu, Sirkku A1 - Westin, Thomas A1 - Peiris, Ranil A1 - Mozelius, Peter PY - 2016 SP - 121 EP - 131 DO - 10.1007/978-3-319-44447-5_12 LA - eng PB - Cham : Springer International Publishing KW - digital divide KW - education KW - telecenters KW - tea estate areas KW - accessibility KW - sustainability KW - ict literacy KW - community development KW - civic services KW - computer and systems sciences KW - data- och systemvetenskap AB - This paper reports on a study conducted at one of the Sri Lankan tea estate districts, exploring the present day status of telecenters to examine how they have succeeded in meeting the initial high expectations attached to them. During a field study, two major types of telecenters have been examined through observations, interviews and document analysis. Our findings suggest that the challenges of the initiation phase still prevail. The hopes are placed on the younger generation, as they are regarded as those who can benefit from the ICTs and thus contribute to the development of the remote communities of tea estates. In the concluding discussion, we advocate for the possibilities of co-designing new services that might help to transform the telecenters to meet the needs and requirements of the tea estate communities of today and tomorrow. ER - TY - CHAP T1 - Migration, Diaspora, Muslim Transnational communities and Education T2 - Handbook of Islamic Education A1 - Arjmand, Reza PY - 2017 SP - 415 EP - 434 DO - 10.1007/978-3-319-53620-0_20-1 LA - eng PB - Cham : Springer KW - migration KW - migrant education KW - transnational muslims KW - islamic education KW - pedagogics and educational sciences KW - pedagogik och utbildningsvetenskap AB - The Western World (especially Europe) is struggling to cope with one of the largest waves of human migration ever. Majority of the migrants are Muslims with traumatic experiences as a result of enduring wars, violence, and various forms of suffrage. The unique feature of this migration is the number of unaccompanied minor Muslim migrants with an unprecedented rate in human history. All these pose new challenges to European societies not least to accommodate the needs and meet the demands of Muslims for moral and religious education. While European education systems fundamentally rest on a rather monolithic worldview, inspired by Christianity and based on secularism, they need to adapt to the realities of the postmigration era. The Muslim transnational communities in West complicate the matter even further as they pose new challenges in the notions of identity and belonging of the younger generation of Muslims in diaspora. The new mode of policy-making in the face of the migration and multiple transnational communities is to create and foster an education system to respond to the needs of Muslims in the West while enhancing the process of integration and teaching the western-style notion of citizenship. Sex education, religious extremism, terrorism, and pluralistic values are among the challenges that education systems in the West need to alter both in policy and practice. ER - TY - CHAP T1 - Socio-scientific inquiry-based learning: taking off from STEPWISE T2 - Science and technology education promoting wellbeing for individuals, societies and environments A1 - Levinson, Ralph PY - 2017 SP - 477 EP - 502 DO - 10.1007/978-3-319-55505-8_22 LA - eng PB - Cham : Springer KW - inquiry KW - responsible research & innovation KW - socio-scientific issues KW - social justice KW - action KW - authenticity AB - In the European Union, educational policy-making bodies are encouraging projects of inquiry-based learning to stimulate interest of young people in science and broaden the science and technological skills base. In this chapter, I discuss how a project that incorporates socio-political questions as the object of its inquiry can critically address issues of consumerism and unequal distribution that affect contemporary neoliberal economies. Components of this model of inquiry draw on substantive scientific knowledge incorporating Responsible Research and Innovation (RRI), Critical Citizenship Education, Socio-Scientific Issues, as well as Inquiry; hence, the acronym, SSIBL (Socio-Scientific Inquiry Based Learning). Social values at the heart of this project are science inquiry as for and with people, recognising that we live in a diverse world where technological change should be underpinned by social justice and political responsibility. We describe how authentic activities, those that stem from students' concerns, can be derived from these values to lead to non-trivial action which takes into account social, political and cultural constraints and uncertainties. Inquiries reflect issues that have personal, social and global relevance. A sensitive assessment strategy is developed, which incorporates knowledge about the issue, skills of organising, values that reflect the underlying principles of compassionate justice and dispositions of inclusivity and criticality. ER - TY - BOOK T1 - Civic Education and Liberal Democracy: Making Post-Normative Citizens in Normative Political Spaces A1 - Strandbrink, Peter PY - 2017 DO - 10.1007/978-3-319-55798-4 LA - eng PB - Palgrave Macmillan AB - This book explores the inherent tension in civic education. There is a surging belief in contemporary European society that liberal democracy should work harder to reproduce the civic and normative setups of national populations through public education. The cardinal notion is that education remains the best means to accomplish this end, and educational regimes appropriate tools to make the young more tolerant, civic, democratic, communal, cosmopolitan, and prone to engaged activism. This book is concerned with the ambiguities that strain standard visions of civic education and educational statehood. On the one hand, civic-normative education is expected to drive tolerance in the face of conflicting good-life affirmations and accelerating worldview pluralisation; on the other hand, nation-states are primarily interested in reproducing the normative prerogatives that prevail in restricted cultural environments. This means that civic education unfolds on two irreconcilable planes at once: one cosmopolitan/tolerant, another parochial/intolerant. The book will be of significant interest to students and scholars of education, sociology, normative statehood, democracy, and liberal political culture, particularly those working in the areas of civic education; as well as education policy-makers. ER - TY - CHAP T1 - Introduction T2 - Cultural, Social, and Political Perspectives in Science Education A1 - Arvola Orlander, Auli A1 - Krabbe Sillasen, Martin A1 - Otrel-Cass, Kathrin PY - 2017 SP - 1 EP - 4 DO - 10.1007/978-3-319-61191-4_1 LA - eng PB - Cham, Swizerland : Springer KW - didactic science for teachers and teaching professions KW - didaktik med inriktning mot lärararbete och lärarprofession AB - Why did we write this book and why should it be of interest to our readers? ‘We’ refers to a community of scholars coming from the Nordic countries, including Denmark, Sweden and Norway. Our readers, those who we anticipate, are scholars like us with their work relating to science education but also those in teacher education and of course anyone who feels attracted and hopefully inspired by our vexations. The community of writers who contributed to this work are diverse, intersecting and questioning science education teaching, learning and teacher professional development from different angles and with different agendas. Amongst our community were a number of problematic issues regarding scientific inquiry, socio-materialism, the science lab, private enterprises in schools, outcome of teacher professional development, citizenship, norms and values that we agreed on, and that became the driving force for writing this book. ER - TY - CHAP T1 - Reconsidering different visions of scientific literacy and science education based on the concept of Bildung T2 - Cognition, Metacognition, and Culture in STEM Education A1 - Sjöström, Jesper A1 - Eilks, Ingo PY - 2018 SP - 65 EP - 88 DO - 10.1007/978-3-319-66659-4_4 LA - eng PB - Cham : Springer KW - scientific literacy KW - citizenship education KW - education for sustainability KW - science education KW - bildung KW - stem KW - bildung-oriented science education KW - science education for transformation KW - bildung-oriented stem education KW - vision ii KW - vision iii KW - socio-ecojustice KW - socio-political action KW - action competence KW - critical thinking KW - critical literacy KW - critical-reflexive understanding KW - emancipation KW - critical praxis KW - transformative learning KW - critical-reflexive bildung KW - eco-reflexive bildung KW - subjectification KW - science for transformation KW - praxis KW - mode 3 KW - klafki KW - didactical analysis KW - folkbildning KW - naturvetenskapernas didaktik KW - bildning AB - Over the last 50 years, policy makers and STEM educators have argued for Scientific Literacy (SL). SL is a typical boundary object that everyone can agree on, but that is filled with different meanings by different stakeholders. Roberts (as published in Abell SK, Lederman NG (eds), Handbook of research on science education. Lawrence Erlbaum, Mahwah, pp. 729–780, 2007) has identified two main orientations of SL: Vision I starts from and focuses on scientific content and scientific processes to learn about corresponding applications later, while Vision II focuses on contextualizing scientific knowledge for giving its use in life and society meaning. The tension between Vision I and II can also be related to the tension between “pipeline science – preparing future scientists” and “science for all”. Recently, a more advanced vision of SL was suggested. It is called Vision III and emphasizes philosophical values, politicization and critical global citizenship education. Such an orientation can be well justified by the Central/Northern European educational and cultural tradition called Bildung. In its most contemporary understanding, it is agency-oriented. Bildung-oriented science education aims at making the student capable of a self-determined life in his/her socio-cultural environment, participation in a democratic society, and of empathy and solidarity with others. This concept is also closely connected to more recent educational paradigms that were defined also beyond Europe, e.g. the ideas of Education for Sustainability (EfS) and transformative learning. Both concepts aim on skills development for critical-democratic participation and for shaping our society and culture in a sustainable way. The different visions of SL have consequences for the content and culture of teaching and learning of science and technology. Accepting Vision III requires awareness that our view of selecting and teaching certain content is dependent on our culture, for example our norms, values and worldviews, and on the society we are living in. Learning (cognition) must be complemented with not only meta-learning (metacognition), but also transformative learning, where things are considered from multifaceted (e.g., cultural) perspectives. The discussion in this chapter focuses on educational implications of Vision III of SL and its connection to critical-reflexive Bildung, EfS and transformative learning. ER - TY - CHAP T1 - Rural youth, education, and citizenship in Sweden: Politics of recognition and redistribution T2 - The Palgrave Handbook of Citizenship and Education A1 - Areschoug, Susanna A1 - Gottzén, Lucas PY - 2019 SP - 779 EP - 794 DO - 10.1007/978-3-319-67905-1_40-1 LA - eng PB - Cham : Palgrave Macmillan KW - youth KW - rurality KW - spatiality KW - inequality KW - identity politics KW - child and youth science AB - When young people are studied in relation to citizenship and education, geographical location is not always considered. When the emplacement of youth is addressed, a disproportional focus on schools and civic youth practices in city settings further mirrors an unreflected urban norm within the field. There is however a burgeoning literature that examines youth, education, and citizenship in rural settings that speaks to issues of the inclusion and participation of young people in society. The current chapter reviews Swedish literature on rural youth and tracks its theoretical and political underpinnings. The areas covered move from stereotypical representations of rurality to rural youths’ experiences and participation in formal and nonformal education to the ways in which neoliberal market logic results in an uneven distribution of educational and employment possibilities for young people on the countryside. The chapter argues that a divided empirical and analytical focus in previous research results in inconclusive arguments regarding the remedies suggested for overcoming geographic inequality. It is posited that a call for the cultural recognition of rural youth’s experiences of marginalization as a remedy for justice needs to be complemented with an argument for economic redistribution. ER - TY - CHAP T1 - Citizenship (and) Inequality.: Ethnographic Research on Education and the Making and Remaking of Class Power and Privilege T2 - The Palgrave Handbook of Citizenship and Education A1 - Beach, Dennis PY - 2019 SP - 1 EP - 14 DO - 10.1007/978-3-319-67905-1_74-1 LA - eng PB - Cham : Palgrave Macmillan KW - meta-ethnography KW - bought privilege- social reproduction KW - cultural dissonance KW - cultural capital. symbolic capital KW - teacher education and education work KW - lärarutbildning och pedagogisk yrkesverksamhet AB - This chapter is based on a meta-ethnographic investigation. Its main theme is that the processes of selection that operate in schools and education systems in Western countries, taking Sweden as an example, are claimed to be just and meritocratic but are instead fundamentally unjust and ineffective systems that reproduce rather than challenge existing structural inequalities. Socio-economic restrictions and the reproduction of upper-class cultural capital and ideology as official school knowledge play key roles, but it is also concluded that education and social equality, justice, and fair citizenship possibilities for all in capitalist societies have never stretched further than wringing out minor concessions from class society whilst leaving the reproduction and absolution of the class system and inequalities based on class and distinctions of race, ethnicity, gender, sexuality, and physical and mental differences intact. ER - TY - CHAP T1 - Refugees, statelessness and education T2 - Springer International Handbook of Philosophy of Education A1 - Månsson, Niclas PY - 2018 SP - 787 EP - 800 DO - 10.1007/978-3-319-72761-5_57 LA - eng PB - Cham : Springer KW - education KW - refugees KW - statelessness KW - citizenship KW - human rights AB - Transnational migration is not a novelty; it has been a constant element of human existence. In recent years, the question of migration has preoccupied public discourse in many countries, especially when it comes to refugees and asylum-seekers. This situation has also influenced the discourse on educational praxis and educational research, and posed the question of how educators should respond to the refugee crisis. When it comes to the educational traditions I explore in this chapter (multicultural education, citizenship education, and cosmopolitan education), and their relation to the question of refugees, they have focused more on migrants and the process of admission, inclusion, and citizenship, rather than on the existential state of the refugee. Even if these traditions have their differences, they share the devotion to citizenship, community, and humanity, and that a proper educational response to the refugee crisis is to be found in the universal declaration of human rights. However, when it comes to the empirical situation worldwide, this focus seems too narrow since it only includes de jure refugees and misses those who remain outside the political community. These refugees do not share the world with the rest of humankind. With the help of the works of Hannah Arendt and Giorgio Agamben on refugees and human rights, I show that the existential dimension of the refugee is fundamental for keeping the educational question on the past and the present, the local and the global, and inhabitants and migrants, alive. ER - TY - CHAP T1 - Commentary on Chapter 7: Volunteer Work and Global Citizenship in Sweden T2 - Contextualizing Childhoods A1 - Lilja, Peter A1 - Tzimoula, Despina PY - 2018 SP - 191 EP - 196 DO - 10.1007/978-3-319-94926-0_13 LA - eng PB - Cham : Palgrave Macmillan KW - volunteerism KW - global citizenship KW - swedish higher education AB - Allyson Larkin raises important questions concerning the promotion and consequences of ideals of global citizenship in the context of Canadian higher education. More specifically, she aims to problematize taken-for-granted assumptions about the discourses of global citizenship that correspond to the type of graduate Canadian universities are seeking to produce. In this comment, we aim to, very briefly, address similar questions in relation to the context of Sweden. Using the example of volunteer work, we will give a short historical background to Sweden’s international commitments in relation to developing countries as well as a brief sketch on how such commitments are organized within contemporary Swedish society. Finally, we will also comment on possible consequences for contemporary constructions of discourses of global citizenship and internationalization in relation to the field of Swedish higher education. ER - TY - CHAP T1 - Die sensible Schwelle – ein Beispiel für einen multimodalen Situationsansatz in der Lehrerinnen- und Lehrerbildung T2 - Praxismanual Situationsansatz A1 - Kraus, Anja PY - 2021 SP - 95 EP - 105 DO - 10.1007/978-3-658-32696-8_7 LA - ger PB - Wiesbaden : Springer KW - multimodal learning KW - artistic research KW - explorative learning KW - performative learning KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - Digital media make it possible to combine prefabricated film, image, audio and text media and to process them further. Information is then conveyed via different sensory channels, it can also be called up and edited differently, for example via movements, in a tactile way, even by acclamation. Multimodal practices and events as well as their effects are controversially discussed in an interdisciplinary manner and analyzed on a broad scale. This can be used for explorative learning. ER - TY - CHAP T1 - Science Education for Inclusive Citizenship T2 - Inclusive Citizenship A1 - Nehring, Andreas A1 - Sjöström, Jesper PY - 2025 SP - 369 EP - 387 DO - 10.1007/978-3-658-45757-0_24 LA - eng PB - Wiesbaden : Springer KW - inclusive science education KW - science education KW - inclusive citizenship KW - inclusive education KW - inclusive pedagogy KW - environmental education KW - sustainability and environmental education KW - risk society KW - global challenges KW - active citizenship KW - agency KW - political literacy KW - scientific literacy KW - vision iii KW - didaktik model KW - didaktik models KW - didactic model KW - critical-reflexive KW - bildung KW - ninu-framework KW - acknowledging diversity KW - participation KW - socioscientific issues KW - socio-scientific issues KW - socioscientific approach KW - critical perspectives KW - powerful scientific content KW - powerful knowings KW - naturvetenskaplig didaktik KW - naturvetenskaplig bildning KW - specialpedagogik KW - naturvetenskapernas didaktik AB - This chapter emphasizes the role of critical and engaged inclusive science education in inclusive citizenship. It has the potential of empowering individuals to actively participate in social discourses and decision making. We explain the Vision III perspective of scientific literacy, which extends beyond acquiring knowledge to think critically and reflectively about science and its role in society. Based on this perspective we discuss consequences for inclusive education in the science subjects. The NinU-framework is a didaktik model for inclusive science education, stressing the recognizing diversity, minimizing barriers, and enabling participation. Based on these perspectives, we advocate for an inclusive Vision III approach in science education. We derive impulses for educators as part of a new didaktik model oriented towards an inclusive Vision III approach in science education. ER - TY - CHAP T1 - Quality Assurance of University Teaching: Technology and Pedagogical Acting T2 - Pedagogical Anthropology of Technology A1 - Kraus, Anja PY - 2025 SP - 213 EP - 225 DO - 10.1007/978-3-658-47540-6_15 LA - eng PB - Wiesbaden : Springer KW - quality assurance KW - accountability KW - university KW - scholarly and academic quality KW - education AB - Universities in Germany are required by law to present a concept for ‘safeguarding’the quality of their teaching, scientific research and administration.The aim of this imposed ‘quality assurance’—which universities worldwide, inone way or another, undergo—is to hold higher education institutions accountablefor their performance management in relation to their postulated impact ona state’s economy and on other sectors, such as democratic citizenship. However,what scholarly and academic quality is in concrete terms and how it can be ensured,what qualifications are required of the evaluators, and which socialgroups within the university (administrators, academic stuff, students) are to beheld accountable for what, is precariously undefined. In this article, with thefocus on the quality of academic education, the suggestion will be made that amore precise definition of such quality depends on the respective professionalforms of action to be evaluated. A research on practices within the EducationalSciences is suitable for finding out the different forms of action in the field ofhigher education. ER - TY - CHAP T1 - Measuring the social and civic objectives of schools T2 - School leadership A1 - Ahlström, Björn A1 - Höög, Jonas PY - 2009 SP - 19 EP - 37 DO - 10.1007/978-90-481-3501-1_2 LA - eng PB - Bern : Peter Lang Publishing Group KW - transformational leadership KW - academic outcome KW - school leader KW - social objective KW - civic education AB - This study is part of a Swedish project "Structure, Culture, Leadership – prerequisites for successful schools?" The study presents a tool for the analysis of school outcomes. How can social and civic objectives be measured and what differences between schools can be found when it comes to achieving these objectives? The aim is to assess the pupils' development through a questionnaire based on the curriculum in areas like: democratic values, communication, respect for human differences, self-consciousness, responsibility, critical evaluation, creativity. The study is conducted among 2128 pupils in 24 secondary schools in 12 municipalities. Results show that it is possible to develop an instrument based on the Swedish steering documents. It's also obvious that school differences can be assessed with the Social and Civic Objectives Scale (SCOS) Using the SCOS instrument helps us to broaden the definition of a "successful school" by incorporating academic as well as social and civic objectives. ER - TY - CONF T1 - What name are we? Global citizenship education for whom? Response to Madeleine Arnot. T2 - Values, religions and education in changing societies A1 - Sporre, Karin PY - 2010 SP - 67 EP - 74 DO - 10.1007/978-90-481-9628-9_7 LA - eng PB - Dordrecht : Springer KW - global citizenship education KW - human dignity KW - situated knowers KW - north-south dialogue KW - gendered ethics AB - In this chapter aspects on a global citizenship education are discussed against the background of postcolonial relationships between North and South. This raises questions concerning the “situatedness” of us as knowers and how we position ourselves in North and South. I argue that the relationship to the global is different and varies, meaning that it matters where we are situated when discussing global citizenship education. When discussing this I draw on the critical feminist discussion on epistemology, my own praxis of having initiated and led student and teacher exchanges, and actively participated in research cooperation between Sweden and South Africa. Further, having a background in ethics and in feminist theology I reflect over resources for an empowering ethics within global citizenship education. ER - TY - CHAP T1 - Equality and education policy in the European Union: an example from the case of Roma T2 - Policy and inequality in education A1 - Alexiadou, Nafsika PY - 2017 SP - 111 EP - 131 DO - 10.1007/978-981-10-4039-9_7 LA - eng PB - Singapore : Springer AB - The European Union represents a transnational level of polity where education policies are constructed in parallel to those of nation states, and where equality is framed both in legal frameworks and in policies around citizenship and inclusion. This chapter focuses attention on the interplay between the legal and the policy landscapes around equality and their relation to education policy, and explores these ideas in relation to the Roma minority, and the efforts of the EU to address their experience of multiple inequalities across the continent. The process of developing an education and social policy, and the refinement of equality and anti-discrimination legislation, contribute to a reframing of equality beyond the borders of national policies, and open up new opportunities for their negotiation. The case of Roma EU policies suggests that a combination of legal and policy processes is necessary to address issues of inequalities in education. But there are political risks with the EU taking over such policy work especially when the equality definitions used are narrow in their remit, and when national governments lack the political will to implement EU policies. ER - TY - BOOK T1 - Challenging Democracy in Early Childhood Education: Engagement in Changing Global Contexts PY - 2019 DO - 10.1007/978-981-13-7771-6 LA - eng PB - Springer KW - early childhood education KW - preschool KW - democracy KW - global KW - challenge AB - This book explores how concepts and values of contemporary democracy are variously understood and applied in diverse cultural contexts, with a focus on children and childhood and diversity. Drawing on a range of methodological approaches relevant to early childhood education, it discusses young children's engagement and voice. The book identifies existing practices, strengths, theories and considerations in democracy in early childhood education and childhood, highlighting the democratic participation of children in cultural contexts. Further, it illustrates how democracy can be evident in early childhood practices and interactions across a range of curriculum contexts and perspectives, and considers ways of advancing and sustaining practices with positive transformational opportunities to benefit children and wider ecological systems.It offers readers insights into what democracy and citizenship look like in lived experience, and the issues affecting practice and encouraging reflection and advocacy. ER - TY - BOOK T1 - Spinoza: Fiction and Manipulation in Civic Education A1 - Dahlbeck, Johan PY - 2021 DO - 10.1007/978-981-16-7125-8 LA - eng PB - Springer KW - spinoza KW - civic education KW - fiction KW - manipulation KW - indoctrination AB - This book is a philosophical enquiry into the educational consequences of Spinoza’s political theory. Spinoza’s political theory is of particular interest for educational thought as it brings together the normative aims of his ethical theory with his realistic depiction of human psychology and the ramifications of this for successful political governance. As such, this book aims to introduce the reader to Spinoza’s original vision of civic education, as a project that ultimately aims at the ethical flourishing of individuals, while being carefully tailored and adjusted to the natural limitations of human reason. Readers will benefit from a succinct introduction to Spinoza’s political philosophy and from an account of civic education that is based on careful exegetical work. It draws conclusions only hinted at in Spinoza’s own writings. ER - TY - CHAP T1 - Adult and continuing education in the Nordic countries: Folkbildning T2 - Encyclopedia of Educational Philosophy and Theory A1 - Hållén, Elinor PY - 2018 SP - 12 EP - 17 DO - 10.1007/978-981-287-588-4_486 LA - eng PB - Singapore : Springer KW - adult education KW - popular education KW - civic education KW - social movements KW - character-formation KW - emancipation ER - TY - JOUR T1 - Early childhood education and learning for sustainable development and citizenship T2 - International Journal of Early Childhood SN - 0020-7187 A1 - Hägglund, Solveig A1 - Pramling Samuelsson, Ingrid PY - 2009 VL - 2 IS - 41 SP - 49 EP - 63 DO - 10.1007/BF03168878 LA - eng KW - education ER - TY - JOUR T1 - Student achievement goals and psychosomatic health complaints among Swedish adolescents: the role of sex T2 - Journal of Public Health SN - 2198-1833 A1 - Bergh, Daniel A1 - Giota, Joanna PY - 2020 IS - 30 SP - 1011 EP - 1022 DO - 10.1007/s10389-020-01374-0 LA - eng PB - : Springer KW - student achievement: health complaints: students: adolescents: health: motivation KW - public health science KW - folkhälsovetenskap KW - samhällskunskap KW - psychosomatic problems . mental health . studentmotivation . goal orientations . adolescents AB - AimSchool related determinants (e.g. student motivation and goals) may be important for student achievement as well as their mental health. Therefore, the aim of this study was to analyse the links between two goal orientations (mastery and performance) and psychosomatic health problems by investigating the general patterns as well as the patterns for specific classifications of students, in particular by investigating the potential statistical interaction effects by gender.Subject and methodsSwedish nationally representative data among 4573 school year 9 students (15–16 years old) responding to the Evaluation Through Follow-up (ETF) questionnaire, in 2014, were used. Linear regression analysis as well as multinomial logistic regression were applied in order to address the research questions.ResultsBoth the mastery orientation and the performance orientation are independently associated with adolescent psychosomatic health problems. The links between these goal orientations and psychosomatic health show different patterns. The mastery goal orientation may be considered a protective factor as there is a negative link to psychosomatic problems; the performance orientation may be considered a risk factor due to the positive association with psychosomatic health problems. The effect of performance orientation on psychosomatic health complaints was significantly stronger for girls (OR = 4.28) compared to boys (OR = 2.04). In particular, low mastery/high performance students may be at risk for experiencing poor psychosomatic health.ConclusionAdolescent psychosomatic health may be improved by the encouragement of student goals related to adaptive and successful goal profiles such as mastery orientation. ER - TY - JOUR T1 - Individual differences in argument strength discrimination T2 - Argumentation SN - 1572-8374 A1 - Svedholm-Häkkinen, Annika A1 - Hietanen, Mika A1 - Baron, Jon PY - 2023 VL - 2 IS - 38 SP - 141 EP - 167 DO - 10.1007/s10503-023-09620-x LA - eng PB - : Springer AB - Being able to discriminate poorly justified from well justified arguments is necessary for informed citizenship. However, it is not known whether the ability to recognize argument strength generalizes across different types of arguments, and what cognitive factors predict this ability or these abilities. Drawing on the theory of argument schemes, we examined arguments from consequence, analogy, symptoms, and authority in order to cover all major types of everyday arguments. A study (N = 278) on the general population in Finland indicated that the ability to discriminate between strong and weak arguments was unidimensional across these schemes. Argument strength discrimination ability correlated positively with analytic thinking dispositions promoting both quality and quantity of thinking, slightly positively with education, and negatively with overconfidence. It was unrelated to an intuitive thinking style, and to self-rated mental effort. ER - TY - JOUR T1 - Citizenship and Children’s Identity in The Wonderful Adventures of Nils and Scouting for Boys T2 - Children's Literature in Education SN - 0045-6713 A1 - Sundmark, Björn PY - 2009 VL - 2 IS - 40 SP - 109 EP - 119 DO - 10.1007/s10583-008-9081-9 LA - eng PB - : Springer AB - The Wonderful Adventures of Nils (1906–1907) by Selma Lagerlöf and Scouting for Boys (1908) by Robert Baden-Powell are characteristic of their time and their respective national and cultural contexts—the Swedish nation state of the early twentieth century and the British Empire. Taking its cue from recent theories on citizenship and education, the article discusses ways in which these two classic children’s books relate to citizenship, nation and education. Ultimately, both books point to ways in which education—in and out of school—can be used to promote individual growth and a peaceful and durable society for world citizens. ER - TY - JOUR T1 - Preservice teachers’ views about the twenty-first century skills: A qualitative survey study in Turkey and Sweden T2 - Education and Information Technologies SN - 1360-2357 A1 - Karakoyun, Ferit A1 - Lindberg, Ola J. PY - 2020 VL - 4 IS - 25 SP - 2353 EP - 2369 DO - 10.1007/s10639-020-10148-w LA - eng PB - : Springer KW - twenty-first century skills KW - twenty-first century learning KW - digital competences KW - key competences KW - preservice teachers AB - The purpose of this study was to investigate the views of preservice teachers from Turkey and Sweden about twenty-first century skills. The participants of the study were 197 preservice teachers from universities in Turkey and Sweden. In the study, the views of preservice teachers about twenty-first century skills were investigated with an open-ended questionnaire, and the collected qualitative data were analysed using a content analysis method. The findings indicate that within the context of daily life, the preservice teachers from both countries associated twenty-first century skills mostly with technology, digital citizenship, communication, and information literacy. Within the context of education, a great majority of the preservice teachers from Turkey associated twenty-first century skills with information literacy and technology, while those from Sweden associated twenty-first century skills mostly with technology, distance learning and communication. In addition, it was seen that among the skills considered by the preservice teachers from both countries to be necessary for their careers and for their future students, they all put most emphasis on digital literacy. However, as the second most frequent skills, the preservice teachers from Turkey emphasized critical thinking and problem solving skills, while the preservice teachers from Sweden mentioned communication skills and information literacy. ER - TY - JOUR T1 - Philosophical underpinnings of digital citizenship through a postdigital lens: implications for teacher educators’ professional digital competence T2 - Education and Information Technologies SN - 1360-2357 A1 - Örtegren, Alex PY - 2023 IS - 29 SP - 4253 EP - 4285 DO - 10.1007/s10639-023-11965-5 LA - eng PB - : Springer KW - digital citizenship KW - postdigital KW - professional digital competence KW - sociotechnical relations KW - teacher education AB - Embedded in society, digital infrastructure has changed citizens’ lives. Young people therefore need to develop digital competence and digital citizenship, and schools have an important role in this regard. To prepare new schoolteachers for this role, teacher educators (TEDs) need professional digital competence (PDC) that includes knowledge, competences, and a conceptual understanding to teach teaching for digital citizenship. In light of the limited body of research on theorizing digital citizenship in relation to TEDs’ PDC, this paper critically analyzes three conceptualizations of digital citizenship. Being potentially normative and part of the latest phase of development in the field, these conceptualizations could shape TEDs’ PDC and practice. In a qualitative content analysis of the selected conceptualizations, this paper uses a postdigital lens to bring into focus and critically analyze aspects of philosophical underpinnings related to socio-technical relations. The results show that conceptualizations of digital citizenship convey different understandings of human–technology relations and the knowledge and competences necessary to exercise digital citizenship. These differences have far-reaching implications for TEDs’ PDC in ways that could impact students’ opportunities to develop digital competence and digital citizenship. Therefore, TEDs’ PDC needs to include a critical understanding of digital citizenship, and the post-pandemic juncture of “new normal” provides opportunities to rethink and reframe PDC. To this end, a postdigital lens can shift the focus to how PDC is contingent on the shifting entanglements in which pedagogical activities are situated and orchestrated, and how these relate to broader issues of injustice in society. ER - TY - JOUR T1 - Numbers don’t speak for themselves: strategies of using numbers in public policy discourse T2 - Educational Studies in Mathematics SN - 0013-1954 A1 - Jablonka, Eva A1 - Bergsten, Christer PY - 2021 VL - 3 IS - 108 SP - 579 EP - 596 DO - 10.1007/s10649-021-10059-8 LA - eng PB - : Springer KW - mathematical literacy KW - critical mathematics education KW - mathematisation KW - policy discourse KW - discursive strategies KW - covid-19 KW - post-structuralist discourse theory AB - In mathematics education, there is general agreement regarding the significance of mathematical literacy (also quantitative literacy or numeracy) for informed citizenship, which often requires evaluating the use of numbers in public policy discourse. We hold that such an evaluation must accommodate the necessarily fragile relation between the information that numbers are taken to carry and the policy decisions they are meant to support. In doing so, attention needs to be paid to differences in how that relation is formed. With this in mind, we investigated a public discourse that heavily relied on numbers in the context of introducing, maintaining, and easing the rules and regulations directed to contain the spread of the virus SARS-CoV-2 during the first epidemic wave of COVID-19 in Germany with its peak in early April 2020. We used a public-service broadcasting outlet as data. Our theoretical stance is affiliated with post-structuralist discourse theory. As an outcome, we identified four major related strategies of using numbers, which we named rationalisation, contrast, association and recharging. In our view explicit attention to these strategies as well as identifying new ones can aid the task of furthering critical mathematical literacy. ER - TY - JOUR T1 - Exploring the transformation of actorship among students at a small Swedish University: background, actorship and achievement T2 - Higher Education SN - 0018-1560 A1 - Nelson, Anders PY - 2015 VL - 2 IS - 71 SP - 289 EP - 305 DO - 10.1007/s10734-015-9902-x LA - eng PB - Dordrecht : Springer Netherlands KW - students KW - actorship KW - agency KW - engagement KW - achievement KW - sweden AB - With an aim to better understand higher education’s potential for fostering personal development and social change, this study explores how students’ actorship in studies and civic engagement changed over time while enrolled in undergraduate programs at Halmstad University, Sweden. Additionally, it explores the relation among these students’ actorship, structural and psychosocial influences, and consequences in terms of formally obtained and self-reported achievements. Data were collected using three questionnaires in a time-step designed study, initially including 2004 students from 16 programs. Analyses revealed a trend of stable or decreasing actorship. Actorship was found to be strongly associated with gender and what programs the students attended, but not with social background factors such as parents’ education and family type. Psychosocial influences and actorship were marginally related to students’ achievements in terms of obtaining credits, but were more positively related to students’ own reports about gaining the knowledge and skills that would be useful for their future life and work. This, in combination with the students having high intentions to actively influence their future work, was interpreted as an indication of readiness to be social actors. This in turn suggests that readiness is a significant dimension in higher education, which might be further interpreted by applying theories about the Zone of Proximal Development. © 2015 Springer Science+Business Media Dordrecht ER - TY - JOUR T1 - Integration of sustainability in higher education: a study with international perspectives T2 - Innovative Higher Education SN - 0742-5627 A1 - Sammalisto, Kaisu A1 - Lindhqvist, Thomas PY - 2007 VL - 4 IS - 32 SP - 221 EP - 233 DO - 10.1007/s10755-007-9052-x LA - eng PB - : Springer Science and Business Media LLC KW - curriculum KW - indicator KW - sustainable development KW - civics AB - This study examined the impact of a procedure implemented and used at one Swedish university to promote integration of the concept of sustainability into courses. The study is based on a literature study and a case study at the University of GÀvle in Sweden, where faculty members are asked to classify their courses and research funding applications regarding the contributions thereof to sustainable development. The results of the study indicated that this procedure can indeed stimulate faculty members to integrate sustainable development in their courses. It is clear that the reported changes in courses were also influenced by other factors such as the increased general awareness of environmental issues. © 2007 Springer Science+Business Media, LLC. ER - TY - JOUR T1 - Postdoctoral Life Scientists and Supervision Work in the Contemporary University: A Case Study of Changes in the Cultural Norms of Science T2 - Minerva SN - 1573-1871 A1 - Mueller, Ruth PY - 2014 VL - 3 IS - 52 SP - 329 EP - 349 DO - 10.1007/s11024-014-9257-y LA - eng PB - : Springer AB - This paper explores the ways in which postdoctoral life scientists engage in supervision work in academic institutions in Austria. Reward systems and career conditions in academic institutions in most European and other OECD countries have changed significantly during the last two decades. While an increasing focus is put on evaluating research performances, little reward is attached to excellent performances in mentoring and advising students. Postdoctoral scientists mostly inhabit fragile institutional positions and experience harsh competition, as the number of available senior positions is small compared to that of young scientists striving for an academic career. To prevail in this competition, publications and mobility are key. Educational work is rarely rewarded. Nevertheless, postdocs play a key role in educating PhD students, as overburdened senior scientists often pass on practical supervision duties to their postdoctoral fellows. This paper shows how under these conditions, postdocs reframe the students they supervise as potential resources for co-authored publications. What might look like a mutually beneficial solution at a first glance, in practice implies the subordination of the values of education to the logic of production, which marginalizes spaces primarily devoted to education. The author argues that conflicts like this are indicative of broader changes in the cultural norms of science and academic citizenship, rendering community-oriented tasks such as education work less attractive to academic scientists. Since education and supervision work are central cornerstones of any functioning higher education and research system, this could have negative repercussions for the long-term development of academic institutions. ER - TY - JOUR T1 - An Empirical Test of the Relative Education Model in Sweden T2 - Political Behavior SN - 0190-9320 A1 - Persson, Mikael J PY - 2010 VL - 3 IS - 33 SP - 455 EP - 478 DO - 10.1007/s11109-010-9138-5 LA - eng PB - : Springer Science and Business Media LLC KW - political participation KW - voting KW - education KW - political socialization KW - the sorting model KW - relative education AB - Abstract: Numerous studies show that education has a positive effect on political participation at the individual level. However, the increase in aggregate levels of education in most Western countries over the last decades has not resulted in a corresponding increase in aggregate levels of political participation. Nie et al. (Education and democratic citizenship in America, 1996) propose the relative education model as a possible solution to this paradox. According to this model, it is not the skills promoted by education that have positive effects on political participation. Rather, education influences individuals' social status, which in turn influences political participation. The relative education model expects that the individual-level effect of an additional year of education will decrease as the mean level of education in the environment increases. This article evaluates this theory using Swedish election surveys (1985-2006) and it thus provides the first in depth evaluation of the relative education model outside the US. On voting and political participation related to political parties, support is found for the relative education model. ER - TY - JOUR T1 - The Curse of Knowledge? Education, Corruption, and Politics T2 - Political Behavior SN - 0190-9320 A1 - Agerberg, Mattias PY - 2018 VL - 2 IS - 41 SP - 369 EP - 399 DO - 10.1007/s11109-018-9455-7 LA - eng PB - : Springer Science and Business Media LLC KW - corruption KW - education KW - political attitudes KW - political behavior AB - Education has consistently been found to be positively related to political participation, electoral turnout, civic engagement, political knowledge, and democratic attitudes and opinions. Previous research has, however, not sufficiently acknowledged the large existing between- and within-country variations in institutional quality when studying this relationship. This study asks the question: how do highly educated, well-informed, and critical citizens react to a political system with low-quality institutions; a system with high levels of corruption? Researchers have in recent years started to acknowledge corruption as a relevant factor in explaining democratic attitudes and behavior. However, how corruption interacts with individual characteristics in shaping political behavior is largely unexplored in the literature. This paper focuses on the interaction between corruption and education with regard to different political attitudes and democratic behavior. Using both individual- and country-level data from 31 democracies the results show that corruption thwarts many of the positive effects of education with regard to politics: The results indicate that when corruption is high, educated and politically sophisticated citizens are as likely as low-educated citizens to feel resignation with regard to formal political institutions. This, in turn, is likely to affect patterns of political participation among these citizens. ER - TY - JOUR T1 - The influence of personality on acceptability of sustainable transport policies T2 - Transportation SN - 0049-4488 A1 - Kim, Junghwa A1 - Schmoecker, Jan-Dirk A1 - Jakobsson Bergstad, Cecilia A1 - Fujii, Satoshi A1 - Gärling, Tommy PY - 2013 VL - 4 IS - 41 SP - 855 EP - 872 DO - 10.1007/s11116-013-9502-5 LA - eng PB - : Springer London KW - personality KW - acceptability KW - transport policy KW - transport pricing KW - sustainable transport KW - samhällskunskap AB - Previous research has shown that fairness, infringement on freedom, and perceived effectiveness are determinants of transport pricing acceptability. In the present study we investigate determinants of acceptability of environmental (carbon) taxation for which trust in government and environmental concern are additional determinants. Carbon taxation is an extension of fuel taxes and may thus be viewed as transport pricing. Our main focus is on the role played by personality traits. Structural equation modeling reveals that acceptability is related to the personality traits extraversion, agreeableness, and conscientiousness. Extraverted individuals have higher levels of trust in government which leads to higher acceptability. Also correlations between agreeableness and conscientiousness as well as environmental problem awareness and personal norm are observed. We discuss strategies for effective marketing of transportation policies considering how acceptability is related to personality traits. ER - TY - JOUR T1 - The Photosynthesis Literacy Framework: Updating Educational Perspectives on Photosynthesis Education T2 - Research in science education SN - 0157-244X A1 - Eriksson, Anders A1 - Gericke, Niklas A1 - Olsson, Daniel PY - 2026 DO - 10.1007/s11165-025-10314-5 LA - eng PB - : Springer Science+Business Media B.V. KW - delphi study KW - photosynthesis education KW - science education KW - scientific literacy KW - sustainability education KW - biology AB - The teaching of photosynthesis in secondary schools often follows a mechanistic, decontextualized approach that lacks integration with the broader implications of this biochemical process on societal and sustainability issues. Contemporary science education frequently overlooks the significance of photosynthesis for life on Earth and human society. This study aims to identify a Photosynthesis Literacy Framework—a research-based curricular framework designed to promote a more relevant and engaging photosynthesis education that fosters scientific literacy. A Delphi study was conducted to determine pertinent content themes concerning photosynthesis and its essential role in life and human society. A panel of 29 experts, including 12 science educators, nine green scientists, and eight sustainability scientists, reached consensus after three iterative rounds. The study identified four overarching themes, comprising 25 content categories with aligned learning objectives, connected to the three visions of scientific literacy. These themes are: Photosynthesis as a natural science phenomenon; Photosynthesis as a driving force in biological and geological processes and cycles; Photosynthesis and its importance to sustainability; and Photosynthesis from a societal perspective. We propose that the Photosynthesis Literacy Framework be implemented in secondary science education to promote photosynthesis literacy, which plays a vital role in developing informed and responsible citizenship.  ER - TY - JOUR T1 - Towards Bildung-Oriented Chemistry Education T2 - Science & Education SN - 0926-7220 A1 - Sjöström, Jesper PY - 2011 VL - 7 IS - 22 SP - 1873 EP - 1890 DO - 10.1007/s11191-011-9401-0 LA - eng PB - : Springer KW - education for sustainable development (esd) KW - socio-scientific issues (ssi) KW - chemical literacy KW - citizenship chemistry KW - socio-critical chemical education KW - epistemic distance KW - humanistic science education KW - chemical ethics KW - socio-chemistry KW - chemistry teaching in sweden KW - chemistry teacher education KW - johnstone's chemical triangle KW - wolfgang klafki KW - bildning KW - kemididaktik KW - kemiundervisning KW - naturvetenskapernas didaktik KW - science education KW - sustainable studies KW - hållbarhetsstudier AB - This paper concerns Bildung-oriented chemistry education, based on a reflective and critical discourse of chemistry. It is contrasted with the dominant type of chemistry education, based on the mainstream discourse of chemistry. Bildung-oriented chemistry education includes not only content knowledge in chemistry, but also knowledge about chemistry, both about the nature of chemistry and about its role in society. In 2004 Mahaffy suggested a tetrahedron model based on Johnstone’s chemical triangle. The latter represents the formal aspects of chemistry teaching (macro, submicro, and symbolic) and the top of the tetrahedron represents a human element. In the present paper the following subdivision of the top is suggested (starting from the bottom): (1) applied chemistry, (2) socio-cultural context, and (3) critical-philosophic approach. The professional identity of the Bildung-oriented chemistry teacher differs from that of the chemist and is informed by research fields such as Philosophy of Chemistry, Science and Technology Studies, and Environmental Education. He/she takes a socio-critical approach to chemistry, emphasising both the benefits and risks of chemistry and its applications. ER - TY - JOUR T1 - Towards Eco-Reflexive Science Education: A Critical Reflection About Educational Implications of Green Chemistry T2 - Science & Education SN - 0926-7220 A1 - Sjöström, Jesper A1 - Eilks, Ingo A1 - Zuin, Vania PY - 2016 VL - 3 IS - 25 SP - 321 EP - 341 DO - 10.1007/s11191-016-9818-6 LA - eng PB - : Springer KW - eco-reflexive education KW - science education KW - critical citizenship education KW - bildung KW - emancipation KW - environmentalization KW - risk society KW - problematization of science KW - green chemistry KW - socio-ecojustice KW - critical pedagogy KW - sustainability education KW - environmental education KW - chemistry education KW - philosophical principles KW - philosophy of science education KW - philosophy of green chemistry education KW - stse KW - esd KW - science for socio-political action KW - eko-reflexiv didaktik KW - naturvetenskapernas didaktik KW - bildning KW - risksamhälle KW - grön kemi KW - kritisk pedagogik KW - lärande för hållbarhet KW - lärande för hållbar utveckling KW - miljöundervisning KW - filosofisk grund KW - problematisering AB - The modern world can be described as a globalised risk society. It is characterized by increasing complexity, unpredictable consequences of techno-scientific innovations and production, and its environmental consequences. Therefore chemistry, just like many other knowledge areas, is in an on-going process of environmentalization. For example green chemistry has emerged as a new chemical metadiscipline and movement. The philosophy of green chemistry was originally based on a suggestion of twelve principles for environmental friendly chemistry research and production. The present article problematizes limitations in green chemistry when it comes to education. It argues that the philosophy of green chemistry in the context of education needs to be extended with socio-critical perspectives to form educated professionals and citizens who are able to understand the complexity of the world, to make value-based decisions, and to become able to engage more thoroughly in democratic decision-making on sustainability issues. Different versions of sustainability-oriented science/chemistry education are discussed to sharpen a focus on the most complex type, which is Bildung-oriented, focusing emancipation and leading to eco-reflexive education. The term eco-reflexive is used for a problematizing stance towards the modern risk society, an understanding of the complexity of life and society and their interactions, and a responsibility for individual and collective actions towards socio-ecojustice and global sustainability. The philosophical foundation and characteristics of eco-reflexive science education are sketched on in the article. ER - TY - JOUR T1 - Navigating Alarming Media Messages About Nutrition and Health: How Students Engage in Critical Examination of Science in News Media T2 - Science & Education SN - 0926-7220 A1 - Wiblom, Jonna A1 - Andree, Maria A1 - Rundgren, Carl-Johan PY - 2020 VL - 1 IS - 29 SP - 75 EP - 100 DO - 10.1007/s11191-019-00099-1 LA - eng PB - : Springer Science and Business Media LLC KW - critical examination KW - nutrition KW - health KW - news media KW - science education KW - an examined life AB - This study focuses the emerging need for young people to critically respond to alarming messages in contemporary media highlighting the potential benefits or harms of certain foods. Besides being technical, advancements in the field of nutrition reported in media are often of tentative and speculative character, primarily selected and constructed on the basis of their news value rather than as representing established knowledge. The study aims to study students' capabilities to navigate and critically respond to controversial media messages about health and nutrition in the context of science education. Our theoretical point of departure is in the concept an examined life in the critical reflection tradition of Socrates and the Stoics. We analyze how groups of upper secondary science class students engage in critical examination of a controversial message about cow's milk encountered through Swedish public service news media on the Internet. The results illuminate that even when controversial findings are produced by a reputed university and communicated through independent media, students are capable of discerning the need to scrutinize such findings and are capable of performing such critical examination drawing on experiences of scientific investigations. Students' openness to question authoritative voices in society and to illuminate the new findings on milk from multiple perspectives reflects how an examined life may be enacted in the context of science education. Inviting students to participate in related activities shows promise for enabling a critical examination of themselves and others in ways deemed important for democratic citizenship. ER - TY - JOUR T1 - Happiness and Satisfaction with work commute T2 - Social Indicators Research SN - 0303-8300 A1 - Olsson, Lars E A1 - Gärling, Tommy A1 - Ettema, Dick A1 - Friman, Margareta A1 - Fujii, Satoshi PY - 2012 VL - 1 IS - 111 SP - 255 EP - 263 DO - 10.1007/s11205-012-0003-2 LA - eng PB - : Springer KW - life satisfaction KW - emotional well-being KW - work commute KW - samhällskunskap KW - daily travel KW - core affect KW - life scale KW - stress AB - Research suggests that for many people happiness is being able to make the routines of everyday life work, such that positive feelings dominate over negative feelings resulting from daily hassles. In line with this, a survey of work commuters in the three largest urban areas of Sweden show that satisfaction with the work commute contributes to overall happiness. It is also found that feelings during the commutes are predominantly positive or neutral. Possible explanatory factors include desirable physical exercise from walking and biking, as well as that short commutes provide a buffer between the work and private spheres. For longer work commutes, social and entertainment activities either increase positive affects or counteract stress and boredom. Satisfaction with being employed in a recession may also spill over to positive experiences of work commutes. ER - TY - JOUR T1 - Civic Competence of Youth in Europe: Measuring Cross National Variation Through the Creation of a Composite Indicator T2 - Social Indicators Research SN - 0303-8300 A1 - Hoskins, Bryony A1 - Saisana, Michaela A1 - Villalba, Cynthia M. H. PY - 2014 VL - 2 IS - 123 SP - 431 EP - 457 DO - 10.1007/s11205-014-0746-z LA - eng PB - : Springer Science and Business Media LLC KW - civic competence KW - composite indicator KW - active citizenship KW - comparative politics KW - comparative education KW - political participation KW - social capital AB - This article develops a composite indicator to monitor the levels of civic competence of young people in Europe using the IEA ICCS 2009 study. The measurement model combines the traditions in Europe of liberal, civic republican and critical/cosmopolitan models of citizenship. The results indicate that social justice values and citizenship knowledge and skills of students are facilitated within the Nordic system that combines a stable democracy and economic prosperity with a democratically based education systems in which teachers prioritise promoting autonomous critical thinking in citizenship education. In contrast, medium term democracies with civic republican tradition, such as Italy and Greece gain more positive results on citizenship values and participatory attitudes. This is also the case for some recent former communist countries that retain ethnic notions of citizenship. In a final step we go on to argue that the Nordic teachers' priority on developing critical and autonomous citizens perhaps facilitates 14 years olds qualities of cognition on citizenship and the values of equality but may not be the most fruitful approach to enhance participatory attitudes or concepts of a good citizen which may be better supported by the Italian teachers' priority on civic responsibility. ER - TY - JOUR T1 - Citizenship Education and Liberalism: A State of the Debate Analysis 1990–2010 T2 - Studies in Philosophy and Education SN - 0039-3746 A1 - Sundström, Mikael A1 - Fernández, Christian PY - 2011 VL - 4 IS - 30 SP - 363 EP - 384 DO - 10.1007/s11217-011-9237-8 LA - eng PB - : Springer Science and Business Media B.V. AB - What kind of citizenship education, if any, should schools in liberal societies promote? And what ends is such education supposed to serve? Over the last decades a respectable body of literature has emerged to address these and related issues. In this state of the debate analysis we examine a sample of journal articles dealing with these very issues spanning a twenty-year period with the aim to analyse debate patterns and developments in the research field. We first carry out a qualitative analysis where we design a two-dimensional theoretical framework in order to systematise the various liberal debate positions, and make us able to study their justifications, internal tensions and engagements with other positions. In the ensuing quantitative leg of the study we carry out a quantitative bibliometric analysis where we weigh the importance of specific scholars. We finally discuss possible merits and flaws in the research field, as evidenced in and by the analysis. ER - TY - JOUR T1 - The European 'We': From Citizenship Policy to the Role of Education T2 - Studies in Philosophy and Education SN - 0039-3746 A1 - Olson, Maria PY - 2011 VL - 1 IS - 31 SP - 77 EP - 89 DO - 10.1007/s11217-011-9272-5 LA - eng PB - : Springer Science+Business Media B.V. KW - european union KW - policy KW - citizenship KW - europe KW - education KW - humanities and social sciences KW - humaniora-samhällsvetenskap AB - This article sheds light on the European Union's policy on citizenship; on the collective dimension of this policy, its 'we'. It is argued that the inclusive, identity-constituting forces prominent in EU policy on European citizenship serve as a basis for the exclusion of people, which is illustrated by the recent expulsion of Romani from France. Based on a reading of Derrida, the twofold aim of this article is to reformulate the concept of a European citizenship 'we' and secondly, to outline some implications of this reframing as concerns the role of education in the formation of citizens. ER - TY - JOUR T1 - Rendering controversial socioscientific issues legible through digital mapping tools T2 - International Journal of Computer-Supported Collaborative Learning SN - 1556-1607 A1 - Solli, Anne A1 - Mäkitalo, Åsa A1 - Hillman, Thomas PY - 2018 VL - 413 IS - 13 SP - 391 EP - 418 DO - 10.1007/s11412-018-9286-x LA - eng PB - : Springer Science and Business Media LLC KW - ssi KW - digital mapping tools KW - mediational means KW - complexity information seeking KW - science education AB - Giving students opportunities to work collaboratively with complex online information is important for the development of democratic citizenship, but providing and structuring these opportunities poses pedagogical challenges. In this study, we investigate how digital mapping tools developed within Science and Technology Studies (STS) are used by upper secondary science students for the collaborative exploration and ordering of controversial socio-scientific issues (SSIs) found online. Our sociocultural approach to detailed analysis of video data reveals how students synchronously construct shared interactive visualizations and respond collaboratively to mediating features of the network visualization tool for handling multiple perspectives and information encountered online. The analysis shows how the tool-mediated activity provided means for students to work out what is relevant and useful in a corpus of online data. We unpack the details of the complex dynamics of this process of evaluating and categorizing websites, uncovering ways that interaction with emerging knowledge artefacts is co-constitutive of participation in the local setting. In particular, this analysis reveals how the tool-mediating activity slows down the process of judging and categorizing online material in terms of criteria such as institutional status, trustworthiness, and position of a controversy. Furthermore, it reveals that alignments and misalignments between the digital tool used and students’ own logics prompted students to engage in productive collaborative negotiation of how to make sense of a controversy. ER - TY - JOUR T1 - Different habitus – different strategies in teaching physics?: Relationships between teachers’ social, economic and cultural capital and strategies in teaching physics in upper secondary school T2 - Cultural Studies of Science Education SN - 1871-1502 A1 - Engström, Susanne A1 - Carlhed, Carina PY - 2014 VL - 3 IS - 9 SP - 699 EP - 728 DO - 10.1007/s11422-013-9538-z LA - eng PB - : Springer Science and Business Media LLC KW - physics teachers KW - physic teaching KW - upper secondary school KW - habitus KW - life styles KW - utbildningssociologi KW - sociology of education AB - With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on facts and a strong link with scientific theories and concepts. In general, the curriculum sway the teaching, a standard text book in physics is used, the teaching is organized according to the book and the teacher deals with and demonstrates typical tasks on the whiteboard and group work is common for special issues related to tasks from the textbook or elaborating. The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Data emerging from a questionnaire focused on indicators of the teachers' cultural and economic assets, or capital, according to the work of Pierre Bourdieu´s sociology. Especially his concept on life styles and habitus provide a tool for analysis. We focus on physics teachers' positions in the social space, dispositions and standpoints towards the ideal way to teach physics in upper secondary school (n=268). Our response rate is 29 % and due to the low response rate a non response bias analysis was made. In our analysis we primarily sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teaching types emerged. Then we reconstructed the group habitus of the teachers by analyzing dispositions and standpoints and related those to the specific polarization of sacred values, that is struggles about the natural order (doxa) in the social space of science education, which is a part of and has boundaries to dominating fields like the natural sciences and the political fields (curriculum etc.). Three teacher-groups' habituses are described and analyzed; 1. The Manager of theTraditional, 2. The Challenger for Technology and 3. The Challenger for Citizenship. By constructing the habitus of the teachers in the different groups we can explain why teachers teach as they do and thereby make a contribution to both science education research and to teaching training, whereas reflective approach which also includes the individual dispositions and representations are paramount. In our paper we elaborate the grounds and implications of these findings further. ER - TY - JOUR T1 - Health in school: stress, individual responsibility and democratic politics T2 - Cultural Studies of Science Education SN - 1871-1502 A1 - Malmberg, Claes A1 - Urbas, Anders PY - 2018 VL - 863 IS - 14 SP - 863 EP - 878 DO - 10.1007/s11422-018-9882-0 LA - eng PB - Dordrecht : Springer Netherlands KW - secondary school KW - health education KW - socio-scientific issues KW - stress KW - politics AB - According to previous research, in contemporary western societies health is seen as an increasingly non-political issue. Rather than being at the centre of collective decision-making and democratic politics, health is regarded as resting on individual responsibility. In this study we focus on, and explore an important and challenging socio-scientific issue through the concepts of politicization and the depoliticization. We address the question of health education in schools as well as the question of citizenship and democracy, which adds to research on scientific literacy and socio-scientific issues. The study consists of two parts: firstly, we analyse whether health—more precisely stress—is portrayed as a political or non-political issue in textbooks for secondary school; secondly, and informed by the results from our analysis, we dissect and problematise what kind of citizenship that is constructed in textbooks. From a theoretical framework of politics, the article explores how citizenship emerges. Our findings show that health, and more precisely stress, is depoliticized in the textbooks. Firstly, stress is regarded as an individual—not public or governmental—concern. Secondly, stress is depoliticized in a more rigorous manner by making its political dimensions invisible. A consequence is a displacement of stress, e.g., in school, from the democratic arena to the individual citizen. As an implication we recommend an education that emphasize a political and democratic perspective on health as a complement to the individual perspective. © 2018, The Author(s). ER - TY - JOUR T1 - Treading carefully: the environment and political participation in science education T2 - Cultural Studies of Science Education SN - 1871-1502 A1 - Dunlop, Lynda A1 - Atkinson, Lucy A1 - Malmberg, Claes A1 - Turkenburg-van Diepen, Maria A1 - Urbas, Anders PY - 2024 VL - 2 IS - 19 SP - 317 EP - 339 DO - 10.1007/s11422-024-10215-5 LA - eng PB - Dordrecht : Springer KW - environment KW - politics KW - responsibility KW - science education KW - teachers KW - trains AB - Politics and science are inextricably connected, particularly in relation to the climate emergency and other environmental crises, yet science education is an often overlooked site for engaging with the political dimensions of environmental issues. This study examines how science teachers in England experience politics—specifically political participation—in relation to the environment in school science, against a background of increased obstruction in civic space. The study draws on an analysis of theoretically informed in-depth interviews with eleven science teachers about their experiences of political participation in relation to environmental issues. We find that politics enters the science classroom primarily through informal conversations initiated by students rather than planned by teachers. When planned for, the emphasis is on individual, latent–political (civic) engagement rather than manifest political participation. We argue that this is a symptom of the post-political condition and call for a more enabling environment for discussing the strengths and limitations of different forms of political participation in school science. © The Author(s) 2024 ER - TY - JOUR T1 - Pedagogical Orientations and Evolving Responsibilities of Technological Universities: A Literature Review of the History of Engineering Education T2 - Science and Engineering Ethics SN - 1353-3452 A1 - Martin, Diana Adela A1 - Bombaerts, Gunter A1 - Horst, Maja A1 - Papageorgiou, Kyriaki A1 - Viscusi, Gianluigi PY - 2023 VL - 6 IS - 29 EP - 6 DO - 10.1007/s11948-023-00460-2 LA - eng PB - : SPRINGER KW - history of engineering education KW - institutional responsibility KW - responsibility of technological universities KW - societal responsibility KW - engineering ethics education KW - literature review KW - values of technological universities AB - Current societal changes and challenges demand a broader role of technological universities, thus opening the question of how their role evolved over time and how to frame their current responsibility. In response to urgent calls for debating and redefining the identity of contemporary technological universities, this paper has two aims. The first aim is to identify the key characteristics and orientations marking the development of technological universities, as recorded in the history of engi- neering education. The second aim is to articulate the responsibility of contempo- rary technological universities given their different orientations and characteristics. For this, we first provide a non-systematic literature review of the key pedagogi- cal orientations of technological universities, grounded in the history of engineer- ing education. The five major orientations of technological universities presented in the paper are technical, economic, social, political, and ecological. We then use this historical survey to articulate the responsibilities of contemporary technologi- cal universities reflecting the different orientations. Technological universities can promote and foster the development of scientific, professional, civic, legal, or intra- and inter- generational responsibility. We argue that responsibility is not specific to any particular orientation, such that the concept is broadened to complement each orientation or mix of orientations of a technological university. Our contribution thus serves as a call for technological universities to self-reflect on their mission and identity, by offering a lens for identifying the orientations they currently foster and making explicit the responsibility arising from their current orientation or the ones they strive to cultivate.  ER - TY - JOUR T1 - Post-socialist Revolutions of Intimacy: An Introduction T2 - Sexuality & Culture SN - 1095-5143 A1 - Gradskova, Yulia A1 - Kondakov, Alexander A1 - Shevtsova, Maryna PY - 2020 VL - 2 IS - 24 SP - 359 EP - 370 DO - 10.1007/s12119-020-09706-8 LA - eng PB - : Springer KW - eastern europe and russia KW - intimacy KW - lgbti KW - post-soviet countries KW - sexual education KW - sexuality KW - sexual culture KW - editorial KW - human KW - lgbtqia+ people KW - organization KW - russian federation KW - östersjö- och östeuropaforskning KW - baltic and east european studies AB - During the past decade, the states situated on the territory of the former Soviet Union and in Eastern Europe have made newspaper headlines around the world for topics on gender and sexuality: it seems that each step towards gender equality and inclusive sexual citizenship in the region has been accompanied by counter-actions on different scales. In what way is the present day of appropriate legislation and recent backlash connected to the legacies of regulations of gender relationships, intimacies, and sexualities under state socialism? What role do economic, political, and educational changes that took place in the region in the 1990s play in these developments? And finally, can we speak about certain similarities between discourses on sexuality and intimacy in the “West,” on the one hand, and in post-Soviet and East European countries, on the other? Reflecting on current changes in post-socialist societies, the authors of this special issue give their own answers to these questions. ER - TY - JOUR T1 - Does the Strength of the Association Between Peer Victimization and Psychosomatic Health Problems Depend on Whether Bullying or Peer Aggression is Measured? T2 - Child Indicators Research SN - 1874-897X A1 - Hellström, Lisa A1 - Beckman, Linda A1 - Hagquist, Curt PY - 2016 VL - 2 IS - 10 SP - 447 EP - 459 DO - 10.1007/s12187-016-9390-2 LA - eng PB - : Springer Netherlands KW - adolescents KW - bullying KW - peer aggression KW - peer victimization KW - psychosomatic problems KW - public health science KW - folkhälsovetenskap KW - samhällskunskap AB - This study aimed to analyze to what extent the strength of the previously established association between peer victimization and psychosomatic problems depends on which of two measures is being used, a measure of bullying and a measure of peer aggression. The study included 2568 Swedish adolescents aged 13–15 years. An Ordinary Least Square regression showed that all regressors representing bullying and peer aggression revealed significant effects on psychosomatic health using no peer victimization as the reference category. An ANOVA showed no significant differences in mean values on the Psychosomatic Problems Scale captured by the two measures. Given that both measures of peer victimization show strong associations with psychosomatic health, using only one of the two measures is therefore likely not just to underestimate the overall prevalence of peer victimization but also the number of children experiencing psychosomatic problems in relation with peer victimization. ER - TY - JOUR T1 - Values education in Nordic preschools: A commentary T2 - International Journal of Early Childhood SN - 0020-7187 A1 - Thornberg, Robert PY - 2016 VL - 2 IS - 48 SP - 241 EP - 257 DO - 10.1007/s13158-016-0167-z LA - eng PB - Dordrecht : Springer Netherlands KW - values education KW - moral education KW - preschool KW - nordic countries KW - early childhood KW - teachers KW - citizenship education KW - early childhood education AB - The six papers in this special issue focus on how values and values education are embedded in the everyday life at Nordic preschools. The studies in this special issue provide stimulating theoretical and methodological knowledge to inform further study of values education internationally. A key contribution of the papers is that there is identification of a need for a more professional language through which teachers can discuss how their values are expressed in teaching. This may enable teachers to become more explicit in how they work with values in preschool programs. Through professional discussions, preschool teachers can become more conscious and elaborative in their language as values educators. This is important because inevitably teachers are role models to children, no matter how aware they are of this role. This is demonstrated through the special issue papers in the importance that teachers place on developing caring, warm, and supportive relationships with children, as well as how they convey implicitly their values about democracy, rights, and gender in daily practice. A holistic approach to values education was also indicated as necessary because values education cannot be confined to explicit teaching of values and morality. Instead, values education needs to be viewed as lived relational phenomena in early childhood programs. ER - TY - JOUR T1 - Environmental citizenship among Swedish higher education students: generational differences in perspectives on sustainability and environmental awareness T2 - Journal of Environmental Studies and Sciences SN - 2190-6483 A1 - Cederqvist, Anne-Marie A1 - Chaker, Rawad A1 - Hajj-Hassan, Mira PY - 2025 DO - 10.1007/s13412-025-01079-4 LA - eng PB - New York, NY : Springer KW - eco-citizenship KW - education for sustainable development KW - environmental citizenship KW - environmental education KW - higher education KW - pro-environmental behavior KW - leads AB - Sweden has a long-standing tradition of incorporating Environmental Education (EE) and Education for Sustainable Development (ESD) into its school curriculum, which might suggest high pro-environmental behavior among higher education students. In this study, we have investigated the extent to which higher education students at a Swedish university express environmental citizenship behavior and, in relation to this, how environmental citizenship factors interact with demographic variables such as age and gender. The sample used in this study is composed of 371 students who responded to an online survey. The results indicate that the Swedish students in this study demonstrate relatively high eco-citizenship competences in all ages across several areas. However, the results also indicate a generational effect where the students older than 30 scored higher on values concerning respecting nature and protecting the environment, and they also seemed more willing to act as agents of change. The generational differences reflected in the results may be a consequence of the educational shift in Sweden over the years. From the late twentieth century, the discourse shifted from EE, which focused on ecological awareness and conservation, to ESD, which takes a broader view and integrates environmental, social, and economic sustainability. The results have implications for higher education institutions when designing education to promote pro-environmental behavior across different age groups, as there may be generational differences in perspectives on sustainability and environmental awareness. © The Author(s) 2025. ER - TY - JOUR T1 - AI Versus Human Feedback in Mixed Reality Simulations: Comparing LLM and Expert Mentoring in Preservice Teacher Education on Controversial Issues T2 - International Journal of Artificial Intelligence in Education SN - 1560-4292 A1 - Nygren, Thomas A1 - Samuelsson, Marcus A1 - Hansson, Per-Olof A1 - Efimova, Evgenia A1 - Bachelder, Steven PY - 2025 VL - 5 IS - 35 SP - 2856 EP - 2888 DO - 10.1007/s40593-025-00484-8 LA - eng PB - : Springer KW - generative ai KW - teacher training simulations KW - ai-generated feedback KW - mixed reality simulation (mrs) KW - pedagogical content knowledge (pck) KW - controversial issues in social studies education KW - preservice teachers KW - large language models (llms) KW - curriculum studies AB - This study explores the potential role of AI-generated mentoring within simulated environments designed for teacher education, specifically focused on the challenges of teaching controversial issues. Using a mixed-methods approach, we empirically investigate the potential and challenges of AI-generated feedback compared to that provided by human experts when mentoring preservice teachers in the context of mixed reality simulations. Findings reveal that human experts offered more mixed and nuanced feedback than ChatGPT-4o and Perplexity, especially when identifying missed teaching opportunities and balancing classroom discussions. The AI models evaluated were publicly available pro versions of LLMs and were tested using detailed prompts and coding schemes aligned with educational theories. AI systems were not very good at identifying aspects of general, pedagogical or content knowledge based on Shulman’s theories but were still quite effective in generating feedback in line with human experts. The study highlights the promise of AI to enhance teacher training but underscores the importance of combining AI feedback with expert insights to address the complexities of real-world teaching. This research contributes to a growing understanding of AI's potential role and limitations in education. It suggests that, while AI can be valuable to scale mixed reality simulations, it should be carefully evaluated and balanced by human expertise in teacher education. ER - TY - JOUR T1 - Digital Citizenship and Professional Digital Competence: Swedish Subject Teacher Education in a Postdigital Era T2 - Postdigital Science and Education SN - 2524-485X A1 - Örtegren, Alex PY - 2022 IS - 4 SP - 467 EP - 493 DO - 10.1007/s42438-022-00291-7 LA - eng PB - : Springer KW - digital citizenship KW - professional digital competence KW - teacher education KW - postdigital KW - democratic assignment AB - Teacher education (TE) is not only about skills and knowledge but also about citizenship formation as student teachers are prepared for the democratic assignment of school. In a postdigital era, blurred boundaries between digital technologies and physical reality place new demands on citizenship, teacher education institutions (TEIs), and teacher educators (TEDs). This paper explores Swedish TEDs’ views of digital citizenship and the professional digital competence (PDC) required for teaching subject student teachers to teach for digital citizenship. Seven TEIs participated and 16 semi-structured interviews were conducted with TEDs teaching a Core Education Subjects module on education and democracy mandatory for all student teachers. TEDs generally believe that the digitalization of society impacts the democratic assignment and addressing this requires specific PDC. Conceptualizations of digital citizenship tend to foreground source criticism as well as ethical, safe, and sound use of digital technologies, and to some degree also (im-)material means of democratic participation. While generally believing that TE should address questions relating to digital citizenship and that TEDs have an important role in this regard, digital technologies are discussed in the module coincidentally and TEDs are unsure to what degree student teachers receive such training. Challenges include lack of time and unclear Degree Objectives. To develop TEDs’ PDC to include questions relating to digital citizenship in their teaching, support is needed through policy and continuous professional development for TEDs, including reviews of course content and program structure. Future TE research needs to explore digital citizenship in the school subject social studies. ER - TY - JOUR T1 - FFF School Strikes as Alternative Civic Classroom: Sociomaterial Entanglements, Assemblages, and Spatial Imaginaries T2 - Postdigital Science and Education SN - 2524-485X A1 - Sernhede, Saralie PY - 2025 VL - 3 IS - 7 SP - 1007 EP - 1026 DO - 10.1007/s42438-025-00562-z LA - eng PB - : Springer Nature KW - alternative civic education KW - ethnography KW - fridays for future KW - postdigital classroom KW - social movement education KW - spatial imaginaries AB - In 2018, thousands of students across the world left their classrooms on Fridays to march the streets, demanding that the adult world face and act upon the climate crisis. Much due to the pace with which the phenomena known as Fridays for Future (FFF) spread in both social and mass media, 2019 saw the largest mobilizations for the climate in history with many young people participating in civil disobedience for the first time. Narratives and frames of a school not providing what young people need to face an uncertain future emerged amidst the school strikes, which prompted this latest wave of youth-led climate activism, bringing about imaginaries of what such an education could look like. Informed by a body of literature which acknowledges the educational value of social movements in general and FFF in particular, this article positions the school strike demonstrations organized by FFF as figurations of an alternative civic classroom. With analytical sensibilities found in socio-material and postdigital theorization on educational spaces, this study draws on ethnographic empirical material from fieldwork at six school strikes in Stockholm, Sweden, to investigate the co-production of these events between the human and non-human — illuminating the way in which spatial imaginaries entangle human practice and technological materiality in alternative civic education in an out-of-school context. Such youth-organized spaces of civic action configured as alternative classrooms in the postdigital context may act as spaces where ‘futures in the present’ are materialized by the young people of today who will inhibit these futures tomorrow. ER - TY - JOUR T1 - Discrepant gender patterns for cyberbullying and traditional bullying: An analysis of Swedish adolescent data T2 - Computers in human behavior SN - 0747-5632 A1 - Beckman, Linda A1 - Hagquist, Curt A1 - Hellström, Lisa PY - 2013 VL - 5 IS - 29 SP - 1896 EP - 1903 DO - 10.1016/j.chb.2013.03.010 LA - eng PB - : Elsevier KW - adolescents KW - bullying KW - cyberbullying KW - gender KW - school KW - samhällskunskap KW - public health science KW - folkhälsovetenskap AB - In the wake of the rapid development of modern IT technology, cyberspace bullying has emerged among adolescents. The aim of the present study was to examine gender differences among adolescents involved in traditional bullying and cyberbullying. Cross-sectional data from 2989 Swedish students aged 13–15 were analyzed using logistic regression analysis. The results show discrepant gender patterns of involvement in traditional bullying and cyberbullying. First, although there were only minimal gender differences among traditional victims, girls are more likely than boys to be cybervictims when occasional cyberbullying is used as a cut-off point. Second, whereas boys are more likely to be traditional bullies, girls are as likely as boys to be cyberbullies. In conclusion, compared to traditional bullying, girls are generally more involved in cyberbullying relative to boys. We discuss these results in the light of adolescents’ usage of computerized devices. ER - TY - JOUR T1 - Mining Concept Maps from News Stories for Measuring Civic Scientific Literacy in Media. T2 - Computers and education SN - 0360-1315 A1 - Tseng, Yuen-Hsien A1 - Chang, Chun-Yen A1 - Chang Rundgren, Shu-Nu A1 - Rundgren, Carl-Johan PY - 2010 VL - 1 IS - 55 SP - 165 EP - 177 DO - 10.1016/j.compedu.2010.01.002 LA - eng PB - Kidlington, Oxford, United Kingdom : Pergamon Press KW - scientific literacy KW - media in education KW - evaluation methodologies KW - lifelong learning KW - subject didactics KW - ämnesdidaktik AB - Motivated by a long-term goal in education for measuring Taiwanese civic scientific literacy in media (SLiM), this work reports the detailed techniques to efficiently mine a concept map from two years of Chinese news articles (901,446 in total) for SLiM instrument development. From the Chinese news stories, key terms (important words or phrases), known or new to existing lexicons, were first extracted by a simple, yet effective, rule-based algorithm. They were subjected to an association analysis based on their co-occurrence in sentences to reveal their term-to-term relationship. A given list of 3,657 index terms from science textbooks were then matched against the term association network. The resulting term network (including 95 scientific terms) was visualized in a concept map to scaffold the instrument developers. When developing an item, the linked term pair not only suggests the topic for the item due to the clear context being mutually reinforced by each other, but also the content itself because of the rich background provided by the recurrent snippets in which they co-occur. In this way, the resulting instrument (comprised of 50 items) reflect the scientific knowledge revealed in the daily news stories, meeting the goal for measuring civic scientific literacy in media. In addition, the concept map mined from the texts served as a convenient tool for item classification, developer collaboration, and expert review and discussion. ER - TY - JOUR T1 - How does education affect adolescents' political development? T2 - Economics of Education Review SN - 0272-7757 A1 - Persson, Mikael J A1 - Lindgren, Karl-Oskar A1 - Oskarsson, Sven PY - 2016 IS - 53 SP - 182 EP - 193 DO - 10.1016/j.econedurev.2016.03.015 LA - eng PB - : Elsevier BV KW - efficiency KW - human capital KW - political socialization KW - regression-discontinuity KW - voter turnout KW - united-states KW - participation KW - citizenship KW - engagement KW - voice KW - bias KW - business & economics KW - education & educational research AB - This paper employs a between-grades regression discontinuity design to estimate the causal effect of education on political knowledge, intention to participate and democratic values. Using data on attitudes and knowledge among about 30,000 students from Greece, Norway, Slovenia and Sweden, we employ a fuzzy regression discontinuity design in which we exploit the exogenous variation related to school entry age. By comparing students who are born around the New Year cut-off point we estimate the causal effect of the ninth year of schooling. Results show that an additional year of schooling has no detectable effect on political knowledge, democratic values or political participation. (C) 2016 Elsevier Ltd. All rights reserved. ER - TY - JOUR T1 - Civic ecology practices: Participatory approaches to generating and measuring ecosystem services in cities T2 - Ecosystem Services SN - 2212-0416 A1 - Krasny, Marianne E. A1 - Russ, Alex A1 - Tidball, Keith G. A1 - Elmqvist, Thomas PY - 2014 IS - 7 SP - 177 EP - 186 DO - 10.1016/j.ecoser.2013.11.002 LA - eng PB - : Elsevier BV KW - civic ecology KW - urban KW - stewardship KW - cultural ecosystem services KW - participation AB - Civic ecology practices are community based, environmental stewardship actions taken to enhance green infrastructure, ecosystem services, and human well-being in cities and other human-dominated landscapes. Examples include tree planting in post-Katrina New Orleans, oyster restoration in New York City, community gardening in Detroit, friends of parks groups in Seattle, and natural area restoration in Cape Flats, South Africa. Whereas civic ecology practices are growing in number and represent a participatory approach to management and knowledge production as called for by global sustainability initiatives, only rarely are their contributions to ecosystem services measured. In this paper, we draw On literature sources and our prior research in urban social-ecological systems to explore protocols for monitoring biodiversity, functional measures of ecosystem services, and ecosystem services valuation that can be adapted for use by practitioner-scientist partnerships in civic ecology settings. Engaging civic ecology stewards in collecting such measurements presents opportunities to gather data that can be used as feedback in an adaptive co-management process. Further, we suggest that civic ecology practices not only create green infrastructure that produces ecosystem services, but also constitute social-ecological processes that directly generate ecosystem services (e.g., recreation, education) and associated benefits to human well-being. ER - TY - JOUR T1 - Locating the potential development of spatial ability in the Swedish national curriculum T2 - Heliyon SN - 2405-8440 A1 - Lin, Tingjun A1 - Buckley, Jeffrey A1 - Gumaelius, Lena A1 - Ampadu, Ernest PY - 2024 VL - 19 IS - 10 EP - 19 DO - 10.1016/j.heliyon.2024.e38356 LA - eng PB - : Elsevier BV KW - content analysis KW - national curriculum KW - spatial ability KW - swedish compulsory education AB - There exists a plethora of studies that have related pupils’ spatial ability to their academic achievement and problem-solving skills, especially in science, technology, engineering, and mathematics (STEM) subjects. However, little is known about how spatial ability could be presented in a national curriculum. To increase the awareness and intention to develop pupils' spatial ability within the national curriculum, the compulsory curriculum document from the Swedish National Agency for Education which details all subject syllabi is examined and analysed using a content analysis method. The results show that two major dimensions could be used to locate the potential spatial ability development within the curriculum. The first is a visual dimension, which manifests as three different visual components: graphical, pictorial, and manufactured. The second is an epistemic dimension, which describes how pupils' different types of spatial knowledge can be nurtured, and inductively described as conceptual, procedural, and spatial citizenship knowledge. A three-by-three matrix framework is created based on the above dimensions and components. Policymakers and educators in Sweden, as well as in other countries, may draw insights from the framework created by this study and adapt it to educational practice, particularly in the realm of developing students' spatial ability through curriculum design and classroom instruction. ER - TY - JOUR T1 - Measuring education: Do we need a plethora of assessment studies or just a single score? T2 - International Journal of Educational Research Open SN - 2666-3740 A1 - Gladushyna, Olesya A1 - Strietholt, Rolf PY - 2023 IS - 5 EP - 5 DO - 10.1016/j.ijedro.2023.100281 LA - eng PB - : Elsevier BV KW - education KW - iccs KW - icils KW - large-scale assessment KW - pisa KW - timss AB - The major international large-scale assessments in education prioritize the three core domains such as mathematics, science, and reading, neglecting other important domains such as civic education or computer and information literacy. The present study aims at determining the added value of different international large-scale assessments to evaluating educational systems across the globe. Using country-level data from all recent international assessments by the IEA and the OECD, we conducted a series of correlational analyses and multidimensional scaling to determine the similarities and differences among educational assessments. The findings of this study show that the various measures of achievement correlate to different degrees at country level. While mathematics, science, and reading are the most closely correlated, the correlations with civic education and computer and information literacy are considerably lower. We conclude that subject domains as civic education and computer and information literacy add a significant value to the assessment of education. ER - TY - JOUR T1 - Children's experiences of democracy, participation, and trust in school T2 - International Journal of Educational Research SN - 0883-0355 A1 - Thornberg, Robert A1 - Elvstrand, Helene PY - 2012 IS - 53 SP - 44 EP - 54 DO - 10.1016/j.ijer.2011.12.010 LA - eng PB - : Elsevier BV KW - school democracy KW - student participation KW - pupil participation KW - democratic education KW - citizenship education KW - school rules KW - ethnography KW - values education KW - moral education KW - skoldemokrati KW - elevinflytande KW - delaktighet KW - etnografi KW - värdepedagogik KW - värdegrund AB - The aim of this paper is to investigate children's views and experiences of democracy and pupil participation in relation to everyday school life, and to let their voices be heard on these issues. The data for this paper was derived from two ethnographic research projects conducted in three elementary schools in Sweden. In the classes investigated at two of the three schools, the adults are those who make decisions about school and classroom rules. Pupils are seldom given any opportunity to create, modify or repeal formal rules through open negotiations. In contrast, at the third school, children's influence and their ability to have a say are an important explicit goal for the teachers. Nevertheless, as well as in the two other schools, even in this school with the declared goal of working with democracy in this way, we found obstacles and limitations that counteracted school democracy: (a) discontinuity, (b) the long-term interaction pattern of teacher power and pupil subordination in the school organisation, which in turned encouraged and educated compliance with authority rather than deliberative democratic participation, (c) naive trust in teachers, (d) the school process of suppressing children's voices, and (e) unfair inconsistencies constructed by teachers. ER - TY - JOUR T1 - Teachers' views on values education: A qualitative study in Sweden and Turkey T2 - International Journal of Educational Research SN - 0883-0355 A1 - Thornberg, Robert A1 - Oğuz, Ebru PY - 2013 VL - 1 IS - 59 SP - 49 EP - 56 DO - 10.1016/j.ijer.2013.03.005 LA - eng PB - : Elsevier BV KW - values education KW - moral education KW - citizenship education KW - values KW - teacher professionalism KW - teacher ethics KW - teacher beliefs KW - teacher knowledge KW - moral socialization KW - värdepedagogik KW - värdegrund KW - medborgarutbildning KW - medborgarfostran KW - fostran KW - socialisation KW - moral KW - lärare KW - värden AB - The aim of the current study was to examine Swedish and Turkish teachers’ perspectives on values education. Qualitative interviews with 52 teachers were conducted and analyzed. Values education was mostly about compliance with societal values and norms. The learning goals or values in values education were mainly on how to treat others and on self-responsibility. Teachers did not take a critical approach. A main method of values education reported by the teachers was to be a good role model in everyday interactions with students. Values education was largely described as an everyday practice embedded in the stream of social interactions. Furthermore, an everyday language was used when the teachers described values and values education. There was a lack of professional knowledge in this domain. ER - TY - JOUR T1 - Young people with migration experience and their (non) encounters with Swedish sexual and reproductive health services and information: An explorative study T2 - Journal of Migration and Health SN - 2666-6235 A1 - Amroussia, Nada A1 - Lindroth, Malin A1 - Andersson, Catrine PY - 2024 IS - 10 EP - 10 DO - 10.1016/j.jmh.2024.100270 LA - eng PB - : Elsevier KW - sexual and reproductive health and rights KW - access to healthcare services KW - healthcare service utilization KW - migration KW - young migrants KW - young people with migration experience KW - reflexive thematic analysis AB - Although a growing body of literature has focused on the experience of young people with migration experience with Swedish sexual and reproductive health (SRH) services, there is a lack of deep qualitative exploration. The study aims to explore the encounters of young people with migration experience with SRH services and their understandings of factors that affect their use of these services. The findings of this study were drawn from 18 interviews conducted between October 2021 and May 2023 in Southern Sweden. A combination of convenient and snowball sampling strategies was used. Participants included in the study self-identified as Middle Eastern, migrated to Sweden, and were aged between 17 and 26. Data were analyzed using reflexive thematic analysis approach. Three themes were generated during the analysis. The first SRH services: dual perceptions and experiences shows how participants had ambivalent perceptions of SRH services, mainly the youth clinic. Some perceived the youth clinic as a stigmatized place associated with shame and SRH concerns like unwanted pregnancy and sexually transmitted infections, while others viewed the youth clinic as a safe space. The negative perceptions along with the difficulties with accessing the youth clinic contributed to low service use. The second Sexuality education: an eye-opener or a joke? reflects participants' both positive and negative experiences and attitudes when receiving sexuality education in schools. The third SRH information: beyond formal services and education captures participants' ways of accessing SRH information that go beyond information provided at the traditional SRH services and sexuality education in schools. These sources include the family, friends, and the internet. The study points to the need for multicomponent strategies to improve the accessibility of SRH services and draws attention to the importance of challenging norms related to Swedishness in sexuality education to foster the engagement of youth with migration experience and ensure their sexual citizenship. ER - TY - JOUR T1 - Sense of place in providers' perspectives of school placement policies in relation to refugee settlement in rural Sweden T2 - Journal of Rural Studies SN - 0743-0167 A1 - Rosvall, Per-Åke A1 - Öhrn, Elisabet A1 - Beach, Dennis A1 - Johansson, Monica A1 - Rönnlund, Maria PY - 2025 IS - 113 EP - 113 DO - 10.1016/j.jrurstud.2024.103509 LA - eng PB - : Elsevier KW - refugees KW - rural education KW - educational policy KW - semi structured interviews KW - education policy AB - During the initial phase of the refugee wave in 2015 rural municipalities in Sweden were obliged for the first time to receive refugees. Some rural officials welcomed refugees in hopes that it would counter population declines and future staffing problems. Some officials also referred to rural areas as idylls for reception, well equipped for reception arguing that small places are better for integration. This raised placement issues, which varied widely among three identified categories of municipalities (tourist towns and/or sparsely populated areas, de/industrialised towns, and small villages). We explored these issues by interviewing respondents in 21 municipalities. We selected three municipalities to represent the three categories and analysed responses of our informants within them to obtain insights into their views of the refugees' reception and associated issues. For this we applied a Masseyian ‘sense of place’ and ‘power geometry’ theoretical framework. Wide variations among municipalities were reported. However, common themes included: a lack of relevant training initially; rapid establishment of organisational arrangements and competences; segregation in some municipalities due to placement in segregated housing (which raised informants' awareness of social class-based divisions); and changes in status or requirements for migrants to relocate (with very little warning) that severely impacted the refugees' transitions. The results clearly indicate needs for more long-term and robust policies to avoid problems associated with refugees' ‘liminal citizenship’ and weak power, with consequent impacts on their educational transitions and subsequent prospects. ER - TY - JOUR T1 - Self-examination, compassion and narrative imagination in students' critical examination in science education T2 - Learning, Culture and Social Interaction SN - 2210-6561 A1 - Wiblom, Jonna A1 - Andrée, Maria A1 - Rundgren, Carl-Johan PY - 2021 IS - 29 EP - 29 DO - 10.1016/j.lcsi.2021.100516 LA - eng PB - : Elsevier BV KW - socioscientific controversies KW - critical examination KW - narrative imagination KW - martha nussbaum KW - world citizenship KW - science education KW - naturvetenskapsämnenas didaktik AB - The interest of this study is in how science education may contribute to cultivating democratic citizenship in a globalised world. The drive for joint global action and a mutual sense of responsibility for achieving a sustainable future need to be balanced with consideration for inequalities, accountability and differences in agency among people around the world. This raises questions of what citizens need to know, do, and feel to respond to the contemporary and future needs of a broader humanity. We explore how Martha Nussbaum's notion of world citizenship (1997) may be used to expand the understanding of critical examination of socioscientific controversies in science education. We analyse how groups of upper secondary science students engage in a critical examination of dairy and oat milk production and consumption from multiple perspectives. The study exemplifies how the critical examination of science may be recognised not only as source critique, but also as a way to: critically examine norms, traditions and personal habits; recognise oneself as bound to others by mutual concern for human and environmental wellbeing; imagine pathways to a sustainable future; and make moral judgements on a cow's right to life. ER - TY - JOUR T1 - Managing the innovation co-creation challenge: Lessons from service exemplars Disney and IKEA T2 - Organizational Dynamics SN - 0090-2616 A1 - Ford, Robert C A1 - Edvardsson, Bo A1 - Dickson, Duncan A1 - Enquist, Bo PY - 2012 VL - 4 IS - 41 SP - 281 EP - 290 DO - 10.1016/j.orgdyn.2012.08.003 LA - eng PB - Amsterdam : Elsevier KW - samhällskunskap ER - TY - JOUR T1 - The climate of climate change: Impoliteness as a hallmark of homophily in YouTube comment threads on Greta Thunberg's environmental activism T2 - Journal of Pragmatics SN - 0378-2166 A1 - Andersson, Marta PY - 2021 IS - 178 SP - 93 EP - 107 DO - 10.1016/j.pragma.2021.03.003 LA - eng PB - : Elsevier BV KW - impoliteness KW - youtube KW - value homophily KW - social identity KW - ideological (dis)affiliation KW - linguistics KW - lingvistik KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - english KW - engelska AB - This paper investigates impoliteness and value homophily (‘thinking alike’) in the context of YouTube-based ideological discussions beneath the videos critical towards the Swedish environmental activist – Greta Thunberg. Drawing on the idea of rapport management, the study finds a remarkable scale of homophily as the postings follow recurrent patterns of face and sociality rights attacks echoing the same point of view. Consequently, while impoliteness has been recognized as widespread in social media for reasons such as anonymity and social detachment, this paper offers an insight into how the phenomenon contributes to the process of consolidation and homogenization of views through social comparison. As the study concludes, impoliteness in ideological discussions on YouTube may serve as the glue to ad hoc social contact between like-minded individuals –ultimately leading to social identification in relevant groups and formation of homophilous online communities. ER - TY - JOUR T1 - Ethnic differences in social participation and social capital in Malmo, Sweden: a population-based study. T2 - Social Science and Medicine SN - 1873-5347 A1 - Lindström, Martin PY - 2005 VL - 7 IS - 60 SP - 1527 EP - 1546 DO - 10.1016/j.socscimed.2004.08.015 LA - eng PB - : Elsevier AB - The aim of this study was to investigate ethnic differences in different aspects of social participation in Malmö, Sweden. The public health survey in Malmö 1994 is a cross-sectional study. A total of 5600 randomly chosen individuals aged 20–80 years were asked to complete a postal questionnaire. The participation rate was 71%. The population was divided into categories born in Sweden, Denmark/Norway, other Western countries, former Yugoslavia, Poland, Arabic speaking countries and all other countries. The age-adjusted and multivariate analyses were performed using a logistic regression model in order to investigate the importance of possible confounders (age, education, economic stress and unemployment) on the differences by country of origin in different aspects of social participation. Men and women born in Arabic speaking countries and other countries (Iran, Turkey, Vietnam, Chile and subsaharan Africa) participate to a significantly lower extent in a variety of civic and social activities when compared to the reference population born in Sweden. The differences in participation in these groups compared to the group born in Sweden are observed both for social participation items at the core of the definition of social capital and cultural and other activities unrelated to social capital. This pattern is particularly pronounced for women born in Arabic speaking countries. These women even sharply differ from the participation rates of men born in Arabic speaking countries. The ethnic differences in most cases do not seem to be explained satisfactorily by education, economic stress or possibly unemployment. ER - TY - JOUR T1 - Social capital, income inequality and the social gradient in self-rated health in Latin America: A fixed effects analysis T2 - Social Science and Medicine SN - 0277-9536 A1 - Vincens, Natalia A1 - Emmelin, Maria A1 - Stafström, Martin PY - 2018 IS - 196 SP - 115 EP - 122 DO - 10.1016/j.socscimed.2017.11.025 LA - eng PB - : Elsevier AB - Latin America is the most unequal region in the world. The current sustainable development agenda increased attention to health inequity and its determinants in the region. Our aim is to investigate the social gradient in health in Latin America and assess the effects of social capital and income inequality on it. We used cross-sectional data from the World Values Survey and the World Bank. Our sample included 10,426 respondents in eight Latin American countries. Self-rated health was used as the outcome. Education level was the socioeconomic position indicator. We measured social capital by associational membership, civic participation, generalized trust, and neighborhood trust indicators at both individual and country levels. Income inequality was operationalized using the Gini index at country-level. We employed fixed effects logistic regressions and cross-level interactions to assess the impact of social capital and income inequality on the heath gradient, controlling for country heterogeneity. Education level was independently associated with self-rated health, representing a clear social gradient in health, favoring individuals in higher socioeconomic positions. Generalized and neighborhood trust at country-level moderated the effect on the association between socioeconomic position and health, yet favoring individuals in lower socioeconomic positions, especially in lower inequality countries, despite their lower individual social capital. Our findings suggest that collective rather than individual social capital can impact the social gradient in health in Latin America, explaining health inequalities. ER - TY - JOUR T1 - School democratic meetings Pupil control discourse in disguise T2 - TEACHING AND TEACHER EDUCATION SN - 0742-051X A1 - Thornberg, Robert PY - 2010 VL - 4 IS - 26 SP - 924 EP - 932 DO - 10.1016/j.tate.2009.10.033 LA - eng PB - : Elsevier Science B.V., Amsterdam. KW - democracy KW - citizenship education KW - pupil participation KW - deliberative communication KW - classroom communication KW - power structure KW - discipline KW - technology AB - The aim of this qualitative case study is to investigate how learning in "democratic participation" is constituted by the social interaction and conversation pattern in school democratic meetings in a Swedish primary school. According to the findings, a pupil control discourse and the Initiation-Response-Evaluation pattern dominates the conversations. The teacher initiates by asking a question, the pupils respond by answering the question, and then the teacher evaluates that response. The findings show no discursive shift from traditional classroom talk to democratic deliberative talk. Instead there is an emphasis on the "right answers" and subordinating authorities rather than deliberative dialogue and democratic participation, which influences pupils to adopt a naive or a cynical attitude to democracy. ER - TY - JOUR T1 - Moral and citizenship educational goals in values education: A cross-cultural study of Swedish and Turkish student teachers' preferences T2 - Teaching and Teacher Education SN - 0742-051X A1 - Thornberg, Robert A1 - Oğuz, Ebru PY - 2016 IS - 55 SP - 110 EP - 121 DO - 10.1016/j.tate.2016.01.002 LA - eng PB - : Elsevier KW - values education KW - moral education KW - citizenship education KW - ethics education KW - character education KW - teacher ethics KW - teacher beliefs KW - student teacher KW - teacher education KW - värdepedagogik KW - värdegrund KW - värdegrundsarbete KW - lärare KW - lärarstudenter KW - lärarutbildning AB - The aim of the present study was to examine Swedish and Turkish student teachers' moral educational and citizenship educational goal preferences in values education. The participants were 198 Swedish and 190 Turkish student teachers. While Turkish student teachers seemed to be more morally committed and eclectic than Swedish student teachers, hypothesized gender differences could only be found in the Swedish sample. Whereas there was no difference in their commitment towards critical-progressive goals, Turkish student teachers expressed a stronger commitment to traditional-conservative goals than Swedish student teachers. ER - TY - JOUR T1 - (Im)mobilising citizens: Governing individual transport under COVID-19 and climate change in Sweden T2 - Transportation Research Part D SN - 1361-9209 A1 - Portinson Hylander, Jens A1 - Thoresson, Karin A1 - Sørensen, Claus Hedegaard A1 - Alm, Jens PY - 2024 DO - 10.1016/j.trd.2024.104262 LA - eng PB - : Elsevier KW - covid-19 KW - climate change KW - transport policy KW - governance KW - governmentality KW - mobility AB - One striking effect from policy responses by governments to address the COVID-19 pandemic was the repression of mobility, resulting in altered volumes and patterns of passenger transport on a global scale. Building on governance and governmentality theories we provide a comparative analysis of the management of COVID-19 and climate change by the Swedish state in relation to individual mobility and transport. We find that the governance approach in the two cases differ significantly, with a unified state response to COVID-19 being based on a perception of acute crisis combined with solidarity appeals to citizens. In contrast, climate change is marked by a distributed network governance, a conceptualisation of future crisis, and individuals being invoked primarily as economic agents. We discuss whether a stronger leadership by the state combined with appeals to civic solidarity may open new policy avenues for sustainable mobility.  ER - TY - JOUR T1 - Resisting the Irresistible: ‘Failed Opposition’ in Azerbaijan and Belarus Revisited T2 - Government and Opposition SN - 0017-257X A1 - Bedford, Sofie A1 - Vinatier, Laurent PY - 2018 VL - 4 IS - 54 SP - 686 EP - 714 DO - 10.1017/gov.2017.33 LA - eng PB - : Cambridge University Press (CUP) KW - opposition activism resistance models authoritarianism azerbaijan belarus KW - statskunskap AB - In recent literature on post-Soviet electoral revolutions in places where attempts at regime change through popular protest did not succeed, opposition groups are often simply regarded as ‘failed’. And yet, opposition actors exist and participate in the political life of their country. Building on the Belarusian and Azerbaijani cases, we argue that opposition actors are maintained in a ‘ghetto’, often virtual, tightly managed by the ruling authorities who exert monopolistic control over civic activities. Opposition actors adapt to the restricted conditions – accepting a certain level of dependency. They thus develop various tactics to engage with the outside, striving to reduce the ghetto walls. To this end this article proposes a typology of what we call oppositional ‘resistance models’: electoral, in the media, lobbying and through education. The models highlight what makes ‘opposition’ in authoritarian states and are a step towards a more comprehensive understanding of the phenomenon in this context. ER - TY - JOUR T1 - The Textbook Masturbator: A Renegotiated Discourse in Official Swedish Sex-Education Guidelines and Textbooks, circa 1945–2000 T2 - History of Education Quarterly SN - 0018-2680 A1 - Backman Prytz, Sara PY - 2023 VL - 2 IS - 64 SP - 193 EP - 210 DO - 10.1017/heq.2023.24 LA - eng PB - : Cambridge University Press AB - The educational mission of most western schools today includes the nurturing of children’s sexual upbringing, which many scholars see as a way of controlling their sexuality and forming them into “sexual citizens.” This article examines how official Swedish school guidelines and textbooks have mediated sexuality norms through education on masturbation. The professional discourse on masturbation started to change during the first half of the twentieth century, when masturbation shifted from being perceived as something harmful to something accepted as natural and harmless. This article focuses on a period following that shift in opinion: circa 1945-2000. The analysis shows that boys’ sexuality during this time received more attention than girls’, and a strong new norm about sex contributed to masturbation taking on less importance than heterosexual intercourse within a relationship. This article shows how state-controlled curricula have created norms about gender and sexuality, thus contributing to the development of a sexual citizenship. ER - TY - JOUR T1 - Education and Political Participation T2 - British Journal of Political Science SN - 0007-1234 A1 - Persson, Mikael PY - 2015 VL - 3 IS - 45 SP - 689 EP - 703 DO - 10.1017/S0007123413000409 LA - eng AB - What affects who participates in politics? In most studies of political behaviour it is found that individuals with higher education participate to a larger extent in political activities than individuals with lower education. According to conventional wisdom, education is supposed to increases civic skills and political knowledge that functions as the causal mechanisms triggering participation. However, recently a number of studies have started dealing with the question of whether education is a direct cause for political participation or merely works as a proxy for other factors, such as pre-adult socialization or social network centrality. This review article provides an introduction and critical discussion of this debate. ER - TY - JOUR T1 - Review Article: Education and Political Participation. T2 - British Journal of Political Science SN - 0007-1234 A1 - Persson, Mikael J PY - 2015 VL - 3 IS - 45 SP - 689 EP - 703 DO - 10.1017/S0007123413000409 LA - eng AB - What affects who participates in politics? In most studies of political behaviour it is found that individuals with higher education participate to a larger extent in political activities than individuals with lower education. According to conventional wisdom, education is supposed to increases civic skills and political knowledge that functions as the causal mechanisms triggering participation. However, recently a number of studies have started dealing with the question of whether education is a direct cause for political participation or merely works as a proxy for other factors, such as pre-adult socialization or social network centrality. This review article provides an introduction and critical discussion of this debate ER - TY - JOUR T1 - Rethinking the Consumer Metaphor versus the Citizen Metaphor: Frame Merging and Higher Education Reform in Sweden T2 - Social Policy and Society SN - 1474-7464 A1 - Nordensvärd, Johan A1 - Ketola, Markus PY - 2019 VL - 4 IS - 18 SP - 555 EP - 575 DO - 10.1017/S1474746418000465 LA - eng PB - : Cambridge University Press KW - higher education KW - metaphors KW - framing KW - consumer KW - citizens KW - frame AB - Neoliberal metaphors of students often describe students as consumers, managers and even as commodities, but this analysis often disregards the discursive complexity of education. We argue that frame merging is essential to understand the hybrid modalities of neoliberal images of students in the Swedish context, where the image of the student is suspended between a social democratic welfare service model, academic capitalism, new public management and welfare nationalism. We demonstrate this through the case study of introducing student fees for non-Ell students in Swedish higher education, and how the merging of universal tax financing with a more individualised fee paying solution creates variegated and complex metaphors of students and higher education. These metaphors are infused with social democratic social citizenship, neoliberal reform of welfare services, academic capitalism and nationalist welfare chauvinism. This implies that, in practice, it is nigh on impossible to disentangle the neoliberal consumer metaphor from that of social citizenship; instead they merge to generate multiple contextually relevant metaphors to fit the local debates in higher education. ER - TY - JOUR T1 - Does Deliberative Education Increase Civic Competence?: Results from a Field Experiment T2 - Journal of Experimental Political Science SN - 2052-2630 A1 - Persson, Mikael J A1 - Andersson, Klas A1 - Zetterberg, Pär A1 - Ekman, Joakim A1 - Lundin, Simon PY - 2020 VL - 3 IS - 7 SP - 199 EP - 208 DO - 10.1017/XPS.2019.29 LA - eng PB - : Cambridge University Press KW - civics KW - classroom climate KW - deliberation KW - democratic values KW - education KW - field experiment KW - political discussion KW - political interest KW - political knowledge KW - teaching AB - How should education be structured to most effectively increase civic outcomes such as political knowledge and democratic values? We present results from a field experiment in which we compare the effects of deliberative education and traditional teacher-centered education. The study is the largest field experiment on deliberative education to date and involved more than 1,200 students in 59 classrooms. We test the effects on four forms of civic competence: political knowledge, political interest, democratic values, and political discussion. In contrast to previous research, we find little evidence that deliberative education significantly increases civic competence. ER - TY - JOUR T1 - Humanizing chemistry education: from simple contextualization to multifaceted problematization T2 - Journal of Chemical Education SN - 0021-9584 A1 - Sjöström, Jesper A1 - Talanquer, Vicente PY - 2014 VL - 8 IS - 91 SP - 1125 EP - 1131 DO - 10.1021/ed5000718 LA - eng PB - : American Chemical Society (ACS) KW - curriculum KW - philosophy of chemistry KW - decision making KW - applications of chemistry KW - green chemistry KW - sustainable chemistry KW - education for sustainable development (esd) KW - humanistic science education KW - critical-reflexive science KW - humanistic chemistry education KW - socio-chemistry KW - critical chemistry teaching KW - science communication KW - nature of science KW - stse education KW - socio-scientific issues (ssi) KW - socio-cultural KW - socio-political KW - value-centered questions of relevance KW - transformation for critical citizenship and socio-ecojustice KW - chemistry in context KW - kemiundervisning KW - kemididaktik KW - naturvetenskapernas didaktik KW - science education AB - Chemistry teaching has traditionally been weakly connected to everyday life, technology, society, and history and philosophy of science. This article highlights knowledge areas and perspectives needed by the humanistic (and critical-reflexive) chemistry teacher. Different humanistic approaches in chemistry teaching – from simple contextualization to socio-scientific orientations to multifaceted problematization – are discussed. The latter is crucial for “critical chemistry teaching”, which includes both problematized content knowledge in chemistry and problematized knowledge about chemistry and chemistry education (about the nature of chemistry, its role in society, and the way it is communicated inside and outside the classroom). We illustrate how various facets of chemistry knowledge for teaching can be used to characterize different levels of complexity in the integration of the human element into chemistry education. ER - TY - JOUR T1 - A discussion with Martha Nussbaum on Education for Citizenship in an era of Global Connection T2 - Studies in Philosophy and Education SN - 0039-3746 A1 - Boman, Ylva A1 - Gustavsson, Bernt A1 - Nussbaum, Martha PY - 2002 VL - 4 IS - 21 SP - 305 EP - 311 DO - 10.1023/A:1019818021891 LA - eng KW - nussbaum KW - citizenship education KW - democracy KW - education ER - TY - JOUR T1 - Cultivating the Places of Knowledge T2 - Studies in Philosophy and Education SN - 0039-3746 A1 - Sörlin, Sverker PY - 2002 VL - 4 IS - 21 SP - 377 EP - 388 DO - 10.1023/a:1019882308688 LA - eng PB - : Springer Nature KW - bildung KW - civic competence KW - civility KW - culture and universities KW - democracy KW - economic growth KW - economic significance of universities KW - places of knowledge KW - social capital KW - social fabric KW - universitites KW - history of science KW - technology and environment KW - historiska studier av teknik KW - vetenskap och miljö AB - The discussion of universities and democracy has conventionally dealt first and foremost with the curriculum, or with the spirit of openness and tolerance which characterises the scientific inquiry. In this article I have added a discussion of the situatedness of knowledge and knowledge production, and, consequently, a discussion of the situated character of other roles of the university, including the democratic role. In the light of the regress of political parties and traditional popular movements - phenomena which seem to be true both as regards membership numbers and as regards level of activity - the role as a locally and regionally situated meeting place for a vitalisation and defence of democracy seems a promising one for the contemporary university. The article has also emphasised the links between culture, social capital ("the social fabric") in the surrounding society, and the economic growth and welfare of the city and region. With concepts such as Bildung (or education), civic competence (or civility), and culture, and I have tried to draw our attention to the actual "places of knowledge," whose importance will certainly grow in the years to come. The care, the cultivation, and the qualification of these places into supporting infrastructures for cultural life, creativity, industry, and democracy should be seen as a coherent, holistic mission. It needs recognition, and articulation, by all those who are interested in the university as a significant social factor: politicians, industry, the cultural sector, local communities, and, obviously, the academic community itself. ER - TY - JOUR T1 - Narrative imagination and taking the perspective of others T2 - Studies in Philosophy and Education SN - 0039-3746 A1 - Wright, Moira von PY - 2002 VL - 4 IS - 21 SP - 407 EP - 416 DO - 10.1023/A:1019886409596 LA - eng KW - democratic citizenship KW - homines aperti KW - narrative imagination KW - taking the perspective of others KW - education AB - Narrative imagination, as MarthaNussbaum (1996) discusses it, is ``the abilityto be an intelligent reader of another person'sstory'', an ability tied to being a democraticand cultivated world citizen, one whounderstands the lives of others. Narrativeimagination does not only need knowledge andlogical reasoning but also love and compassion.This article argues that in order to be agenuine tool for democracy, narrativeimagination and consciously taking theperspective of others has to be based on anunderstanding of humans as basicallypluralistic, as homines aperti. Criticalexamination and reflection should be broughtcloser to the lives we live and confront ourhabits and implicit values in order tocultivate us as humans so that we are genuinelyaffected and touched. ER - TY - JOUR T1 - Chemistry in context: analysis of thematic chemistry videos available online T2 - Chemistry Education Research and Practice SN - 1756-1108 A1 - Christensson, Camilla A1 - Sjöström, Jesper PY - 2014 VL - 1 IS - 15 SP - 59 EP - 69 DO - 10.1039/C3RP00102D LA - eng PB - : Royal Society of Chemistry KW - excluded environmental aspects KW - global sustainability KW - critical citizenship KW - scientific literacy KW - esd-driven chemistry education KW - naturvetenskapernas didaktik KW - science education research KW - kemididaktik KW - chemistry education research KW - tematisering KW - vardagsanknytning KW - elevers intressen KW - context-based chemistry education KW - färgernas kemi KW - textilmaterial KW - klimatpåverkan KW - träindustri KW - kärlekens kemi KW - grön kemi KW - idrottens kemi KW - antibiotika KW - matens kemi KW - kemins historia KW - alfred nobel KW - kemikalendern KW - chemsitry calendar KW - kemins år 2011 KW - bilder av kemi KW - kemist KW - samhällskemi KW - kemins karaktär KW - vetenskapskommunikation KW - kemikommunikation KW - analysmodell KW - lärande i medielandskapet KW - nya medier KW - youtube KW - videoanalys KW - kemifilmer KW - lärande för hållbar utveckling KW - science education AB - United Nations declared 2011 to be the International Year of Chemistry. The Swedish Chemical Society chose twelve themes, one for each month, to highlight the connection of chemistry with everyday life. Examples of themes were fashion, climate change, love, sports, communication, health issues, and food. From the themes various context-based educational materials were produced. One such educational resource, connecting to students' interests, was the Chemistry Calendar. It mainly contains short videos available on YouTube (also in English). The target group for the videos was secondary school. The videos have been analysed using a research-based analysis model consisting of four fields (pure chemistry; applied chemistry; socio-chemistry; nature of chemistry). The video analysis focuses on content and discourses. For example the images of chemistry and the chemist were examined. The analysis shows that the videos have a number of clear messages that are in line with “chemical literacy”, such as chemistry is all around you, chemistry researchers look different, chemical experiments can be of very different nature, chemistry is important for society, and chemistry has historically had some downsides. The Chemistry Calendar videos are unique and could be very useful in context-based chemistry education. However, their weakness regarding critical and reflective aspects must be compensated for in chemistry teaching, for example by highlighting “excluded environmental aspects” and by placing the videos in the contexts of critical citizenship and global sustainability. ER - TY - BOOK T1 - Training for Model Citizenship: An Ethnography of Civic Education and State-Making in Rwanda A1 - Sundberg, Molly PY - 2016 DO - 10.1057/978-1-137-58422-9 LA - eng PB - Palgrave Macmillan KW - government KW - state KW - civic education KW - africa KW - rwanda KW - kulturantropologi KW - cultural anthropology AB - This book provides an ethnography of a state-run civic education program based in a local neighborhood in Rwanda. In 2007, the Rwandan government launched a nationwide program, called Itorero, to teach all inhabitants about its vision of the model Rwandan citizen. Today, this ideal is pursued through remote training camps, village assemblies, and everyday forms of government. Based on ethnographic research of the life and workings of Itorero camps and the daily government of a local neighborhood in Kigali, this book asks how such a pursuit has come to affect Rwandans’ relation to the state and what it may tell us about modern forms of authoritarian rule. ER - TY - GEN T1 - Teacher development to mediate global citizenship in English-medium education contexts T2 - Journal of English-Medium Instruction SN - 2666-8890 A1 - Valcke, J A1 - Nashaat-Sobhy, N A1 - Sánchez-García, D A1 - Walaszczyk, J PY - 2022 DO - 10.1075/jemi.21020.val LA - eng PB - : John Benjamins Publishing Company AB - Abstract This paper reviews how higher education should rethink the Continuous Professional Development (CPD) of their teaching staff, so that English-Medium Education (EME) is integrated in addressing issues of sustainability (solving problems that threaten humanity and the quality of life). Four focal points are selected: promoting inclusive and equitable quality education; shifting to a transdisciplinary approach; dialogic teaching and learning; and digitalising EME practices. The paper, which draws on research findings, presents an overview of the current contexts of teacher training for EME in Europe, with specific examples of available best practices. This is followed by a vision for future directions to link internationalisation of education and EME to the Sustainable Development Goals (SDGs) with a focus on educational development fit for global engagement. The current importance of training EME lecturers for teaching in English is acknowledged, but it is stressed that professional development must evolve to include emerging global teaching and learning competences. The last section is dedicated to practical recommendations for all EME community members. ER - TY - JOUR T1 - The Honourable Pursuit of Knowledge?: Mapping Morality in the Education of Working-Class Men and Revisiting The Working Men's College in the 19th Century T2 - British Journal of Educational Studies SN - 0007-1005 A1 - Stahl, Garth A1 - Nguyen, Tin A1 - Asplund, Stig-Börje PY - 2025 SP - 1 EP - 23 DO - 10.1080/00071005.2025.2547703 LA - eng PB - : Routledge KW - working-class masculinities KW - education KW - moral good KW - knowledge KW - christian reform KW - social class AB - Education - and the promise that it holds - has always been a source of tension for working-class populations, given its acquisition often involves changing the self. In surveying contemporary and historic scholarships, this paper explores the ways in which education has been portrayed as a civilising force for the working-classes - specifically working-class males - where it has strong inflections of being both a moral good and a vehicle for social mobility. First, we provide a brief overview of research on working-class males and their disengagement from education before foregrounding what remains a largely underexplored aspect - those who are compliant, studious and engaged in their education. Second, we focus on The Working Men's College in London, founded by Christian Socialist F. D. Maurice in 1854 to foster responsible citizenship for Victorian working men through a liberal education focused on the development of both honour and Christian morality. For the working-class men who attended, they mainly accessed forms of knowledge associated with the upper classes, which had little bearing on their lived realities. The aim of the article is two-fold: first, to capture key aspects of the field of working-class masculinities and how their identities are produced in relation to formal educational contexts. Second, to bring this knowledge into dialogue with what we know about The Working Men's College as a rich case study. Working across these aims, we highlight how notions of honour and morality, albeit socially constructed, remain central tenets of working-class men's encounters with education both historically and in the contemporary moment. ER - TY - JOUR T1 - The formation of the willing citizen: Tracing reactive nihilism in late capitalist adult education T2 - Educational Philosophy and Theory SN - 0013-1857 A1 - Olson, Maria A1 - Dahlstedt, Magnus A1 - Fejes, Andreas A1 - Sandberg, Fredrik PY - 2017 VL - 1 IS - 50 SP - 95 EP - 103 DO - 10.1080/00131857.2017.1338933 LA - eng PB - : Taylor & Francis KW - adult education KW - citizenship KW - reactive nihilism KW - capitalism KW - desire KW - utbildning och lärande AB - The role of education in citizen training has been well mapped out in youtheducation. What has been less studied is how this role comes into being inadult education. By providing illustrative empirical examples from a recentlycompleted study of adult students enrolled in adult education, this articleaims to offer a theoretical response to the question of the role of adulteducation in adult student citizen subjectivity formation. Taking on Diken’sconcept of ‘reactive nihilism’, we wish to make the following arguments. First,that citizen formation in adult education, when students are asked aboutit, is actualised as processes of re(dis)covery of will in order to be(come) asuccessful and happy citizen in society. Secondly, that these processes pointtowards a role of adult education as one where these formation processeswork in tandem with those of the reactive nihilists. This means that the citizenformation processes made possible in this educational site are those markedout by the desire to mobilise one’s will formation so that it adapts to theprevailing societal situation—that of late capitalism, which is a situation notconsidered by the adult students as possible to change. ER - TY - JOUR T1 - Disciplinarity and normative education T2 - Educational Philosophy and Theory SN - 0013-1857 A1 - Strandbrink, Peter PY - 2017 VL - 3 IS - 50 SP - 254 EP - 269 DO - 10.1080/00131857.2017.1343113 LA - eng PB - : Routledge KW - interdisciplinarity KW - social epistemology KW - normative education KW - educational research KW - complexity AB - Drawing on recent interdisciplinary, multidimensional research on civic and religious education in northern Europe, this article explores disciplinary epistemological economies in an era of mounting discontent with the narrowness of mono-disciplinary analyses of complex social and educational issues. It is argued in the article that under conditions of sufficient world complexity, interdisciplinarity provides for a more cogent scholarly approach to educational structures and phenomena than either of the logics of mono-, multi- and transdisciplinarity—the main extant alternatives. It is shown in both conceptual and empirical terms that these alternatives cannot accommodate social and educational diversity, complexity and sprawl other than thinly, hence should mainly be endorsed by universities and research funders for other than epistemological reasons or when there is agreement that the object subjected to analysis is correspondingly thin and isolated. As education in and of itself is a remarkably complex social phenomenon and field of study, it is concluded that interdisciplinary environments may typically be expected to provide a stronger potential for assessing and understanding it. ER - TY - JOUR T1 - Spinoza: Fiction and Manipulation in Civic Education, by Johan Dahlbeck, Springer Singapore, 2021, 90 pp., USD59.85 (e-book), ISBN 978-981-16-7124-1 T2 - Educational Philosophy and Theory SN - 0013-1857 A1 - Daudi, Aurélien PY - 2023 VL - 4 IS - 56 SP - 398 EP - 400 DO - 10.1080/00131857.2023.2175668 LA - eng PB - : Taylor & Francis ER - TY - JOUR T1 - Life skills for 'real life': How critical thinking is contextualised across vocational programmes T2 - Educational research (Windsor. Print) SN - 0013-1881 A1 - Rönnlund, Maria A1 - Ledman, Kristina A1 - Nylund, Mattias A1 - Rosvall, Per-Åke PY - 2019 VL - 3 IS - 61 SP - 302 EP - 318 DO - 10.1080/00131881.2019.1633942 LA - eng PB - : Routledge KW - critical thinking KW - vocational education KW - citizenship education KW - discursive gaps KW - life skills KW - 21st century skills AB - Background: This article presents an analysis of how critical thinking is contextualised in everyday teaching in three vocational education and training (VET) programmes: Vehicle and transport, Restaurant and management, and Health and social care.Purpose: The main question addressed is: What knowledge discourses permeate different VET-contexts, and hence what kinds of opportunities for critical thinking do they offer students?Method: The qualitative analysis draws on data from a four-year ethnographic project exploring learning processes that can be characterised as civic education in Swedish vocational education. The analysis presented here used data collected during 85 days of observations of teaching in six VET classes, interviews with 81 students and 10 teachers, and collected teaching material. To explore why some contextualisations provided more opportunities and encouragement for critical thinking than others, we applied Bernsteinian concepts of 'horizontal and vertical knowledge discourses' and 'discursive gaps'.Findings and conclusions: Overall, teaching that was observed focused primarily on 'doing'. However, in all three programmes, the analysis identified that there were also situations that touched upon critical thinking. Three major themes were identified: critical thinking related to 'Personal experiences', 'The other(s)' and 'Wider perspectives'. It appeared that the frequency and nature of such situations varied with the knowledge discourses permeating the programme. Furthermore, we discuss the manifestations of critical thinking in relation to the wider context of what Bernstein refers to as pedagogic rights; individual enhancement, social inclusion and development of the competence and confidence to participate in political processes. ER - TY - JOUR T1 - Testing elite transnational education and contesting orders of worth in the face of a pandemic T2 - Educational review (Birmingham) SN - 0013-1911 A1 - Ye, Rebecca PY - 2021 VL - 3 IS - 74 SP - 704 EP - 719 DO - 10.1080/00131911.2021.1958755 LA - eng PB - : Informa UK Limited KW - student mobility KW - pandemic KW - institutional responses KW - elite universities KW - orders of worth KW - sociology of conventions and testing AB - This paper considers the COVID-19 pandemic as a test that has disrupted the flow of a particular type of social and physical mobility. It takes pathways embarked upon by students from Asian countries to “prestigious” anglophone universities as its focal point of analysis, considering how the residential, consecratory experience of attending elite institutions has been disrupted when universities go virtual or as students are prevented from travelling to their university’s country destination. Building theoretically on the sociology of conventions and testing, I analyse public institutional responses at the commencement of the outbreak from elite universities in the US and the UK, which have hosted large numbers of students from Asian countries in past decades. This paper focuses on how these universities responded to international students under conditions of uncertainty, examining how they justify their role, purpose and operations, while canvassing for continued support from this student segment. The findings highlight contesting orders of worth between states and institutions, as clashes between market, civic and domestic regimes exert significant pressures on organisational efforts to coordinate and cope during this critical moment, thereby raising questions about how prevailing logics of elite transnational education have been altered in the face of a pandemic. ER - TY - JOUR T1 - Curriculum making in an age of crisis: the contribution of the capabilities approach T2 - Geography SN - 0016-7487 A1 - Lambert, David A1 - Beneker, Tine A1 - Bladh, Gabriel A1 - Mitchell, David PY - 2025 VL - 3 IS - 110 SP - 146 EP - 155 DO - 10.1080/00167487.2025.2558440 LA - eng PB - : Taylor & Francis KW - capabilities KW - curriculum making KW - powerful knowledge KW - future 3 KW - teacher agency KW - samhällskunskap AB - This article discusses the geography curriculum in response to the current epoch. Epoch-typical issues include economic and environmental justice associated with climate change. The circumstances we describe are exacerbated, we suggest, by the broader social, cultural and political contexts and divisions stoked by post-truth politics and social media. We argue that this age of crisis calls for a positive, coherent and principled educational response such as that exemplified by the capabilities approach to school geography. In recent years, conceptual and practical work emerging from GeoCapabilities has strengthened our conviction that 'Future 3' curriculum making has the potential to empower students through its engagement with geography. Teachers should be supported to acquire agency in the knowledge work necessary to achieve the full educational value of geography in education. ER - TY - JOUR T1 - Morality at the Margins: a silent dimension of teaching and learning T2 - Journal of Curriculum Studies SN - 0022-0272 A1 - Norberg, Katarina PY - 2006 VL - 2 IS - 38 SP - 189 EP - 204 DO - 10.1080/00220270500153724 LA - eng PB - : Routledge KW - citizenship education KW - curriculum research KW - deliberative communication KW - moral values KW - swedish education AB - Teaching is a moral endeavour. It transmits moral messages based on values and expectations. This paper explores the relationship between school practice and the democratic values endorsed in the Swedish national curriculum. A lunch‐time episode illustrates the discrepancy between the national curriculum’s ethical values and their realization in practice. This discrepancy problematizes the decentralization process in Swedish schooling. Furthermore, it suggests that episodes at the margins of school practice may be just as important to the moral curriculum of school as the knowledge‐related elements conventionally deemed to be the core of the curriculum. ER - TY - JOUR T1 - The Struggle Between Conflicting Beliefs. On the Promise of Education T2 - Journal of Curriculum Studies SN - 0022-0272 A1 - Bergström (fd Boman), Ylva PY - 2006 VL - 5 IS - 38 SP - 545 EP - 568 DO - 10.1080/00220270600670783 LA - eng PB - : Informa UK Limited KW - citizenship KW - citizenship education KW - habermas KW - multiculturalism KW - education AB - Education is thought to provide a certain outcome—apromise. I argue that a promise thateducation will counteract cultural and social disintegration involves a risk of engenderingnarrow social and cultural incorporation. On what reasonable basis could education contributeto civic life, when contemporary Western society is represented by a diversity of lifestylesand beliefs, with roots in different traditions? Habermas’s communicative theory and theoryof procedural democracy contain a normative core of presuppositions that function asenabling conditions for practical discourse to take place under such conditions. However,Habermas’s perspective conceptualizes these presuppositions as features of a politicalculture whose ‘accommodating quality’ citizens need to be able to expect sociologically.Within a political and moral theory, Habermas only counts on these preconditionsimplicitly, but he does hope for such accommodating qualities to be fulfilled in a process ofsocialization and in political forms of life. ER - TY - JOUR T1 - Navigating historical thinking in a vocational setting: teachers interpreting a history curriculum for students in vocational secondary education T2 - Journal of Curriculum Studies SN - 0022-0272 A1 - Ledman, Kristina PY - 2014 VL - 1 IS - 47 SP - 77 EP - 93 DO - 10.1080/00220272.2014.984766 LA - eng PB - : Routledge KW - history education KW - vocational education KW - curriculum reform KW - post-compulsory education KW - historia med utbildningsvetenskaplig inriktning KW - history of education AB - In Sweden, history has recently become a compulsory subject in upper secondary vocational education and training (VET). The aim of this interview study with teachers was to problematize the transition between the ideals of history education in the curriculum and the everyday practices of history teaching. It investigated how the teachers assess the objectives of the history curriculum and how they relate the curriculum to their knowledge and conceptions of their students. This study complicates the phenomenon of academic subjects in vocational education and provides an empirical example to centre a discussion of the challenges associated with a history curriculum that seeks to acknowledge different orientations of history teaching. The teachers articulated potential problems that stem from the students’ capabilities and motivation. The objectives of the disciplinary and critical orientation assume factual knowledge, which, according to the teachers, the students do not have. In the interviews, the teachers showed that they seek to transform the curriculum to allow them to teach more substantive knowledge. Continuing citizenship education for students in upper secondary VET through compulsory academic subjects, such as history, might contribute less than expected to the individual’s process of becoming a citizen. ER - TY - JOUR T1 - On moral education through deliberative communication T2 - Journal of Curriculum Studies SN - 0022-0272 A1 - Englund, Tomas PY - 2015 VL - 1 IS - 48 SP - 58 EP - 76 DO - 10.1080/00220272.2015.1051119 LA - eng PB - Oxfordshire, United Kingdom : Routledge KW - moral education KW - deliberative communication KW - john dewey KW - democracy and education KW - jürgen habermas KW - agonism KW - education AB - John Dewey’s masterpiece Democracy and Education, from 1916, is clearly far removed from the dominant tendencies of current education policy in the western world, with theiremphasis on the narrow accountability of the New Public Management. Nevertheless, his book still challenges those tendencies and sets forth criteria for citizenship and moral education for democracy as ‘a mode of associated living, of conjoint communicated experience’. According to Dewey, the measure of the worth of activities in schools is the extent to which they are animated by a social spirit, a spirit that can be actively present only when certain conditions are met. How can we understand and characterize these conditions in today’s schools, and to what extent are they desirable by different forces? I will move between these two questions using texts by Dewey and others on moral education, exploring communicative strategies that have inspired my own writing. In particular, I will present and discuss my own proposal of deliberative communication, and briefly relate it to the challenge from agonism, the ‘realities’ of educational policies and the status of moral and citizenship education in Sweden and the US today. ER - TY - JOUR T1 - The (educational) meaning of religion as a quality of liberal democratic citizenship T2 - Journal of Curriculum Studies SN - 0022-0272 A1 - Liljestrand, Johan A1 - Olson, Maria PY - 2015 VL - 2 IS - 48 SP - 151 EP - 166 DO - 10.1080/00220272.2015.1108457 LA - eng PB - : Routledge KW - citizenship KW - liberal democracy KW - public education KW - religion KW - religious education teachers KW - humanities and social sciences KW - humaniora-samhällsvetenskap KW - woman KW - child and family (womfam) KW - kvinna KW - barn och familj (womfam) KW - subject learning and teaching KW - utbildning och lärande AB - Religion has become a prominent issue in times of pluralism and in relation to citizenship in school and in society. As religious education (RE) is assigned to be one of the main school subject where issues of what religion is are to be raised, RE teachers’ conceptualizations of religion are of vital concern to investigate. In this article, RE teachers’ descriptions of ‘religion’ are scrutinized and analysed in terms of implications for citizenship with special regard to the role of RE. Three vital conceptions of religion emerge in teachers’ descriptions. First, religion is mainly individual or private, secondly, it denotes ethical guidance, and thirdly, it relates to sociocultural systems for thinking. Taken together, these conceptualizations share two characteristics about religion: religion as being individual-centred and private, and religion as being mind oriented. Out of this analysis, we discuss the role of religion and RE in contemporary liberal democratic life in society. The discussion is concluded by addressing two key things; the importance of the RE teacher as a curriculum maker, and the importance of religion and RE as active interventions in today’s contemporary discussion about pluralism in liberal democratic societies. ER - TY - JOUR T1 - Response and responsibility: fabrication of the eco-certified citizen in Swedish curricula 1962–2011 T2 - Journal of Curriculum Studies SN - 0022-0272 A1 - Hillbur, Per A1 - Ideland, Malin A1 - Malmberg, Claes PY - 2016 VL - 3 IS - 48 SP - 409 EP - 426 DO - 10.1080/00220272.2015.1126358 LA - eng PB - Abingdon : Taylor & Francis KW - curriculum KW - governmentality KW - fabrication KW - citizenship KW - environmental education KW - education for sustainable development KW - esd KW - environmental and sustainability education KW - responsibilization KW - nicholas rose AB - This article addresses the fabrication of the eco-certified citizen, an ideal – rather than real – citizen constructed through requirements of both needed knowledge and a kind of personhood, with specific qualities. The societal demands of knowledge-response to environmental problems are studied, as well as the student’s (future citizen’s) responsibility in relation to these problems, in five subsequent national curricula for the Swedish compulsory school between 1962 and 2011. How does environmental education operate as a hub for constructing desirable citizens? From a theoretical framework of governmentality, the article explores how political rationalities for society and citizenship emerge. Our findings show how recent curricula, by using space and time metaphors, fabricate the eco-certified citizen as an individualistic, globalized person who is able and willing to use scientific knowledge to make decisions and develop opinions about the world. Citizenship has evolved as a competence rather than an ongoing practice, meaning that one has to prove oneself as a legitimate citizen. This emerging, post-political, citizenship differs from citizenship posited in 1960s’ curricula – a combination of traditional family values and democratic involvement in the local society. ER - TY - JOUR T1 - Transnational Accreditation for Public Schools: IB, PISA and other Public-Private Partnerships T2 - Journal of Curriculum Studies SN - 0022-0272 A1 - Steiner-Khamsi, Gita A1 - Dugonjic-Rodwin, Leonora PY - 2018 VL - 5 IS - 50 SP - 595 EP - 607 DO - 10.1080/00220272.2018.1502813 LA - eng PB - : Taylor & Francis KW - public–private partnerships KW - comparative policy studies KW - international schools KW - international baccalaureate KW - utbildningssociologi KW - sociology of education AB - This article examines a particular type of public–private partnership (PPP) that is rarely studied in comparative educational policy studies: one in which a government funds privately run international schools. The aim of this PPP is to enrich and thereby improve the regular curriculum or to the quality of education in public schools. As the exponential growth of International Baccalaureate (IB) illustrates, such forms of PPP have increased significantly over the past few years. The authors show that transnational accreditation holds a special appeal for the middle class that is committed to cosmopolitanism, international mobility, and global citizenship. However, international standards schools such as IB are not alone with advancing a transnational accreditation of their educational programmes. Symbolically, Programme in International Student Assessment also provides a transnational accreditation, albeit not on individual education programmes but rather on entire educational systems. The article examines the reasons for the popularity of this type of PPP, analyses the interaction between the private and public education sectors, and investigates how governments explain, and what they expect from, the close cooperation with private education providers. ER - TY - JOUR T1 - Advancing citizenship through language arts education: Conceptions of rhetoric in Scandinavian national curricula T2 - Journal of Curriculum Studies SN - 0022-0272 A1 - Hogarth, Claire A1 - Matthiesen, Christina A1 - Bakken, Jonas PY - 2021 VL - 4 IS - 54 SP - 559 EP - 575 DO - 10.1080/00220272.2021.1989050 LA - eng PB - : Routledge KW - language arts KW - civic education KW - scandinavia AB - Scandinavian countries have a long tradition of widespread public schooling linked to civic education. In the most recent curriculum reforms, concepts from rhetoric appear in various forms in language arts subject curricula from primary to upper-secondary school. In this article, we examine how current Scandinavian curricula reflect rhetoric and rhetorical education through content analysis based on David Fleming’s update of the classical triad in rhetorical education. We examine explicit and implicit references to rhetorical art, practice, and inquiry to gain insight into how rhetoric is reflected and conceptualized in national curricula, thereby providing a nuanced outlook for future research on the rhetorical turn of education. The analysis shows that the curricula for language arts subjects in all Scandinavian countries include several key components of contemporary rhetorical education, and in Swedish and Norwegian curricula, rhetoric is also explicitly linked to the development of democratic citizenship. However, references to rhetoric in curricula documents are sometimes implicit, and the explicit references that are present might give the impression that rhetoric should be taught only as a technical skill devoid of context or as critical text analysis.  ER - TY - JOUR T1 - Controversial issues in history teaching T2 - Journal of Curriculum Studies SN - 0022-0272 A1 - Alvén, Fredrik PY - 2024 VL - 5 IS - 56 SP - 537 EP - 553 DO - 10.1080/00220272.2024.2322502 LA - eng PB - : Routledge KW - controversial issues KW - historical empathy KW - civic education KW - third-order concepts KW - deliberative discussions KW - history education AB - Most of the history education research that addresses controversial issues suggests that disputes arising in the history classroom are rooted in students’ diverse identities that relate differently to history. Therefore, a history education that wants to ease tensions must try both to make these different identities and their relations to history visible and to enable an understanding of different relations to history based on identity. Starting with Gadamer’s concept of historically effected consciousness, this article outlines a model consisting of ontological third-order concepts and historical empathy in the history education as a suggestion to enable and corroborate constructive deliberative discussions in the history classroom.  ER - TY - JOUR T1 - Reflecting on the powers, possibilities and constraints of geography curricula in England, Finland and Sweden T2 - Journal of Curriculum Studies SN - 0022-0272 A1 - Hammond, Lauren A1 - Healy, Grace A1 - Bladh, Gabriel A1 - Tani, Sirpa PY - 2024 VL - 4 IS - 57 SP - 382 EP - 401 DO - 10.1080/00220272.2024.2420366 LA - eng PB - : Taylor & Francis KW - national curriculum KW - geography education KW - school geography KW - recontextualisation KW - geographical knowledge KW - samhällskunskap AB - National curriculum statements found within the Official Recontextualising Field (ORF) provide an insight into how geography as a school subject is conceptualized in a country's education system. National curricula can shape teachers' agency in curriculum making and what, how and where children and young people study and learn geography. This paper engages with the lower secondary national geography curriculum for England, Finland and Sweden. We examine the structure and nature of the national geography curricula in each country, before drawing on the threefold arrangement of geographical knowledge as a tool for the analysis of the curricula. Our analysis found that deep and descriptive world knowledge forms the largest proportion of all three national curricula documents, and we argue that this can lead to a potentially limited conceptualization of geographical knowledge and representation of geography. We also suggest that the threefold arrangement could more actively engage with political dimensions when considering futures, and that there should be greater attention paid to the histories and geographies of the discipline (geography) in school geography. ER - TY - JOUR T1 - Complex outcomes of recontextualised history: comparing lower secondary national curricula in Sweden, England and Finland T2 - Journal of Curriculum Studies SN - 0022-0272 A1 - Khawaja, Amna A1 - Puustinen, Mikko A1 - Chapman, Arthur A1 - Nordgren, Kenneth PY - 2025 VL - 4 IS - 57 SP - 402 EP - 421 DO - 10.1080/00220272.2025.2482201 LA - eng PB - : Routledge KW - history education KW - comparative curriculum analysis KW - secondary level KW - recontextualisation KW - powerful knowledge AB - This paper compares the history curricula in Sweden, England and Finland from the perspective of curricular aims and content. Three approaches to the recontextualisation of knowledge in the curricula were employed. First, a comparative analysis of the aims of the three curricula was carried out using a simple binary contrast between history for its own sake and history for other purposes. Second, the curricula were re-examined by drawing on the articulation of history-education-specific aims, using a range of concepts organized into eight categories. Third, a three-term articulation of educational goals, namely qualification, socialisation, and subjectification, was applied to the curricula. Following the analyses of curricular aims, a comparative analysis of curriculum content is presented. The results show that while there were similarities regarding the curricular aims, there were also clear differences between the documents. The Swedish curriculum adopts a multifaceted approach with an emphasis on historical consciousness. The English document conveys a coherent national narrative, while simultaneously engaging in historical inquiry. The Finnish aims focus on interpreting history and apprenticing towards active citizenship. The findings also suggest that history may not have an entirely weak grammar. Finally, the results are discussed in terms of powerful knowledge and its 'power to' aspect. ER - TY - JOUR T1 - A framework for curricular analysis of powerful knowledge: comparing school biology in England, Finland and Sweden T2 - Journal of Curriculum Studies SN - 0022-0272 A1 - Gericke, Niklas A1 - Tani, Sirpa A1 - Newall, Emma A1 - Deng, Zongyi PY - 2025 VL - 4 IS - 57 SP - 441 EP - 465 DO - 10.1080/00220272.2025.2512323 LA - eng PB - : Routledge KW - curriculum analysis KW - curricular framework KW - powerful knowledge KW - transformation of knowledge KW - secondary education KW - biology KW - subject-specific education KW - ämnesdidaktik AB - This study investigates and compares knowledge types in national curricula embedded in the curriculum tradition (England) and the didactic tradition (Finland and Sweden). In the study, we develop and operationalize a theoretical framework based on educational purposes (academic, citizenship and humanistic purposes) and knowledge categories (substantive, disciplinary, sociocultural applications, pedagogical considerations and student-psychological considerations). The framework is thus embedded in a didactical perspective on powerful knowledge and is used as an analytical lens in a quantitative content analysis, and a consecutive qualitative analysis providing 'thick' descriptions of the biology curricula for each country providing a contextual interpretation of the results. From the analysis, we can conclude that the curricula are different and identify different aspects of knowledge. The English curriculum mainly identifies the products and processes of biology to teach. The Finnish curriculum has a holistic approach connecting the products and processes of biology, with the teaching and learning process and how students should apply the knowledge in society. The Swedish curriculum could be described as a hybrid of the English and Finnish ones focusing on the products and processes of biology and how this knowledge can be applied in society. Implications for teaching and learning are discussed. ER - TY - JOUR T1 - Powerful knowledge, school subjects and the curriculum: an international and comparative perspective T2 - Journal of Curriculum Studies SN - 0022-0272 A1 - Deng, Zongyi A1 - Chapman, Arthur A1 - Gericke, Niklas PY - 2025 VL - 4 IS - 57 SP - 365 EP - 381 DO - 10.1080/00220272.2025.2528744 LA - eng PB - : Taylor & Francis KW - powerful knowledge KW - school subjects KW - national curriculum KW - educational purposes KW - content KW - biology KW - education AB - This introductory essay presents a special issue that foregrounds school subjects as purpose-built educational enterprises and reconsiders the role of powerful knowledge in national curricula. Framed against the marginalization of knowledge in both global policy reforms and contemporary curriculum theory, it argues for renewed attention to the educational purpose, content, and construction of school subjects by engaging with questions such as: What are the purposes of school subjects? How should powerful knowledge be conceived in the curriculum? How are school subjects conceptualized and constructed? The issue includes four articles examining the purposes and content of school subjects-geography, history, religious education, and biology-in national curricula across Sweden, Finland, and England. It also features two articles exploring changes in business and management education in Poland and the 'life and death' of Liberal Studies as a school subject in Hong Kong. This special issue advances two key propositions: first, that school subjects are structured to fulfil multiple academic, civic, social, and personal aims; and second, that powerful knowledge should be understood not only in terms of its epistemic structure but also in relation to the intellectual and ethical capabilities it enables. ER - TY - JOUR T1 - Useful citizens, useful citizenship: cultural contexts of Sami education in early twentieth-century Norway, Sweden, and Finland T2 - Paedagogica historica SN - 0030-9230 A1 - Kortekangas, Otso PY - 2017 VL - 1 IS - 53 SP - 80 EP - 92 DO - 10.1080/00309230.2016.1276200 LA - eng PB - : Informa UK Limited KW - citizenship KW - educational history KW - sami history KW - indigenous history KW - cultural contexts AB - This article investigates Sami elementary education in early twentieth-century Finland, Norway, and Sweden. The main focus lies on cultural contexts that frame and limit language use. The key analytical concepts are useful citizen and useful citizenship. Through these concepts the article probes the ways in which governmental educational authorities and Sami teachers talked about education and citizenship. Studying these concepts and the cultural contexts behind them sheds light on the formation phase of Nordic citizenship. Full-scale citizenship was not offered to all individuals inside the nation state. Where it was, it had certain conditions that excluded cultural elements of minority populations. Sami teachers defined citizenship mainly within the Norwegian, Swedish, and Finnish nation states. However, some tendencies towards a more cross-national notion of Sami identity can be discerned. ER - TY - JOUR T1 - Deliberative Teaching: Effects on Students’ Democratic Virtues T2 - Scandinavian Journal of Educational Research SN - 0031-3831 A1 - Andersson, Klas PY - 2014 VL - 5 IS - 59 SP - 604 EP - 622 DO - 10.1080/00313831.2014.965789 LA - eng PB - : Informa UK Limited KW - deliberative KW - teaching KW - democratic KW - virtue KW - education AB - Since the early-2000s, deliberative democratic theory has influenced the debate on teaching. Proponents of deliberation in education have argued that deliberative communication as a teaching model enhances both subject knowledge and democratic virtues among students. However, empirical support for this assumption is weak. The aim of this article is to empirically test the assumptions made by the proponents of deliberative teaching. This study uses a field experimental research design. The study was carried out in a civics course in Swedish upper-secondary schools in both vocational programs and programs preparing students for ensuing studies. To some extent, the results support the hypothesis derived from deliberative theory. Deliberative teaching seems to enhance democratic virtues among students in vocational programs. ER - TY - JOUR T1 - What are we aiming for?—A Delphi study on the development of civic scientific literacy in Sweden T2 - Scandinavian Journal of Educational Research SN - 0031-3831 A1 - Chang Rundgren, Shu-Nu A1 - Rundgren, Carl-Johan PY - 2016 VL - 2 IS - 61 SP - 224 EP - 239 DO - 10.1080/00313831.2015.1120231 LA - eng PB - : Informa UK Limited KW - delphi study KW - lower secondary school KW - science education AB - Based on the EU FP 7 project PROFILES, this article presents our findings from a three-round Delphi study conducted in Sweden which aimed at establishing a consensus on how science education should be developed for citizens to enhance civic scientific literacy. A total of 100 stakeholders (9th graders, school teachers, scientists and science education researchers) were involved in our Delphi study in 2012–13. The results revealed that there were some highly ranked consensus ideas: environmental issues, inquiry skills, motivation/interest and holistic comprehension were all in line with conclusions drawn elsewhere in the literature and ideas within the PROFILES project itself. However, we also found that there were some mismatched aspects of our Delphi study and the Swedish curriculum. The conclusions of our research imply the importance of involving different stakeholders in the educational reconstruction process; we suggest that the school teacher in particular should play a vital role. ER - TY - JOUR T1 - Adolescent Academic, Social and Future Achievement Goal Orientations: Implications for Achievement by Gender and Parental Education T2 - Scandinavian Journal of Educational Research SN - 0031-3831 A1 - Giota, Joanna A1 - Bergh, Daniel PY - 2020 VL - 5 IS - 65 SP - 831 EP - 850 DO - 10.1080/00313831.2020.1755360 LA - eng PB - : Taylor & Francis KW - academic KW - social and future achievement goals KW - achievement KW - gender KW - ses KW - education KW - samhällskunskap AB - Research on social aspects of academic motivation is scarce. Based on twonationally representative cohorts within the Swedish longitudinal ETFproject,the study examined (a) relationships between academicmastery/performance, social and future achievement goal orientations inthe Swedish grade 9 compulsory school (2008/2014); (b) theirimplications for academic achievement; (c) interaction effects by genderand parental education. Social responsibility exerts the strongest effecton achievement; independently and combined. Girls strive for thesegoals more often than boys. All orientations are important forachievement; and for disadvantaged students in particular. The findingsare important for interventions on enhancing motivation and reducingachievement gaps between student groups. ER - TY - JOUR T1 - Using Visual Representations to Enhance Students’ Understanding of Causal Relationships in Price T2 - Scandinavian Journal of Educational Research SN - 0031-3831 A1 - Jägerskog, Ann-Sofie PY - 2020 VL - 6 IS - 65 SP - 986 EP - 1003 DO - 10.1080/00313831.2020.1788146 LA - eng PB - : Informa UK Limited KW - visual representation KW - causal relationships KW - price KW - teaching and learning KW - phenomenography KW - variation theory KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - This study investigates how different visual representations of price facilitate learning in upper secondary social science education. Three lessons on pricing were given to four classes (n = 94 students). Two classes had lessons based on graphs and two on a causal loop diagram. Written pre- and post-test answers were analysed phenomenographically and results arising from the two visual representations were compared. Results suggested that a causal loop diagram facilitated a more complex way of understanding the causal relationships in pricing than the graph. The traditional way of introducing price, through the use of supply/demand graphs, is thereby problematised. The study extends knowledge by identifying a synergy between phenomenography and research on visual representations and has specific implications for teaching and learning. ER - TY - JOUR T1 - “You know, the world is pretty unfair”: Meaning perspectives in teaching social studies to migrant language learners T2 - Scandinavian Journal of Educational Research SN - 0031-3831 A1 - Walldén, Robert PY - 2021 VL - 1 IS - 66 SP - 179 EP - 191 DO - 10.1080/00313831.2020.1869073 LA - eng PB - : Taylor & Francis KW - critical discourse analysis KW - critical pedagogy KW - classroom discourse KW - colonialism KW - second-language learners KW - social studies education KW - sociology of education KW - writing instruction KW - education AB - This contribution explores how subject positions and perspectives are negotiated in the discursive practices of teaching social studies. The study involved a teacher and a group of second-language learners in Grade 6, the data being gathered by observations, voice recordings, and collection of teaching materials throughout seven weeks. The analysis, drawing upon discourse theory and sociological theories of education, is conducted from the perspective of Critical Discourse Analysis. The result, highlighting a curriculum area about living conditions, shows how Western-centric beliefs about a divided world were perpetuated both during introductory activities and in the searching for information about different countries. This mainstream meaning perspective was also sustained when the teacher modelled ways of using language for expressing content knowledge. Throughout, the migrant language learners were positioned as privileged Swedish citizens. Implications for shaping discursive practices of teaching in ways which builds on students’ diverse knowledges and experiences are discussed.  ER - TY - JOUR T1 - Students Evaluating and Corroborating Digital News T2 - Scandinavian Journal of Educational Research SN - 0031-3831 A1 - Nygren, Thomas A1 - Guath, Mona PY - 2021 VL - 4 IS - 66 SP - 549 EP - 565 DO - 10.1080/00313831.2021.1897876 LA - eng PB - : Taylor & Francis KW - replication KW - credibility KW - sourcing KW - fact-checking KW - fake news KW - media and information literacy KW - disinformation KW - critical thinking KW - misinformation KW - education AB - In this study, we investigate how 2,216 Swedish upper secondary schoolstudents’ performances of sourcing, evaluating evidence, and corroboratingdigital news relate to their background, educational orientation attitudes,and self-rated skills. We used a combined online survey and performancetest to investigate students’ abilities to evaluate online news. Findingsconfirm and challenge previous research results about civic onlinereasoning. The most prominent effect on performance is the appreciationof credible news. This attitude is related to students’ abilities to sourcenews, evaluate texts and images, and corroborate a misleading climatechange website. We also found a digital civic literacy divide betweenstudents on theoretical and vocational programs with different knowledge,skills, and attitudes. Noting the democratic challenge of misinformation, wecall for more research on how education can support digital civic literacy ingeneral and specific ways. ER - TY - JOUR T1 - Depoliticising political violence: state-centric and individualised discourses in the Norwegian counterterrorism policy field T2 - Scandinavian Journal of Educational Research SN - 0031-3831 A1 - Sjoen, M. M. A1 - Mattsson, Christer PY - 2022 VL - 6 IS - 67 SP - 950 EP - 963 DO - 10.1080/00313831.2022.2114543 LA - eng PB - : Informa UK Limited KW - education KW - securitisation KW - violent extremism KW - terrorism KW - counterterrorism KW - critical discourse analysis KW - education & educational research AB - Over the past decades, emerging focus has been on how teachers in Norway can foster citizenship in their classrooms to strengthen democracy. Yet, in conjunction with rising concerns of homegrown terrorism, a new curriculum in Norway draws on democratic education as a bulwark against terrorism. This paper explores the securitisation of the Norwegian educational domain. We analysed three counterterrorism policy documents to explicate the governance of security in school. Analyses of terrorism discourses show a depoliticised and individualised representation in the Norwegian security policy field. These discourses are accompanied by growing urgency where educators are expected to be vigilant towards presumed vulnerable students and report concerns to relevant authorities. This article provides new insight into what security expectations are placed on educators in Norway and their potential consequences for pedagogical practice. ER - TY - JOUR T1 - “I am maybe half-and-half Swedish. 50-50.”: Young adolescents’ national identity negotiation in a diverse school setting T2 - Scandinavian Journal of Educational Research SN - 0031-3831 A1 - Medin, Eva A1 - Svensson, Ylva A1 - Jutengren, Göran PY - 2024 VL - 2 IS - 69 SP - 409 EP - 421 DO - 10.1080/00313831.2024.2317717 LA - eng PB - : Taylor & Francis KW - citizenship education KW - early adolescence KW - educational contexts KW - ethnicity KW - identity development KW - integration KW - migration KW - self-perception AB - To explore young adolescents’ negotiation of their national identity in an educational context, we individually interviewed nine students (ages 10–14) with different backgrounds attending an ethnically diverse school in Sweden. The transcribed interviews were thematically and qualitatively analyzed. Results show that students negotiated their national identity as being quantifiable, often as sized portions of a whole or percentages, and dichotomous (Swedish vs. non-Swedish). Their national identity negotiation further related to feelings of belonging as well as to birthplace, appearance, and language. Results suggest that national identity is more complex for youth with immigrant backgrounds and that the status conferred by being part of the majority group is recognized in ethnically diverse and segregated contexts. These findings on young adolescents’ national identity negotiations can inform future research or educational practices as well as curricula to support national identity development or feelings of belonging in diverse school settings.   ER - TY - JOUR T1 - Trendlines in research methodology and topics in teacher education: big data analysis of theses in Swedish teacher education between 2005 and 2023 T2 - Scandinavian Journal of Educational Research SN - 0031-3831 A1 - Skau, Simon A1 - Börjesson, Mattias A1 - Nyman, Rimma A1 - Thompson, William Hedley PY - 2025 SP - 1 EP - 16 DO - 10.1080/00313831.2025.2506378 LA - eng PB - : Routledge KW - teacher education KW - theses KW - degree project KW - research method KW - research topics AB - The paper aims to map and analyse changes over time for the research methods used and topics of theses in Swedish teacher education between 2005 and 2023. The titles, abstracts, and keywords of 32,199 theses from 29 universities were analysed. The results indicated no large change in either methodological approach, methods used, or topic areas investigated depending on university. The trend lines show an extreme increase in qualitative, but not quantitative, approaches. Interviews were most prevalent with 47% of theses and for theses mentioning multiple methods, most involved interviews. In contrast, the use of surveys has decreased (from 25% to 10%), while document analysis, phenomenography and interventions have increased, although with just a few percentage points. With regard to topic areas, learning and instruction was the most prevalent, accounting for 26% of all theses. The topic areas special education, multiculturalism and citizenship, and relational pedagogy did also increase. ER - TY - JOUR T1 - Education for internationalism at the Nordic school for adult education in Geneva 1931–1939 T2 - History of Education SN - 0046-760X A1 - Leppänen, Katarina PY - 2011 VL - 5 IS - 40 SP - 635 EP - 649 DO - 10.1080/0046760X.2011.565808 LA - eng PB - : Routledge KW - adult education KW - sven backlund KW - nordism KW - interwar period KW - internationalism AB - Internationalism in the interwar era carried different meaning for different groups. A Nordic school for adult education, with the aim of raising the 'international citizenship proficiency' of the Nordic peoples, was established in Geneva in 1931, through cooperation between representatives of international organisations and adult educationists. Both groups harboured an intense passion for internationalism, but whereas the officials understood the League of Nations and the International Labour Organization to represent true internationalism, the educationists took a critical stance. Internationalism was for them related to nationalism and Nordism, and an expansion of the power of the small and neutral European states. This article examines the establishment of the Nordic school in the interwar period and analyses the ideological controversies surrounding its internationalism. ER - TY - JOUR T1 - History, nation and school inspections: the introduction of citizenship education in elementary schools in late nineteenth-century Sweden T2 - History of Education SN - 0046-760X A1 - Evertsson, Jakob PY - 2015 VL - 3 IS - 44 SP - 259 EP - 273 DO - 10.1080/0046760X.2014.1002018 LA - eng KW - historia med utbildningsvetenskaplig inriktning KW - history of education AB - It was in the late nineteenth century that teaching in Sweden?s elementary schools began its transformation from a religious education to a broader, national citizenship education that included history and geography. International research has pointed to a connection between the introduction of school inspections and the reform of public education during this period. In Sweden, however, the practice of inspection has not been explored at any length. This article therefore considers the part played by school inspections in the implementation of a more extensive curriculum in Swedish elementary schools in the period 1860?1900, with a particular focus on the subject of history, using a study of inspection reports from the diocese of Uppsala. It is argued that school inspectors had a key role in initiating reform at the local level, but also that the move towards broader-based citizenship education was not a simple, straightforward process. ER - TY - JOUR T1 - Agents and Subjects: schooling and Conceptions of Citizenship in Nineteenth-Century Sweden T2 - History of Education SN - 0046-760X A1 - Karlsson Sjögren, Åsa A1 - Larsson, Esbjörn A1 - Rimm, Stefan PY - 2019 VL - 3 IS - 48 SP - 297 EP - 316 DO - 10.1080/0046760X.2018.1541482 LA - eng PB - : Routledge KW - citizenship KW - gender KW - class KW - school system KW - historia med utbildningsvetenskaplig inriktning KW - history of education AB - This article aims to analyse how the emerging Swedish school system in the early nineteenth century can be understood within the context of a gradual break-up of the estate society and its replacement with a class society in which citizenship was an important foundation. This is done through the discussion of the conceptions of citizenship on two levels. The first is the national level, focusing the national debate on education, and the second is the local level, investigating the local schools and the school setting. The main result is that the conceptions of citizenship in the school context were formed along two major lines: an inclusive social and civil citizenship and an exclusive, active and political citizenship. Consequently, the emerging Swedish school system simultaneously fostered these two citizenship conceptions, which coexisted in an educational system that was able to cast pupils as either subjects (comprehensive citizenship) or agents (designated citizenship). ER - TY - JOUR T1 - An individualistic turn: citizenship in Swedish history and social studies syllabi, 1970–2017 T2 - History of Education SN - 0046-760X A1 - Åström Elmersjö, Henrik PY - 2021 VL - 2 IS - 50 SP - 220 EP - 239 DO - 10.1080/0046760X.2020.1826052 LA - eng PB - : Routledge KW - citizenship KW - social studies KW - individual KW - sweden KW - historia med utbildningsvetenskaplig inriktning KW - history of education AB - This article explores representations of problems regarding citizenship in changes to the syllabi of social studies and history in Swedish secondary schools between 1970 and 2017. Previous research has shown that the general educational discourse changed from an emphasis on the societal needs of committed citizens to an emphasis on the individual’s ability to cope in a rapidly changing society in the end of the twentieth century. This study contributes to this research by exploring the impact of these discursive changes on individual school subjects. The study shows that changes in social studies and history syllabi even preceded changes previously seen in overall educational discourse regarding individualisation. While changes to the social studies syllabi have developed very closely to the overarching educational discourse in changing socialisation to be more suitablefor an individualised society, changes to the history syllabi appear to have been more geared towards subjectification. ER - TY - JOUR T1 - Financial citizenship education and the elusive power of critical inquiry T2 - Theory and research in social education SN - 0093-3104 A1 - Björklund, Mattias PY - 2024 VL - 2 IS - 53 SP - 272 EP - 295 DO - 10.1080/00933104.2024.2406789 LA - eng PB - : Informa UK Limited KW - citizenship education KW - financial literacy education KW - secondary education KW - socialstudies KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - It is well established that financial literacy education should incorporate systemic prerequisites, such as financial, economic, and societal structures, to help students develop suitable financial literacy. In relation to financial literacy teaching and learning, critical inquiry and critical thinking have also been identified as key components. However, it remains unclear how to design a teaching approach that invites students to learn about current financial prerequisites while simultaneously encouraging them to critically assess and discuss these systemic features. This study analyzes results from a financial literacy teaching intervention that combines systemic teaching with tools for critical inquiry. The results show that while students express an elaborate understanding of systemic issues, their critical perspectives and discussions remain within the bounds of the current systemic order, which raises further questions about how financial literacy should be formulated as a mandatory feature in school systems. ER - TY - JOUR T1 - Delinking global issues in northern Europe classrooms T2 - The Journal of Environmental Education SN - 0095-8964 A1 - Sund, Louise A1 - Pashby, Karen PY - 2020 VL - 2 IS - 51 SP - 156 EP - 170 DO - 10.1080/00958964.2020.1726264 LA - eng PB - : Routledge KW - decolonial critiques of education KW - colonialism in education KW - global citizenship education KW - environmental education KW - empirical studies KW - northern europe classrooms AB - This article builds from scholarship in Environmental Education Research (EER) and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power. We also consider the extent to which recent calls in EER for explicit attention to coloniality connect to discussions about posthuman thinking through a shared critical reading of modernity. We argue that ethical approaches to global issues, and pedagogical processes and practices that would contribute to them, are possible only if we recognize the relations of power that have shaped history and engage with critical modes of inquiry. Furthermore, we argue for the need to engage deeply with and confront historical patterns in concrete pedagogical practices in order to interrupt our own epistemic, political, ethical, and strategic place and categories. Finally, we will draw upon an example from our classroom-based research to consider how our findings relate to what is being called for in the critical scholarship of praxis, as informed by empirical studies. ER - TY - JOUR T1 - Utilizing a storyline approach to facilitating pupils’ agency in primary school sustainability education context T2 - The Journal of Environmental Education SN - 0095-8964 A1 - Häggström, Margaretha PY - 2022 VL - 3 IS - 53 SP - 154 EP - 169 DO - 10.1080/00958964.2022.2067110 LA - eng PB - : Informa UK Limited KW - sense of agency KW - relational pedagogy KW - academic KW - nurturing and interpersonal care KW - storyline approach KW - education for sustainable development AB - This article presents a six-week long action research study in two primary school classes, with the aim of exploring how a Storyline approach can facilitate learning and acting on sustainability issues, and how this approach might enhance pupils’ agency. This study is underpinned by and analyzed through theories of relational pedagogy, in which communication processes and interaction are central aspects of the learning process. The empirical material consists of video observations from classroom situations. The results show relational aspects of the teacher’s work in a Storyline and highlight the importance of the teacher’s caring role Storyline instruction. Further, results suggest that the reflective process entails critical thinking and has potential to support development of pupils’ democratic capabilities, including a civic dimension. This action research study adds to evidence concerning how relational agency has been exercised and performed through features of a Storyline. ER - TY - JOUR T1 - The art of democracy: Young people's democratic learning in gallery contexts T2 - British Educational Research Journal SN - 0141-1926 A1 - Lawy, R A1 - Biesta, Gert A1 - McDonnell, J A1 - Lawy, H A1 - Reeves, H PY - 2013 VL - 3 IS - 36 SP - 351 EP - 365 DO - 10.1080/01411920902935808 LA - eng PB - : Wiley AB - In this article the authors report on research which aimed to explore the opportunities for democratic action and learning in a number of artist-led gallery education projects in the south-west of England. The research takes an approach to citizenship learning and democracy that is less focused on citizenship as a specific subject in the formal school curriculum and the achievement of specific citizenship outcomes that can follow from it. Rather, it is more focused upon understanding how democratic practices that are embedded in the day-to-day lives of young people contribute to their democratic learning and participation as citizens. Drawing upon conceptual categories and concepts that illuminate the process, the authors demonstrate the nature and character of young people's democratic learning. An implication arising from this is the need for practice-orientated research in other contexts (e.g. work, leisure and home) to fully understand the nature of democratic learning. ER - TY - JOUR T1 - Voices from South and North in dialogue: on diversity and education for the future T2 - British Journal of Religious Education SN - 0141-6200 A1 - Sporre, Karin PY - 2012 VL - 1 IS - 34 SP - 87 EP - 100 DO - 10.1080/01416200.2011.601899 LA - eng PB - Abingdon : Routledge KW - diversity KW - south–north dialogue KW - gender KW - global citizenship education AB - In this article texts by scholars from South Africa, Sweden and Great Britain are analysed. They contributed as invited speakers to a conference in Sweden in 2009 on changing societies, values, religions and education. Here a South–North dialogue on diversity and the future of education is constructed through the way their conference contributions are presented and analysed. Democracy and gender also appear as crucial themes. Out of the original 12 keynote contributions to the conference a selection is made, meaning that seven of them are focused on. What can be observed is (a) that the contributors from South Africa connect diversity and social justice; (b) that the gender researchers critically discuss the risks of the North imposing its theoretical framework on the South and search for ways out of that and (c) a preoccupation with a renewal of education recognising diversity but also looking for what could come beyond such an emphasis and form a common ground. The article constitutes an example of shared knowledge production where South and North meet. Conditions for that are critically reflected upon methodologically. ER - TY - JOUR T1 - Religious Education and Intercultural Understanding: Exploring the role of religiosity for upper secondary school students' attitudes towards RE T2 - British Journal of Religious Education SN - 0141-6200 A1 - Sjöborg, Anders PY - 2012 VL - 1 IS - 35 SP - 36 EP - 54 DO - 10.1080/01416200.2012.717015 LA - eng PB - : Taylor & Francis KW - attitudes KW - religion KW - religious education KW - socialization KW - secularization KW - pupils KW - upper secondary education KW - religionssociologi KW - sociology of religion AB - Recent studies show that Religious Education (RE) may play an important role for teaching intercultural understanding in many Western societies facing increased cultural and religious pluralism. Quantitative and qualitative research have however failed to examine what role the religiosity of the students plays in their attitudes towards RE. A nationally representative Swedish sample of 1850 students answered a classroom questionnaire. The main result was that, when controlling for background variables such as gender, foreign background, parents’ education level, and study program, the student’s religiosity had a significant effect on their attitudes towards a) existential issues, b) preferences on what to study in RE, as well as c) incentives for studying RE. Regression analyses demonstrated that by entering individual’s religiosity into the model the effect of foreign background was suspended in 11 of 14 cases. In order to understand the attitude towards RE it is useful to include the student’s religiosity. As a consequence, this article argues that in order to reach the citizenship goals of educating for intercultural understanding in RE, the subject should be developed to reach male students, students with parents with lower levels of education, students in vocational study programs, and students who are not religious. ER - TY - JOUR T1 - Teaching Orthodox religious education on the border T2 - British Journal of Religious Education SN - 0141-6200 A1 - Berglund, Jenny PY - 2014 VL - 3 IS - 36 SP - 282 EP - 297 DO - 10.1080/01416200.2014.902805 LA - eng PB - : Routledge KW - religious tradition KW - orthodox religious education KW - finland KW - minority KW - citizenship KW - historical studies KW - historiska studier KW - östersjö- och östeuropaforskning KW - baltic and east european studies AB - In geographical areas bordering those of other states, the function of educational systems, as the means for states to foster their citizens, is challenged by ambiguities and tensions connected to intercultural experiences. In this article, I illustrate some of the findings from a project that studies religious education in four border areas around the Baltic-Barents Sea, by bringing forward the case of a school teacher who teaches Orthodox religious education (ORE), in a town in Finland close to the border with Russia. Thus, the aim is to present and discuss ORE in Finland as well as to understand what implication the border situation can have on religious education. ER - TY - JOUR T1 - Religions constructed as similar or different by teachers of religious education from a citizenship education perspective T2 - British Journal of Religious Education SN - 0141-6200 A1 - Liljestrand, Johan PY - 2014 VL - 3 IS - 37 SP - 240 EP - 255 DO - 10.1080/01416200.2014.944094 LA - eng PB - : Informa UK Limited KW - swedish re teachers KW - relations between religions KW - educating citizens KW - interviews AB - The purpose of this paper is to empirically explore and theoretically discuss Swedish religious studies (RE) teachers’ understanding of religions as similar and different. In Sweden, RE is a mandatory subject and presents all the world’s major religions to students. Teachers of RE therefore need to relate to the various relations between the religions. A qualitative interview study with Swedish RE teachers (n  = 7) in Swedish secondary schools was performed to determine how they conceptualise religion and present ‘religion’ to their students. The teachers (m = 3; f = 4) were chosen from schools with a variety of ethnically homogenous and heterogeneous compositions of students. The teachers’ conceptions of ‘religion’ can be described according to two main categories: as something universal or as something dependent on the cultural context. These two main orientations are described more closely in this paper. The teachers’ conceptions are also discussed from the perspective of possible consequences for educating citizens in the Swedish school system. It is suggested that RE teachers’ conceptions of religions as similar and different facilitate and constrain identification and encounters with others as religious subjects. ER - TY - JOUR T1 - From Learning to Labour to Learning for Marginality: School Segregation and Marginalisation in Swedish Suburbs T2 - British Journal of Sociology of Education SN - 0142-5692 A1 - Beach, Dennis A1 - Sernhede, Ove PY - 2011 VL - 2 IS - 32 SP - 257 EP - 274 DO - 10.1080/01425692.2011.547310 LA - eng PB - : Taylor & Francis KW - marginality KW - ethnography KW - symbolic violence KW - stigmatization KW - segregation KW - curtailed citizenship KW - teacher education and education work AB - In this article, using data from ethnographic research, we try to present some glimpses of the way education is described as an experience and possibility ‘from below’, by pupils who grow up and study in schools in the most segregated and territorially stigmatized suburbs on the outskirts of our major cities. What we feel they describe is an experience of schooling for surviving the social and economic consequences of curtailed citizenship in a post‐industrial society rather than one of schooling that offers possibilities of integration and full citizenship or social transformation. Our findings have significant policy implications in this respect. Sweden has historically pursued projects aimed at educational inclusion but has recently taken a significant turn toward neo‐liberalism and educational consumerism, since which time various disadvantaged groups have become increasingly concentrated compared with others in under‐achieving schools in an economically threatened public sector. The article discusses some aspects and possible consequences of this development. ER - TY - JOUR T1 - Citizenship discourses: production and curriculum T2 - British Journal of Sociology of Education SN - 0142-5692 A1 - Olson, Maria A1 - Fejes, Andreas A1 - Dahlstedt, Magnus A1 - Nicoll, Katherine PY - 2014 VL - 7 IS - 36 SP - 1036 EP - 1053 DO - 10.1080/01425692.2014.883917 LA - eng PB - : Informa UK Limited KW - citizenship education KW - citizenship discourses KW - curriculum KW - citizenship KW - foucault KW - condition of possibility KW - subject learning and teaching KW - ämnesdidaktik KW - woman KW - child and family (womfam) KW - utbildning och lärande AB - This paper explores citizenship discourses empirically through upper secondary school student’s understandings, as these emerge in and through their everyday experiences. Drawing on a post-structuralist theorisation inspired by the work of Michel Foucault, a discourse analysis of data from interviews with students is carried out. This analysis characterises three discourses of the active citizen – a knowledgeable citizen, a responsive and holistic citizen and a self-responsible “free” citizen. The analysis raises questions over the implications of contemporary efforts for the intensification of standardising forces through citizenship education. It also stresses the notion that engaging students actively does always also involve discourses other than those stressed through the curriculum, which nurtures the body and nerve of democracy itself. ER - TY - JOUR T1 - Socialisation and citizenship preparation in vocational education: Pedagogic codes and democratic rights in VET-subjects T2 - British Journal of Sociology of Education SN - 0142-5692 A1 - Nylund, Mattias A1 - Ledman, Kristina A1 - Rosvall, Per-Åke A1 - Rönnlund, Maria PY - 2019 VL - 1 IS - 41 SP - 1 EP - 17 DO - 10.1080/01425692.2019.1665498 LA - eng PB - : Routledge KW - vocational education KW - democratic rights KW - pedagogic codes KW - social class KW - basil bernstein KW - citizenship education AB - Previous studies of citizenship preparation in upper secondary school, including studies on vocational programmes, have primarily focused on general subjects. Potential and actual roles of vocational subjects in this context have received little attention, so we have little knowledge of what is likely a significant part of the citizenship preparation that occurs in vocational programmes. Drawing on the work of Basil Bernstein and ethnographic data, this study presents an analysis of socialisation processes in vocational elements of three vocational programmes in Swedish upper secondary school. The analysis addresses the formation of pedagogic codes in various vocational programmes and subjects, and how these codes condition students’ practice of citizenship at individual, social and political levels. The results show how different pedagogic codes have different implications for the students’ practice of citizenship, and thus raise questions about factors and processes that may either constrain or strengthen, this aspect in vocational subject classes. ER - TY - JOUR T1 - High-Stakes counselling: when career counselling may lead to continuing residence or deportation of asylum-seeking youths T2 - British Journal of Sociology of Education SN - 0142-5692 A1 - Linde, Jonna A1 - Lindgren, Joakim A1 - Sundelin, Åsa PY - 2021 VL - 5 IS - 42 SP - 898 EP - 913 DO - 10.1080/01425692.2021.1941766 LA - eng PB - : Routledge KW - refugees KW - migration KW - career counselling KW - citizenship KW - upper secondary education KW - studie- och yrkesvägledning KW - medborgarskap KW - gymnasium AB - In this article we analyse what happens to career counselling when it is intertwined with the asylum process. A Swedish example is an amendment to the education legislation, regarding residence permits for upper secondary level students. Following the resulting changes in juridical, educational and interpersonal conditions, career counsellors must deliver ‘high-stakes counselling’ that can profoundly affect individuals’ prospects of asylum or deportation. Our analysis is based on ethnographically inspired fieldwork, a survey and Bernsteinian theory. In current Swedish conditions, tight matching to demands of the labour market is essential in this ‘high-stakes counselling’. We conclude that a consequence is institutional introduction of conditional citizenship of asylum-seeking students. This allows countries to select migrants through education, which severely conflicts not only with counselling ideals, but also democratic and equality values regarding possibilities to make choices for the future, thus creating ethical dilemmas for counsellors. ER - TY - JOUR T1 - Language use and investment among children and adolescents of Somali heritage in Sweden T2 - Journal of Multilingual and Multicultural Development SN - 0143-4632 A1 - Palm, Clara A1 - Ganuza, Natalia A1 - Hedman, Christina PY - 2018 VL - 1 IS - 40 SP - 64 EP - 75 DO - 10.1080/01434632.2018.1467426 LA - eng PB - : Informa UK Limited KW - linguistic order KW - minoritised language KW - mother tongue instruction KW - somali–swedish bilingualism KW - bilingualism KW - tvåspråkighet KW - språkdidaktik KW - language education AB - This article explores language use and investment among Somali-speaking children and adolescents in Sweden, through group interviews and survey data. Our findings indicate that there are incentives to invest in Somali language learning considering the reported language use patterns and the expressed positive attitudes towards Somali mother tongue instruction. The Somali language was perceived to be ‘naturally’ linked to Somali identity and to being able to claim ‘Somaliness’, not only by the adolescents but also by the surroundings. Thus, advanced Somali language proficiency was perceived as necessary for being able to pass as ‘culturally authentic’ (Jaffe, A. [2012]. “Multilingual Citizenship and Minority Languages.” In The Routledge Handbook of Multilingualism, edited by M. Martin-Jones, A. Blackledge, and A. Creese, 83–99. London: Routledge). Furthermore, being perceived as unproficient in Somali or unable to transmit the language to future generations was experienced as guilt-provoking. Nevertheless, the adolescents articulated a compliance with the dominant linguistic order in Sweden, and their school’s assimilatory language rules (‘Swedish-only’). This compliance was associated with good manners and moral behaviour, thus reflecting the potentially harmful and pervasive nature of assimilatory language ideology and policy for individual students. The findings exemplify in many ways the struggles it entails to maintain and develop a minoritised language in a majority language context and the complex ‘ideological enterprise’ of language learning with its educational and ethical dilemmas. ER - TY - JOUR T1 - The inclusive teacher educator: Spaces for civic engagement T2 - Discourse. Studies in the Cultural Politics of Education SN - 0159-6306 A1 - Allan, J PY - 2010 VL - 4 IS - 31 SP - 411 EP - 422 DO - 10.1080/01596306.2010.504359 LA - eng PB - : Routledge KW - teacher education and education work KW - lärarutbildning och pedagogisk yrkesverksamhet AB - This paper is concerned with the teacher educator who is aspiring to be inclusive. It considers the obligations which arise within Higher Education Institutions and the extent to which these contribute to a loss of civic engagement and a lack of capacity to pursue inclusion, social justice and equity. The paper argues that this need not be the case and a reorientation for teacher educators is offered which affords teacher educators opportunities to, in Bourdieu's terms, ‘play seriously’. This reorientation is in relation to three significant spaces – the ontological, the aesthetic and the epiphanic – and it is argued that operating within these spaces could enable new practices of inclusive teacher education to emerge. ER - TY - JOUR T1 - Socioscientific issues via controversy mapping: bringing actor-network theory into the science classroom with digital technology T2 - Discourse: Studies in the Cultural Politics of Education SN - 0159-6306 A1 - Elam, Mark A1 - Solli, Anne A1 - Mäkitalo, Åsa PY - 2018 VL - 1 IS - 40 SP - 61 EP - 77 DO - 10.1080/01596306.2018.1549704 LA - eng PB - : Informa UK Limited KW - actor-network theory KW - citizenship education KW - controversy mapping KW - digital technology KW - interdisciplinary science education KW - socioscientific issues AB - What are the current challenges and opportunities for bringing actor-network theory (ANT) into issues-based science education? This article discusses experiences gained from introducing an educational version of ANT deploying digital technology into an upper secondary school science class. This teaching innovation, called controversy mapping, has been pioneered in different contexts of higher education before being adapted to school education. Experimenting with controversy mapping in a Swedish science class raised both conceptual and practical issues. These centre on: (1) how ANT-inspired controversy mapping redesigns the citizenship training enacted by institutionalized approaches to issues-based education as socioscientific issues (SSI); (2) how controversy mapping reconfigures the interdisciplinarity of issues-based science education; and (3) how controversy mapping displaces scientific literacy and knowledge of the nature of science as guiding concerns for teaching in favour of new preoccupations with digital literacy and digital tools and methods as contemporary infrastructures of free and open inquiry. ER - TY - JOUR T1 - A Fundamentally Contested Phenomenon The Three Waves in the Swedish Debate on Bildung T2 - History of European Ideas SN - 0191-6599 A1 - Burman, Anders PY - 2026 DO - 10.1080/01916599.2026.2617026 LA - eng PB - : Informa UK Limited KW - bildung KW - conceptual history KW - intellectual history KW - popular education KW - swedish educational discourse AB - This article examines the Swedish debate on Bildung from the early nineteenth century to the present, treating Bildung as a fundamentally contested concept whose meanings have been repeatedly redefined. Drawing on books, scholarly journals, government reports, educational policy documents, and press materials, the study combines intellectual-historical contextualisation with a conceptual-historical approach. The analysis focuses on three periods in which debates on Bildung have been particularly intense in Sweden: the era of idealism and neo-humanism in the early nineteenth century; the period of social movements and national romanticism around the turn of the twentieth century; and the contemporary context shaped by neoliberalism and right-wing populism since the 1990s. Across these phases, Bildung has been mobilised by different social groups and political actors as an academic ideal, a civic and popular project, and a conservative or nationalistic programme. The article argues that, despite persistent disagreements over its meaning, Bildung has recurrently functioned in Sweden as a critical counter-concept to instrumental and utilitarian understandings of education, thereby reflecting broader European intellectual conflicts over culture, education, and politics.  ER - TY - JOUR T1 - The Northern Cosmopolite: Bildning and Education in Postwar Mondialism, from the 1950s into the 1960s T2 - History of European Ideas SN - 0191-6599 A1 - Gustafsson, Jenny PY - 2026 DO - 10.1080/01916599.2026.2617029 LA - eng PB - : Taylor & Francis KW - bildung KW - education KW - scandinavia KW - mondialism KW - reactopia KW - borderline event KW - responsive memory KW - crisis AB - This article examines how the postwar cosmopolitan movement known as Världsmedborgarrörelsen (the World Citizen Movement) reappropriated the concept of Bildung to construct an emancipatory model of bildning and mondialist citizenship. Grounded in a critical interpretation of World War II and the emerging nuclear threat, mondialists mobilized transnational networks - publishing literature, organizing study circles, and promoting peace research - to cultivate morally autonomous, critically engaged individuals committed to pacifism, human rights, and world peace. Situated between utopian aspiration and dystopian crisis, they conceptualized bildning as both a personal and collective process of self-formation capable of transforming passive subjects into active world citizens. Moreover, they transcended traditional Swedish and Scandinavian ‘people’s-home’ welfare ideals by advocating a cosmopolitan ‘world home’ that challenged nationalism, militarism, and the prevailing East-West ideological divide. ER - TY - JOUR T1 - The University and Magna Charta Universitatum T2 - History of European Ideas SN - 0191-6599 A1 - Lettevall, Rebecka PY - 2026 SP - 1 EP - 15 DO - 10.1080/01916599.2026.2617038 LA - eng PB - : Routledge KW - magna charta universitatum KW - bildning KW - higher education KW - academic freedom KW - democracy KW - sweden AB - This article examines the historical and contemporary role of bildning within Swedish universities and its relationship to democracy. Initially central to civic movements and the development of the welfare state, bildning was understood as fostering critical thinking and active citizenship. Over time, university reforms prioritized labour market needs and scientific rationality, diminishing the humanities and the ideal of bildning. Considering the Magna Charta Universitatum (1988/2020), which reaffirms academic freedom while emphasizing societal engagement, the chapter traces this shift from Humboldtian ideals to mass universities shaped by globalization and marketization. It highlights key milestones, including the 1955 university investigation, the 1977 reform, and current challenges such as market-driven education, erosion of trust in expertise, and balancing autonomy with societal demands and raises questions about universities’ normative role. The article argues for reclaiming bildning as a critical, emancipatory process essential for democratic resilience and global responsibility. ER - TY - JOUR T1 - Higher education and self-governance: the effects of higher education and field of study on voice and agency in Sweden T2 - International Journal of Lifelong Education SN - 0260-1370 A1 - Brännlund, Annica A1 - Nordlander, Erica A1 - Strandh, Mattias PY - 2012 VL - 6 IS - 31 SP - 817 EP - 834 DO - 10.1080/02601370.2012.733891 LA - eng PB - : Informa UK Limited AB - There is extensive research pointing to the positive effects of education in the form of labour market outcomes. These outcomes are vital when evaluating education; there are however additional outcomes of education that might also be important for quality of life. From this point of view, education could affect non-market areas such as democracy, gender equality and civic engagement. This article investigates the effects of level of education and field of study on two vital non-market capabilities: agency and voice. The study uses an eight-year longitudinal national survey of 1058 Swedish youth, controlling for baseline values of voice and agency. The empirical analysis shows that university education increases young people’s capabilities of voice and agency. Field of study was also found to have a relationship with agency, where social science and business education was found to be connected with the highest probability of agency, whereas there were only small effects of field of education on voice. ER - TY - JOUR T1 - “What do I say Now?”: Teacher vulnerability and professional judgment in civic adult education T2 - International Journal of Lifelong Education SN - 0260-1370 A1 - Westberg, Frej PY - 2026 DO - 10.1080/02601370.2026.2618256 LA - eng PB - : Taylor & Francis KW - controversial issues KW - civic adult education KW - professional judgment AB - This study explores how teachers navigate the emotional, moral, and professional challenges that arise when spontaneous controversial issues (SCIs) surface in adult education. Drawing on interviews with 24 teachers in Swedish Municipal Adult Education (MAE), a thematic narrative analysis identified a recurring experience of ‘being at a loss’ when responding to unexpected classroom controversies. To illustrate this, a detailed narrative of Linda, an experienced Swedish for Immigrants (SFI) teacher, shows how experiences of teacher vulnerability and uncertainty are inherent in such moments. Her stories, centred on spontaneous classroom discussions of COVID-19 and Iran’s veiling laws, show how professional judgment and decision-making emerge from a liminal ‘in-between’ space where personal values, professional beliefs, and institutional discourses intersect. The analysis reframes ‘gatekeeping’ when addressing SCIs as an ethico-political practice of professional judgment within conditions of uncertainty and vulnerability. Accordingly, rather than treating teacher vulnerability and SCIs as problems to be solved, the study argues that narrative case-reflection on such liminal spaces offers opportunities for civic adult education to cultivate teachers’ capacity for wise professional judgment about ‘what matters’ in educational life. ER - TY - JOUR T1 - Pupils' voices about citizenship education: comparative case studies in Finland, Sweden and England T2 - European Journal of Teacher Education SN - 0261-9768 A1 - Sandström Kjellin, Margareta A1 - Stier, Jonas A1 - Einarson, Tanja A1 - Davies, Trevor A1 - Asunta, Tuula PY - 2010 VL - 2 IS - 33 SP - 201 EP - 218 DO - 10.1080/02619761003631823 LA - eng PB - London: : Routledge AB - The aim of the article is to present and discuss a study in which Finnish, Englishand Swedish pupils’ understanding of citizenship education with regard to: (a)political literacy; and (b) attitudes and values was explored. The study was a crossnational,multiple case study and data were collected through 18 focus groupdialogues with 15-year-old pupils. Results showed that English pupils were muchmore well-informed about rights and responsibilities than their Nordiccounterparts and also more skilled rhetorically, but appeared less accustomed toopen and confident relationships with adults than the Swedish pupils. Finnishpupils did not seem to be encouraged to talk; instead they kept their thoughts andfeelings to themselves. One conclusion, among others, was that the studyilluminates conditions for the development of a so-called key competence – i.e.,‘interpersonal, intercultural, social and civic competence’. ER - TY - JOUR T1 - Technology teachers talk about knowledge: from uncertainty to technology education competence T2 - Research in Science & Technological Education SN - 0263-5143 A1 - Nordlöf, Charlotta A1 - Höst, Gunnar A1 - Hallström, Jonas PY - 2022 VL - 2 IS - 42 SP - 336 EP - 356 DO - 10.1080/02635143.2022.2070150 LA - eng PB - : Routledge; Taylor & Francis KW - technology education KW - technological knowledge KW - epistemology KW - technology teachers AB - Background The subject of technology looks different depending on context. There is also an epistemological complexity to technological knowledge in technology education. Purpose To gain a deeper understanding of the epistemological foundations of the subject of technology and technology teaching, the teachers views are needed. The aim of this study is to examine how teachers discuss technology education, with a particular focus on how they talk about technological knowledge. Sample 19 Technology teachers from compulsory school in Sweden participated. Design and methods Through focus groups, teachers views of knowledge in technology education were collected and then analysed. Results The results consist of three parts. Firstly, it was found that the teachers were unfamiliar with discussing epistemology in technology education. Secondly, interpreting their views of knowledge in technology education through a theoretical framework for knowledge in technology education yielded examples of knowledge from the three constituent categories: technical skills, technological scientific knowledge, and socio-ethical technical understanding. Finally, an inductive analysis revealed two categories based on the teachers broader views of knowledge: civic capabilities and engineering capabilities. Conclusion Overall, the results provide an understanding of teachers ways of describing technological knowledge. The teachers perceived the term knowledge in a broader way than traditional epistemology, including capabilities in their descriptions. We propose a new perspective on the character of knowledge and capability in technology education, called technology education competence. The results of this study point to important aspects of the nature of the subject, which might lead to reflection about what knowledge should be considered of value in the future regarding research but especially development of curricula. ER - TY - JOUR T1 - Leveraging TSR and social innovation for social inclusion via platforms T2 - Service Industries Journal SN - 0264-2069 A1 - Carida, Angela A1 - Colurcio, Maria A1 - Edvardsson, Bo PY - 2024 DO - 10.1080/02642069.2024.2371922 LA - eng PB - : Routledge KW - transformative service research KW - social innovation KW - service inclusion KW - digital platforms KW - service for social inclusion KW - service ecosystem AB - This study examines the potential of digital platforms to drive transformative social innovation and create new services that promote social inclusion. By integrating transformative service research (TSR) with social innovation literature, this study presents an interdisciplinary framework that highlights the role of digital platforms in alleviating the suffering of vulnerable populations and fostering happiness, thereby enhancing social conditions and community well-being. Empirical examples, such as Kiva, Duolingo, and Change.org, demonstrate the practical application of this framework in finance, education, and civic engagement. This research advances the conceptual foundation of TSR, offering valuable insights for academics, practitioners, and policymakers seeking to leverage digital platforms for social inclusion and societal improvement. ER - TY - JOUR T1 - Addressing spontaneous controversial issues in adult education: A narrative study of teachers' classroom experiences T2 - Studies in the Education of Adults SN - 0266-0830 A1 - Westberg, Frej PY - 2025 DO - 10.1080/02660830.2025.2488100 LA - eng PB - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD KW - municipal adult education KW - teaching controversial issues KW - recognition KW - citizenship KW - narrative AB - This article explores teachers' experiences of addressing spontaneous controversial issues in Municipal Adult Education (MAE) classrooms, in Sweden. Through semi-structured interviews with 24 teachers, the study uses a narrative inquiry framework to analyse the inherent lines of conflict initiating the expression of spontaneous controversial issues in the classroom. Four key themes are found in the teachers' narratives: (1) intercultural value dissonance, (2) status and identity loss, (3) inter- and intragroup conflict, and (4) existential struggles. The analysis shows how these themes reflect broader social and political tensions from the viewpoint of recognition and subjectification. It highlights how teachers are faced with balancing agency with structural and institutional constraints while fostering a respectful and inclusive environment aligning with regulatory frameworks. The paper concludes that while SCIs reflect tensions in society, they also provide openings for civic engagement in adult education. ER - TY - JOUR T1 - Privatisation of public education?: The emergence of independent upper secondary schools in Sweden T2 - Journal of education policy SN - 0268-0939 A1 - Erixon Arreman, Inger A1 - Holm, Ann-Sofie PY - 2011 VL - 2 IS - 26 SP - 225 EP - 243 DO - 10.1080/02680939.2010.502701 LA - eng PB - London : Routledge, Taylor & Francis Group KW - upper secondary education KW - independent schools KW - sweden KW - privatisation KW - marketisation KW - education funding KW - profit-maximisation KW - discourse KW - teacher education and education work AB - This article explores the upper secondary (or post-16) school market. The study on which it is based, funded by the Swedish Research Council, was entitled 'Upper-secondary education as a market'. Empirical data include official statistics, policy documents, school publications, company reports and school visits. Printed and other news media were also scrutinised to identify how the marketisation of education is represented in public discourse. A number of themes emerged from the study which included mapping the expansion of the school market, chains of ownership and influence, marketing strategies, choice and the school market and issues raised in the media. These imply that there is a new market discourse which represents a clear break with previous social democratic education policies primarily aimed at enhancing citizenship and wider democratic values within an inclusive public school. However, critiques have also emerged including a call for strengthened regulations of and control over independent schools and concern about an education market equated more with shares and profits rather than pedagogy and student citizenship. Keywords: upper secondary education; independent schools; Sweden; privatisation; marketisation; education funding; profit-maximisation; discourse ER - TY - JOUR T1 - Opening discourses of citizenship education: A theorization with Foucault T2 - Journal of education policy SN - 0268-0939 A1 - Nicoll, Katherine A1 - Fejes, Andreas A1 - Olson, Maria A1 - Dahlstedt, Magnus A1 - Biesta, Gert PY - 2013 VL - 6 IS - 28 SP - 828 EP - 846 DO - 10.1080/02680939.2013.823519 LA - eng PB - London : Routledge KW - active citizenship KW - citizenship education KW - condition of possibility KW - democracy KW - discourse KW - power KW - statement KW - humanities and social sciences KW - humaniora-samhällsvetenskap AB - We argue two major difficulties in current discourses of citizenship education. The first is a relative masking of student discourses of citizenship by positioning students as lacking citizenship and as outside the community that acts. The second is in failing to understand the discursive and material support for citizenship activity. We, thus, argue that it is not a lack of citizenship that education research might address, but identification and exploration of the different forms of citizenship that students already engage in. We offer a fragmentary, poststructuralist theorization oriented to explore the 'contemporary limits of the necessary', drawing on specific resources from the work of Michel Foucault and others for the constitution of local, partial accounts of citizenship discourses and activities, and exploration of their possibilities and constraints. We argue this as a significant tactic of theorization in support of an opening of discourses of citizenship and in avoiding the discursive difficulties that we have identified. Our theorization, then, is significant in its potential to unsettle discourses that confine contemporary thought regarding citizenship education and support exploration of what might be excessive to that confinement. © 2013 Taylor & Francis. ER - TY - JOUR T1 - Educational imaginaries: governance at the intersection of technology and education T2 - Journal of education policy SN - 0268-0939 A1 - Rahm, Lina PY - 2021 VL - 1 IS - 38 SP - 46 EP - 68 DO - 10.1080/02680939.2021.1970233 LA - eng PB - : Informa UK Limited KW - educational imaginaries KW - socio-technical imaginaries KW - problematizations KW - computerization and education policies KW - policy analysis KW - citizen education KW - history of science KW - technology and environment KW - historiska studier av teknik KW - vetenskap och miljö AB - This article argues that sociotechnical imaginaries, defined as collectively held, institutionally stabilized, and publicly performed visions of desirable sociotechnical futures, are significantly connected to visions, policies, and projects of educating citizens. These visions, policies, and projects – or educational imaginaries – constitute ways to problematize, negotiate and ultimately govern citizens and citizenship at the intersection between technology and education. This article presents a model which conceptualizes and analyzes educational imaginaries, and specifically introduces the notion (and method) of ‘problematizations’ into these imaginaries. The model, consisting of four key components – technology, problematizations, collective actors, and target populations – is exemplified through a genealogy of the education of the ‘digitalized citizen’.  ER - TY - JOUR T1 - Private actors in education put to the test: justification work and orders of worth T2 - Journal of education policy SN - 0268-0939 A1 - Bengtsson, Anki PY - 2025 SP - 1 EP - 23 DO - 10.1080/02680939.2025.2533857 LA - eng PB - : Taylor & Francis Group KW - orders of worth KW - justification KW - sociology of conventions AB - Regulating private actors within education systems remains a highly contested issue. In recent years, the Swedish government has introduced proposals to impose restrictions on profit-making and increase control over private actors in education, known as independent schools. Drawing on Boltanski and Thévenot’s framework of ‘orders of worth’, this study investigates how a non-profit and a for-profit private actor in education justify their roles in education and navigate the uncertainty introduced by proposed regulatory changes. The empirical material consists of debate articles published in newspapers by these actors, intending to examine how private actors justify or critique the suggested reforms. The analysis focuses on the arguments and claims made, and the various higher principles within education used to support them. While the for-profit and non-profit actors offer contrasting perspectives on their respective roles in education, their justifications are mostly situated within the civic, market, and industrial orders of worth, albeit blended and coordinated in different ways. This is a strategy for temporarily reducing uncertainty. Examining debates surrounding education reforms through the orders of worth framework highlights moral principles, compromises over educational values, and the tensions that emerge between them. This approach provides a nuanced understanding of disagreements within education policy. ER - TY - JOUR T1 - Reconsidering the Ambitions and Position of Gifted Education T2 - Roeper Review SN - 0278-3193 A1 - Persson, Roland S. PY - 2017 VL - 3 IS - 39 SP - 183 EP - 186 DO - 10.1080/02783193.2017.1318992 LA - eng PB - : Taylor & Francis KW - accel KW - cultural differences KW - educational policy KW - evolutionary dynamics KW - flawed ambitions KW - flynn effect KW - giftedness KW - human universals KW - liberal arts KW - social systems inertia AB - This article is a theoretical commentary to Robert J. Sternberg’s Active Concerned Citizenship and Ethical Leadership (ACCEL) model as published in the Roeper Review. Though the proposed model is attractive and a formidable attempt to reform education in a politically and economically turbulent world that all too often ignores ethics and wisdom and increasingly shuns critical thinking, this article focuses on the two equally formidable obstacles to implementing the model, namely, systems inertia and evolutionary dynamics, neither of which is addressed by Sternberg (2017). In conclusion, a suggestion is made for the reevaluation of ambitions and position in the light of what the ACCEL model is proposed to potentially achieve. ER - TY - JOUR T1 - Advertising and science education: a multi-perspective review of the literature T2 - Studies in science education SN - 0305-7267 A1 - Belova, Nadja A1 - Rundgren, Shu-Nu Chang A1 - Eilks, Ingo PY - 2015 VL - 2 IS - 51 SP - 169 EP - 200 DO - 10.1080/03057267.2015.1049444 LA - eng PB - : Informa UK Limited KW - science education KW - advertising KW - critical media literacy KW - civic scientific literacy KW - science communication AB - We are living in an increasingly diverse media landscape, with advertising a significant part of this. There appears to be unanimous agreement that the ability to critically examine and make rational decisions about advertising is indispensable for contemporary citizens. Students need to develop critical thinking skills in order to evaluate messages and facts drawn from advertisements in various media. They also need to be familiar with the hidden mechanisms used to create advertisements with the goal of subconsciously influencing consumers. Today, advertising for many products has strong scientific and technological components. However, learning both with and about advertising does not play a prominent role in the science education literature. To date, the use of advertising as educational content is found almost exclusively in the humanities and social sciences, especially language education. On the other hand, there is an extensive body of research on the effects of advertising on children, consumer socialization as well as marketing strategies aimed at young consumers. The results indicate that advertising has a strong impact on children's beliefs and perceptions which already starts at an early stage. Therefore, this paper attempts to analyse the potential use of and learning about advertising in science education. It reviews the available literature, not only from science education, but also from other domains, including non-science subjects, cross-curricular approaches as well as research on the use and effects of advertising in the public arena. The aim is to identify the potential roles advertising might play in the science classroom and to open up new directions for science education research and curriculum development. ER - TY - JOUR T1 - Use of the concept of Bildung in the international science education literature, its potential, and implications for teaching and learning T2 - Studies in science education SN - 0305-7267 A1 - Sjöström, Jesper A1 - Frerichs, Nadja A1 - Zuin, Vania A1 - Eilks, Ingo PY - 2017 VL - 2 IS - 53 SP - 165 EP - 192 DO - 10.1080/03057267.2017.1384649 LA - eng PB - : Taylor & Francis KW - bildung KW - educational metatheory KW - science education KW - philosophy of education KW - philosophy of science education KW - scientific literacy KW - visions of scientific literacy KW - vision iii KW - socio-scientific issues KW - emancipation KW - citizenship education KW - environmental education KW - critical scientific literacy KW - critical-hermeneutic bildung KW - klafki KW - reflexive bildung AB - Bildung is a complex educational concept that emerged in Germany in the mid eighteenth century. Especially in Germany and Scandinavia conceptions of Bildung became the general philosophical framework to guide both formal and informal education. Bildung concerns the whole range of education from setting educational objectives in general towards its particular operation in different school subjects, among them science education. In more recent years, the concept of Bildung has slowly begun to be used in the international science and environmental education literature. This paper presents a systematic analysis of the international literature concerning the use of the concept of Bildung, with a view on its meaning in and for science education. At least five versions based on or closely connected to the tradition of Bildung can be identified: (a) Von Humboldt’s classical Bildung, (b) Anglo-American liberal education, (c) Scandinavian folk-Bildung, (d) democratic education, and (e) critical-hermeneutic Bildung. These different understandings of Bildung are discussed in relation to their historical roots, educational theory, critique, and their relation to philosophies of science education, such as different visions of scientific literacy. Based on critical-hermeneutic Bildung, the paper theoretically develops views of critical-reflexive Bildung as an educational metatheory. It is connected to ideas of transformative learning, sustainability education and a Vision III of scientific literacy. Finally, some implications of critical-reflexive Bildung for teaching and learning are discussed. ER - TY - JOUR T1 - Vision III of scientific literacy and science education: an alternative vision for science education emphasising the ethico-socio-political and relational-existential T2 - Studies in science education SN - 0305-7267 A1 - Sjöström, Jesper PY - 2024 VL - 2 IS - 61 SP - 239 EP - 274 DO - 10.1080/03057267.2024.2405229 LA - eng PB - : Routledge KW - scientific literacy KW - science education KW - curriculum KW - science curriculum KW - environmental education KW - environmental literacy KW - vision iii KW - visions of science education KW - three visions KW - visions of education KW - critical scientific literacy KW - agency KW - politicization KW - sustainability KW - sustainability education KW - critical science education for sustainability KW - anthropocene KW - climate change education KW - climate action KW - global scientific literacy KW - civic scientific literacy KW - citizenship KW - global citizenship KW - risk KW - uncertainty KW - complexity KW - future KW - democracy KW - transformation KW - curriculum emphasis KW - curriculum emphases KW - roberts KW - relational KW - existential KW - relational-existential-emphasis KW - ethico-socio-political-emphasis KW - socio-scientific issues KW - socioscientific issues KW - ssi KW - complex socio-scientific issues KW - science-in-context KW - knowings KW - powerful knowings KW - literacy KW - critical KW - critical literacy KW - critical perspectives KW - bildung KW - eco-reflexive bildung KW - global KW - world KW - integrative worldview KW - holism KW - philosophical perspectives KW - ethical KW - socio-ecojustice KW - intersectionality KW - indigenous KW - worldview KW - indigenous worldviews KW - embodied KW - embodied knowledge KW - relationalism KW - interconnectedness KW - interdependence KW - pluralism KW - transdisciplinarity KW - sts KW - glocal KW - action KW - activism KW - citizen science KW - wonder KW - self as explainer KW - stem KW - steam KW - steam education KW - alternative stem education KW - philosophical-moral-existential alternatives KW - kunskapsemfas KW - kunskapsemfaser KW - naturorienterande ämnen KW - naturkunskap KW - naturvetenskap som allmänbildning KW - bildning KW - naturvetenskaplig bildning KW - naturvetenskaplig litteracitet KW - kunnande KW - handlingskompetens KW - agens KW - samhällsfrågor med naturvetenskapligt innehåll KW - samhällsfrågor i naturvetenskap KW - världsmedborgare KW - naturvetenskapernas didaktik KW - sustainable studies KW - hållbarhetsstudier AB - Publications with Vision III-ideas of scientific literacy and science education are reviewed. Since its inception in 2007, the same yearas Vision I and II were first formulated by Roberts, there have been at least eight mainly independent proposals for Vision III. The ideas encapsulated in Vision III – understood as alternative views to Western mainstream understandings – have been in existence for an even longer period. Different interpretations of Vision III are reviewed. Common interpretations and emphases are (environmental) engagement, pluralism, realising complexity, the political, and responsible knowing-in-action. The article explores how the three visions relate to each other and their different curriculum emphases. Six new curriculum emphases are suggested for Vision III: STS-perspectives (science and technology studies), ethico-sociopolitical perspectives, agency, philosophical values, cultural-existential perspectives, and embodied knowledge. The article culminates with a suggestion of an integrated conceptualisation of Vision III. Scientific literacy from Vision III-perspectives can be characterised as: based on broad scientific knowings, fundamental anddigital literacy, and an understanding of our complex world from pluralistic perspectives (cross-disciplinary, critical, historyphilosophy-sociology, intersectionality, indigenous worldviews, relationalism), being engaged and prepared for ‘glocal’ action. In essence, Vision III can be seen as synonymous with critical-eco-reflexive Bildung-oriented scientific literacy and science education. ER - TY - JOUR T1 - Resisting solutionism and apathy: productive tensions in Nordic global citizenship education T2 - Cambridge Journal of Education SN - 0305-764X A1 - Mikander, Pia A1 - Pashby, Karen A1 - Sund, Louise PY - 2026 DO - 10.1080/0305764X.2026.2618527 LA - eng PB - : Routledge KW - global citizenship education KW - solutionism KW - decolonial learning KW - ese KW - action AB - Nordic exceptionalism conveys a perception of innocence whereby Nordic states are exemplary in regard to justice, as exemplary states, including a strong dedication in education to action competence around sustainable development. Yet, Nordic countries are embedded in, not outside, longstanding global power inequalities. This necessitates a critically reflective approach to global citizenship education (GCE). This paper explores corresponding tensions between action and reflexivity given researchers' concerns about solutionism. The authors consider how neoliberalism shapes the demand for action-oriented GCE. They identify opportunities to rethink the concepts of action and individual solutionism, underscoring the need for collective approaches in a world where injustice and multiple crises can render young people passive and disengaged. They argue critical reflexivity is particularly needed given how right-wing populist parties currently influence politics, challenging the premise the Nordic countries are losing their role as global 'good states'. ER - TY - JOUR T1 - Education, state and citizenship T2 - Scandinavian Economic History Review SN - 0358-5522 A1 - Bengtsson, Erik PY - 2015 VL - 2 IS - 63 SP - 203 EP - 205 DO - 10.1080/03585522.2015.1032340 LA - eng PB - : Informa UK Limited KW - welfare states KW - welfare policy KW - nordic countries ER - TY - JOUR T1 - Putting educational gerontology principles to the test: A quantitative confirmation of the empowering benefits of liberal arts courses T2 - Educational gerontology SN - 0360-1277 A1 - Hachem, Hany A1 - Manninen, Jyri PY - 2020 VL - 10 IS - 46 SP - 653 EP - 665 DO - 10.1080/03601277.2020.1805179 LA - eng PB - : Routledge AB - The humanist and critical principles of educational gerontology attribute different goals to education in later life. Self-Actualization is the goal of humanist educational gerontology, while empowerment, emancipation, and social change are the goals of critical educational gerontology. Liberal arts education is dominant in later-life learning. Both the humanist and the critical philosophies of learning in older age claim that this type of education is not empowering. Empowerment is a contested concept that has been defined through a set of constructs ranging from psychological capacities to attitudes and behaviors. In terms of capital, empowerment translates into gains in identity and social capital, operationalized in the variablesagencyandsocial and civic participation, respectively. The present study investigated the empowering potential of liberal arts courses using the BeLL survey data of 7,338 adult learners. Through a series of ANOVAs and a regression model, we found that age, gender, educational attainment, the number of courses, and changes in agency are significantly associated with changes in social and civic participation. We concluded that liberal arts education does empower adult learners, especially older adults, women, and individuals with lower educational attainment. Given that goal-related claims in the principles of educational gerontology have been empirically challenged, we recommend a new statement of principles that takes into account the latest developments in the field, as well as learners' agential capacities and the structural inequalities they face. ER - TY - JOUR T1 - Fatherland, Faith, and Family Values: Anti-liberalism and the desire for difference among Russian grassroots conservatives T2 - Geografiska Annaler, Series B: Human Geography SN - 1468-0467 A1 - Höjdestrand, Tova PY - 2020 VL - 3 IS - 102 SP - 273 EP - 288 DO - 10.1080/04353684.2020.1780790 LA - eng PB - : Wiley-Blackwell AB - This is a revised and extended version of my contribution to the Vega Symposium on Resurgent Nationalisms and Populist Politics in the Neoliberal Age, held at the Swedish Academy of Sciences, Stockholm, in April 2018. It is part of a Special Issue of Geografiska Annaler, Series B which also includes articles by Gillian Hart, Kanishka Goonewardena, and Manu Goswami. The article investigates how understandings of the concept ‘liberalism’ have shifted among ultranationalist Russian grassroots as the ‘roll-back’ neoliberalism (in Peck and Tickell’s terms) of the turbulent 1990s has developed into ‘roll-out’ governance during Putin’s presidency. A moral conservative Russian grassroots mobilization is traced from its origins as a crusade against sexual education in the late 1990s, to a campaign against reforms of the state child protection system initiated in the mid-2000s. In this time span, understandings of ‘liberalism’ as chaos and elimination of boundaries have been superseded by an image of liberalism as totalitarianism, a conception resembling academic criticism of neoliberal governmentality despite the movement’s rejection of the purportedly ‘liberal’ Academy. The principal rejection of ‘liberalism’ is in practice mitigated also by ideals of communitarianism and civic engagement bearing many similarities to Western notions of ‘civic liberalism’. ER - TY - JOUR T1 - Student participation within teacher education: emphasising democratic values, engagement and learning for a future profession T2 - Higher Education Research and Development SN - 0729-4360 A1 - Bergmark, Ulrika A1 - Westman, Susanne PY - 2018 VL - 7 IS - 37 SP - 1352 EP - 1365 DO - 10.1080/07294360.2018.1484708 LA - eng PB - : Taylor & Francis KW - student participation KW - teacher education KW - democracy KW - engagement KW - teacher–student roles KW - education AB - The aim of this article is to explore student participation in teaching and learning, focusing on third-year students’ experiences in a Swedish teacher education programme. Student participation is here defined as students being active and engaged in the classroom; students impacting on curriculum design; and students’ feeling of belonging to a community. The research reported is based on an interview study and analyses processes, benefits and challenges of, as well as motivations for, student participation. The findings revealed that students have diverse understandings of student participation and that the degree of participation is dependent on students’ and teachers’ engagement, expectations and responsibility. Student teachers also connected student participation to their learning and future profession as teachers. The students mainly discussed intrinsic motivations (beneficial to learning) for student participation, but there were also traces of altruistic motivations (learning citizenship). Extrinsic motivations (university benefits), however, were absent. Voices of resistance to student participation were also present; these students preferred a more teacher-led education and were not used to a high degree of participation. Students’ understandings of student participation challenge teacher–student roles in teacher education specifically, but also in higher education generally. It is important to acknowledge students’ diverse understandings of student participation. Overall, based on students’ experiences, student participation creates engagement and motivation for learning here and now and for the future profession. The study indicates that student participation has an inherent value beyond benefitting measurable outcomes, where democratic values, engagement and learning for the future profession are promoted. ER - TY - JOUR T1 - Shifting identity positions in the development of language education for immigrants: an analysis of discourses associated with ‘Swedish for immigrants’ T2 - Language, Culture and Curriculum SN - 0790-8318 A1 - Rosén, Jenny A1 - Bagga-Gupta, Sangeeta PY - 2013 VL - 1 IS - 26 SP - 68 EP - 88 DO - 10.1080/07908318.2013.765889 LA - eng PB - : Taylor & Francis KW - language education KW - categorisations KW - immigration KW - identity positions KW - sweden KW - education KW - utbildning och lärande AB - The study presented in this paper focuses upon conceptualisations of language and identity in the institutionalised arena that emerged in the post-Second World War period with the specific intention of teaching Swedish to adult immigrants in the nation-state of Sweden. Our analysis focuses upon the development of the educational programme ‘Swedish for immigrants’ over time. Our specific interest relates to how categorisations are framed and what, if any, kinds of labels – pertaining to language and identity – emerge in national and local policy documents from the 1960s onwards. Taking a sociohistorical perspective as a point of departure, our analyses indicate discursive changes with regards to the categories and aims of the educational programme, making certain identity positions more accessible than others at specific times. Focusing upon categories from sociohistorical perspectives helps to reveal the social organisation and institutional means that enable society to process citizenship issues. The complex relationship between the empowerment of the immigrants, on the one hand, and the need for integration or assimilation into society on the other, becomes visible through the analysis of empirical data that spans half a century. ER - TY - JOUR T1 - Citizenship Matters: Explorations into the Citizen-State Relationship in Africa T2 - Forum for Development Studies SN - 0803-9410 A1 - Melber, Henning A1 - Bjarnesen, Jesper A1 - Lanzano, Cristiano A1 - Mususa, Patience PY - 2022 VL - 1 IS - 50 SP - 35 EP - 58 DO - 10.1080/08039410.2022.2145992 LA - eng PB - : Informa UK Limited KW - citizenship KW - social contract KW - governance KW - state KW - civil society AB - Citizenship is a universal legal concept and norm. But its meaning and impact differ. Its codification and implementation are shaped by historical trajectories, political systems and state/government relations with members of society. State policy affects perceptions of citizenship and civic behaviour by those governed. This paper engages with current challenges relating to citizenship in Africa South of the Sahara. It centres on academic and policy discussions on citizenship but also draws on media reports and secondary literature to explore whether promoting and embracing a positive notion of citizenship can be an opportunity for states and governments as well as citizens. Could civic education be considered a worthwhile investment in social stability and a shared identification with the common good? We conclude by making a case for a social contract, which reconciles particularistic identities (such as ethnicity) with citizenship and governance under the rule of law as an investment into enhanced trust in a citizen-state relationship. ER - TY - JOUR T1 - Affordances and Constraints of Using the Socio-Political Debate for Authentic Summative Assessment T2 - International Journal of Science Education SN - 0950-0693 A1 - Anker-Hansen, Jens A1 - Andrée, Maria PY - 2015 VL - 15 IS - 37 SP - 2577 EP - 2596 DO - 10.1080/09500693.2015.1087068 LA - eng PB - : Informa UK Limited KW - authentic assessment KW - argumentation KW - communities of practice KW - scientific literacy KW - citizenship KW - validity KW - reliability KW - naturvetenskapsämnenas didaktik KW - science education AB - This article reports from an empirical study on the affordances and constraints for using staged socio-political debates for authentic summative assessment of scientific literacy. The article focuses on conditions for student participation and what purposes emerge in student interaction in a socio-political debate. As part of the research project, a socio-political debate was designed for assessing student competences of scientific literacy in classroom practices. The debate centred on a fictive case about a lake where a decline in the yield of fish had been established. The students were assigned the task of participating in the debate from appointed roles as different stakeholders. Data were collected with video recordings of the enacted student debates. Student participation was analysed with the theoretical framework of communities of practice. The results show that multiple conflicting purposes of the socio-political debate as an assessment task emerged. The emergent purposes were: (I) putting scientific knowledge on display versus staying true to one’s role, (II) putting scientific knowledge on display versus expressing social responsibility, (III) putting scientific knowledge on display versus winning the debate, (IV) using sources tactically versus using sources critically. As these purposes emerged in classroom practice, tensions between different ways of enacting participation in the debates became manifest. Based on these findings, this paper discusses the affordances and constraints for using a socio-political debate for classroom-based assessment of scientific literacy and argumentation in terms of validity, reliability and affordability. ER - TY - JOUR T1 - Toward citizenship science education: what students do to make the world a better place? T2 - International Journal of Science Education SN - 0950-0693 A1 - Vesterinen, Veli-Matti A1 - Tolppanen, Sakari A1 - Aksela, Maija PY - 2016 VL - 1 IS - 38 SP - 30 EP - 50 DO - 10.1080/09500693.2015.1125035 LA - eng PB - : Informa UK Limited KW - citizenship education KW - citizenship science education KW - action competence KW - education for sustainable development KW - socioscientific issues KW - environmental education AB - With increased focus on sustainability and socioscientific issues, dealing with issues related to citizenship is now seen as an important element of science education. However, in order to make the world a better place, mere understanding about socioscientific issues is not enough. Action must also be taken. In this study, 35 international gifted students-potential scientists-aged 15-19 were interviewed to investigate what they were doing to make the world a better place. The interviews were analyzed using qualitative content analysis with focus on students' actions toward a better world, their rationalizations for such actions, and the role of science in the rationalizations. The analysis shows that students consciously take a wide range of actions, and that they see citizenship as a process of constant self-development. The three categories created to highlight the variation in the ways students take action were personally responsible actions, participatory actions, and preparing for future. Although many students saw that science and scientists play a big role in solving especially the environmental problems, most of them also discussed the structural causes for problems, as well as the interplay of social, economic, and political forces. The results indicate that citizenship science education should take the variety of students' actions into consideration, give students the possibility to take individual and participatory action, as well as give students opportunities to get to know and discuss the ways a career in science or engineering can contribute to saving the world. ER - TY - JOUR T1 - [Review of] Contours of citizenship: Women, diversity and practices of citizenship. Gender in a global/local world T2 - Gender and Education SN - 0954-0253 A1 - Gillberg, Claudia PY - 2011 VL - 6 IS - 23 SP - 789 EP - 790 DO - 10.1080/09540253.2010.527825 LA - eng PB - Milton Park, Abingdon, UK : Taylor & Francis KW - gender KW - education KW - globalisation KW - citizenship KW - women ER - TY - JOUR T1 - The nationalised and gendered citizen in a global world – examples from textbooks, policy and steering documents in Turkey and Sweden T2 - Gender and Education SN - 0954-0253 A1 - Carlson, Marie A1 - Kanci, Tuba PY - 2016 VL - 3 IS - 29 SP - 313 EP - 331 DO - 10.1080/09540253.2016.1143917 LA - eng PB - : Informa UK Limited KW - citizen KW - gender KW - nationalism KW - narrative approach KW - education policy KW - textbooks AB - This article analyses the construction of the gendered and nationalized citizen in education in Turkey and Sweden. We draw on a narrative approach identifying narratives linked to educational discourses. Our empirical data consist of textbooks (in the later years of the mandatory school), steering documents and interviews. In both our cases, we encounter continuities in these narratives; the citizen is defined with ethno-cultural references along with civic ones, and differentiated according to gender. In the Turkish case, a meta-narrative is constructed around the narratives of enemy and defence related to masculinity, and the feminine as the object of protection. The gender regime is an important part of the processes of normalization of nationalism. In Sweden, nationalism is formulated around the ‘Swedish miracle’, a social welfare state, among the best democracies, and with a story of ‘gender success’. In both cases, we also found new narratives in line with Europeanization processes. Keywords: citizen; gender; nationalism; narrative approach; education policy; textbooks ER - TY - JOUR T1 - In the middle of things: encountering questions about equality in social studies education T2 - Gender and Education SN - 0954-0253 A1 - Gunnarsson, Karin PY - 2019 VL - 1 IS - 33 SP - 33 EP - 49 DO - 10.1080/09540253.2019.1583321 LA - eng PB - : Informa UK Limited KW - social studies equality KW - norms KW - categorizations KW - feminist posthumanism AB - This paper explores a teaching practice that considers equality in social studies in a Swedish upper secondary school. The questions explored were: What become produced within the teaching practice? and How to encounter these issues without reproducing them? To explore these questions I put to work a theoretical framework of feminist post-humanism and a participatory methodological approach. This meant that I collaborated with one teacher and participated in planning and teaching activities. The analysis of the teaching practice focuses on three events involving cries, lines and stairs; these events display the complex processes in which norms and categorizations are produced and revealed how both stabilizations and tensions became enacted within the teaching. In the concluding remarks, I further discuss these tensions in terms of troubles and hopes and elaborate on the encounter between social studies curriculum and a feminist post-humanist approach. ER - TY - JOUR T1 - Innovating 'co-creative' relationships between services, citizens and communities T2 - Public Money & Management SN - 0954-0962 A1 - Baines, Sue A1 - Wilson, Rob A1 - Narbutaité Aflaki, Inga A1 - Wiktorska-Swiecka, Aldona A1 - Bassi, Andrea A1 - Jalonen, Harri PY - 2022 VL - 5 IS - 42 SP - 295 EP - 297 DO - 10.1080/09540962.2022.2054579 LA - eng PB - : Routledge KW - samhällskunskap ER - TY - JOUR T1 - Role of transnational and national education policies in realisation of critical thinking: the cases of Sweden and Kosovo T2 - Curriculum Journal SN - 0958-5176 A1 - Tahirsylaj, Armend A1 - Wahlström, Ninni PY - 2019 VL - 4 IS - 30 SP - 484 EP - 503 DO - 10.1080/09585176.2019.1615523 LA - eng PB - : Taylor & Francis Group KW - competence-based curricula KW - critical thinking KW - transnational education policies KW - teacher education KW - mother tongue KW - sweden KW - kosovo KW - education AB - Against the backdrop of the push from the European Commission and the Organisation for Economic Cooperation and Development for competence-based curricula, this article problematises the complexity of developing 21st century skills, such as critical thinking, by addressing the role transnational and national policy contexts play in realising critical thinking in the national contexts of Sweden and Kosovo. The article distinguishes between policy-critical thinking and civic-critical thinking. Relying on analyses of curriculum and policy documents, it is concluded that while in the Swedish context critical thinking competence (or ability) seems to be much more implicit than explicit, in Kosovo, the national curriculum makes explicit references to thinking competences as a form of policy-critical thinking and civic competencies as a form of civic-critical thinking. Thus, students in both contexts have opportunities to develop critical thinking skills. Further, Sweden emerges as a divergent case and Kosovo as a convergent case with regard to transnational policy flow research paradigms.  ER - TY - JOUR T1 - When profession trumps potential: The moderating role of professional identification in employees’ reactions to talent management T2 - International Journal of Human Resource Management SN - 1466-4399 A1 - Asplund, Kajsa PY - 2020 VL - 4 IS - 31 SP - 539 EP - 561 DO - 10.1080/09585192.2019.1570307 LA - eng PB - : Taylor & Francis (Routledge): SSH Titles AB - This study aimed to investigate the role that a professionalized context plays in shaping employee reactions to talent management decisions. We examined the mediating role of felt obligation in the relationship between talent ratings and organizational citizenship behavior. Further, the study tested whether professional identification moderates the relationship between talent ratings and felt obligation towards the organization. Five hundred and ninety-eight teachers that had recently received ratings of their talent status responded to a survey questionnaire. Felt obligation mediated the relationship between talent ratings and organizational citizenship behavior. Furthermore, professional identification moderated the relationship betweenratings of potential and felt obligation in such a way that the relationship was strongest for the teachers expressing the lowest professional identification. At high levels of professionalidentification, the relationship was not significant. These results indicate that conventional talent managementmight be less effective for increasing favorable attitudes and behaviors among employees in highly professionalized contexts, such as the education sector. ER - TY - JOUR T1 - There is No Sacrum in it Any More: Revisiting Formalist Statehood and Religious/Civic Education on Baltic-Barents Borders T2 - Religion, State and Society SN - 0963-7494 A1 - Strandbrink, Peter PY - 2013 VL - 4 IS - 41 SP - 394 EP - 417 DO - 10.1080/09637494.2013.855476 LA - eng PB - : Taylor & Francis KW - östersjö- och östeuropaforskning KW - baltic and east european studies AB - Even under globalised and hyper-diverse cultural and social conditions, representative liberal democracy conceives of itself as non-involved in issues to do with ethics, faith and belief. Drawing on a formalist systemic state identity it advocates a neutralist, secularist, generalist and non-biased approach to education in state schools. Building on a current research project on religious/civic education in the Baltic-Barents area, this article argues that this self-image is flawed and that representative liberal democracy cannot avoid being ethically biased. There is thus, the article argues, a need to better frame our understanding of different modes of religious/civic education as well as the logic of ethical neutralism characteristic of contemporary democratic statehood. © 2013 © Taylor & Francis. ER - TY - JOUR T1 - Developing city-regional governance capacity: the case of skill formation in the Gothenburg city-region T2 - European Planning Studies SN - 0965-4313 A1 - Persson, Bo A1 - Hermelin, Brita A1 - Backström, Elin PY - 2025 DO - 10.1080/09654313.2025.2451816 LA - eng PB - : Routledge KW - city-regions KW - city-region governance KW - governance capacity KW - local government KW - inter-municipal cooperation KW - vocational education and training AB - In recent decades, city-regions have received growing attention as spaces for governance and policymaking. As an expression of the rescaling of the state, city-regional governance structures are often discussed as bottom-up alternatives to top-down institutional reforms. We have observed that, while studies of governance challenges in city-regions have often focused on broad issues like regional development, branding, or innovation, there is limited research on policy-specific areas more closely linked to the formal mandates of many local governments, particularly in Nordic-type welfare states. We address this limitation of previous research by analysing the conditions for developing policy strategies through city-regional governance, focusing on skills formation, which represents a fundamental resource for regional development. We aim to understand the driving factors for city-regional governance. This involves investigating how incentives, motivations, and the capacity of actors to cooperate evolve over time. Through a case study we investigate how the development of city-region capacity is influenced by different underlying factors. These include the type of actor constellation, institutional conditions, and the civic capital of the region. The study shows how a time perspective can be helpful for identifying feedback effects, which is a fruitful path to further develop an understanding of city-region governance capacity. ER - TY - JOUR T1 - Citizenship: reflections on a relevant but ambivalent concept for persons with disabilities T2 - Disability & Society SN - 0968-7599 A1 - Waldschmidt, Anne A1 - Sépulchre, Marie PY - 2019 VL - 3 IS - 34 SP - 421 EP - 448 DO - 10.1080/09687599.2018.1543580 LA - eng PB - : Informa UK Limited KW - citizenship KW - political theory KW - disability policy KW - human rights KW - nationality AB - This article examines the significance of citizenship with respect to disability. The article first highlights the idea of citizenship as "social contract". This means the possession of civil, political, economic, cultural and social rights as well as the exercise of duties in society. Due to societal barriers, many disabled persons have difficulties fulfilling citizenship roles. Further, this article draws on citizenship theories; it examines three types of citizenship participation – the social citizen, the autonomous citizen and the political citizen – and discusses their promises and ableist implications. To counterbalance the exclusionary aspects of citizenship, we argue that human rights prove important. At the same time, human rights are more easily proclaimed than enforced and citizenship remains a precondition for effectively implementing human rights. The article concludes that citizenship is a relevant but also ambivalent concept when it comes to disability; it calls for a critical understanding of citizenship in Disability Studies. ER - TY - JOUR T1 - In school we have not time for the future: voices of Swedish upper secondary school students about solidarity and the future T2 - International Research in Geographical and Environmental Education SN - 1038-2046 A1 - Torbjörnsson, Tomas A1 - Molin, Lena PY - 2015 VL - 4 IS - 24 SP - 338 EP - 354 DO - 10.1080/10382046.2015.1086105 LA - eng PB - : Informa UK Limited KW - upper secondary school students KW - environmental moral learning KW - solidarity KW - future-dimension KW - ecological citizenship KW - education for sustainable development (esd) KW - geography with emphasis on human geography KW - geografi med kulturgeografisk inriktning KW - curriculum studies AB - The present article presents results obtained from a survey focusing on attitudes to solidarity among upper secondary school students. A relation between positive attitudes to solidarity and future-orientation was evident. The survey results were reinforced by a second study, exploring how students in the Swedish upper secondary school perceived the value solidarity, and whether the future-dimension was reflected in teaching. Twenty-two third-year students attending theoretical and vocational programmes at five upper secondary schools were interviewed. After coding and transcribing, a thematic analysis was performed, categorizing the interview responses into sub-themes, representing different aspects of solidarity and future-orientation. The analysis revealed that these students were not acquainted with solidarity as a concept. In the cases solidarity had been brought up at all in class, the students primarily contemplated it in a historical context. Notwithstanding, several students expressed a definite ambition and readiness to act in a solidary manner in order to contribute to improved social and ecological justice, also in relation to future generations. The interviews furthermore disclosed that teaching rarely had included the future-dimension; the students considered the future to be an individual rather than a shared challenge. In terms of resolving future challenges, such as the climate threat, their confidence in natural scientists and technologists was high, but few students conveyed trust in politicians, or believed that school, teachers, and students would take on an active role. Conclusively, activating the future-dimension in the Education for Sustainable Development (ESD) might be a means to ameliorate the preconditions for youths’ environmental moral learning. ER - TY - JOUR T1 - GeoCapabilities, Didaktical analysis and curriculum thinking - furthering the dialogue between Didaktik and curriculum T2 - International Research in Geographical and Environmental Education SN - 1038-2046 A1 - Bladh, Gabriel PY - 2020 VL - 3 IS - 29 SP - 206 EP - 220 DO - 10.1080/10382046.2020.1749766 LA - eng PB - : Routledge KW - curriculum making KW - curriculum thinking KW - geocapabilities KW - geography education KW - powerful knowledge KW - samhällskunskap AB - One of the ideas of the GeoCapabilities project(s) is to open up an international debate on the purposes and values of geography education. In line with this, the aim of this article is to examine some central perspectives used in GeoCapabilities, such as curriculum thinking, the teacher as 'curriculum maker' and the perspective of powerful knowledge, and explore them in relation to the continental and Nordic traditions of Didaktik and subject matter didactics. This is especially done through a reading of the German educationalist Klafki and his theory of categorial Bildung and an application of his framework of Didaktical analysis. This highlights how the perspectives of powerful knowledge and capabilities in GeoCapabilities mirror the perspectives on material and formal Bildung by Klafki. Drawing on his idea of educational potential and exemplary relevance, an example of knowledge-led curriculum thinking in geography is presented using a case based on the time-geographical perspective for a brief Didaktical analysis. Such exemplary cases can function as subject didactical models for curriculum thinking. The article concludes with some remarks on the knowledge turn and indicates some future challenges for geography education. ER - TY - JOUR T1 - Causes, processes and consequences of earthquakes. Investigating Swedish 12-13-year old students’ geographical understanding T2 - International Research in Geographical and Environmental Education SN - 1038-2046 A1 - Arrhenius, Mattias A1 - Bladh, Gabriel A1 - Lundholm, Cecilia PY - 2024 VL - 4 IS - 33 SP - 267 EP - 283 DO - 10.1080/10382046.2023.2298555 LA - eng PB - : Routledge KW - alternative conceptions KW - capitals KW - causes KW - earthquakes KW - geography education processes KW - society KW - samhällskunskap AB - The aim of this study was to investigate students’ conceptions of causes, processes and consequences of earthquakes and to examine their geographical understanding of such hazards in terms of spatial and societal-nature relations. Data consists of 134 responses from 12 to 13-year-old students who had completed an assignment in the Swedish national test in geography (2013). The responses were analysed using content and thematic analyses. Data was complemented with interviews. Results show that many students hold alternative conceptions of processes causing earthquakes at different plate boundaries, and why poor societies are more severely affected by earthquakes than rich societies. Furthermore, results show that students have a limited understanding of the extent and location of earthquakes in the world. We conclude that instruction aiming to develop students’ understanding of earthquakes as a geographical phenomenon and hazard may integrate map-reasoning skills with examples that support contextual thinking. We also suggest that in order to develop students’ relational thinking on society and nature, instruction can utilise the concept of “capital”. Furthermore, teaching needs to take in to account and design instruction to meet students’ alternative conceptions that societal consequences of earthquakes are solely predetermined by natural factors such as climate or heat.  ER - TY - JOUR T1 - Innovative Didactic Designs: visual analytics and visual literacy in school T2 - Journal of Visual Literacy SN - 1051-144X A1 - Stenliden, Linnéa A1 - Bodén, Ulrika A1 - Nissen, Jörgen PY - 2017 VL - 3 IS - 37 SP - 184 EP - 201 DO - 10.1080/1051144X.2017.1404800 LA - eng PB - : Taylor & Francis KW - information visualization KW - visual analytics KW - visual literacy KW - knowledge visualization KW - design-based research KW - innovative pedagogy KW - social science education AB - In a world of massively mediated information and communication, students must learn to handle rapidly growing information volumes inside and outside school. Pedagogy attuned to processing this growing production and communication of information is needed. However, ordinary educational models often fail to support students, trialing neither efficient tools such as visual analytics (VA) nor educational improvements via, for example, knowledge visualization (KV). This paper accordingly explores the facilitation and realization of teachers’ development of innovative didactic designs, that is, thoroughly conceived lesson plans in which VA and KV are combined in learning activities in school settings. The aim is to clarify vital components emerging in innovative didactic designs intended to support students’ visual literacy, knowledge construction and visualize knowledge. These components are central to better understanding future outcomes in classrooms where visual learning tools are applied. This design-based research emerged from a ‘teacher researcher team’ comprising 15 teachers and four researchers, VA, theory, etc. Actor network theory, applied in analyzing significant issues and developments, revealed that teachers were aware not only to concentrate learning how to use VA but also considering how students can demonstrate growing knowledge – a more challenging tasks than simply introducing VA for students and teachers. ER - TY - JOUR T1 - Is participation on the move a utopia?: The study of EU mobile citizens in Latvia T2 - Identities SN - 1070-289X A1 - Valtenbergs, Visvaldis A1 - Mieriņa, Inta A1 - Ņikišins, Jurijs A1 - Östling, Alina PY - 2025 DO - 10.1080/1070289X.2025.2451524 LA - eng PB - : Routledge AB - While extensive research has been concerned with the political equality and inclusion of immigrants (in particular refugees), as well as the integration of intra-EU migrants in the labour market in Europe, less is known about the livelihood of mobile European Union (EU) citizens, including the patterns of their civic and political participation. In this article, we present the findings of an explorative qualitative study of the mobile EU citizens living in Latvia. In particular, we focus on the reasoning and motives behind their choice to participate or not in political activities in Latvia. We also examine factors facilitating or hindering their participation. We find that after moving to Latvia, their level of political and social participation tends to decrease for various reasons. At the same time, some are still active in their home country’s political and civic life, confirming that active citizenship is possible without physically residing in one’s home country.  ER - TY - JOUR T1 - Pursuing pronatalism: non-governmental organisations and population and family policy in Sweden and Finland, 1940s-1950s T2 - The History of the Family SN - 1081-602X A1 - Bergenheim, Sophy A1 - Klockar Linder, My PY - 2020 VL - 4 IS - 25 SP - 671 EP - 703 DO - 10.1080/1081602X.2020.1796748 LA - eng PB - : Routledge KW - pronatalism KW - maternalism KW - population policy KW - family policy KW - sweden KW - finland KW - östersjö- och östeuropaforskning KW - baltic and east european studies AB - The aim of this article is to nuance notions of 'pronatalism' by applying it as an analytical concept for studying population and family policy Sweden and Finland in the 1940s and 1950s. This endeavour is pursued by analysing the ideologies and practices of three pronatalist non-governmental organisations from Sweden, Finland and Swedish Finland: the Swedish Population and Family Federation (Befolkningsforbundet Svenska Familjevarnet), the Finnish Population and Family Welfare League (Vaestoliitto) and the Swedish Population Federation in Finland (Svenska Befolkningsforbundet i Finland, SBF). All three organisations promoted family-friendly policies, emphasised the need for wide-spread population policy education or 'propaganda', and framed pronatalist population policy as a collective issue of the nation or 'people', yet with different motivations and framings. Vaestoliitto and SBF related the so-called population question to an external threat: the Soviet Union that threatened the geopolitical status of Finland, and the pressure of the Finnish-speaking majority, respectively. In addition, SBF saw that the Finland-Swedes were delusional about their demographic and cultural vulnerability and were hence causing their own demise. Familjevarnet, on the other hand, first and foremost connected family and population policy to the furthering of welfare, solidarity and democracy, primarily within Sweden but also transnationally. Respectively, the organisations also framed motherhood slightly differently. Vaestoliitto and SBF portrayed procreation as a civic duty and motherhood as the most important role of women. Familjevarnet also viewed motherhood as an important and natural role for women, yet not as an exclusive civic duty. Rather, it emphasised that all citizens had a duty to contribute to a positive demographic development and family-friendly society, either through procreation or by partaking in the cost of bringing up children. ER - TY - JOUR T1 - Swedish 12–13-year-old students’ conceptions of the causes and processes forming eskers and erratics T2 - Journal of Geoscience education SN - 1089-9995 A1 - Arrhenius, M. A1 - Lundholm, C. A1 - Bladh, Gabriel PY - 2020 VL - 1 IS - 69 SP - 43 EP - 54 DO - 10.1080/10899995.2020.1820838 LA - eng PB - : Taylor & Francis KW - alternative conceptions KW - causes KW - educational reconstruction KW - glacial landforms KW - processes KW - samhällskunskap AB - This study investigates students’ conceptions of the causes and processes that form eskers and erratics, types of glacial and glaciofluvial landforms which to date have been little researched in geoscience education. The data collected for the study included 134 responses to an assignment completed by 12- to 13-year-old students in the Swedish national geography test in 2013. The responses were sampled and analyzed using qualitative content analysis. The findings show that many of the students held alternative conceptions regarding the causes of these landforms, which included landslides, meteor impacts and human activity. Although some students were able to give a scientific explanation that considered the possible causes and relevant processes involved in the formation of erratics, many students did not give a full account of these processes. Furthermore, only a few students were able to describe the relevant processes involved in the formation of eskers and were more likely to discuss alternative or glacial processes rather than glaciofluvial processes. Given the lack of research on students’ understanding of glacial processes and landforms in geoscience and geography education, this study contributes with new knowledge of students’ conceptions of eskers and erratics and makes a theoretical contribution to research on students’ alternative conceptions and understanding of sequential and emergent processes in geoscience. The findings provide specific insights for teachers and are useful in the design of classroom practices that can change alternative conceptions and strengthen scientific conceptions. ER - TY - JOUR T1 - Conceptualizing diversity in ECEC policy: implications for the role of diverse preschool in Sweden T2 - European Early Childhood Education Research Journal SN - 1350-293X A1 - Papakosma, Maria PY - 2024 VL - 4 IS - 32 SP - 591 EP - 606 DO - 10.1080/1350293X.2023.2274540 LA - eng PB - : Routledge KW - diversity KW - early childhood education and care KW - interculturality KW - multilingualism‌ KW - sweden AB - The aim of this article is to examine contemporary conceptualizations of cultural and linguistic diversity in the Swedish policy for early childhood education and care (ECEC). The analysis draws on in-depth interviews with high-level policy actors and the analysis of documentary material. Using the concepts of interculturality and hybridity as theoretical tools, the study explores understandings of diversity at preschool and connects these with the role of preschool in culturally and linguistically diverse settings. The findings suggest that the concept of diversity is (a) embedded in dynamic notions of culture, (b) articulated within discourses of democratic citizenship, and, (c) its enactment is promoted in time and space where negotiation and dialogue emerge. Within the context of increased population diversity, there is consensus over the core functions of the Swedish language in preschool, while discourses of multilingualism are characterised by positive yet complex and sometimes diversified constructions. These are reflected in the multiple roles assigned to preschool based on preparing, preventing, and promoting educational and welfare values to children from diverse cultural and linguistic backgrounds. ER - TY - JOUR T1 - The UN Decade of Education for Sustainable Development: business as usual in the end T2 - Environmental Education Research SN - 1350-4622 A1 - Huckle, J. A1 - Wals, Arjen E.J. PY - 2015 VL - 3 IS - 21 SP - 491 EP - 505 DO - 10.1080/13504622.2015.1011084 LA - eng PB - : Informa UK Limited KW - ecopedagogy KW - neoliberalism KW - global citizenship KW - sustainability citizen KW - desd KW - global citizenship education KW - education & educational research KW - environmental studies AB - An analysis of the literature supporting the UN Decade of Education for Sustainable Development and a sample of its key products suggests that it failed to acknowledge or challenge neoliberalism as a hegemonic force blocking transitions towards genuine sustainability. The authors argue that the rationale for the Decade was idealistic and that global education for sustainability citizenship provides a more realistic focus for such an initiative. They anchor such education in appropriate social theory, outline its four dimensions and use these to review four key products from the Decade, before suggesting remedial measures to render ESD a more effective vehicle for promoting democratic global governance and sustainability. ER - TY - JOUR T1 - Young people's conversations about environmental and sustainability issues in social media T2 - Environmental Education Research SN - 1350-4622 A1 - Andersson, Erik A1 - Öhman, Johan PY - 2016 VL - 4 IS - 23 SP - 465 EP - 485 DO - 10.1080/13504622.2016.1149551 LA - eng PB - Oxon, United Kingdom : Taylor & Francis KW - social media KW - online community KW - epistemological moves KW - global warming KW - public pedagogy KW - ese KW - humanities and social sciences KW - humaniora-samhällsvetenskap KW - fysisk aktivitet KW - hälsa och digital teknik KW - physical activity KW - it and health KW - education AB - Young people’s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people’s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people’s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education. ER - TY - JOUR T1 - Facilitating democratic processes for sustainability: the possibilities and limitations of teaching guides for climate change education T2 - Environmental Education Research SN - 1350-4622 A1 - Olsson, David PY - 2021 VL - 7 IS - 28 SP - 970 EP - 985 DO - 10.1080/13504622.2021.1994927 LA - eng PB - : Routledge KW - education for sustainable development KW - secondary education KW - environmental and sustainability education KW - pluralistic KW - policy KW - samhällskunskap AB - The UNESCO-led Global Action Programme (GAP) on Education for Sustainable Development (ESD) stresses the importance of building teachers' capacity for an ESD transforming how people think and act. From the perspective of the pluralistic tradition, this creates challenges related to this tradition's notion that educators should facilitate open-ended democratic education processes. This study examines these challenges through a critical policy analysis drawing on the 'what's the problem represented to be? approach. It departs from democratic theories' emphasis on cultivating both social unity and disunity as well as from their diverse problematizations of this tension. It shows how different problematizations create particular possibilities and limitations to solve the challenges. This is demonstrated through an analysis of teaching guides, linked to the GAP, on how democratic processes can be facilitated in climate change education. The study also provides a discussion of how the limitations can be approached and the guides improved. ER - TY - JOUR T1 - Inviting the petrochemical industry to the STEM classroom: messages about industry–society–environment in webinars T2 - Environmental Education Research SN - 1350-4622 A1 - Andrée, Maria A1 - Hansson, Lena PY - 2023 VL - 5 IS - 30 SP - 661 EP - 676 DO - 10.1080/13504622.2023.2168623 LA - eng PB - : Informa UK Limited KW - environment KW - industry KW - stem education KW - education policy KW - educational governing KW - european union KW - naturvetenskapsämnenas didaktik KW - science education AB - This article reports from a study of what messages concerning industry–society–environment are communicated to secondary students when they participate in webinars with representatives from the petrochemical industry. The webinars are conceptualised as part of an arena for governing science education and the messages as companion meanings. Empirically, the study is set in a context of online webinars on the topic of careers in the petrochemical industry. The webinars target students across the European Union (EU). The analysis reveals two main themes of companion meanings concerning what relations between industry–society–environment are communicated: a) the petrochemical industry as safeguarding modern life, and b) the petrochemical industry as essential for the solving of environmental problems. The companion meanings conveyed are not at all neutral but instead a means to influence the attitudes and choices of young people. The themes are discussed in relation to the overall democracy and citizenship aims of education. That the webinars claim to address the topic of careers and that they are part of an initiative sanctioned by a governmental authority (the EU) might contribute to teachers and students lowering their guard in relation to potentially biased messages.  ER - TY - JOUR T1 - Unequal opportunities for citizenship in vocational and academic sustainability education? – A critical study of teaching approaches in Swedish upper secondary subject ‘Science Studies’ T2 - Environmental Education Research SN - 1350-4622 A1 - Brommesson, Sara A1 - Lundegård, Iann PY - 2025 DO - 10.1080/13504622.2025.2551808 LA - eng PB - : Carfax Publishing Ltd. KW - action competence KW - citizenship education KW - socialisation KW - subjectification KW - sustainability education KW - vocational-academic divide AB - This paper critically examines the sustainability education offered within the compulsory Science Studies subject in Swedish upper secondary schools, comparing citizenship and sustainable action addressed in vocational education and training (VET) and higher education preparatory (HEP) programmes. Framed by the concepts of citizenship-as-achievement, citizenship-as-practice, and action competence, the study explores the interplay between qualification, socialisation, and subjectification in teaching. Using a questionnaire and quantitative analysis, the study examines the knowledge, values and skills taught in sustainability education, as well as the teaching offered in citizenship and action skills. The study reveals both common patterns and important differences. HEP teaching promotes analytical thinking and reflective engagement, aligning with subjectification-oriented teaching. VET teaching focuses on behaviour modification and context-specific knowledge, reflecting a socialisation-oriented teaching. The findings reveal that, despite shared content, teaching may shape differences in students’ citizenship engagement, raising concerns about equity, democracy, and the educational purpose of sustainability education. ER - TY - JOUR T1 - Revisiting the political in environmental and sustainability education – a global justice-oriented approach T2 - Environmental Education Research SN - 1350-4622 A1 - Sund, Louise A1 - Öhman, Johan PY - 2025 SP - 1 EP - 17 DO - 10.1080/13504622.2025.2567938 LA - eng PB - : Routledge KW - environmental and sustainability education KW - global citizenship education KW - global justice KW - educational guidelines KW - education AB - This paper revisits and expands a decade-old call to engage the political dimensions of environmental and sustainability education (ESE). With intensifying climate impacts and widening global inequities, global justice has become central to ESE. Climate change is not only a scientific concern but a lived reality shaped by colonial legacies, structural inequalities, and power imbalances. Drawing on critical global citizenship education (GCE) and educational philosophy, we examine the roles of educators amid interwoven environ-mental, social, and political crises. Teaching sustainability is not merely technical or scientific but also ethical, existential, and political. Inspired by recent scholarship across ESE, GCE, political science, and philosophy, we outline five interrelated educational guidelines for a global justice-oriented ESE. These guidelines support educators in critically addressing intersecting injustices through meaningful, critical engagement. We conclude that ESE’s future lies in creating transformative spaces that foster ethical responsibility, political awareness, and collective action for a just and sustainable world. ER - TY - JOUR T1 - A systematic review of self-assessment scales on action competence in environmental and sustainability education: current limitations and development opportunities T2 - Environmental Education Research SN - 1350-4622 A1 - Olsson, David A1 - Berglund, Teresa A1 - Boeve-de Pauw, Jelle A1 - Gericke, Niklas A1 - Olsson, Daniel PY - 2025 DO - 10.1080/13504622.2025.2605222 LA - eng PB - : Taylor & Francis KW - environmental education KW - education for sustainable development KW - assessment instruments KW - learning outcomes KW - citizenship education KW - biology AB - Environmental and Sustainability Education (ESE) has the potential to empower learners to become agents of democratic transformation toward sustainability. Part of this lies in ESE's potential to foster action competence (AC) among learners. To capture this potential, ESE should be informed by feedback from adequate assessment instruments. The most common type is self-assessment scales, enabling large-scale statistical analyses. Drawing on theories of social change and democracy, we argue that self-assessment scales should: (a) be grounded in, and capable of assessing, AC for both individually driven and systemically oriented actions for social change; (b) distinguish between individual and collective AC; and (c) be based on a solid theoretical foundation regarding what supports and hinders actions for social change. Through a systematic review we identify validated scales assessing AC for sustainability and environmentally friendly actions, pinpoint gaps in terms of the a, b, and c listed above, and discuss ways to reduce these gaps through avenues for further instrument development and research. ER - TY - JOUR T1 - Action in the combat of climate change: exploring conceptions of effectiveness and fairness of policy among youth in Sweden T2 - Environmental Education Research SN - 1350-4622 A1 - Lundholm, Cecilia A1 - Bendz, Anna A1 - Ignell, Caroline PY - 2026 SP - 1 EP - 21 DO - 10.1080/13504622.2026.2632692 LA - eng PB - : Taylor & Francis Group KW - climate policy KW - effectiveness KW - fairness KW - conceptions KW - climate change education KW - social science education KW - educational science KW - pedagogik med inriktning mot utbildningsvetenskap AB - This article presents findings on students’ conceptions about the effectiveness and fairness of climate policies such as taxation, sub-sidies, regulations and bans, and how these conceptions relate tosupport of climate policies. A survey was administrated to 340 par-ticipants between 15 and 17 years old. Results show that students show strongest support for stronger regulations on business, followed by support of subsidies and taxes. Bans are supported by a minority. Conceptions about effectiveness and fairness are significantly and positively related to willingness to support policies. Concerning the relationship between conceptions of effectivenessand fairness to support taxes, subsidies and bans, correlations arestronger for the same policy instrument, e.g. conceptions of effectiveness of taxes and support for taxes. As climate change education has been reported to show a lack of focus on public sphereactions, such as climate policies, this study points to the importance of supporting student understanding of policies — how policies reduce greenhouse gas emissions — and thus to the importantrole of social science in climate change education. ER - TY - JOUR T1 - Being a Swedish teacher in practice: analysing migrant teachers' interactions and negotiation of national values T2 - Social Identities SN - 1350-4630 A1 - Ennerberg, Elin PY - 2021 VL - 3 IS - 28 SP - 296 EP - 314 DO - 10.1080/13504630.2021.2003772 LA - eng PB - : Routledge KW - migrant teachers KW - social codes KW - rituals KW - integration AB - National values or imagined communities are often reflected in a country's educational system. In this paper, a teaching course for migrant teachers in Sweden is used to reflect on how some of these national values and practices are presented and subsequently negotiated by course leaders and course participants. While measures that emphasise national values are often criticised as assimilationist, building partly on Goffman's work it is argued that a discussion of national values can also serve to unveil hidden rituals that are otherwise taken for granted, while also pointing both to the potential usefulness and pitfalls of civic education. For example, while course teachers try to avoid presenting the Swedish value system as superior to that of other countries, certain 'sacred' national values, such as a commitment to gender equality, are seen as non-negotiable. For participants, their previous teaching identity can be used both as a resource in navigating the course and for work practice. But for some participants, their previous teaching identity is seen as in need of adjustment in order for them to follow Swedish teaching and school 'rituals'. ER - TY - JOUR T1 - Training cooperative citizens: Masculinity and democratic citizenship in the Swedish Boy Scout Movement after 1945 T2 - European Review of History SN - 1350-7486 A1 - Lundberg, Björn PY - 2023 VL - 6 IS - 29 SP - 907 EP - 929 DO - 10.1080/13507486.2022.2142095 LA - eng PB - : Routledge AB - This article discusses the reconfiguration of citizenship education in the Swedish Boy Scout movement, one of the country’s largest civil society organizations, after 1945. Citizenship education was a core feature of scouting since its establishment during the first decades of the twentieth century, with patriotism and practical helpfulness as core tenets. Additionally, an emphasis on hiking and camping sought to train Scouts to become self-reliant and self-regulatory members of society. After 1945, several former Scout virtues, such as honour, self-sacrifice and bravery, became increasingly associated with authoritarian values and were thus challenged by democratic, individualist ideals. By the 1950s, differences between Boy Scouting and Girl Scouting became less apparent, and explicitly masculine ideals were rejected by leading figures of the Boy Scout movement. The reconfiguration of citizenship education contributed to gender integration and co-educational reform that reshaped the Scout movement in Swedenduring the 1950s and 1960s. ER - TY - JOUR T1 - Disrupting the autocratization sequence: towards democratic resilience T2 - Democratization SN - 1351-0347 A1 - Lührmann, Anna PY - 2021 VL - 5 IS - 28 SP - 1017 EP - 1039 DO - 10.1080/13510347.2021.1928080 LA - eng PB - : Informa UK Limited KW - autocratization KW - democratic resilience KW - democracy KW - autocracy KW - polarization KW - populism KW - anti-pluralism KW - political parties KW - radical right KW - parties KW - performance KW - immigration KW - strategies KW - government KW - pariahs KW - government & law AB - Contemporary autocratization is typically the result of a long sequence of events and gradual processes. How can democratic actors disrupt such autocratization sequences in order to enhance democratic resilience? To address this question, this conclusion presents an ideal-typical autocratization sequence and entry points for democratic resilience. It builds on the findings of this special issue, extant research and a novel descriptive analysis of V-Party data. In the first autocratization stage, citizens' discontent with democratic institutions and parties mounts. Remedies lie in the areas of a better supply of democratic parties and processes as well as in civic education. During the second stage, anti-pluralists - actors lacking commitment to democratic norms - exploit and fuel such discontent to rise to power. In order to avoid the pitfalls of common response strategies, this article suggests "critical engagement", which balances targeted sanctions against radicals with attempts to persuade moderate followers; and has the aim of decreasing the salience of anti-pluralists' narratives by means of democratic (voter) mobilization. Thirdly, once autocratization begins, weak accountability mechanisms and opposition actors enable democratic breakdown. Thus, resilient institutions and a united and creative opposition are the last line of democratic defense. ER - TY - JOUR T1 - Pathways to professional digital competence to teach for digital citizenship: social science teacher education in flux T2 - Teachers and Teaching SN - 1354-0602 A1 - Örtegren, Alex A1 - Olofsson, Anders D. PY - 2024 VL - 4 IS - 30 SP - 526 EP - 544 DO - 10.1080/13540602.2024.2342860 LA - eng PB - : Routledge KW - digital citizenship KW - professional digital competence KW - social science teacher education KW - teacher educators AB - Increasingly pervasive digital technologies in societies are placing complex demands on the development of young people’s digital citizenship and digital competence. Social science education and teacher education (TE) play important, but poorly understood, roles in this development. Through reflexive thematic analysis of semi-structured interviews, this paper explores 15 Swedish teacher educators’ (TEDs) views of teaching for digital citizenship, particularly social science TE’s role. We also consider organisational and personal conditions that may influence TEDs’ views of professional digital competence (PDC) for such teaching. Their views are examined through a postdigital lens, with a focus on democratic implications in evolving socio-technical environments. The results indicate that TEDs acknowledge the importance of social science TE in teaching for digital citizenship, but find maintaining responsiveness to societal changes challenging. Challenges are also posed by the multidisciplinary character of social science education, including how personal trajectories shape TEDs’ views of their dual-didactic task of teaching to teach for digital citizenship. This paper contributes knowledge of how TEDs, as ‘street-level bureaucrats’ in social science TE, navigate between written and performed education policy in teaching for digital citizenship, with specific attention to the dynamic character of PDC in social science education. ER - TY - JOUR T1 - Sites of Situated Hope: Amazonian Rhythms, Unruly Caribbean Plants, and Post-Anthropocentric Gazes in Contemporary Latin American Cinema T2 - Journal of Latin American Cultural Studies SN - 1356-9325 A1 - Castro, Azucena A1 - Selgas, Gianfranco PY - 2023 VL - 4 IS - 31 SP - 591 EP - 612 DO - 10.1080/13569325.2022.2158440 LA - eng PB - : Informa UK Limited KW - farmacopea KW - río verde KW - post-anthropocentrism KW - contemporary film KW - necropolitics KW - landscape KW - situated hope KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - This article examines the ways in which the cinematic practices of the audiovisual productions Farmacopea (2013) by Beatriz Santiago Muñoz (Puerto Rico) and Río Verde (2017) by Diego and Álvaro Sarmiento (Peru) address human-nature assemblages by articulating a post-anthropocentric gaze. Addressing these two movies as neoregional films, this essay discusses how these contemporary audiovisual productions explore the disastrous environmental histories of the tropical plantation in the Caribbean and the extractive exploitation of the Peruvian-Amazon jungle, exhibiting cinematic techniques that disrupt the socially committed tradition of Latin American cinema of the 1960s centred on human communities. Deploying experimental and poetic cinematic techniques, it is argued that these movies feature small matter by foregrounding local poisonous vegetation and corporal takes of humans and animals that register landscapes in disappearance in the face of modern extractive practices. Departing from Santiago Muñoz’s and the Sarmiento brothers’ filmic productions, we discuss how the embedding of Amazonian rhythms and unruly Caribbean plants in their filmic narratives produces sites of situated hope that both reconceptualise Latin American cinema and contest the necro-political violence of the modern extractive machinery.  ER - TY - JOUR T1 - Troubling aesthetics: mapping vulnerability as a generative force in community theatre T2 - Research in Drama Education SN - 1356-9783 A1 - Szatek, Elsa PY - 2021 VL - 1 IS - 27 SP - 40 EP - 56 DO - 10.1080/13569783.2021.1985990 LA - eng PB - : Informa UK Limited KW - community theatre KW - vulnerability KW - heterotopia KW - girls' drama KW - applied drama KW - theatre studies KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - geografi med kulturgeografisk inriktning KW - geography with emphasis on human geography AB - This article explores the risks and potentials of staging vulnerabilityin community theatre with teenage girls. By drawing on postconstructionist and spatial theories, the article elaborates on how aesthetic spaces emerge when interwoven with spaces of vulnerability. Exploring how vulnerability becomes a generative, or restrictive force, the article debates tensions produced in the process in terms of potentia and potestas. It examines the embeddedness of the drama practice as it both challenges and merges with the local context and the participants’ everyday. The article argues that this embeddedness is a prerequisite to turn vulnerability into potentia. ER - TY - JOUR T1 - Health by stealth: exploring the sociocultural dimensions of salutogenesis for sport, health and physical education research T2 - Sport, Education and Society SN - 1357-3322 A1 - McCuaig, Louise A1 - Quennerstedt, Mikael PY - 2016 VL - 2 IS - 23 SP - 111 EP - 122 DO - 10.1080/13573322.2016.1151779 LA - eng PB - Oxon, United Kingdom : Routledge KW - salutogenesis KW - health and physical education KW - research methodology KW - foucault KW - healthy citizenship KW - sports science AB - Sport, health and physical education (SHPE) researchers have increasingly embraced the salutogenic model of health devised by Aaron Antonvosky, to re-understand and problematise the relation between movement, physical activity or physical education on one hand, and health on the other. However, contemporary research employing Antonovsky's theories has almost exclusively focused on the sense of coherence scale. In so doing, we suggest salutogenic researchers have missed opportunities to explore the sociological aspects of Antonovsky's work. In responding to this challenge, we demonstrate the generative possibilities posed by social theory for those seeking to inform and design salutogenically oriented SHPE programmes for children and young people. As such, we first review Antonovsky's theory of salutogenesis to highlight the sociocultural aspects of his model. We then draw on these sociocultural underpinnings to propose additional, alternative approaches to salutogenic research in SHPE, according to the theoretical and methodological tools devised by Michel Foucault [1990. The use of pleasure: The history of sexuality (Vol. 2, R. Hurley, Trans.). New York: Vintage Books]. In conclusion, we propose a schedule of research questions to inspire qualitative endeavours that move beyond privileged biomedical perspectives, to investigate health in terms of how individuals live a good life. In short, we contend that such investigations are best achieved when researchers approach ‘health by stealth’. ER - TY - JOUR T1 - A Multiple Software Approach to Understanding Values T2 - Journal of Beliefs and Values SN - 1361-7672 A1 - Hansson, Thomas A1 - Carey, Greg A1 - Kjartansson, Rafn PY - 2010 VL - 3 IS - 31 SP - 283 EP - 298 DO - 10.1080/13617672.2010.521005 LA - eng PB - : Taylor & Francis KW - values KW - software method KW - social science KW - qualitative study AB - Global flow of information forms a basis for active citizenship at local, regional and national levels of society. Information, exchange and education hold a potential to empower individuals for personal development, working life purposes and public life. In raising people’s awareness of the ways of the world, piecemeal, factual and true data as well as personally held values play a crucial role. Here we study the potential of software packages for analyzing social scientists use of values in journal articles. Results show that a combination of software tools yields useful information for further research on the contents of social science articles relating to an extraordinary societal phenomenon. ER - TY - JOUR T1 - An Education Policy Paradigm That Fails Upper Secondary School Pupils T2 - Journal of Vocational Education and Training SN - 1363-6820 A1 - Olofsson, Jonas A1 - Panican, Alexandru PY - 2017 VL - 4 IS - 69 SP - 495 EP - 516 DO - 10.1080/13636820.2017.1344869 LA - eng PB - : Routledge KW - upper secondary school KW - vocational education and training KW - paradigm KW - education policy KW - sweden AB - In this article, we illustrate the creation of the education policy paradigm that constitutes the framework of vocational education and training (VET) programmes, and analyse local school representatives’ perception of VET in upper secondary schools in Sweden. The education policy paradigm, established through three periods of reform during the twentieth century, undervalues VET as being less worthy than general/academic education. This paradigm generates the rhetoric used by interviewed school representatives that encourages school pupils to choose the ‘right’ (academic) programmes in order to foster a specific citizenship competence, even if this competence is not fully compatible with labour market demands. Young people who cannot, or will not, attain the ‘right’ education, and thus the advocated citizenship competence, lose out in a school system where general/academic education and higher education preparatory programmes are consistently prioritised over VET. An educational system that advocates discrimination and suspicion of VET limits career options and restricts entry into the labour market, as well as risk stigmatising pupils undertaking VET; this paradigm is neither justified nor democratic. ER - TY - JOUR T1 - Gendered distribution of ‘knowledge required for empowerment’ in Swedish vocational education curricula? T2 - Journal of Vocational Education and Training SN - 1363-6820 A1 - Ledman, Kristina A1 - Rosvall, Per-Åke A1 - Nylund, Mattias PY - 2017 VL - 1 IS - 70 SP - 85 EP - 106 DO - 10.1080/13636820.2017.1394358 LA - eng PB - Abingdon : Routledge KW - vocational education and training KW - gender and educational training KW - policy analysis KW - policy issues KW - gender and learning KW - curriculum AB - Sweden is internationally commended for a high degree of gender equality, but many divisions in Swedish society, including the labour market, disadvantage women. This paper addresses gendered divisions of preparation for civic participation in the vocational upper secondary national curricula, which may participate in reproduction of the pattern. In a comparative analysis of the curriculum guidelines for different vocational upper secondary programmes, we focus on the inclusion of important knowledge for empowerment and how knowledge is contextualised in terms of valued labour positions. We deploy Bernstein’s concepts of horizontal and vertical discourse and Connell’s concepts of production, consumption and gendered accumulation. A general finding is that vertical discourse is contextualised towards discourses of consumption in girl-dominated programmes and towards discourses of production in boy-dominated programmes. Boy-dominated programmes include more knowledge that can be clearly classified in recognised disciplines or fields, whereas girl-dominated programmes include courses of undefined knowledge, such as creativity and entrepreneurship. We conclude that the vocational curricula reinforce rather than challenge existing gender structures in the labour market and wider society. In a historical perspective, it can be concluded that Swedish vocational education policy has a continuum of ‘gender-blindness', and thus confirming with wider norms. ER - TY - JOUR T1 - Civic education in VET: concepts for a professional language in VET teaching and VET teacher education T2 - Journal of Vocational Education and Training SN - 1363-6820 A1 - Rosvall, Per-Åke A1 - Nylund, Mattias PY - 2022 VL - 3 IS - 76 SP - 684 EP - 703 DO - 10.1080/13636820.2022.2075436 LA - eng PB - : Routledge KW - vocational education teachers KW - citizenship education KW - critical thinking KW - educational development KW - vocational subjects AB - This paper discusses how Bernsteinian concepts (‘pedagogic rights’, ‘discursive gaps’ and ‘pedagogic code’) from the field of sociology of education can be used as didactic tools to illuminate how different ways of organising teaching in VET has implications for citizenship preparation. The paper is based on results from a five-year research project investigating the extent and nature of learning processes that can be characterised as civic education in Swedish VET. Results from the project show how VET often contributes to social reproduction through provision of class-, gender-, and ethnicity-based access to knowledge with different powers to students. However, we also identified many variations in the VET-contexts studied. In the paper at hand, examples of when and how students got access to different types of knowledge through different ways of organising teaching, and how different ways of teaching prevented or promoted different types of questions with implications for the kind of citizenship preparation the students were offered, is discussed. Our hope is that these discussions contribute to a conversation on how to make a language accessible to VET-teachers that is helpful to problematise and plan their teaching to offer greater access to an active citizenship for students in vocational programmes. ER - TY - JOUR T1 - Construction of ethnicity, immigration and associated concepts in Swedish vocational education and training T2 - Journal of Education and Work SN - 1363-9080 A1 - Rosvall, Per-Åke A1 - Ledman, Kristina A1 - Nylund, Mattias A1 - Rönnlund, Maria PY - 2019 VL - 7 IS - 31 SP - 645 EP - 659 DO - 10.1080/13639080.2019.1569212 LA - eng PB - : Routledge KW - vocational education KW - immigrants KW - intercultural education KW - racial bias AB - Surges of migration into Sweden and other European countries have raised needs to adjust civic education to provide Bernsteinian pedagogic rights of enhancement, participation and inclusion, both generally and in VET specifically. However, associated issues have received little research attention even in countries with colonial histories and longer traditions of immigration and non-native ethnic minorities. Moreover, most published empirical studies on race and ethnicity issues in VET have had Anglophone settings. Thus, research in other contexts is needed to broaden understanding and distinguish between general and context-specific aspects.This article addresses gaps in knowledge of the construction and significance of race and ethnicity in VET, particularly in Swedish contexts. First, it examines how critical understandings of being an immigrant, immigration and ethnicity are constructed in pedagogic practices in Swedish VET programmes, then analyses students’ and teachers’ discussion of these issues. Content related to immigration and ethnicity was sparse in monitored VET classes, but the presence of immigrants increased instances of both spontaneous and planned content. We conclude that pedagogic practices do not reflect the large increase in numbers of students in Swedish schools with immigrant backgrounds, and greater intercultural awareness is needed to safeguard their pedagogic and general democratic rights. ER - TY - JOUR T1 - Vocational students’ experiences of power relations during periods of workplace learning – a means for citizenship learning T2 - Journal of Education and Work SN - 1363-9080 A1 - Rönnlund, Maria A1 - Rosvall, Per-Åke PY - 2021 VL - 4 IS - 34 SP - 558 EP - 571 DO - 10.1080/13639080.2021.1946493 LA - eng PB - : Taylor & Francis Group KW - vocational education KW - workplace learning KW - educational sociology AB - Students in vocational education may experience situations during on-the-job training in which power relations are strongly manifested, with considerable potential for learning about democracy that have been far from fully explored. Thus, here we analyse how Swedish vocational education and training (VET) students perceived and experienced power relations during their workplace learning periods in upper secondary education, and discuss their experiences in the context of learning democratic rights. Interviewed students perceived power relations at workplaces in various ways. Most of them did not perceive the power relations as problematic, but a substantial proportion did, and expressed a need to talk about perceived power structures. This need concerned both how they personally felt positioned in power structures, and their perceived position of the profession they aimed to enter. The findings are discussed in relation to earlier arguments that VET often focuses much more strongly on learning skills than on learning democratic rights. A conclusion we draw is that schools could advantageously use students’ experiences of power relations as foundations for democratic learning. ER - TY - JOUR T1 - Education for Democratic Citizenship. Issues of Theory and and Practice by Andrew Lockyer, Bernard Crick & John Annette (Eds.), 2003. Review. T2 - Journal of In-service education SN - 1367-4587 A1 - Segerholm, Christina PY - 2003 VL - 1 IS - 31 SP - 218 EP - 221 DO - 10.1080/13674580500200264 LA - eng PB - : Informa UK Limited KW - review KW - democracy KW - education KW - citizenship education ER - TY - JOUR T1 - Exposure to culturally sensitive sexual health information and impact on health literacy: a qualitative study among newly arrived refugee women in Sweden T2 - Culture, Health and Sexuality SN - 1369-1058 A1 - Svensson, Pia A1 - Carlzén, Katarina A1 - Agardh, Anette PY - 2016 VL - 7 IS - 19 SP - 752 EP - 766 DO - 10.1080/13691058.2016.1259503 LA - eng PB - : Taylor & Francis AB - In Sweden, migrants have poorer sexual and reproductive health compared to the general population. Health literacy, in the form of the cognitive and social skills enabling access to health promoting activities, is often poorer among migrants, partly due to language and cultural barriers. Culturally sensitive health education provides a strategy for enhancing health literacy. Since 2012, specially trained civic and health communicators have provided sexual and reproductive health and rights information to newly arrived refugees in Skåne, Sweden. The aim of this study was to explore how information on sexual and reproductive health and rights was perceived by female recipients and whether being exposed to such information contributed to enhanced sexual and reproductive health and rights literacy. Semi-structured in-depth interviews were conducted with nine women and analysed using qualitative content analysis. Two themes emerged: (1) opening the doors to new understandings of sexual and reproductive health and rights and (2) planting the seed for engagement in sexual and reproductive health and rights issues, illustrating how cultural norms influenced perceptions, but also how information opened up opportunities for challenging these norms. Gender-separate groups may facilitate information uptake, while discussion concerning sexual health norms may benefit from taking place in mixed groups. ER - TY - JOUR T1 - Examining narratives of Swedish care-leaving bureaucracy from a lived citizenship perspective: framing the problem in political terms T2 - European Journal of Social Work SN - 1369-1457 A1 - Becevic, Zulmir A1 - Höjer, Ingrid PY - 2024 VL - 2 IS - 28 SP - 245 EP - 258 DO - 10.1080/13691457.2024.2344003 LA - eng PB - : Informa UK Limited KW - leaving care KW - lived citizenship KW - young people’s experiences AB - The transition to young adulthood is a complex process for all young people, but especially those leaving care who are at high risk of social exclusion. The adverse living conditions of young care leavers have been well documented in recent decades and constitute an established point of departure in the political discourse on care leavers, as well as within the international field of leaving care research. This article builds on twelve in-depth interviews with young people aged 17–24 from a Swedish research project on youth transitioning from out-of-home care and their paths to housing, work and education. From the perspectives of care leavers, the processes governing transitions are characterised by rigid managerialism and social administration that fails to address the extensive needs regarding housing, income, education and health as experienced by this group. The article explores leaving care from a lived citizenship perspective, arguing that the lack of responsiveness from the social services, as well as the lack of meaningful long-term interventions capable of addressing the material, psychological, emotional, relational and educational needs of young people leaving care, places this group on the margins of citizenship, unsupported and insufficiently prepared to enter the many trials of emerging adulthood. ER - TY - JOUR T1 - Visualising the post-2000s Inland Tibet Class generation: Female authorship and renegotiation of ethnicity T2 - Asian Ethnicity SN - 1463-1369 A1 - Zeng, Jinyan PY - 2024 SP - 1 EP - 21 DO - 10.1080/14631369.2024.2363194 LA - eng PB - : Routledge AB - This study investigates the first films made by a female director, Kangdrun (T: Gangs sgron, གངས་ྒྲསྒྲོན་, Gangzhen, 岗珍, b. 1995) belonging to the Post-2000s Inland Tibet Class (ITC) generation. Following the experience of the Sinophone-Tibetan filmmaker Kangdrun in a Chinese language education environment, her films, and Tibetan cultural communities, this study discusses Kangdrun’s visual strategies for telling stories from the perspectives of children and youth through a feminine camera eye. The Chinese language education and Tibetan cultural community relations have reshaped the ethnic awareness of the post-2000s ITC generation regarding what can be called ‘a safe Chinese Tibetan citizenship’. This study contributes to a new understanding of modern Tibetan authors’ generational relationships, the expressive styles of the female Sinophone-Tibetan filmmaker, and how affective visuality mediates the cultural, political, and gender identity formation of female artists of the post-2000s ITC generation. ER - TY - JOUR T1 - Children’s prosthetic citizenship as ‘here-and-now’, ‘not-yet’ and ‘not-here’. the case of the mobile preschool: [La ciudadanía prostética de los niños como ‘aquí y ahora’, ‘todavía no’ y ‘no aquí’. El caso del la preescolar móvil.] [La citoyenneté prothétique des enfants en termes d’« ici-maintenant », de « pas-encore » et de « pas-ici ». Le cas des haltes-garderies itinérantes.] T2 - Social & Cultural Geography SN - 1464-9365 A1 - Ekman Ladru, Danielle A1 - Gustafson, Katarina A1 - Joelsson, Tanja PY - 2021 VL - 6 IS - 24 SP - 1063 EP - 1081 DO - 10.1080/14649365.2021.2007541 LA - eng PB - : Informa UK Limited KW - mobility KW - children's citizenship KW - place KW - citizenship skills KW - integration KW - early childhood education KW - mobilité KW - citoyenneté de l’enfant KW - lieu KW - capacité civique KW - intégration KW - éducation de la petite enfance KW - movilidad KW - ciudadanía infantil KW - lugar KW - habilidades ciudadanas KW - integración KW - educación en la edad temprana AB - Using the case of the mobile preschool we focus on how children's prosthetic citizenship is constructed in relation to notions of mobility and place in the accounts of Swedish mobile preschool professionals. Mobile preschools are preschools in buses that visit different places in and around the city on an everyday basis. Analysis of interviews and workshop discussions with mobile preschool professionals shows how three different conceptualisations of children's 'proper' citizenship operate in parallel in these accounts - children as 'not-yet-citizens', children as 'not-here-citizens' and children as 'here-and-now-citizens'. These different conceptualisations are constructed in relation to the everyday mobility of the mobile preschool and notions of places as more or less beneficial for children's proper future and Swedish citizenship, and reveal how mobility is not only a consequence of citizenship relations but also constitutive of them. This paper contributes to knowledge on how mobility and notions of place constitute ideas on citizenship, and how forms and geographies of mobility produce subjects as more or less citizen. ER - TY - JOUR T1 - Citizenship in the Classroom: Transferring and transforming transcultural values T2 - Intercultural Education SN - 1467-5986 A1 - Sandström Kjellin, Margareta A1 - Stier, Jonas PY - 2008 VL - 1 IS - 19 SP - 41 EP - 51 DO - 10.1080/14675980701852384 LA - eng PB - : Informa UK Limited AB - The aim of the paper is to present and discuss a Report from a Comenius 2.1 project, aimed at developing teachers’ interpersonal, intercultural, social and civic competence. The study presented in the report was a multiple case study, and the methods for collecting data were focus group dialogues (with 34 teacher students), one video recording in each country and a document analysis of a European overview of citizenship education in Europe. Five countries participated in the study (the Netherlands, Portugal, Poland, the UK and Sweden) and the study focused on 12 year‐old pupils. One conclusion was that teacher education needs to focus more on horizontal classroom dialogue if goals for citizenship education are to be reached. ER - TY - JOUR T1 - A Vocational Calling: Exploring a caring technology in elderly care T2 - Pedagogy, Culture & Society SN - 1468-1366 A1 - Fejes, Andreas A1 - Nicoll, Katherine PY - 2010 VL - 3 IS - 18 SP - 353 EP - 370 DO - 10.1080/14681366.2010.504646 LA - eng PB - : Informa UK Limited KW - foucault KW - calling KW - elderly care KW - vocation KW - caring technology KW - education AB - In this article we explore the relationship of care of a group of health care workers in elderly care, through their descriptions of themselves and their work. We have an interest in how relationships of care may be explored and characterised in and across disparate vocational settings. This is a critical response to policy discourses of citizenship that are currently emerging for re-emphasis in Europe through citizenship education and the idea of the active citizen.We mobilise two notions to help us in the analysis of interview transcripts. First, ‘calling’ is used as a figure of thought. Past religious and secular discourses of calling to God and nursing provide us with glimpses of past relations of vocation and care through which to consider present descriptions. The term ‘technology of the self’ is one drawing specifically from the work of Michel Foucault, through which we theorise the calling to care emerging from our interviewee descriptions as such a technology. Our analysis indicates that a specific calling to care and technology is mobilised by these health care workers in elderly care. We conclude that it is through such stabilisations of description that the health care workers’ shape context-specific subjectivities, as caring citizens. ER - TY - JOUR T1 - Family makeover: Coaching, confession and parental responsibilisation T2 - Pedagogy, Culture & Society SN - 1468-1366 A1 - Dahlstedt, Magnus A1 - Fejes, Andreas PY - 2013 VL - 2 IS - 22 SP - 169 EP - 188 DO - 10.1080/14681366.2013.812136 LA - eng PB - : Taylor & Francis KW - confession KW - parent education KW - governmentality KW - citizenship KW - nanny tv KW - responsibilisation AB - Today, there is a widespread idea that parents need to learn how to carry out their roles as parents. Practices of parental learning operate throughout society. This article deals with one particular practice of parental learning, namely nanny TV, and the way in which ideal parents are constructed through such programmes. The point of departure is SOS family, a series broadcast on Swedish television in 2008. Proceeding from the theorising of governmentality developed in the wake of the work of Michel Foucault, we analyse the parental ideals conveyed in the series, as an example of the way parents are constituted as subjects in the ‘advanced liberal society’ of today. The ideal parent is a subject who, guided by the coach, is constantly endeavouring to achieve a makeover. The objective of this endeavour, however, is self-control, whereby the parents will in the end become their own coaches.  ER - TY - JOUR T1 - The will to include - education for becoming a desirable citizen T2 - Pedagogy, Culture & Society SN - 1468-1366 A1 - Åkerblom, Erika PY - 2019 VL - 3 IS - 28 SP - 351 EP - 366 DO - 10.1080/14681366.2019.1643400 LA - eng PB - : Taylor & Francis KW - education KW - lifelong learning KW - health KW - inclusion KW - citizenship AB - Contemporary understandings about the importance of a ‘desirable population’ have become intimately related to the pursuit of education and lifelong learning. In order to enable this, higher education operates as a technology for shaping desirable citizens. This paper focuses on a project in Sweden that aimed to include students with intellectual disabilities in higher education. Drawing on Foucault’s notion on governmentality and subjectivity, the analytical focus is on which kinds of subjects are created in and emerge from the project’s policy documents. The prospective students emerge as different and in need of special measures and are assigned particular knowledge that creates expectations and opportunities for them to regulate and foster themselves as desirable subjects in spaces where governing techniques such as surveillance and confession operate. Rather than including these students, the measures instead lead to further exclusion by creating, manifesting and reproducing the otherness it was supposed to counteract. ER - TY - JOUR T1 - The ‘ideal citizen’ abroad: Engaging Rwanda’s young generation diaspora T2 - Globalizations SN - 1474-7731 A1 - Orjuela, Camilla PY - 2023 VL - 1 IS - 22 SP - 34 EP - 50 DO - 10.1080/14747731.2023.2275363 LA - eng PB - : Informa UK Limited KW - diaspora strategies KW - external citizenship KW - transnational repression KW - youth KW - civic education KW - rwanda. AB - When approaching its diaspora, the Rwandan government pays special attention to the young generation. Diaspora youth are seen as especially potent contributors to Rwanda’s development and security – but also as a potential threat. The article analyzes how Rwanda reaches out to, frames and strives to form young Rwandans abroad. Building on interviews, online diaspora events and media reports, it discusses how the state not only seeks support from Rwandan youth abroad, but also attempts to shape them into ‘ideal citizens’ who are patriotic, disciplined, productive and innovative. Many young diasporans embrace these outreach efforts and the opportunities they offer. Others, who criticize the Rwandan regime, are exposed to various cooptation and silencing tactics. The article shows how state efforts to foster ‘ideal citizens’ not only target immigrants but also emigrants and their descendants, and how migrant-sending states entwine inclusion and exclusion as they engage their young generation diaspora. ER - TY - JOUR T1 - Education as a Human and a Citizenship Right - Parents' Rights, Children's Rights, or...?: The Necessity of Historical Cotextualization T2 - Journal of Human Rights SN - 1475-4835 A1 - Englund, Tomas A1 - Quennerstedt, Ann A1 - Wahlström, Ninni PY - 2009 VL - 2 IS - 8 SP - 133 EP - 138 DO - 10.1080/14754830902897189 LA - eng PB - Philadelphia : Routledge KW - children's rights KW - human rights KW - education AB - This paper serves as an introduction to three following papers, analyzing the contextual background to the different treaties - the United Nations' Universal Declaration of Human Rights, the European Convention on Human Rights , and the United Nation's Convention on the Rights of the Child - and focusing on how the relations between parents' rights and children's rights in the matter of education were shaped during the various drafting stages. The paper forms part of a project that intends to study the meaning and consequences of the increased tendency to view education from a perspective of rights. More specifically, the project aims to focus on the implications of parental rights and to analyze potential contradictions between parents' and children's rights in education. ER - TY - JOUR T1 - The Struggle for the Right to Education in the European Convention on Human Rights T2 - Journal of Human Rights SN - 1475-4835 A1 - Wahlström, Ninni PY - 2009 VL - 2 IS - 8 SP - 150 EP - 161 DO - 10.1080/14754830902897254 LA - eng PB - London : Routledge KW - education KW - the european convention on human rights KW - human rights KW - citizenship rights AB - This paper addresses two central questions, namely on what grounds the right to education is justified in the European Convention on Human Rights, and in what terms we can understand the tensions between the right of a child, as a social right, and the right of a parent, as a civil right. I argue that two main reasons served as grounds for a universal right to education; one being the social right of children to free education and the other being to secure an education that was not indoctrinating. In the preparatory work of the article on the right to education the main contests were about who was to protect the child from indoctrination, the state or the parents. I suggest that the contest wae not really about education but about the relation between the state and religion, or where to draw the line between the public and the private. ER - TY - JOUR T1 - Balancing the rights of the child and the rights of parents in the convention on the rights of the child T2 - Journal of Human Rights SN - 1475-4835 A1 - Quennerstedt, Ann PY - 2009 VL - 2 IS - 8 SP - 162 EP - 176 DO - 10.1080/14754830902897270 LA - eng PB - : Routledge KW - rights of the child KW - education KW - parent's rights AB - The purpose of this paper is to analyze how the relation between parents' rights and children's rights took shape in the drafting of the Convention on the Rights of the Child, with a special interest for this relation in the matter of education. By means of the perspective elaborated by T. H. Marshall of citizenship rights as composed of civil, political, and social rights, questions about what kind of right education is and who owns the right to education is addressed. The main empirical source used in the analysis is the UN working group's annual reports, which account for the process in which the different articles were formed. The analysis shows that the main challenge to emerge during the drafting process with regard to the relation between the rights of parents and their children seems to be that of a balancing of the civil and political rights of the child and the civil rights of the parents. In the working group's discussions about education the social right of the child to education was confronted with, and stood against, the civil right of the parents. The wording of Article 28 on the right to education changed several times during the drafting, and in the final version the contradictions that had been present in the elaboration process concerning the rights of the child and the rights of parents in the matter of education became invisible, since the article only expresses the social right of the child to education. ER - TY - JOUR T1 - Representational and territorial economies in global citizenship education: Welcoming the other at the limit of cosmopolitan hospitality T2 - Globalisation, Societies and Education SN - 1476-7724 A1 - Langmann, Elisabet PY - 2011 VL - 3 IS - 9 SP - 399 EP - 409 DO - 10.1080/14767724.2011.605324 LA - eng PB - : Informa UK Limited KW - cosmopolitan hospitality KW - deconstruction KW - derrida KW - global citizenship education AB - In this article, I argue that any success a discourse on cosmopolitan hospitality might have in global citizenship education depends on how it deals with its own limits, and I propose a way of responding to these limits that takes the cosmopolitan commitment to openness to the other seriously. Following Jacques Derrida, my point is that to teach global citizenship on the basis that we already can know who the other is risks counting some persons 'in' while leaving others 'out', which forecloses the possibility of welcoming something new and unforeseen at the limit of our cosmopolitan selves. © 2011 Taylor & Francis. ER - TY - JOUR T1 - Global citizenship as taken-for-grantedness: reflecting on Swedish students’ trip to Tanzania T2 - Globalisation, Societies and Education SN - 1476-7724 A1 - Pashby, Karen A1 - Sund, Louise A1 - Tryggvason, Ásgeir PY - 2023 VL - 4 IS - 23 SP - 1029 EP - 1046 DO - 10.1080/14767724.2023.2243836 LA - eng PB - : Taylor & Francis KW - global citizenship education KW - school partnerships KW - decolonial pedagogy KW - education for sustainable development KW - reflexive global learning KW - education AB - Swedish students regularly take part in school partnership trips to Tanzania. Yet, little research looks at the extent to which these trips support global learning. This paper is interested in the discourses that enable and constrain ethical relationality in these educative encounters. It considers existing research on global citizenship education and school partnerships in relation to decolonial engagements then analyses interview data with four students who participated in an entrepreneurship themed trip to identify discourses available to them. Students articulated an overarching discourse of taken-for-grantedness. Several sub-discourses could enable but tend to constrain an ethical relationality in these educative encounters. ER - TY - JOUR T1 - Mathematics for "citizenship" and its "other" in a "global" world: critical issues on mathematics education, globalisation and local communities T2 - Research in Mathematics Education SN - 1479-4802 A1 - Chronaki, Anna A1 - Yolcu, Ayse PY - 2021 VL - 3 IS - 23 SP - 241 EP - 247 DO - 10.1080/14794802.2021.1995780 LA - eng PB - : Routledge ER - TY - JOUR T1 - Becoming citizen subject in the body politic: antinomies of archaic, modern and posthuman citizenship temporalities and the political of mathematics education T2 - Research in Mathematics Education SN - 1479-4802 A1 - Chronaki, Anna PY - 2023 VL - 3 IS - 26 SP - 521 EP - 543 DO - 10.1080/14794802.2023.2183889 LA - eng PB - : Routledge KW - becoming citizen subject KW - archaic modern and posthuman citizenship KW - mathematics education and democracy AB - Mathematics education in the body politic is commonly argued as important for citizenship, the citizen and the subject but, often, the concepts remain unexamined. Based on etienne Balibar's political philosophy, the "becoming citizen subject" is traced in antiquity, modernity and posthumanity, through strivings for democracy and its impact for mathematics education is discussed. The article argues that prevailing images of the becoming "competent", "insurgent" and "creative" citizen subject are haunted in antinomies with missing human and nonhuman others acting at the margins of history and determining the political of mathematics education. ER - TY - JOUR T1 - Pedagogy for sustainable tourism: reflections on the curriculum space of a master programme in Sweden T2 - Journal of Teaching in Travel & Tourism SN - 1531-3220 A1 - Farsari, Ioanna PY - 2021 VL - 1 IS - 22 EP - 1 DO - 10.1080/15313220.2021.1978127 LA - eng PB - : Informa UK Limited KW - higher education KW - sustainable tourism pedagogy KW - critical pedagogy KW - education for citizenship KW - sweden KW - centre for tourism and leisure research (cetler) KW - centrum för besöksnäringsforskning (cetler) AB - Tourism education has matured from vocational to more liberal education while current trends underline the importance of critical studies and the shift of curricula to more action-oriented forms of education and citizenship education. However, a gap can be noticed between theory and practice in the development of pedagogy for sustainable tourism. The research reported here draws from debates in tourism education, education for sustainability, critical studies, and education for citizenship to develop a conceptual framework for pedagogy for sustainable tourism. This framework is used to reflect on the curriculum space of a master programme in tourism in Sweden in an analytic autoethnographic approach. The analysis indicates that the master programme addresses several aspects of the reflective vocational and reflective liberal curriculum space. It would also benefit from the integration of more experiential, action-oriented learning to strengthen the communal understanding of civil action and education for citizenship. This research contributes to the conceptualisation of the curriculum space for sustainable tourism. Such efforts are considered especially important in acknowledging the complex, dynamic character of tourism higher education. The aim is to invite a dialogue about the reform and evolution of tourism education to meet the needs for a sustainable future. ER - TY - JOUR T1 - Reinventing the Legitimate Speaker of Suburban Swedish: Negotiating Boundaries Through Linguistic Citizenship in a Swedish Classroom T2 - Journal of Language, Identity & Education SN - 1534-8458 A1 - Femia, Nicolas PY - 2025 DO - 10.1080/15348458.2025.2532519 LA - eng KW - legitimate speaker KW - linguistic citizenship KW - linguistic ethnography KW - multilingual youth KW - suburban swedish KW - upper secondary school AB - While scholarship in the Global South has underscored the notion of linguistic citizenship as involved with the struggle for marginalized epistemologies of language, little research has focused on similar situations in the context of the Global North, such as Sweden. Drawing on linguistic ethnography to highlight emic perspectives, the study builds on a classroom interaction in which four female students at an upper secondary school in a suburb of Gothenburg engage in dialogue with their teacher concerning the (in)authenticity of the Swedish rapper Dogge Doggelito as a legitimate speaker of Suburban Swedish. By doing so, the students engage in an act of linguistic citizenship to resist dominant conceptualizations of Suburban Swedish and reinvent ideological boundaries of language following their own experiences of multilingualism in the suburbs. Thus, the study aims to explore the potential of linguistic citizenship as a tool for creating spaces for marginalized epistemologies of language in Swedish education. ER - TY - JOUR T1 - Students as Producers of Interactive Data Visualizations-Digitally Skilled to Make Their Voices Heard T2 - Journal of Research on Technology in Education SN - 1539-1523 A1 - Stenliden, Linnéa A1 - Bodén, Ulrika A1 - Nissen, Jörgen PY - 2019 VL - 2 IS - 51 SP - 101 EP - 117 DO - 10.1080/15391523.2018.1564636 LA - eng PB - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD KW - digital technology KW - digital skills KW - democracy KW - civic knowledge KW - social science education KW - visual analytics KW - visual storytelling KW - visual literacy KW - digital literacy AB - The study explores students production of interactive visualized stories with visual analytics (VA). The aim is to understand emerging interactions in classrooms of grades 7-9 students when visual storytelling methods are playing a part in producing social science content. The dual aspects of visual literacy, information retrievement paired with the creation of interactive visualized stories, are crucial. Video captures of students working in groups and of what happens on their screens are conducted. The results show that students can handle the technical aspects of a VA application, but interpretation of visualized statistics is challenging. The study suggests that VA has potential to strengthen students ability to handle huge amounts of data and increase the possibilities for young people to take part in society. ER - TY - JOUR T1 - Agonistic teaching: Four principles T2 - Journal of Curriculum and Pedagogy SN - 1550-5170 A1 - Tryggvason, Ásgeir PY - 2023 VL - 2 IS - 22 SP - 279 EP - 299 DO - 10.1080/15505170.2023.2284694 LA - eng PB - : Taylor & Francis KW - agonism KW - democratic education KW - citizenship KW - emotion KW - conflic KW - education AB - The aim of this article is to synthesize theoretical and empirical research on agonism in education into teaching principles. Agonistic theory underscores the role of conflict, emotions, and collective identities in democratic classroom discussions. Empirical studies on agonism in education provide empirical insights into how these aspects are played out in teaching practices. By synthesizing both theoretical development and empirical findings on agonism in education, this article suggests four principles for agonistic teaching. The suggested principles aim to function as a synthetization of research valuable to the research field of democratic education and as tools for teachers who want to explore the possibilities of agonism in their teaching. ER - TY - JOUR T1 - Education for Citizenship in Swedish RE - Approaches and Dilemmas in Teachers’ Talk T2 - Religion & Education SN - 1550-7394 A1 - Liljestrand, Johan PY - 2016 VL - 3 IS - 44 SP - 317 EP - 330 DO - 10.1080/15507394.2016.1267541 LA - eng PB - : Taylor & Francis KW - citizenship KW - dilemmas KW - re teachers KW - innovative learning KW - innovativt lärande AB - In Sweden, religious education (RE) has successively developed into a school subject that aims to foster democratic citizenship that is characterised by social cohesion and tolerance of religious and life stance differences. This can be interpreted in different ways by teachers in the RE curriculum. The article presents 4 different approaches to how RE teachers in Sweden teach democratic citizenship in RE. Each approach has its own dilemmas and conflicting positions. Shedding light on teachers’ reasoning about these approaches and the resulting dilemmas contributes to the understanding of education for democratic citizenship in Swedish RE. ER - TY - JOUR T1 - Does Studying Political Science Affect Civic Attitudes? A Panel Comparison of Students of Politics, Law, and Mass Communication. T2 - Journal of Political Science Education SN - 1551-2169 A1 - Esaiasson, Peter A1 - Persson, Mikael J PY - 2014 VL - 4 IS - 10 SP - 375 EP - 385 DO - 10.1080/15512169.2014.948118 LA - eng PB - : Informa UK Limited KW - educatin political science AB - The article evaluates the civic implications of studying political science. Previous research has argued that learning rational choice models of political behavior could be detrimental to civic outcomes. However, results from our two panel surveys of students at Swedish universities show the opposite: studying political science has positive effects on trust, and increases the importance that students ascribe to voting. The first panel survey shows that political science students are more affected by their education than are students of law and mass communication. The second panel survey shows that the views of political science students at two different educational institutions changed in a similar way. The results also suggest that political science students became more skeptical towards a participatory democratic ideal and more appreciative of representative democracy. ER - TY - JOUR T1 - Teaching Citizenship: What if the EU is Part of the Solution and Not the Problem? T2 - Journal of Political Science Education SN - 1551-2169 A1 - Lödén, Hans A1 - Stegmann McCallion, Malin A1 - Wall, Peter PY - 2014 VL - 4 IS - 10 EP - 4 DO - 10.1080/15512169.2014.950736 LA - eng PB - : Taylor & Francis KW - citizenship education KW - european union KW - politische bildung KW - samhällskunskap AB - We propose that the European Union (EU) should be used in citizenship education as a possible vehicle for citizens’ influence on issues outside the reach of the nation state. Citizenship education thus ought to include the EU as an arena for political action and relevant ‘EU knowledge’ ought to be part of the curriculum. Concepts from the German politische Bildung tradition are used to discuss what should be the content of an education aiming at educating young people to (become) democratic citizens and the level of competence required in order to function as a democratic citizen. The ‘reflecting spectator’ is given special attention. Environmental issues are chosen, for three reasons, to show how EU education can be part of citizenship education:  the trans-border character of environmental problems, the multi-level responsibilities connected to them and the fact that virtually all European environmental policy is made in, or in close association with, the EU. ER - TY - JOUR T1 - Can Participation in Mock Elections Boost Civic Competence among Students? T2 - Journal of Political Science Education SN - 1551-2169 A1 - Lundberg, Erik PY - 2024 VL - 2 IS - 20 SP - 274 EP - 291 DO - 10.1080/15512169.2023.2300425 LA - eng PB - : Taylor & Francis KW - active learning KW - political simulation KW - mock election KW - civic competence KW - civic education AB - Mock elections are an increasingly popular form of  active learning, adopted in many European countries and the United States. However, we have limited knowledge regarding the extent to  which they enhance students’ civic competence. This article analyzes data from over 9,000 students aged 13-19 who participated in  a  2022 mock election in  Sweden. The goal is  to determine the extent to which mock elections boost civic competence, with an emphasis on potential variations related to  gender, ethnic background, and edu-cational stage. Results indicate that such participation positively influences students’ self-reported political knowledge and, to  a  lesser extent, their political interest, engagement, and efficacy. Yet, the impact varies among student demographics. For instance, foreign- born students reported greater effects than their Swedish-born coun-terparts. Female students displayed heightened political knowledge and interest compared to  males, while male students demonstrated higher political engagement. Interestingly, mock elections seemed to enhance political knowledge more in  primary school students than in  secondary school ones. Conversely, they had a  more pronounced impact on the political interests and engagement of secondary school students. The study concludes with suggestions for future research to  employ more rigorous methods to  assess the influence of  mock elections on civic competencies. ER - TY - JOUR T1 - Civic integration and the negation of collective selfhood: A normative analysis through Paul Ricoeur’s notions of identity T2 - Distinktion SN - 1600-910X A1 - Pettersson, Jonna PY - 2024 VL - 2 IS - 26 SP - 205 EP - 228 DO - 10.1080/1600910x.2024.2350945 LA - eng PB - : Informa UK Limited KW - civic integration KW - paul ricoeur KW - identity KW - sameness KW - selfhood KW - naturalization KW - political community KW - global politik KW - global politics AB - Requirements of immigrants to prove language skills, undertake knowledge tests, or complete courses of civic education, have become central in the process of attaining formal legal membership in the political community. However, while civic integration often is furthered as an emancipatory process and way to strengthen social cohesion, this article maintains that civic integration deviates from a notion of integration as the mutual transformation of migrant and receiving polity alike. Drawing on Paul Ricoeur’s discussion of ipse- and idem-identity, the article analyses the normative underpinnings of civic integration and argues that civic integration is conditioned on a community based in sameness rather than in an inclusive and reciprocal respect for diversity, meaning that civic integration will emerge as strikingly similar to the assimilationist practices it seeks to overcome. Thus, drawing on idem-identity, civic integration is seen to not only defeat its own goals of political emancipation of the migrant and the social cohesion of the community, but also to negate the very possibility of collective selfhood. By contrast, through exploring Ricoeur’s notion of identity as imbued with temporality, this article gestures towards how the normative standards of reflexivity, tolerance and mutuality ought to guide any idea of integration. ER - TY - JOUR T1 - Thinking and caring about indigenous peoples’ human rights: Swedish students writing history beyond scholarly debate T2 - Journal of Peace Education SN - 1740-0201 A1 - Nygren, Thomas PY - 2016 VL - 2 IS - 13 SP - 113 EP - 135 DO - 10.1080/17400201.2015.1119106 LA - eng PB - : Routledge KW - social studies education KW - historical thinking and empathy KW - human rights education (hre) KW - history education KW - indigenous people KW - curriculum studies AB - According to national and international guidelines, schools should promote historical thinking and foster moral values. Scholars have debated, but not analysed in depth in practice, whether history education can and should hold a normative dimension. This study analyses current human rights education in two Swedish senior high school groups, in classes meant to promote what has been described as conflicting ideals of historical thinking and empathy as caring. Content analysis of students’ exam essays shows intertwined relationships between critical thinking and judgements. The results also highlight how students care that people are treated unjustly; can identify different perspectives; link the past to the present and the future; and use corroboration of information to get the best grade. This analysis shows that the students focus on historical empathy as caring rather than sourcing and corroboration. However, all students combine normative judgements with the complicated act of more neutral perspective recognition in their papers. Evidently, students may combine historical thinking and empathy as caring in line with recommendations of international understanding when they write history about indigenous peoples’ human rights. These findings are significant to all researchers, teachers and decision-makers interested in furthering analytical skills or moral values in education. ER - TY - JOUR T1 - Citizenship's tangled web: Associations, gaps and tensions in formulations of European youth active citizenship across disciplines T2 - European Journal of Developmental Psychology SN - 1740-5629 A1 - Banaij, Shakuntala A1 - Mejias, Sam A1 - Kouts, Ragne A1 - Piedade, Filipe A1 - Pavlopoulos, Vassilis A1 - Tzankova, Iana A1 - Mackova, Alena A1 - Amnå, Erik PY - 2017 VL - 3 IS - 15 SP - 250 EP - 269 DO - 10.1080/17405629.2017.1367278 LA - eng PB - : Taylor & Francis KW - european KW - youth KW - active citizenship KW - literature review KW - t-lab 9 KW - discourse analysis KW - statskunskap KW - education AB - How does academic literature across various disciplines conceptualize and empirically address active citizenship? What are the potential benefits and dangers of dominant epistemological and ideological perspectives on ‘good citizenship’? Our paper engages with these questions by drawing on literature across 12 disciplines. We used textual analysis software TLAB to quantify and visualize co-occurrences, word associations and thematic clusters in the abstracts of 770 texts gathered by eight country teams and original in-depth qualitative analyses of ideological positions and discourses taken up in a selection of key texts across the corpus. Our paper elaborates the findings: that many of the key themes surrounding young people and citizenship in the literature share little or no connection with European citizenship; that there is a significant gap in the literature on young European citizens; and that studies connected to internal, status-based factors connected to citizenship are far more prevalent than those examining external, practice-based factors or dissidence and dissent. Our conclusions examine the potential normative implications of the disjuncture between dominant conceptions and critical accounts of youth active citizenship. ER - TY - JOUR T1 - Commercialization processes within Swedish child and youth sport - a Deleuzioguttarian perspective T2 - Sport in Society SN - 1743-0437 A1 - Karlsson, Jesper A1 - Bäckström, Åsa A1 - Redelius, Karin PY - 2021 VL - 12 IS - 25 SP - 2397 EP - 2414 DO - 10.1080/17430437.2021.1944114 LA - eng PB - : Taylor & Francis KW - child and youth sports KW - commercialization entrepreneurialization KW - desire KW - de-territorialization KW - physical-education KW - policy KW - samhällsvetenskap/humaniora KW - social sciences/humanities AB - In the Nordic countries sport has a particular connection to civic society, and this is reflected in the Nordic governments 'sport for all' policies. The region also includes large voluntary non-profit sport organizations with an implicit monopoly on competitive sport. During the last decade scholars in Sweden have noted that commercial entrepreneurs have emerged in the child and youth sports landscape. However, empirical research on this phenomenon is scarce. Hence, in this article the aim is to map different commercial businesses and the services they offer on their websites. We make use of a Deleuzioguttarian inspired theory and method and a post-qualitative research practice, which is informed by an ontological (re)turn to realism(s) in social theory. We present four different commercial de-territorialization processes and discuss how they affect the Swedish Sport Confederation in different ways. ER - TY - JOUR T1 - Controversial issues in social study subjects: conveying values and facilitating critical thinking T2 - Ethics and Education SN - 1744-9642 A1 - Lindström, Niclas PY - 2024 VL - 4 IS - 19 SP - 593 EP - 611 DO - 10.1080/17449642.2024.2418764 LA - eng PB - London : Routledge KW - moral education KW - paradox of moral education KW - controversial issues KW - social study subjects KW - convey values KW - examine values KW - critical thinking AB - This study explores the practical implications of the paradox of moral education, focusing on how Swedish social study teachers (civics, geography, history, and religious education) navigate conflicting responsibilities to convey values and facilitate critical thinking when addressing controversial issues in their classrooms. Through qualitative interviews and observations, teachers were found to often lead by example, maintaining neutrality and presenting diverse perspectives. This approach appears to foster students towards embracing liberal values, promoting independent decision-making and personal responsibility, but it may come at the cost of critically evaluating these very ideals, norms, and values. The absence of official guidelines in the Swedish school system underscores the significance of understanding how teachers balance these conflicting responsibilities in their pedagogical practices. The study sheds light on the practical strategies employed by teachers, contributing valuable insights to a discourse traditionally centred on theoretical solutions to the paradox of moral education. ER - TY - JOUR T1 - Ethical dilemmas of translanguaging pedagogy in L2 and basic literacy education for adults: social justice and ethics of care T2 - Ethnography and Education SN - 1745-7823 A1 - Norlund Shaswar, Annika A1 - Ljung Egeland, Birgitta A1 - Rosén, Jenny A1 - Wedin, Åsa PY - 2024 VL - 4 IS - 19 SP - 372 EP - 389 DO - 10.1080/17457823.2024.2390946 LA - eng PB - : Routledge KW - ethical dilemmas KW - ethics ofcare KW - adult l2 learners with limited previous schooling KW - translanguaging pedagogy KW - social justice KW - svenska språket KW - swedish AB - This paper explores the ethical challenges and possibilities of conducting responsible and transformative translanguaging pedagogy in adult education for second language learners with limited previous experience of schooling. We identify and explore ethical dilemmas in teachers’ interaction and multilingual teaching practices. The data was produced in a linguistic ethnography and action research project. It consists of classroom observations and interviews with teachers who teach in the programme Swedish for Immigrants (SFI). The teachers express and embody ambivalence in relation to the students’ use of their whole linguistic repertoires and the students are not always treated as competent to make informed decisions about their own use of linguistic repertoires. This touches on issues of citizenship and democracy and here the framework ethics of care offers context-specific ways of understanding and responding to the ethical challenges of multilingual teaching.  ER - TY - JOUR T1 - Making and Shaping Participatory Spaces: Resemiotization and Citizenship Agency in South Africa T2 - International Multilingual Research Journal SN - 1931-3152 A1 - Kerfoot, Caroline PY - 2011 VL - 2 IS - 5 SP - 87 EP - 102 DO - 10.1080/19313152.2011.594360 LA - eng PB - : Informa UK Limited KW - adult education KW - citizenship KW - development KW - literacy KW - multilingualism KW - resemiotization KW - linguistics KW - lingvistik AB - In South Africa, democratic consolidation involves not only building a new state, but also new interfaces between state and society. To strengthen the agency of citizens at these interfaces, recent approaches to development stress the notion of “participatory citizenship.” The purpose of this article is to explore the links, rarely achieved in practice, between such practices of participatory citizenship and possibilities for literacy and language education. The article draws on a study of a capacity-building program for educators of adults in the Northern Cape Province. It uses the concept of resemiotization to explore the ways in which participants reshaped the multilingual representational resources available to them to legitimize the authority of subaltern actors and mobilize collective agency. Finally, it argues that such semiotic practices can be seen as a form of “linguistic citizenship,” which could promote locally rooted and participatory democracy under a radically reoriented adult basic education system. ER - TY - JOUR T1 - Considering the past and present of Romani in Sweden: Secondary school pupils' thinking and caring about the history of the Romani in national tests T2 - Education Inquiry SN - 2000-4508 A1 - Nolgård, Olle A1 - Nygren, Thomas PY - 2019 VL - 4 IS - 10 SP - 344 EP - 367 DO - 10.1080/20004508.2019.1607708 LA - eng PB - : Routledge KW - history education KW - historical thinking and empathy KW - global citizenship education (gce) KW - romani people AB - In this study, we analyse 126 secondary pupils’ responses to national test questions designed to make them think and care about the history of national minorities in Sweden. Using a mixed method approach we find that historical thinking and empathy as caring are tightly interlinked in the responses. In particular, the cognitive act of corroborating historical sources about the treatment of minorities is linked to historical empathy as caring – while sourcing seems like a separate process. We also find that pupils struggle to link the past to the present and the future more than they do with sourcing and corroboration. Engaging with the past of discrimination of minorities makes pupils take critical positions beyond established dimensions of historical thinking. Our findings highlight how we need to better understand how to scaffold pupils’ practical knowledge, skills and attitudes in ideologically and emotionally charged issues. ER - TY - JOUR T1 - When documentation becomes feedback: tensions in feedback activity in Learning Management Systems T2 - Education Inquiry SN - 2000-4508 A1 - Grönlund, Agneta A1 - Samuelsson, Joakim A1 - Samuelsson, Johan PY - 2021 VL - 2 IS - 14 SP - 194 EP - 212 DO - 10.1080/20004508.2021.1980973 LA - eng PB - Umeå : Taylor & Francis Group KW - ocial studies teaching KW - upper-secondary school KW - computer-aided teaching KW - samhällskunskap AB - Teachers’ feedback via Learning Management Systems (LMSs) isstudied within the subject of social studies at upper secondaryschool in Sweden. A qualitative study involved classroom observationswithin LMSs, gathering teachers’ feedback on pupils’ submittedassignments, and semi-structured interviews with sixteachers. With the support of activity theory, the interest of thestudy was directed towards the tensions that arise in an activitysystem consisting of teachers’ feedback actions in a digital assessmentcontext. The results reveal tensions in the relationshipbetween grading documentation in the LMS and the subject’straditions in the form of discussions, for example. Tensions weredistinguished in the interaction between a school policy of usinga feedback matrix and teachers’ formative ideals. Tensions werealso distinguished between teachers’ need to legitimise gradesand give feedback according to formative ideals. Finally,a tension was distinguished between the time available for providingfeedback and teachers’ formative ideals for giving feedback. ER - TY - JOUR T1 - Interventions and evaluation of intercultural competence of students enrolled in higher education: a scoping review T2 - Education Inquiry SN - 2000-4508 A1 - Ramstrand, Nerrolyn A1 - Weisova, Lucie A1 - Nylander, Elisabeth A1 - Johansson, Ann PY - 2024 DO - 10.1080/20004508.2024.2344871 LA - eng PB - Oxon : Taylor & Francis KW - education KW - global citizenship KW - global competence KW - intercultural KW - internationalisation KW - post-secondary AB - Over the past decade there has been an increase in scientific publications addressing intercultural competence (IC) of students. The sheer volume of publications available makes it difficult to determine the extent, breadth, and nature of research within the area. The aim of this scoping review was to describe the state of peer reviewed research related to IC, including academic disciplines addressing the issue, regions of the world conducting research, types of interventions used to foster IC and how outcomes are being evaluated. Six databases were searched, resulting in 15,128 articles. A total of 464 met the inclusion criteria. A trend was observed towards studying IC in interdisciplinary student populations as well as a post-COVID-19 trend towards more online interventions. Most research was conducted in North America (n = 198; 42.7%) within the discipline of education (n = 87; 18.8%). The most common intervention was pedagogical approaches delivered at the students’ home institution (n = 161; 34.7%). Results highlight a gap in research from the Global South and a lack of consensus regarding appropriate tools for evaluating IC. Continued work is required to determine the effects of specific interventions and to support educators in identifying appropriate tool(s) for measuring outcomes. ER - TY - JOUR T1 - Collective balancing of harms: teaching free speech regulation as a contested social issue T2 - Education Inquiry SN - 2000-4508 A1 - Tväråna, Malin A1 - Nygren, Thomas A1 - Efimova, Evgeniia A1 - Magnusson Ehn, Annika PY - 2025 SP - 1 EP - 23 DO - 10.1080/20004508.2025.2522528 LA - eng PB - : Taylor & Francis KW - civic education KW - information criticism KW - freedom of speech KW - democracy education KW - curriculum studies AB - The growing problem of misinformation underscores the importance of teaching civic information criticism as a part of citizenship education. To support students’ abilities to participate in democracy, it is central today to address issues of free speech, free press, and protection against harmful misinformation in education. Even though the importance of teaching media literacy and source criticism to students is well acknowledged, there is little research on how to teach students about the problem of balancing free media and free speech, and the need for regulations that protect societies from misleading information campaigns. In this study, we use phenomenography, education design research, and mixed methods to investigate this issue in the context of Social Science Education in Sweden. We identify a lack of knowledge among students about the limitations of freedom of speech, and the findings also highlight that the students tend to view freedom of speech as an individual right rather than as a central aspect of democracy, where citizens’ political judgement is dependent on free and reliable information and a free exchange of ideas. A definition of civic information criticism is suggested alongside important challenges for SSE teaching that enable students to participate in this practice. ER - TY - JOUR T1 - Looking for peace in the Swedish National Curricula T2 - Nordic Journal of Studies in Educational Policy SN - 2002-0317 A1 - Standish, Katerina A1 - Nygren, Thomas PY - 2018 VL - 2 IS - 4 SP - 92 EP - 106 DO - 10.1080/20020317.2018.1474701 LA - eng PB - : Taylor & Francis KW - positive peace KW - recognizing violence KW - non-violent conflict transformation KW - content analysis KW - mixed methods KW - peca project KW - peace and conflict research KW - curriculum studies AB - This study analyses, in the light of peace educational theory, the presence and absence of peace elements in the Swedish national curriculum for compulsory schooling. Using the theoretical framework developed within the international Peace Education Curricular Analysis Project, content analysis and mixed methods we identify how the Swedish curricu-lum underscore and lack the peace elements of recognizing violence, non-violent conflict transformation and positive peace. Our analysis shows that the Swedish curriculum supports teaching and learning which may help pupils to identify violence in society and internation-ally, lack many aspects of non-violent conflict transformation (especially conflict resolution) and emphasize positive peace in numerous but limited ways. We find that many dimensions of peace are underscored in the syllabus of civics, making peace education primarily a concern for a few teachers. Noting how peace in education is a wide-ranging concern for all educators, we highlight how peace may in more nuanced ways become a part of the Swedish curriculum, today and in the future. ER - TY - JOUR T1 - Resistance against material artefacts: university spaces, administrative online systems and emotions T2 - Journal of Political Power SN - 2158-379X A1 - Haraldsson, Anna-Lena A1 - Lilja, Mona PY - 2017 VL - 2 IS - 10 SP - 166 EP - 183 DO - 10.1080/2158379X.2017.1335836 LA - eng PB - : Routledge KW - administrative online systems KW - emotions KW - resistance KW - temporality KW - time KW - university spaces KW - samhällskunskap AB - © 2017 Informa UK Limited, trading as Taylor & Francis Group. This article traces some of the attempts that have been made to analyse time and emotions in order to gain a broader understanding of how power and resistance entangle in online administrative systems in university spaces. Rising levels of Internet usage in the university sector, and society in general, imply a new era for public administration. Online administrative systems have moved into the university sector, creating different reactions, new practices, temporalities and emotions. The administrative online systems, which govern through, as our respondents understand it, various time-consuming scripts (for example, the travel expenses programmes or programmes regulating working hours or duty periods) or through online communication systems (for example, emailing), give rise to a rich and varied resistance against the different systems, which informs the employees’ temporalities and spent time (clock time). Among other things, people reacted emotionally with avoidance, time-travel, manipulations, ignorance and by exact rule following. ER - TY - JOUR T1 - ‘Framing social policy and populism in a changing European context’ T2 - Journal of International and Comparative Social Policy SN - 2169-9763 A1 - Ketola, Markus A1 - Nordensvärd, Johan PY - 2020 VL - 3 IS - 34 SP - 169 EP - 171 DO - 10.1080/21699763.2018.1521864 LA - eng PB - : Routledge AB - This themed section focuses on the political and social policy discourses of resurgent welfare chauvinism and identity politics in contemporary Europe. The populist radical right, in particular, has utilised these discourses to great effect, reframing social policy and social citizenship through a heady mix of arguments evoking the nation state and ethnicity, often contemporaneously. Although the explanations for the outcome of the referendum on the withdrawal of the United Kingdom from the European Union, or Brexit, cannot be distilled to any single issue or cause, it is also impossible to deny the relevance of social policy to the outcome. For example, vote choice in the referendum was influenced by factors such as education levels and levels of labour market vulnerability (Hobolt, 2016), ultimately dovetailing with the well-known thesis about globalisation's ‘winners’ and ‘losers’ (Kitschelt & McGann, 1995; Mudde, 2007; Rydgren, 2007; Kriesi et al., 2012) and the structural failures of post-industrial economies to stop growing inequality. ER - TY - JOUR T1 - Teaching and learning processes in education for children’s human rights: a research synthesis T2 - Cogent Education SN - 2331-186X A1 - Brantefors, Lotta A1 - Quennerstedt, Ann PY - 2016 IS - 3 EP - 3 DO - 10.1080/2331186X.2016.1247610 LA - eng KW - children's rights KW - children’s rights KW - curriculum studies KW - education KW - human rights KW - teaching AB - The study presented in this paper is a research synthesis of earlier studies. Drawing theoretically on the northern European Didaktik tradition, the paper examines how issues relating to the teaching and learning of children’s human rights have been approached in educational research. The purpose of the paper is to map and synthesise the educational interest in children’s rights research with a view to identifying the motives, content and processes of education for human rights suggested in research. The chosen publications are analysed in three steps, based on three didactic questions: what, how and why. Six educational categories in the teaching and learning of children’s human rights are identified: involvement, agency, awareness, citizenship, respect for rights and social change. In each category, the motives, educational content and processes are clarified. A conclusion is that even though the motives for rights education vary, the content and processes in the education seem to rotate around human relations and interaction.  ER - TY - JOUR T1 - Assessing democratic classroom practices among secondary school civic education teachers in the global south: case study of South East Nigeria T2 - Cogent Education SN - 2331-186X A1 - Biamba, Cresantus A1 - Chidimma, Obioha N. A1 - Chinwe, Ogunji V. A1 - Kelechi, Mezeiobi C. A1 - Chinyere, Nwajiuba A. PY - 2021 VL - 1 IS - 8 EP - 1 DO - 10.1080/2331186X.2021.1896425 LA - eng PB - : Taylor & Francis KW - democracy KW - civic education KW - classroom practices and teachers KW - innovative learning KW - innovativt lärande AB - Democratic classroom practices are all strategies adopted by classroom teachers to actively engage students in the learning processes. Considerable literature assessing influence of Civic Education on youths’ active participation in a democratic society exists. Not much have reported an empirically conducted study on classroom best practices adopted by Civic Education teachers in the Global South. This paper examines classroom democratization by Civic Education teachersin South East Nigeria, students’ and teachers’ perceptions of democratic classroom,and challenges confronting classroom democratization. Focus Group Discussion  and Democratic classroom questionnaire were used to elicit information from 151 civic education teachers and 1400 senior secondary school one (SS1) students. Findings revealed that Civic Education teachers in South East Nigeria adopted democratic classroom practices marginally. Recommendation includes more adoption of democratic classroom best practices for development of students’ critical thinking abilities, preparing them to become participatory in their civic duties and reducing crimes among today’s youths. ER - TY - JOUR T1 - Rethinking the D'Hondt method T2 - Political Research Exchange: An ECPR Journal SN - 2474-736X A1 - Medzihorsky, Juraj PY - 2019 VL - 1 IS - 1 SP - 1 EP - 15 DO - 10.1080/2474736X.2019.1625712 LA - eng KW - proportionality KW - apportionment KW - representation KW - electoral systems KW - resource allocation AB - The D'Hondt method is the most popular proportional apportionment procedure, as well as one of the oldest. Despite this, the method is not fully understood, with serious normative and empirical implications for democratic representation. This paper provides insights into the D'Hondt method through a generalization that is based on a finite mixture model, extends to situations with missing data (e.g. imperfect records), and applies to allocation problems outside of elections. The generalization disproves several widely accepted beliefs, clarifying that the method maximizes the fraction of exactly proportionally represented votes, and providing intuitive measures of overall and party-level disproportionality. The crucial insights of this interpretation are easily communicated in natural language without any mathematical formalisms, which makes it particularly useful for lay audiences and civic education. I illustrate these features with the 1999–2014 British European Parliament elections. ER - TY - JOUR T1 - Action Competence for Gender Equality as Sustainable Development: Analyzing Swedish Lower Secondary Level Textbooks in Biology, Civics, and Home and Consumer Studies T2 - Comparative Education Review SN - 0010-4086 A1 - Biström, Elin A1 - Lundström, Ragnar PY - 2021 VL - 3 IS - 65 SP - 513 EP - 533 DO - 10.1086/714607 LA - eng PB - : University of Chicago Press KW - sustainable development KW - education KW - esd KW - gender equality KW - social sustainability KW - textbooks KW - sweden KW - utbildning för hållbar utveckling KW - hållbarhet KW - jämställdhet KW - läromedel KW - sverige AB - Gender equality constitutes a central aspect of sustainable development. Education is commonly viewed as crucial for achieving both sustainable development and gender equality, and many argue that fostering action competence is a key element in such educational efforts. This article directs attention to the ways in which textbook content about sustainable development and gender equality may support and/or hinder the promotion of action competence. We analyze content about gender equality and sustainable development in Swedish lower secondary school textbooks in biology, civics, and home and consumer economics. We find that sustainable development and gender equality are organized as separate, rather than integrated, topics in textbooks. The analysis also shows that the social dimension, in particular, and multidimensionality, in general, of sustainable development are poorly described. Content about gender equality is furthermore marked by anthropocentric perspectives and weak historical contextualization. All of these traits, we argue, hinder rather than support how textbooks may promote action competence. ER - TY - CHAP T1 - Democracy and Curriculum T2 - Oxford Research Encyclopedia of Education A1 - Wahlström, Ninni PY - 2025 DO - 10.1093/acrefore/9780190264093.013.2057 LA - eng PB - New York : Oxford University Press KW - curriculum KW - democracy KW - education KW - school KW - citizenship KW - society AB - Democracies are never stable in themselves; authoritarian forces are continually willing to shape a different kind of society. This implies that democracy is a shared enterprise, and its fate depends on all of us. This chapter aims to provide an analytic overview of the research field focused on the relationships between democracy, curricula, and education, with a focus on how these relationships are expressed in different types of curricula. Different types of curricula are based on different assumptions about the role of teachers, the characteristics of knowledge, and views of school subjects, and this difference has consequences for what it means for an education to be based on a democratic foundation. Three curriculum types are relevant to different perceptions of democracy, namely, academic rationalist, social reconstructionist, and humanist. The three are discussed below. The academic rationalist curriculum views school education as a process of socializing children into society through the knowledge of school subjects and maintains that the content of knowledge should be drawn from academic disciplines. The social reconstructionist curriculum emphasizes social and societal aspects over individual differences by turning the content outward toward society, albeit without abandoning the knowledge of different subjects. For example, the perspective of race in curricula represents a strong focus on social justice, while a central interest in reflections and deliberations on social issues more generally can be viewed as a moderate version of social reconstructionism. The humanist curriculum has its starting point in the individual learner. The ultimate aim is to provide each individual with opportunities to develop their own potential through curriculum content and pedagogy. This is in line not only with an aesthetic perspective of education, but also with the German perspective of “Bildung.” Another example of a humanist curriculum is a cosmopolitan outlook on education that takes the individual learner’s encounter with knowledge content as the starting point. A challenge to curricula based on objective facts is populism. Populism perceives facts as only one of several different versions of truth. Populists maintain that the people and the elite believe different versions due to their different opinions and experiences. In conclusion, adopting a democratic stance includes the development of knowledge about the world, learning to act responsibly in the world, and realizing oneself in the world.  ER - TY - CHAP T1 - California Indians T2 - Oxford Research Encyclopedia of American History A1 - Madley, Benjamin L. PY - 2021 DO - 10.1093/acrefore/9780199329175.013.117 LA - eng PB - New York : Oxford University Press AB - Human beings have inhabited the region known as California for at least 13,000 years, or as some believe since time immemorial. By developing technologies, honing skills, and implementing stewardship practices, California Indian communities maximized the bounty of their homelands during the precolonial period. Overall, their population grew to perhaps 310,000 people. Speaking scores of different languages, they organized themselves into at least sixty major tribes. Communities were usually politically autonomous but connected to larger tribal groups by shared languages and cultures while dense networks of economic exchange also bound tribes together.Newcomers brought devastating change, but California Indians resisted and survived. During the Russo-Hispanic period (1769–1846), the Indigenous population fell to perhaps 150,000 people due to diseases, environmental transformation, and colonial policies. The organized mass violence and other policies of early United States rule (1846–1900) further reduced the population. By 1900, census takers counted only 15,377 California Indian people. Still, California Indians resisted. During the 1900–1953 period, the federal government continued its national Allotment Policy but initiated healthcare, land policy, education, and citizenship reforms for California Indians even as they continued to resist and their population grew. During the termination era (1953–1968), California Indians faced federal attempts to obliterate them as American Indians. Finally, California Indian people achieved many hard-won victories during the self-determination era (1968–present). ER - TY - JOUR T1 - Translanguaging in a context of colonized education: The case of EFL classrooms for Arabic speakers in Israel T2 - Applied Linguistics SN - 0142-6001 A1 - Awayed-Bishara, Muzna A1 - Netz, Hadar A1 - Milani, Tommaso M. PY - 2022 VL - 6 IS - 43 SP - 1051 EP - 1072 DO - 10.1093/applin/amac020 LA - eng PB - : Oxford University Press (OUP) AB - Previous studies of translanguaging in educational contexts indicate that translanguaging practices have the potential to generate a decolonial, emancipatory process for language-minoritized students. However, these insights are mainly based on studies of minoritized learners of English as a second language. Drawing on a one-year ethnographic study conducted in six Palestinian schools in Northern Israel, the present study investigated the effects of translanguaging in a conflict-ridden context, where both the teachers and the learners are minoritized and English is learned as a foreign language. Drawing upon Butler’s (1997) concept of implicit censorship and Stroud’s (2018) linguistic citizenship, we propose colonized education as a framework for understanding the tensions between translanguaging, as a decolonial pedagogy, and English language learning. Our findings suggest that while translanguaging may indeed have a liberatory force, it could also, at the same time, take an emotional-pedagogic toll that may hinder language learning rather than support it. In contrast, critical discussions of issues that are politically and emotionally laden may be highly effective, even when conducted in the target language. ER - TY - JOUR T1 - Long-Term Heterogeneity in Immigrant Naturalization: The Conditional Relevance of Civic Integration and Dual Citizenship T2 - European Sociological Review SN - 0266-7215 A1 - Vink, Maarten A1 - Tegunimataka, Anna A1 - Peters, Floris A1 - Bevelander, Pieter PY - 2021 VL - 5 IS - 37 SP - 751 EP - 765 DO - 10.1093/esr/jcaa068 LA - eng PB - : Oxford University Press AB - What are the long-term differences in the propensity of immigrants to acquire destination country citizenship under different institutional contexts and how do these vary between migrant groups? This article draws on micro-level longitudinal data from administrative registers in Denmark, the Netherlands, and Sweden—three countries with widely different and changing requirements for the acquisition of citizenship—to track the naturalization propensity of eight complete migrant cohorts (1994–2001) up to 21 years after migration. We find that after two decades in the destination country, cumulative naturalization rates vary remarkably with over 80 per cent of migrants in Sweden, two-thirds in the Netherlands, and only around a third in Denmark having acquired citizenship. We observe lower rates and delayed naturalization for migrants, especially among those with lower levels of education, after language requirements and integration tests were introduced in Denmark and the Netherlands. Dual citizenship acceptancein the Netherlands and Sweden, by contrast, is associated with durably higher citizenship acquisition rates, especially, among migrants from EU and highly developed countries. These findings highlight the long-term but conditional relevance of citizenship policy for immigrant naturalization. ER - TY - JOUR T1 - Professional development of civic and health communicators: a national platform in Sweden MILSA 3.0 T2 - European Journal of Public Health SN - 1101-1262 A1 - Zdravkovic, Slobodan A1 - Carlzen, K. A1 - Agardh, A. A1 - Svensson, P. A1 - Westerling, R. PY - 2020 IS - 30 EP - 35 DO - 10.1093/eurpub/ckaa165.081 LA - eng PB - : Oxford University Press KW - health promotion KW - human rights KW - internet KW - languages KW - mental health KW - refugees KW - knowledge acquisition KW - public health medicine KW - teaching KW - professional development KW - cultural sensitivity KW - health communication KW - nongovernmental organizations AB - BackgroundEstablishing oneself in a new country is especially challenging for forced migrants affecting both physical and mental health. The Swedish introduction system includes a mandatory civic orientation program conducted in the refugeés native language, covering different aspects of the Swedish society. MILSA has advocated for including health promotion as a key component in the introduction system, stating that culturally sensitive health communication is a human right for refugees. Through this work, health communication is now included in the program in many parts of Sweden. However, there are challenges due to a lack of professional recognition related to the absence of a recognized training. In order to create a national capacity for a quality based civic and health communication, MILSA has developed a national training program carried out in collaboration with five universities, actors on local, regional, and national levels as well as NGOs and experts in different areas. MethodsA web-based program including six physical workshops is given nationally. The program consists of 22 modules targeting society and public health issues but also pedagogy, leadership and communication. Evaluation studies are included in the program targeting the education itself and as well as investigating effects on the refugees.ResultsThe program has been running for three years ending in autumn 2020 including four admission periods. The early evaluation showed very encouraging results where participants reported a deeper knowledge of civics and public health, resulting in being more secure and comfortable in their daily work, including improvements regarding skills in pedagogy, leadership and conflict management.ConclusionsThe need for an educational platform is recognized by many stakeholders in Sweden. The program has received a very positive evaluation. Due to this, MILSA has initiated a process of establishing a national commissioned program on permanent basis.Key messages The program has been highly regarded by the communicators, due to the gained knowledge in their everyday work.The importance of health communication and professional development and its value for the recipients of civic orientation is recognized by many stakeholders within but also outside the country. ER - TY - JOUR T1 - Does Education Instill Civic Duty?: Evidence from Monozygotic Twins in the United States and Sweden T2 - International journal of public opinion research SN - 0954-2892 A1 - Weinschenk, Aaron C. A1 - Dawes, Christopher T. A1 - Oskarsson, Sven PY - 2020 VL - 1 IS - 33 SP - 183 EP - 195 DO - 10.1093/ijpor/edaa006 LA - eng PB - : Oxford University Press ER - TY - JOUR T1 - Understanding National Christianities in the Nordic Region: A History About “Continuity or Rupture” and “Inclusion or Exclusion” T2 - Journal of Church and State SN - 0021-969X A1 - Claesson, Urban A1 - Larsson, Esbjörn PY - 2025 VL - 3 IS - 67 EP - 3 DO - 10.1093/jcs/csaf029 LA - eng PB - : Oxford University Press KW - church history KW - history of education KW - national christianities KW - exclusion KW - inclusion AB - This article summarizes the results of the special issue and its focus on the complex relationship between Christianity and nation building in the Nordic region. By examining the other articles, this concluding contribution, on the one hand, argues that Christianity has played a dual role in both integrating and excluding various groups within Nordic societies—the opposing concepts of “inclusion or exclusion” have been employed here. On the other hand, the article also employs the contrasting concepts of “continuity or rupture” in critique of the general secularization paradigm that implies a break between a former era of religion and a modern era of secularity in order to highlight the evolving and continuous role of religion from the mid-nineteenth century to the early twenty-first century.Key contributions from the special issue include analyses of how Christian values influenced democratic citizenship projects in Finland and Sweden, the mobilization of Lutheran faith against Nazi occupation in Norway, and the role of Christianity in shaping national identity during the interwar period. The issue also addresses the exclusionary aspects of religion, such as anti-Semitism in nineteenth-century Finland and the use of Christian identity to marginalize Muslims in contemporary Sweden.This concluding article also highlights the interdisciplinary collaboration within the Historical Study of National Christianities network and its focus on the complex and multifaceted role of religion in Nordic history. ER - TY - JOUR T1 - From Refugees to Citizens? How Refugee Youth in the Dadaab Camps of Kenya Use Education to Challenge Their Status as Non-Citizens T2 - Journal of Refugee Studies SN - 0951-6328 A1 - Aden, Hassan A1 - Edle, A. A1 - Horst, C. PY - 2023 VL - 4 IS - 36 SP - 736 EP - 755 DO - 10.1093/jrs/fead036 LA - eng PB - : Oxford University Press (OUP) KW - education KW - citizenship KW - camps KW - return KW - somalia KW - kenya KW - somali KW - governance KW - responses KW - politics KW - violence KW - ethnic studies AB - The Dadaab camps of Kenya have 'warehoused' refugees from Somalia and elsewhere since 1991, providing their inhabitants with little hope to (re)gain the legal rights, participation, and membership that citizenship provides. Refugee youth in Dadaab hope that education can enable their access to citizenship rights-in particular, physical mobility and the right to work. Drawing on ethnographic research, semi-structured interviews, and life history interviews conducted in Dadaab and Mogadishu, this article discusses how refugee youth from Dadaab attempt to challenge their status as non-citizens through secondary education. Our study underscores that achieving citizenship rights, as well as civic participation and belonging, are key aspirations for these young people independent of whether they remain in Dadaab or (re)turn to Mogadishu. Yet, their ideas about what these key aspects of citizenship are and how to achieve them shift with their geographical location and in the presence or absence of citizenship rights. ER - TY - JOUR T1 - Mechanisms Driving Postgraduate Health and Social Science Students' Cultural Competence: An Integrated Systematic Review T2 - Academic Medicine SN - 1040-2446 A1 - Lie Ken Jie, Christopher A1 - Finn, Yvonne F A1 - Bish, Melanie A1 - Carlson, Elisabeth A1 - Kumlien, Christine A1 - Chan, E Angela A1 - Leung, Doris Y L PY - 2022 VL - 11 IS - 97 SP - 1707 EP - 1721 DO - 10.1097/ACM.0000000000004714 LA - eng PB - : Lippincott Williams & Wilkins AB - PURPOSE: The COVID-19 pandemic revealed a global urgency to address health care provision disparities, which have largely been influenced by systematic racism in federal and state policies. The World Health Organization recommends educational institutions train clinicians in cultural competence (CC); however, the mechanisms and interacting social structures that influence individuals to achieve CC have received little attention. This review investigates how postgraduate health and social science education approaches CC and how it accomplishes (or not) its goals.METHOD: The authors used critical realism and Whittemore and Knafl's methods to conduct a systematic integrated review. Seven databases (MEDLINE, CINAHL, PsycINFO, Scopus, PubMed, Web of Science, and ERIC) were searched from 2000 to 2020 for original research studies. Inclusion criteria were: the use of the term "cultural competence" and/or any one of Campinha-Bacote's 5 CC factors, being about postgraduate health and/or social science students, and being about a postgraduate curriculum or a component of it. Thematic analysis was used to reveal the mechanisms and interacting social structures underlying CC.RESULTS: Thirty-two studies were included and 2 approaches to CC (themes) were identified. The first theme was professionalized pedagogy, which had 2 subthemes: othering and labeling. The second theme was becoming culturally competent, which had 2 subthemes: a safe CC teaching environment and social interactions that cultivate reflexivity.CONCLUSIONS: CC conceptualizations in postgraduate health and social science education tend to view cultural differences as a problem and CC skills as a way to mitigate differences to enhance patient care. However, this generates a focus on the other, rather than a focus on the self. Future research should explore the extent to which insight, cognitive flexibility, and reflexivity, taught in safe teaching environments, are associated with increasing students' cultural safety, cultural humility, and CC. ER - TY - GEN T1 - Factors Influencing Health Insurance Enrollment and Its Impact on Outpatient Service Utilization in Saudi Arabia: Insights from the National Saudi Family Health Survey T2 - medRxiv SN - 3067-2007 A1 - Althabaiti, KS A1 - Hunsberger, M A1 - Khan, J A1 - Ahmed, S PY - 2024 DO - 10.1101/2024.10.17.24315658 LA - eng PB - : Cold Spring Harbor Laboratory AB - ABSTRACT The Kingdom of Saudi Arabia (KSA) recently launched a reform plan for its health care system in 2021 driven by its Vision 2030 initiative. This vision aims to reduce dependence on government resources by transitioning to the national health insurance model and the Cooperative Health Insurance program, especially for the immigrant population. This reform may impact the utilization of health services by citizenship and insurance status. The current study aims to identify factors influencing health insurance enrollment and its impact on outpatient service utilization in the Kingdom of Saudi Arabia. This study used data from the 2018 Saudi Family Health Survey (FHS). The survey covers a nationally representative sample from KSA (n=8,274), which contains questions that obtain information about the health insurance enrollment, health care utilization, chronic disease condition, and health status of the respondents. We conducted a bivariate analysis using a chi-square test and an independent-sample t-test to examine the significance of differences between groups (by nationality and insurance status). We employed multiple binary logistic regression models to measure the association between health insurance enrollment and the demographic and socioeconomic characteristics of the respondents. Further, the multiple Poisson regression model was used to estimate the effect of health insurance status on the utilization of outpatient care. Most of the respondents were Saudis (76.8%), and the number of males (54.9%) respondents were higher than the females. Around 26.2% of the total respondents were insured and the proportion of insured was significantly higher among non-Saudis (72.8%) compared to Saudis (12.1%). The logistic regression showed that individuals with a high monthly income, non-Saudi, males, being married, high level of education, and perceived good health were associated with health insurance enrollment. We found health insurance enrollment was associated with lower utilization of outpatient services (co-efficient -0.107; P<0.001). Other factors increasing utilization of outpatient services were being female, having a high monthly income, being never married, having chronic diseases, and the perception of bad health. Significant determinants of health insurance enrollment were being non-Saudi, males, having a high income, higher education level, and perceived good health status. However, health insurance was associated with lower utilization of outpatient services. The results of the current study should be taken into consideration when planning for the implementation and monitoring reform of the health system in Saudi Arabia. ER - TY - JOUR T1 - Successful School Leadership in Sweden and the U.S.: Contexts of Social Responsibility and Individualism T2 - International Journal of Educational Management SN - 0951-354X A1 - Merchant, Betty A1 - Ärlestig, Helene A1 - Garcia, Encarnacion A1 - Johansson, Olof A1 - Murakami Ramalho, Elizabeth A1 - Törnsén, Monika PY - 2012 VL - 5 IS - 26 SP - 428 EP - 441 DO - 10.1108/09513541211240228 LA - eng PB - : Emerald Group Publishing Limited KW - comparative education KW - diversity KW - inclusive schools international education KW - lwadership KW - school leadership KW - social responsibilitly KW - sweden KW - united states of america AB - Purpose – The purpose of this cross-cultural study of schools in Sweden and Texas is to examine the cultural contexts of schools in both settings, and the leadership role of principals in creating and sustaining inclusive schools for diverse populations.Design/methodology/approach – The data were drawn from two studies; the first involving school visits, classroom observations, and interviews conducted in researcher exchanges between both countries. The second source of data comes from the authors’ participation in a multi-national longitudinal study, the International Successful School Principals’ Project (ISSPP). A common survey instrument, individual interviews, school visits and observations provide the data for this study.Findings – The seven themes that emerged were manifested in ways that reflected the differing philosophies of each country: engagement and pride, high expectations, student autonomy, early student learning and development, teamwork, diversity and integration, and international focus on academic rankings. It is concluded that the creation of inclusive schools in a diverse context requires that principals maintain a focus on academic accountability while also working consciously to address social and civic issues.Research limitations/implications – Current migration and immigration patterns create a need for research, like this study, that examines how the social philosophies of different countries might support or hinder the success of various efforts to develop leadership for inclusive schools with diverse populations.Originality/value – Examining the leadership of inclusive schools within two countries that differ substantially in their relative emphases on individualism and socialism provides valuable insights into how national philosophies are reflected in the ways school systems respond to diversity. ER - TY - JOUR T1 - Customer co-creation in service innovation: a matter of communication? T2 - Journal of Service Management SN - 1757-5818 A1 - Gustafsson, Anders A1 - Kristensson, Per A1 - Witell, Lars PY - 2012 VL - 3 IS - 23 SP - 311 EP - 327 DO - 10.1108/09564231211248426 LA - eng PB - Bingley, UK : Emerald KW - customer co-creation KW - innovation KW - service-dominant logic (sdl) KW - communication KW - pro-active market orientation KW - technology KW - samhällskunskap AB - Purpose - Customer co-creation is becoming increasingly popular among companies, and intensive communication with customers is generally seen as a determinant of the success of a new service or product. The purpose of this study is to analyze customer co-creation based on four dimensions of communication - frequency, direction, modality, and content - in order to understand the value of customer co-creation in service innovation. One of the key aims of the study is to investigate whether all dimensions of customer co-creation have an effect on product and market success, and if the effect depends on the degree of innovativeness of a development project. Design/methodology/approach - The authors conducted a study including 334 managers with experience in new service and product development to examine how development projects applied customer co-creation in terms of communication in order to address future customer needs. Data were analyzed using partial least squares (PIS). The first analysis was performed with a sub-sample of 207 development projects regarding incremental innovations. A subsequent analysis was performed with a sub-sample of 77 development projects on radical innovations. Findings - A total of three of the four dimensions of customer co-creation (frequency, direction, and content) have a positive and equally significant effect on product success when developing incremental innovations. For radical innovations, frequency has a positive effect and content has a negative significant effect on product success. These findings suggest that co-creation and innovation can be combined, but that the choice of methods for co-creation differs depending on whether incremental or radical innovations are developed. Originality/value - Despite a general consensus that co-creation with customers is beneficial, there is a lack of agreement regarding how and why. The present article addresses this shortcoming and shows that co-creation is largely about communicating with customers in order to understand their future needs. On the other hand, a company working on radical innovations may wish to limit customer input that is too concrete or solution based. ER - TY - JOUR T1 - Why and How do Universities Work for Sustainability in Regional Centre of Expertise (RCE) Skåne? T2 - International Journal of Sustainability in Higher Education SN - 1467-6370 A1 - Axelsson, Harriet A1 - Sonesson, Kerstin A1 - Wickenberg, Per PY - 2008 VL - 4 IS - 9 SP - 469 EP - 478 DO - 10.1108/14676370810905562 LA - eng PB - : Emerald Group Publishing Limited KW - empowerment of students KW - act on higher education KW - vision of university KW - education for sustainability KW - regional centre of expertice rce KW - higher education AB - The purpose of this paper is to open up a discussion about the roles and responsibilities of universities in society. Design/methodology/approach – The vision of the Regional Centre of Expertise (RCE) Skane a leading example on how to develop new knowledge about education for sustainable development (ESD) at all levels. The paper poses the question "Why do universities involve in this process?". Lund University as the old, traditional university and the ten-year old university of Malmö on the other hand was formed on the bases of a vision about a university for all people. Findings – The paper finds that two universities have been active in creating RCE Skane, together with three political organizations. The vision has developed to include issues like capacity for cross-boundary action, knowledge-sharing and civic education, all important parts in learning for a sustainable future. Practical implications – The paper discusses the processes at these universities that led up to working together in RCE Skåne and the importance of having the Act on Higher Education in 2006 about responsibility for education for sustainability at all universities. Originality/value – In forming RCEs all over the world it is important to learn from each other and universities play an important role in these actions. ER - TY - JOUR T1 - Does entrepreneurial education trigger more or less neoliberalism in education? T2 - Education and Training SN - 0040-0912 A1 - Lackéus, Martin PY - 2017 VL - 6 IS - 59 SP - 635 EP - 650 DO - 10.1108/ET-09-2016-0151 LA - eng AB - Purpose - An emerging scholarly critique has claimed that entrepreneurial education triggers more neoliberalism in education, leading to increased inequality, neglect of civic values and an unjust blame of poor citizens for their misfortunes. The purpose of this paper is to develop a deeper understanding of this potentially problematic relationship between entrepreneurial education and neoliberalism. Design/methodology/approach - A Hegelian dialectic method is used consisting of three steps. First, a thesis is articulated based on emerging literature, stating that entrepreneurial education triggers more neoliberalism in education. Then an antithesis is developed representing a logical opposite to the thesis. Finally, the resulting tensions are embraced in a synthesis that triggers deeper understanding. Findings - The synthesis indicates that entrepreneurial education based on a self-oriented search for own happiness leads to more neoliberalism in education, and entrepreneurial education based on an others-oriented search for a meaningful impact on others mitigates some of the already strong neoliberal tendencies in education. Research limitations/implications - Due to an overlap between the two constructs, happiness and meaningfulness, it is difficult to fully disentangle doing well from doing good. How these two opposites interact is a topic that requires more research. Practical implications - A "students-as-givers" kind of entrepreneurial education could represent a way to reach teachers currently skeptical of entrepreneurial education due to its perceived connection to capitalism. This could also make entrepreneurial education relevant to a wider student audience. Originality/value - The paper represents a rare attempt to reconcile critical and praising perspectives on entrepreneurial education. ER - TY - JOUR T1 - Military education for non-military purposes: Economic and social governing projects targeting conscripts in early twentieth-century Sweden T2 - History of Education Review SN - 0819-8691 A1 - Sundevall, Fia PY - 2017 VL - 1 IS - 46 SP - 58 EP - 71 DO - 10.1108/HER-05-2016-0024 LA - eng KW - governing projects KW - labour KW - sweden KW - economy KW - citizenship KW - twentieth century KW - compulsory education KW - conscription KW - military education KW - social problems KW - ekonomisk och social styrning KW - arbete KW - värnplikt KW - medborgarskap KW - fostran KW - utbildning AB - PurposeThe purpose of this paper is to explore military service-linked economic and social governing initiatives in early twentieth-century Sweden, and thereby offer a broadened understanding of educational institutions as governing arenas.Design/methodology/approachUsing the term “governing” to describe and analyse various calculated techniques of the state – and/or affiliated governing actors – to influence and direct the behaviour of conscripts in order to deal with particular economic and/or social problems, the author ask what kind of economic and social problems policymakers and social commentators of education were looking to deal with, why military service was considered a suitable means and/or setting for doing so, and what governing techniques they proposed be used. The author furthermore take in consideration the intimate links between citizenship, gender, and military service and argue that the governing initiatives analysed enables us to understand these links in partly new and a more concrete way.FindingsThe study shows that there were numerous ideas and requests amongst policymakers and social commentators of education on making use of the nation’s conscription scheme for non-military purposes as it provided the nation with a unique opportunity to reach and influence entire generations of men on the threshold of adulthood. Proposals included, e.g., the use of various forms of instruction in assorted subjects, facilitation of base libraries and an extension of the period of military service, in order to deal with economic and social problems such as, e.g., mass unemployment, alcohol abuse, elementary education deficiencies, and uneducated voters, as well as shortages of skilled personnel in particular branches of great importance for the nation’s economy.Originality/valueWhile there is a sizable and growing body of research on governing initiatives in non-military educational settings, proposed and implemented to solve various economic and social problems in society, scholars in Sweden and elsewhere have largely overlooked the use and role of military service in such undertakings. This paper seeks to redress the balance and thereby offers a broadened understanding of educational institutions as governing arenas. ER - TY - JOUR T1 - When librarians speak up: justifications for and legitimacy implications of librarians' engagement in social movements T2 - Journal of Documentation SN - 0022-0418 A1 - Kann-Rasmussen, Nanna PY - 2023 VL - 1 IS - 79 SP - 36 EP - 51 DO - 10.1108/JD-02-2022-0042 LA - eng PB - : Emerald Group Publishing Limited AB - Purpose: This article presents a discussion of how librarians' engagement in certain social movements manifests itself in public libraries, how librarians justify their engagement with specifically the LGBT + movement and the climate movement and what it might entail in terms of legitimacy. Design/methodology/approach: Besides an extensive international literature on libraries and climate/LGBT + issues, the article draws on data from an interview study with librarians from Denmark and Sweden. Theoretically, the article utilizes the orders of worth framework by French sociologists Boltanski and Thévenot. The framework is used to analyse librarians' justifications for engaging in certain agendas in society. Findings: Active engagement in social and green agendas takes place through strategies of education, efforts to make the cause more visible in the library and by setting an example. Justifications for active engagement in social movement agendas draw on inspirational, civic, projective and green orders of worth (OoW). Originality/value: Much of the existing research on librarians who engage themselves in either climate issues or in agendas concerning minorities has a normative character. However, this study shows that there is no causal (positive or negative) relation between active engagement in social movements' causes and legitimacy of libraries, but that the justifications for doing so might have an impact on legitimacy. ER - TY - JOUR T1 - An information systems design theory for adaptabe E-learning T2 - Proceedings of the Annual Hawaii International Conference on System Sciences SN - 1530-1605 A1 - Haj-Bolouri, Amir A1 - Bernhardsson, Lennarth A1 - Bernhardsson, Patrik A1 - Svensson, Lars PY - 2016 IS - 2016 SP - 4414 EP - 4423 DO - 10.1109/HICSS.2016.550 LA - eng KW - e-learning KW - systems analysis KW - design research KW - end users KW - formal contexts KW - higher education KW - information systems design theories KW - organizational setting KW - informatics KW - informatik KW - arbetsintegrerat lärande KW - work integrated learning AB - An Information Systems Design Theory is a prescriptive theory that offers theory-based principles, which can guide practitioners and scholars in the design of effective information systems and set an agenda for on-going research. This paper introduces and describes an ISDT for adaptable E-Learning. We formulate our ISDT based on two cycles of Action Design Research. The cycles were conducted in an authentic organizational setting with end-users, responsible for organizing, producing and distributing civic orientation. Based on our findings, we propose that our ISDT, together with its components, can be used to design, implement and support an information system that incorporates E-Learning, which is not explicitly constrained to the formal context of higher education. © 2016 IEEE. ER - TY - JOUR T1 - Re-Thinking Relations in Human Rights Learning: The Politics of Narratives T2 - Journal of Philosophy of Education SN - 0309-8249 A1 - Adami, Rebecca PY - 2014 VL - 2 IS - 48 SP - 293 EP - 307 DO - 10.1111/1467-9752.12063 LA - eng PB - : Oxford University Press (OUP) KW - human rights KW - narratives KW - hannah arendt KW - sharon todd KW - relations KW - pedagogik med inriktning mot utbildningsvetenskap KW - educational science AB - Human Rights Education (HRE) has traditionally been articulated in terms of cultivating better citizens or world citizens. The main preoccupation in this strand of HRE has been that of bridging a gap between universal notions of a human rights subject and the actual locality and particular narratives in which students are enmeshed. This preoccupation has focused on ‘learning about the other’ in order to improve relations between plural ‘others’ and ‘us’ and reflects educational aims of national identity politics in citizenship education. The article explores the learning of human rights through narratives in relations, drawing on Hannah Arendt and Sharon Todd. For this re-thinking of relations in learning human rights, the article argues that HRE needs to address both competing historical narratives on the drafting of the Universal Declaration on Human Rights (UDHR) as well as unique life narratives of learners. ER - TY - JOUR T1 - Which Love of Country? Tensions, Questions and Contexts for Patriotism and Cosmopolitanism in Education T2 - Journal of Philosophy of Education SN - 0309-8249 A1 - Schumann, Claudia PY - 2016 VL - 2 IS - 50 SP - 261 EP - 271 DO - 10.1111/1467-9752.12205 LA - eng PB - : Oxford University Press (OUP) KW - education AB - The paper considers Martha Nussbaum's motivation for departing from her earlier cosmopolitan position in favour of now promoting a globally sensitive patriotism. Her reasons for endorsing patriotism will be shown as exemplary for related argumentations by other authors, especially insofar as love of country as a motivating force for civic duty is understood as in tension or even as incompatible with cosmopolitan aspirations. The motivation for turning to patriotism as articulated by Nussbaum and others will be demonstrated to rely on misleading understandings of love of country as a possessive emotion. Relying on Alice Crary's (2007) critique, it will be argued that sound moral judgement with regard to the patria as well as from a cosmopolitan stance is equally tied to our sensitivities and equally requires their education. Furthermore, I will discuss Axel Honneth's notion of solidarity, a form of love inflected by justice, as a possible alternative for conceptualising the social bonding patriotic attachment is supposed to provide. However, a critical patriotism ultimately needs to transgress this inward-directed focus and take into account how a country is seen by non-citizens, the historical relationships and the obligations that arise in terms of historical justice in relation to other countries. If we take patriotism in this outward-looking perspective seriously, we also come to understand why it would be a mistake to skip patriotism altogether. Rather than constructing cosmopolitanism and patriotism as mutually exclusive opposites, critical cosmopolitanism and critical patriotism can be shown to have different but complementary and mutually corrective functions. ER - TY - JOUR T1 - Postpandemic nightmare: A framing analysis of authorities and narcolepsy victims in Swedish press T2 - Journal of Contingencies and Crisis Management SN - 0966-0879 A1 - Scott, David A1 - Enander, Ann PY - 2016 VL - 2 IS - 25 SP - 91 EP - 102 DO - 10.1111/1468-5973.12127 LA - eng PB - : John Wiley & Sons KW - samhällskunskap KW - ledarskap under påfrestande förhållanden AB - The aim of this study was to explore the framing of victims and authorities in Swedishpress during the narcolepsy crisis, occurring in the aftermath of the A(H1N1) vaccinationcampaign. Reporting from five major newspapers was analysed using an inductiveand a deductive frame of analysis. The inductive analysis showed that the focus in thereporting on victims was their struggles in everyday life, coping with the disease, whilethe focus regarding authorities was on criticism and accountability. The deductive analysisrevealed the use of a number of framing devices that reinforced the view of victimsas vulnerable and authorities as deserving criticism. The underlying significance of themedia portrayal and the implications from a crisis communication perspective are discussed. ER - TY - JOUR T1 - Immersive simulation and experimental design in risk and crisis management: Implications for learning T2 - Journal of Contingencies and Crisis Management SN - 0966-0879 A1 - Petridou, Evangelia A1 - Sparf, Jörgen A1 - Hemmingsson, Olov A1 - Pihl, Kari PY - 2023 VL - 4 IS - 31 SP - 1009 EP - 1017 DO - 10.1111/1468-5973.12464 LA - eng PB - : Wiley AB - Experiments have long been recognized as effective tools in teaching natural sciences and, to a lesser degree, in social sciences. However, understanding the role of immersive simulation experiments in undergraduate degree programmes demands more scholarly attention, given the pace of technological advances and research literacy in immersive simulation. The purpose of this article is to illustrate the potential of integrating immersive simulation laboratory experiments in social science education and specifically in a risk and crisis management undergraduate degree programme. Based on the work of Claire Dunlop, we demonstrate how an experiment with a high degree of experimental realism was a fruitful vehicle for initiating conversations about sensitive subjects in a safe environment and made teaching more inclusive, while high mundane realism made teaching risk and crisis management fun, and, we argue, fostered practical aspects of risk and crisis management.  ER - TY - JOUR T1 - Parental meanings attributed to childrens participation in street protests T2 - Children & society SN - 0951-0605 A1 - Kowzan, Piotr A1 - Świdlińska, Iwona PY - 2021 VL - 4 IS - 36 SP - 594 EP - 609 DO - 10.1111/chso.12518 LA - eng PB - Chichester, United Kingdom : Wiley-Blackwell Publishing Inc. KW - child protesters KW - parenting KW - participation by default KW - social change KW - social movements AB - Our research into meanings attributed by parents to childrens participation in street protests reveal various reasons why children are deliberately taken to protests, even the children who can barely speak. We also looked at parental educational efforts related to the participation in the protests, as described by the parents themselves. The interviews were inspired by the phenomenographic approach. The analysis resulted in a conceptual graph of themes and logical bridges between them. Participation in protests becomes a form of citizenship education, which supplements Diane Rodgers concept of participation by default. ER - TY - JOUR T1 - The School's Democratic Mission and Conflict Resolution: Voices of Swedish Educators T2 - Curriculum inquiry SN - 0362-6784 A1 - Hakvoort, Ilse A1 - Olsson, Elizabeth PY - 2015 VL - 4 IS - 44 SP - 531 EP - 552 DO - 10.1111/curi.12059 LA - eng PB - : Informa UK Limited KW - school's democratic mission KW - conflict resolution education AB - Swedish educational policy mandates have given schools a double mission: the development of content-based knowledge as well as the promotion of democratic values and competencies. While detailed learning outcomes are specified for content domains, the democratic mission is imprecisely described and unsupported by practical measures. This leaves interpretation and effective implementation up to schools and individual educators. One way in which this mission can be clarified is by examining how conflict resolution practices intersect with, and may contribute to, democratic citizenship education. This article presents findings from interviews with 10 Swedish educators regarding their interpretations of the democratic mission. Although every participant affirmed in general terms that there was an important relationship between the school's democratic mission and their practices of conflict management, no participant believed that he or she possessed the specific knowledge, skills, contextual support, or clarity of purpose to address conflicts democratically. The educators participating in our study focused on controlling disruptive and violent conflict incidents, rather than on democratic discussion of conflicting perspectives as learning opportunities. Informed by participating educators' understandings and experiences, this article examines how conscious and constructive conflict resolution practices might inform and, ultimately, improve educational practices for promoting democratic values and competencies. ER - TY - JOUR T1 - Ethics Education in Democratic Pluralist Contexts T2 - Educational Theory Special Issue: Education and Risk (Wiley) SN - 0013-2004 A1 - Franck, Olof PY - 2020 VL - 1 IS - 70 SP - 73 EP - 88 DO - 10.1111/edth.12410 LA - eng PB - : Wiley KW - ethics education KW - subjectification KW - emancipatory education KW - democracy KW - good citizenship KW - biesta AB - In this article Olof Franck examines some prerequisites for the development of an emancipatory ethics education in pluralist contexts. He first formulates a platform for the examination with regard to Gert Biesta's educational philosophy, particularly with reference to perspectives on education, subjectification, and democracy, and then discusses the concepts of unexpectedness and risk, as these are approached and elaborated by Biesta, with reference to possible challenges when ethics is taught in pluralist contexts. Next, he poses the question: How can such an education contribute to the development of democratic dialogue and democratic relations as well as to students' subjectification — and emancipation? Franck closes with a discussion of an answer to this question that seems to follow from Biesta's approach; in it, he raises certain critical considerations with respect to that approach and also offers some suggestions for how to find ways to meet challenges to the development of democratic, emancipatory ethics education. ER - TY - JOUR T1 - 'It's not fair!' - Voicing pupils' criticisms of school rules T2 - Children & society SN - 0951-0605 A1 - Thornberg, Robert PY - 2008 VL - 6 IS - 22 SP - 418 EP - 428 DO - 10.1111/j.1099-0860.2007.00121.x LA - eng PB - : Wiley AB - Socialisation theories have traditionally focused on how children are socialised in a rather unidirectional manner, according to a transmission model. However, more recent research and theories show that children are not just passive recipients, but active agents in their socialisation process. At the same time, children are subordinated to adult control. In school, they are regimented and involuntarily subjected to mass routines, discipline and control. The aim of this study was to explore and give a voice to pupils' critical thinking about school rules and their teachers' behaviour in relation to these rules. Ethnographic fieldwork and group interviews with students were conducted in two Swedish primary schools. The findings show that pupils criticise some school rules, distrust teachers' explanations of particular school rules, perceive some school rules and teachers' interventions as unfair and inconsistent, perceive no power over the construction of school rules, and express false acceptance and hidden criticism. The findings are discussed in terms of hidden curriculum, power, mentality resistance, democracy, participation and democratic citizenship education. © 2007 The Author(s). ER - TY - JOUR T1 - Inclusion and Public Policy: Evidence from Sweden’s Introduction of Noncitizen Suffrage T2 - American Journal of Political Science SN - 0092-5853 A1 - Vernby, Kåre PY - 2012 VL - 1 IS - 57 SP - 15 EP - 19 DO - 10.1111/j.1540-5907.2012.00612.x LA - eng PB - Hoboken : Wiley-Blackwell AB - The largest disenfranchised group in modern democracies is international migrants who lack citizenship of their country of residence. Despite that noncitizen suffrage has been introduced in some countries and has been the subject of vigorous public debate in many others, there have been no systematic attempts to investigate its policy consequences. Drawing on standard models of political competition, I argue that there will be a selection bias inherent in estimating the impact of noncitizen suffrage on public policy and analyze data that are uniquely suitable to deal with this methodological problem, namely data on exogenous changes in the composition of the electorates of Swedish municipalities generated by the introduction of noncitizen suffrage. According to the results, the effect of enfranchising noncitizens on public policy was large, causing spending on education and social and family services to increase substantially in municipalities where noncitizens made up a nonnegligible share of the electorate. ER - TY - JOUR T1 - Classroom Climate and Political Learning: Findings from a Swedish Panel Study and Comparative Data T2 - Political Psychology SN - 0162-895X A1 - Persson, Mikael J PY - 2014 VL - 5 IS - 36 SP - 587 EP - 601 DO - 10.1111/pops.12179 LA - eng PB - : Wiley KW - open classroom climate KW - political knowledge KW - political science education AB - Numerous studies have shown that an open classroom climate for discussion increases students’ civic knowledge. However, most previous studies draw on cross-sectional data and have not been able to show that the effect is causal. This article presents results from a Swedish panel survey following students during the first year in the gymnasium (upper secondary level). Using this study, we are better equipped to evaluate the link between an open classroom climate and political knowledge. Results suggest that the effect is causal. A 10% increase in open classroom climate is associated with about 5 percentage points higher knowledge. The beneficial effect of an open classroom climate is an important insight that should be seriously considered not only by researchers but also by educational policy makers, school managements, and teachers. ER - TY - JOUR T1 - Education as an instrument of Nation-Building in Postcolonial Africa T2 - Studies in Ethnicity and Nationalism SN - 1473-8481 A1 - Bereketeab, Redie PY - 2020 VL - 1 IS - 20 SP - 71 EP - 90 DO - 10.1111/sena.12317 LA - eng PB - : Wiley KW - education KW - nation-building KW - postcolonial AB - The article examines the role of education in nation‐building in postcolonial Africa. The postcolonial African nationalist leaders faced formidable challenges in building new nations out of disparate ethnic, religious, cultural, and linguistic groups, particularly as regards the two intimately related processes of deconstruction and construction. While deconstruction entailed dismantling the structures, institutions, and power relations of the colonial period, construction entailed replacing them with relevant national institutions, structures, authorities, and mechanisms. Education was to advance the process of construction and transformation as a pedagogical instrument for cultivating a national identity by fostering integration and cohesion. One of the nationalist leaders’ biggest mistakes, however, was to adopt a homogenizing strategy of nation‐building. The paper subscribes to the conception of heterogeneity as a nation‐building strategy, where ethnic and civic (sub‐national and national) layers constitute the nation. The overall focus of the article is a conceptual and theoretical analysis of the nexus between education and nation‐building in postcolonial Africa. The central argument is that education plays a decisive role in nation‐building in Africa. Eritrea is selected as an empirical case study to advance this argument. ER - TY - JOUR T1 - Towards a Learning Society - Exploring the Challenge of Applied Information Literacy through Reality-Based Scenarios T2 - ITALICS SN - 1473-7507 A1 - Lantz, Agneta A1 - Brage, Christina PY - 2015 VL - 1 IS - 5 SP - 1 EP - 15 DO - 10.11120/ital.2006.05010003 LA - eng PB - : Taylor & Francis KW - applied information literacy KW - e-learning society KW - lifelong learning KW - reality-based assessment KW - information search process KW - authentic assessment AB - This paper outlines the role of information use in society to illustrate the process of developing a learning society as envisaged by the Information Literacy Research Centre which is located within the Linköping University Library. The section on the theoretical framework discusses learning from different pedagogical perspectives, the importance of reality-based scenarios and also proposes a new model, which could be described as an extension of the well known and often cited Kuhlthau's Information Search Process (ISP) model. The successful implementation of this new model, Applied Information Literacy Education, is explored through the outlines of the following courses, Civic and Public Communication - the Citizen in the Information Society, and, Health Promoting Organizations. The paper concludes by reflecting on the theoretical and practical implications of applying the extended Kuhlthau’s model, as practice has shown that this approach is useful for pedagogical developmental work, including curriculum development in general, and specifically for information literacy programmes. This is presented as a necessary step for the promotion of a learning society based on information literacy and as a challenge not just for information literacy educators, but for other educators as well. ER - TY - JOUR T1 - Programming in School: Look Back to Move Forward T2 - ACM Transactions on Computing Education SN - 1946-6226 A1 - Rolandsson, Lennart A1 - Skogh, Inga-Britt PY - 2014 VL - 2 IS - 14 SP - 12 EP - 25 DO - 10.1145/2602487 LA - eng PB - : Association for Computing Machinery (ACM) KW - computer programming KW - automatic data processing (adp) KW - upper secondary school KW - teacher KW - curriculum development KW - informatics education KW - national board of education KW - ministry of education KW - teknikvetenskapens lärande och kommunikation KW - education and communication in the technological sciences AB - In this article, the development of the Swedish informatics curriculum during the 1970s, 1980s and 1990sis studied and described. The study’s design is inspired by the curriculum theory presented by Lindensj¨oand Lundgren [2000], who suggest using the concept of arenas (the arenas of enactment, transformationand realisation) when discussing curriculum development. Data collection in this study comprises activitiesand actors in the arenas of enactment and transformation. Collected data include contemporary articles,journals, reports, booklets, government documents and archived documents. Findings show that informaticseducation in Sweden evolved from primarily focusing on programming knowledge related to automatic dataprocessing and offered exclusively in vocational education (the 1960s and 1970s) to later (early 1980s) beingintroduced in the upper secondary school curriculum under the heading Datakunskap. The enactment of theinformatics curriculum in 1983 encompassed programming, system development and computing in relationto applied sciences and civics. Mathematics teachers did much of the experimental work. It is shown that thecompetencies of upper secondary school teachers at the time rarely corresponded to the demands of the subject(content knowledge, resources and pedagogical skills). Stereotypical examples were therefore developedto support teachers in instructing about the subject content. When implemented in the theoretical naturalscience-programme, system development/systemisation was transformed into a twofold issue, comprisingvocational attributes and societal aspects of computer programming. The implementation of today’s informaticseducation, including programming in the curriculum, should draw from lessons learned from history.For a successful outcome, this study emphasises the necessity to understand 1) the common incentives forintroducing computer programming in the curriculum, 2) the requirement for teachers’ pedagogical contentknowledge and 3) the stakeholders’ role in the curriculum development process. ER - TY - CONF T1 - SOLE Meets MOOC: Designing Infrastructure for Online Self-Organised Learning with a Social Mission T2 - DIS 2016 A1 - Celina, Hanna A1 - Kharrufa, Ahmed A1 - Preston, Anne A1 - Comber, Rob A1 - Olivier, Patrick PY - 2016 SP - 484 EP - 496 DO - 10.1145/2901790.2901848 LA - eng PB - New York, NY, USA : ASSOC COMPUTING MACHINERY KW - online learning KW - civic engagement KW - civic education KW - activism KW - mooc KW - e-learning KW - sole AB - We present the design, deployment and evaluation of three configurations of an online learning activity for would-be social innovators and activists, with the aim of understanding the factors that are critical to the design of an infrastructure to support such communities of learners. Our research was inspired and motivated by the example of SOLEs (self-organised learning environments) and builds upon the experiences of early connectivist MOOCs (massive open online courses). Our configurations were used to deliver three pilot courses on the topic of Sustainable Development, in partnership with United World Colleges (an organisation of international schools). Our work is distinctive in putting a focus on civic engagement and the autonomy of student learners throughout the course. Our primary design goals were to enable activist empowerment; self-organized learning, and the creation of social bonds to facilitate a lasting and self-sufficient international activist community. We base our analysis on a sample of 114 active learners and 33 mentors; including data from 223 applications, 705 Facebook posts, 48 participant survey responses and a variety of quantitative metrics. ER - TY - JOUR T1 - Why powerful economic content and scientific language in social studies textbooks matters T2 - Journal of Social Science Education SN - 1618-5293 A1 - Modig, Niclas PY - 2022 VL - 2 IS - 21 SP - 22 EP - 48 DO - 10.11576/jsse-3969 LA - eng PB - : Universitaet Bielefeld KW - economic terms KW - textbooks KW - powerful knowledge KW - semantic profiles KW - social studies KW - samhällskunskap AB - Purpose: This article examines the prevalence of six economic terms in 17 Swedish upper-secondary school textbooks and how the language shifts between everyday and scientific language. Variations regarding content in the textbooks used in vocational programmes and preparatory programmes for higher education are also investigated. Design: Powerful knowledge (important knowledge within a subject) and semantic waves (variations between everyday and scientific language) are essential to cumulative knowledge building. These theories are used for quantitative and qualitative analyses of the textbooks. Findings: There are variations in the extent to which powerful economic terms appear and how the language shifts between everyday and scientific discourses in the textbooks analysed. Coverage and shifts are generally insufficient in textbooks used in vocational programmes. Practical implications: The importance of using powerful economic knowledge and shifting between everyday and scientific language in textbooks and teaching should be highlighted for policymakers, textbook authors and teacher educators.  ER - TY - JOUR T1 - Space for linguistic and civic hybridity?: The case of Social Sciences in the Language Introduction Programme in Sweden T2 - Journal of Social Science Education SN - 1618-5293 A1 - Wedin, Åsa A1 - Bomström Aho, Erika PY - 2022 VL - 1 IS - 21 SP - 55 EP - 76 DO - 10.11576/jsse-4428 LA - eng PB - : sowi-online e.V. KW - hybridity KW - language introduction programme KW - third space AB - In Social Sciences, subject content needs to be related to students’ experiences andknowledge. −In secondary school, the language used to construct knowledge is abstract, dense, andcomplex. −The concept of Third space (Bhabha,1994) revealed problems with teaching andteachers’ perceptions of L2 students’ needs. −Education here appears as a space for a restricted curriculum with Swedish as thegatekeeper. −This shows that subject teachers need to learn linguistic aspects of their own subject. Purpose: The aim is to analyse linguistic aspects of education in Social Sciences for L2 students. Method: Lingustic ethnography is used for studying the hybridity of Social Sciences with material from nine lesson observations and interviews with three teachers. Findings: Findings showed that students’ earlier experiences, knowledge, and perspectives on life were not acknowledged. The Third space appears as a transitional space where students are perceived as deficient, not yet reaching the goal of the introduction programme: To enter mainstream education. Students’ agency was related to this space where the transformation was expected to take place, while teachers positioned themselves as outside, and the knowledge presented was simplified and fragmentized. While teachers expressed dissatisfaction with students’ (lacking) Swedish proficiency, they did not seem to understand their own role to teach Swedish through Social Sciences. Implications: This shows that subject teachers need to learn linguistic aspects of their own subject and conditions for L2 students’ learning. © 2022, sowi-online e.V.. All rights reserved. ER - TY - JOUR T1 - Mutual Rejection: an Ethnography of Social Science at a Swedish Elite School T2 - Journal of Social Science Education SN - 1618-5293 A1 - Lundberg, Janna PY - 2021 VL - 4 IS - 20 SP - 29 EP - 47 DO - 10.11576/jsse-4459 LA - eng PB - Bielefeld : Bielefeld University KW - social science education KW - classroom ethnography KW - micro-interaction KW - power KW - elite school KW - recognition and misrecognition KW - goffman AB - At an elite school in Sweden, social science education contradicts the ideals of democratic education.Micro-power actions change when students outperform their teacher’s subject knowledge.Micro-interactional power is expressed by recognition and misrecognition in the classroom.As an observer in the elite school, one simultaneously becomes loud and invisible.Further ethnographic “studies up from below” are needed in social science education.Purpose: This paper offers insights into the dynamic of misrecognition in an elite school. It presents new findings on micro-interactional power relations in the classroom and argues for additional ethnographies of social science education in elite schools.Methodology: This paper uses anethnographic method. Its research employs the observational position of a “belonging stranger” is put forward in contrast to the idea of “going native”. The focus is on the power of micro-interaction.Findings: A key empirical finding is the change in power relations that occurs when students outrank their social science teacher in subject knowledge. ER - TY - JOUR T1 - Adolescents’ learning of civics in linguistically diverse classrooms: A thematic literature review T2 - Journal of Social Science Education SN - 1618-5293 A1 - Rinnemaa, Pantea PY - 2023 VL - 1 IS - 22 SP - 1 EP - 22 DO - 10.11576/jsse-4768 LA - eng KW - civic education KW - second language students KW - content area learning KW - literacy development KW - prior knowledge AB - Purpose: This article explores the interrelationship between second-language students’ literacy development and civics learning in studies focusing on L2 students’ civics learning. Design/methodology/approach: The conceptual framework and the analytical tool in this thematic literature review consists of a four-field model in which the four key components of a. literacy abilities, b. disciplinary literacy abilities, c. prior knowledge, and d. content-area knowledge are in focus. Findings: It is suggested that an interaction between the four components (a-d) could support the students’ civics learning and literacy development. Civics teachers play a crucial role in making the content knowledge comprehensible. Second-language students’ language- and content-related difficulties are better understood in connection to the civics tasks and activities that they work with in civics classrooms. Practical implications: This article addresses issues of continuous education in civics for teachers in L2 civics classrooms. ER - TY - JOUR T1 - Ethnographies of social science education T2 - Journal of Social Science Education SN - 1618-5293 A1 - Blennow, Katarina A1 - Grammes, Tilman PY - 2022 VL - 4 IS - 20 DO - 10.11576/jsse-5090 LA - eng PB - : Sowi-online ER - TY - JOUR T1 - Between the lifeworld and academia: Defining political issues in social science education T2 - Journal of Social Science Education SN - 1618-5293 A1 - Hesby Mathé, Nora Elise A1 - Sandahl, Johan PY - 2023 VL - 3 IS - 22 EP - 3 DO - 10.11576/jsse-5203 LA - eng KW - social science education KW - political education KW - lifeworld KW - political issues KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - Purpose: The purpose of this study is to discuss mutual understandings of political issues among students and academics. The aim is to suggest a framework that teachers can use to address politics from both the discipline’s and the students’ perspectives.Design/methodology/approach: This study is based on semi-structured interviews with twelve students in six upper secondary schools and eight social science academics in Norway and Sweden.Findings: We identified four guiding aspects for defining political issues in social science education to connect disciplinary thinking with students’ views of the political. These aspects are: 1) collective, 2) contemporary, 3) conflictual, and 4) contextual.Limitations: This study relied on interviews with a selection of students and academics and what they chose to express. The results may not be applicable to other samples.Implications: The framework presented can be used in social science education to understand and discuss the nature of political issues. ER - TY - JOUR T1 - Civic reasoning about power issues: The criticality of agency, arena and relativity T2 - Journal of Social Science Education SN - 1618-5293 A1 - Tväråna, Malin A1 - Jägerskog, Ann-Sofie PY - 2023 VL - 1 IS - 22 EP - 1 DO - 10.11576/jsse-5258 LA - eng KW - social science education KW - civic reasoning KW - critical thinking KW - power analysis KW - phenomenography KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education KW - curriculum studies AB - Purpose: The study examines students' conceptions of power and important aspects of teaching for developing the ability to analyse power relations in social science.Methodology: Phenomenography is used in the analysis of 155 student essays, to identify different ways of analysing societal power issues.Findings: When conducting a qualified analysis of a societal power issue, it is crucial that students discern that power is tied to an agent, that power is exercised through agency in specific contextual power arenas, and that they understand how power is relative to the power of other agents in the same arena.Research limitations: The study focuses on Swedish upper secondary students. Comparisons with other groups of learners are welcomed.Practical implications: The critical aspects identified should be used as a basis for teaching designs. Findings imply that the meaning of power as a concept should be highlighted in social science teacher education.  ER - TY - JOUR T1 - Samhällskunskap (social science education) in Sweden: A country report T2 - Journal of Social Science Education SN - 1618-5293 A1 - Sandahl, Johan A1 - Tväråna, Malin A1 - Jakobsson, Martin PY - 2022 VL - 3 IS - 21 SP - 85 EP - 106 DO - 10.11576/jsse-5339 LA - eng PB - : sowi-online e.V. KW - social science education KW - sweden KW - curriculum KW - teacher practice KW - research practice KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education KW - samhällskunskap AB - Social science education is the core subject assigned responsibility for citizenship education and holds a strong position in Swedish schools (policy and teaching).Two reforms of curricula and syllabi through years 1–9 and 10–12 are upcoming.There is a growing community of researchers investigating the purpose, design and conditions of social science education.Research is mainly small-scale and qualitative and there is a lack of large-scale and/or quantitative studies.Purpose: This report provides an overview of social science education in primary and secondary education in Sweden with the purpose of introducing the international research community to policy-related issues concerning citizenship education, educational institutions and the scholarly state of the art. The principal topics are: a context of Sweden and its educational setting, the current policy documents and upcoming reforms, the state of teaching and teacher education, and the state of the art of Swedish social science education theory and research.Findings: Social science education holds a strong position as the main agent of citizenship education in Swedish schools and is a mandatory subject in every school year. The current and upcoming syllabi both emphasise disciplinary knowledge as well as citizenship education. Sweden has a growing community of researchers, but this community is somewhat fragmented because researchers originate from different disciplines.  ER - TY - JOUR T1 - Experiences of school democracy connected to the role of the democratic citizen in the future:: A comparison of Swedish male and female upper secondary school students T2 - Journal of Social Science Education SN - 1618-5293 A1 - Jormfeldt, Johanna PY - 2023 VL - 3 IS - 22 EP - 3 DO - 10.11576/jsse-5530 LA - eng PB - Bielefeld : Bielefeld University KW - experiences of school democracy KW - upper secondary education KW - gender differences KW - intention to vote KW - ambition KW - genusvetenskap AB - Highlights:-      Most important for student’s democratic attitudes is their personal trait of ambition. -      Female students are more ambitious concerning their schoolwork than male students.-      Experiences of school democracy do not differ between male and female students.-      Experiences of school democracy do not directly foretell students’ intention to vote.Purpose: The aim of this study was to explore the link between upper secondary school students’ experiences of school democracy and their future role as democratic citizens, focusing on a comparison between men and women. Design/methodology/approach: The data derives from a questionnaire conducted to all last year upper secondary school students in Kronoberg county, Sweden. A hypothesis based on the theory of participatory democracy was tested through a four-step multilevel regression analysis. Findings: The result show no direct effects from experiences of school democracy on the intention to vote, neither for female nor for male students. Instead, the most important factor for civic virtues and behaviour seems to be the personal trait of ambition, which is more prevalent among female students.Research limitations/implications: More research on different ways to realize democracy in classroom connected to promotion of citizenship is needed, and so is research on how to encourage students’ ambition which is shown to be beneficial both for the individual and for the common good in a democratic society. ER - TY - JOUR T1 - Grasping the concept of value: Exploring students’ economic and financial literacy in citizenship education T2 - Journal of Social Science Education SN - 1618-5293 A1 - Björklund, Mattias A1 - Tväråna, Malin A1 - Jägerskog, Ann-Sofie A1 - Strandberg, Max PY - 2022 VL - 4 IS - 21 EP - 4 DO - 10.11576/jsse-5535 LA - eng PB - : sowi-online e.V. KW - citizenship education KW - social science education KW - financial literacy KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - Purpose: To explore student’s understandings of financial literacy and economics issues with an aim to inform future teaching designs.Design/methodology/approach: Phenomenography and variation theory has been used to analyze students’ understanding of a concept found in both financial and economic contexts, namely value.Findings: Students need to discern that value is attributed, related to scarcity and to other values in order to elaborate their understanding. Thus, teaching also needs to address these issues.Research implications: A social science framing of financial literacy and economics can facilitate a teaching that aims for the development of students’ critical thinking and future ability to make informed choices ER - TY - JOUR T1 - Trust as subject content: Advancing students’ reasoning on democracy through displacement T2 - Journal of Social Science Education SN - 1618-5293 A1 - Jansson, Maria A1 - Johansson, Patrik A1 - Sandahl, Johan PY - 2023 VL - 3 IS - 22 EP - 3 DO - 10.11576/jsse-5548 LA - eng PB - : Sowi-Online e.V., Universität Bielefeld KW - social science education KW - trust KW - citizenship KW - democracy KW - displacement KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - Purpose: The article explores how the tension between embracing and scrutinising democracy can be productively overcome through social science teaching about democracy that focuses on trust as a subject content.Design/methodology/approach: Empirical materials were collected through focus group interviews before and after an inquiry-based teaching segment on trust, and the materials were analysed qualitatively through three grounded themes.Findings: It is argued that working with the displacement of subject content in inquiry-based teaching about democracy enhances the possibilities for students to deepen their knowledge about democracy, while enabling them to scrutinise the democratic system critically.Research limitations/implications: The article reports from a small-scale study of four classes in two upper secondary schools in Sweden, and the study provides tentative observations and conclusions that should be investigated further in future research.Practical implications: The article shows how trust as a subject content can contribute to problematising students’ understandings of democracy, and how the displacement of content can be important in formulating compelling questions and in designing inquiries on democracy. ER - TY - JOUR T1 - Civics teachers’ assessment practices in Swedish upper secondary schools: A qualitative study. T2 - Journal of Social Science Education SN - 1618-5293 A1 - Jansson, Tobias PY - 2023 VL - 2 IS - 22 EP - 2 DO - 10.11576/jsse-5938 LA - eng KW - civics KW - assessment decision making KW - teacher agency KW - assessment practice KW - assessment rationales KW - samhällskunskap KW - klassrumsbedömning KW - läraragens KW - bedömningspraktik KW - bedömningsbeslut KW - bedömningsrationaler AB - Purpose: The aim is to qualitatively explore Civics teachers’ assessment decisions regarding content, skills, and methods in Swedish upper secondary schools.Methodology: Thematic analyses of assignments and interviews of thirteen Civics teachers in Swedish upper secondary school.Findings: The open Swedish curriculum and Civics syllabus enables teacher agency in assessment decisions and teachers do not find it necessary to assess all content. The thirteen teachers varied their assessment methods, which are mainly chosen from rationales other than measured content and skills. Teacher agency in assessment decisions is affected by teachers’ experiences and beliefs, Civics canonic traditions, and context, rather than education or curricular demands, except for a performative discourse focusing on grades.Research limitations/implications: Though limited to a small sample in Swedish upper secondary schools and Civics, findings may be applicable in similar open/flexible subjects and similar national contexts. ER - TY - JOUR T1 - Open classroom in a closed society: Effects of patriotism and ideological diversity in the Russian school T2 - Journal of Social Science Education SN - 1618-5293 A1 - Efimova, Evgenia PY - 2024 VL - 1 IS - 23 EP - 1 DO - 10.11576/jsse-6431 LA - eng PB - : sowi-online e.V. KW - open classroom climate KW - political attitudes KW - patriotism KW - polarisation KW - secondary students KW - curriculum studies AB - Purpose: This study investigates the relationship between political discussions and ideological composition in the classroom.Design: The effects of class patriotism and within–class differences in it are analysed using the Russian data from the International Civic and Citizenship Education Study.Findings: Students in more patriotic and like–minded classes perceive the classroom climate as more open, but it does not change its effect on knowledge. There is a negative relationship between ideological diversity and civic knowledge. These effects in Russia are neither unique nor the strongest among the ICCS participants. The reality of an open classroom might be far from the idealised notion of balanced deliberation, and its diversity remains a challenge rather than an opportunity.Research limitations and implications: The study makes no claims about the directionality of the relationships due to their correlational nature. More research is needed on the quality of reasoning in social studies classrooms in times of polarisation and political turmoil. ER - TY - JOUR T1 - Between compassion, anger, resignation, and rebellion: Vocational civics teachers and their struggle to fulfil the intentions of the civics subject T2 - Journal of Social Science Education SN - 1618-5293 A1 - Ekström, Linda PY - 2024 VL - 3 IS - 23 EP - 3 DO - 10.11576/jsse-6757 LA - eng PB - : Bielefeld University KW - civics education KW - democratic citizenship KW - discourse analysis KW - street-level bureaucrats KW - vocational training AB - Purpose: This paper examines how vocational civics teachers navigate structural constraints and their understanding of the challenges involved in preparing vocational students for democratic citizenship. Design/methodology/approach: Using a discursive psychological approach to analyse interview material, the study discusses identified discourses about critical policy analysis and street-level bureaucracy theory. Findings: The findings reveal that the structure of vocational upper-secondary education significantly constrains civics teachers. Teachers oscillate between feelings of compassion, anger, resignation, and rebellion as they attempt to manage these challenges. Research limitations/implications: The study highlights the need for further ethnographic research on teaching practices. Practical implications: A significant number of Swedish upper-secondary students receive a limited civics education that inadequately prepares them for democratic citizenship.  ER - TY - JOUR T1 - Controversial issues in Swedish social studies education: success and failure in teachers’ task perceptions T2 - Journal of Social Science Education SN - 1618-5293 A1 - Larsson, Anna A1 - Ledman, Kristina PY - 2025 VL - 1 IS - 24 SP - 1 EP - 15 DO - 10.11576/jsse-7084 LA - eng PB - : Bielefeld University KW - controversial issues KW - teacher interviews KW - civics KW - sweden KW - historia med utbildningsvetenskaplig inriktning KW - history of education KW - education AB - Purpose: This study seeks to gain an understanding of the complexities involved in real-life classroom teaching. The aim is to trace values and tensions displayed in what the teachers regard as successful and unsuccessful.Design/methodology/approach: Teachers were interviewed to explore their perceptions of success and failures in their teaching about controversial issues. Data was analysed thematically and cross-analysed to find underlying didactic values and tensions.Findings: Successful and unsuccessful are mainly related to the students’ learning, teachers’ efforts, and reactions of parents, not to specific issues. Values included concern for students’ well-being and a desire for less polarisation. Tensions concerned students’ level of commitment and how to deal with students’ own opinions. Successful teaching is not only about achieving curriculum goals but also must be understood in relation to teachers’ task perceptions.Practical implications: Results of the study can provide teachers with a ground for didactical reflection. ER - TY - JOUR T1 - Covering the news to develop students’ understanding of political responsibility in social studies classrooms? T2 - Journal of Social Science Education SN - 1618-5293 A1 - Olsson, Roger A1 - Jakobsson, Martin PY - 2025 VL - 2 IS - 24 EP - 2 DO - 10.11576/jsse-7131 LA - eng PB - : Bielefeld University, Germany KW - classroom KW - didactic model KW - news coverage KW - political responsibility KW - social studies KW - samhällskunskap AB - Highlights:-Teachers do not explicitly frame the news as questions about political responsibility.-Teachers do not switch between individual and social responsibility when covering the news.-There is little room for students to explore their own understanding of political responsibility in the classrooms.-A didactic model for developing political responsibility covering the news is discussed. Purpose: The article discusses to what extent and in what ways teachers make room for students to develop their understanding of political responsibility when covering the news in social studies classrooms. The goal is to outline the conditions for a model that generates an understanding of political responsibility through news coverage. Design/methodology/approach: Six teachers’ news coverage during 25 lessons has been observed, three at lower secondary-and three at upper secondary school and analysed using content analysis, combining political-, media-and pedagogic concepts relevant for the purpose. Findings: Students’ ability to develop an understanding of political responsibility is limited. There are various needs to consider when designing a didactic model to address this problem. One concerns teachers’ readiness to perceive the political implications of news events related to political responsibility. Research limitations/implications: Although the robustness of the results increases when compared to previous research, it cannot be generalised. Practical implications: We have identified certain conditions that challenge conventional news coverage that should be considered when aiming to develop an understanding of political responsibility.  ER - TY - JOUR T1 - Exploring civics in early 20th century Sweden: A study of final exam questions at four teacher training colleges between 1915 and 1937 T2 - Journal of Social Science Education SN - 1618-5293 A1 - Andersson Hult, Lars A1 - Persson, Anders PY - 2025 VL - 1 IS - 24 SP - 1 EP - 23 DO - 10.11576/jsse-7454 LA - eng PB - : Sowi-online KW - civics KW - teacher education KW - sweden KW - modernity KW - de samhällsorienterande ämnenas didaktik AB - AbstractHighlights:–Modern society is reflected in exam questions at Swedish teacher training colleges from 1914 to 1937. Despite not being part of the curricula, civics appearin final exams at four Swedish teacher edu-cation institutions. Some topics evolved, from hygiene-related questions in the 1920s to racial biology in the 1930s. 182 out of 924 exam questions can be classified as civics-related in Sweden today.Purpose: This article’s purpose is to examine the manifestations of the evolving modern society and what we now identify as civicsor other contemporary social issues in the final examination questions from 1914 to 1937 at four teacher education institutions in Uppsala, Falun, Lund, and Landskrona.Design/methodology/approach: The method canbe described as a qualitative text analysis, pri-marily of examination questions. This analysis aims to gain insights into the examination questions' meaning andunderstand which concepts of knowledge, subject ideals, and contemporary inspira-tion emerge in the material.Findings: The results are that 182 exam questions from a pool of 924 questions could be interpreted as civics in Swedentoday. Most are questions about economics. Another finding is that citizenship educationquestions increaseand evolve over time. Until 1921, there were nurture-related ques-tions regarding physical education, technology, and organisation. In the 1920s, the focus of exam questions corresponding tocivicsshifted to themes of thriftiness, sobriety, and hygiene. In the 1930s, while thriftiness and hygiene continued, several questions related to racial biology also emerged during that decade.Practical implications: Our results indicate that topics that we consider to belongto civicstoday existed long before the subject of civicswas outlined in the curriculum plans. ER - TY - JOUR T1 - Going beyond the model: Characteristics of civic visual literacy T2 - International Journal of Social Sciences and Education SN - 2227-393X A1 - Jägerskog, Ann-Sofie A1 - Tväråna, Malin PY - 2025 IS - 25 SP - 1 EP - 26 DO - 10.11576/jsse-7562 LA - eng KW - social science education KW - civic visual literacy KW - visual representation KW - flowchart KW - scatterplot KW - phenomenography KW - civic reasoning KW - didaktik med inriktning mot lärararbete och lärarprofession KW - didactic science for teachers and teaching professions KW - curriculum studies AB - Highlights:–Civic visual literacy is partly model generic, partly model specific, and partly content dependent–A central aspect of civic visual literacy is moving beyond the model itself–Entirety, expansion, and agency are three key aspects that students need to discernPurpose: The aim is to specify the meaning of visual literacy within the context of social science education (SSE).Design/methodology/approach: Data consist of 94 recorded small-group discussions from four learning studies in SSE aimed at qualifying students’ reasoning about societal systems and issues. Phenomenography was used to identify key aspects that students needed to discern if they were to develop qualified reading of flowcharts and scatterplots.Findings: Civic visual literacy should be understood as partly model generic, partly model specific, and partly dependent on the content visualised. Entirety, expansion, and agency are aspects that students must discern if they are to develop a more qualified civic visual literacy and thus be able to reason about societal systems and issues in aqualified way, using visual representations as a tool.Research limitations/implications: Four models were used. Future studies should investigate the extent to which the results hold in relation to different subject content and model types.Practical implications: Entirety, expansion, and agency must function as focal points in SSE teaching when visual representations are used.   ER - TY - JOUR T1 - Educational orientation, actively open-minded thinking, and democratic ideals in the assessment of news credibility T2 - Journal of Social Science Education SN - 1618-5293 A1 - Nygren, Thomas A1 - Rasmusson, Maria A1 - Tväråna, Malin A1 - Nilsson, Artur A1 - van der Linden, Sander PY - 2025 VL - 3 IS - 24 EP - 3 DO - 10.11576/jsse-7686 LA - eng PB - : sowi-online e.V KW - social science education KW - actively open-minded thinking KW - higher education KW - misinformation susceptibility KW - curriculum studies AB - Highlights:- Democratic knowledge and perspectives correlate with misinformation discernment (MD).- Higher education in all academic orientations correlates positively with MD.- Low dogmatism and low fact-resistance correlate positively with MD.- Self-rated information literacy aligns with objective performance in MD.- Disciplinary differences are associated with different democratic ideals.Purpose: This study examines how educational orientation, actively open-minded thinking (AOT), and democratic ideals relate to misinformation discernment in an era of misleading media content.Methodology: Using an online survey, nationally representative adults (n=3060) and university students (n=1097) completed measures assessing misinformation discernment, AOT, democratic ideals, and information literacy.Findings: Higher education improves misinformation discernment, though no differences emerged across academic disciplines. AOT, especially low dogmatism and fact resistance, strongly predicts misinformation resilience. Democratic ideals, emphasising representation and expertise, enhance discernment, while participatory ideals show weaker links. Self-rated information literacy correlates with better discernment, yet advanced techniques like lateral reading and reverse image search remain rare. Political orientation influences outcomes, with Green-voting individuals performing better and right-wing Sweden Democrats performing worse.Implications: The findings emphasise the need to integrate critical thinking, democratic education, and digital fact-checking skills into curricula across disciplines, actively promoting AOT and fostering nuanced democratic perspectives. ER - TY - JOUR T1 - Postcolonial social science education: Time to draw decolonial conclusions T2 - Journal of Social Science Education SN - 1618-5293 A1 - Blennow, Katarina A1 - El Alaoui, Khadija A1 - Grammes, Tilman PY - 2024 VL - 4 IS - 23 EP - 4 DO - 10.11576/jsse-7693 LA - eng PB - : Sowi-online ER - TY - JOUR T1 - Dystopian or utopian futures?: Upper secondary school students’ thoughts about gender, equality and the future through history education T2 - Journal of Social Science Education SN - 1618-5293 A1 - Haltorp, Hära Jess PY - 2025 VL - 4 IS - 25 EP - 4 DO - 10.11576/jsse-7929 LA - eng PB - : sowi-online e.V. KW - social science education KW - history education KW - meaning-making KW - sexuality KW - gender KW - equality KW - future KW - utopia KW - dystopia KW - discourse analysis KW - curriculum studies AB - Highlights:-         Students oscillate between utopian hopes and dystopian fears when imagining the future, especially concerning gender and equality.-         Their meaning-making is shaped not only by history education but also by social media and contemporary political events.-         Students construct equality as both threatened (by regression) and threatening (to traditional norms), revealing ambivalence.-         Narratives show how students position themselves generationally — often as more open and progressive than older generations.-         Students express limited personal agency, often attributing real power to “others” such as politicians, while still voicing hope for change.-          Purpose: This article investigates how Swedish upper secondary school students envision future societies, with a particular focus on gender, sexuality, and equality, through the lens of history education.Design/methodology/approach: The study draws on qualitative interviews with students in upper secondary school. A poststructuralist theoretical framework, inspired by Butler and Foucault, guides the analysis of how discourses are negotiated and reproduced in classroom practices.Findings: The analysis reveals tensions and ambivalence regarding the future. The narratives reflect the complex interplay between historical and present societal norms, as well as students' future imaginaries. This article contributes to understanding how history education shapes young people’s views of the future.Research implications: The study highlights a critical challenge: many students feel powerless in shaping the future, attributing agency to external forces. This accentuates the need for educational approaches that empower youth as agents of change. ER - TY - JOUR T1 - Editorial T2 - Journal of Social Science Education SN - 1618-5293 A1 - Sandahl, Johan A1 - Hedtke, Reinhold A1 - Martinache, Igor A1 - Acikalin, Mehmet A1 - Grammes, Tilman A1 - Szukala, Andrea PY - 2025 VL - 2 IS - 24 EP - 2 DO - 10.11576/jsse-8204 LA - eng AB - As summer approaches, we can finally take a pause and momentarily step back from our duties at the universities. In this second issue of 2025, the Journal of Social Science Education is proud to present four original articles and a country report focusing on the historical development in the Czech Republic. We believe all of them bring new ideas and angles on social science teaching and learning. As the summer invites us to slow down and look anew at our own practices, we hope this issue can give inspiration and offer perspective on how our teaching can better support the development of knowledge, skills, abilities and attitudes that students need to navigate and shape our societies. In these times, it seems more important than ever. ER - TY - JOUR T1 - Urban-Rural Differences in Life Satisfaction T2 - Comparative Sociology SN - 1569-1322 A1 - Grosse, Ingrid PY - 2024 VL - 1 IS - 23 SP - 127 EP - 149 DO - 10.1163/15691330-12341562 LA - eng PB - : Brill Academic Publishers KW - civilization KW - life satisfaction KW - modernization KW - urban KW - world KW - samhällskunskap AB - International research has shown that residents in urban versus rural areas differ concerning their satisfaction in life. Researchers agree upon the relevance of economic aspects for explaining urban-rural satisfaction levels: life satisfaction is dependent on income levels and rural habitants usually have lower income levels and lower levels of life satisfaction internationally. However, there is a lot of variation unexplained: in several studies, researchers found that in some countries rural residents are unexpectedly more satisfied with their lives than their economic and objective life situation would suggest (e.g. in China, Thailand, and in Western European, post-communist, Anglo-Saxon, and Latin American countries). Some researchers argue that cultural and social aspects, in addition to economic aspects, are better to explain urban-rural differences in life satisfaction. The author will extend this research by focusing on cultural factors in relation to Cultural World Regions. In addition, she will use newer data from the World Values Survey and the World Bank. The guiding questions are 1) how relevant are economic-materialistic aspects for life satisfaction? And 2) in how far are there differences between cultural world regions, such as East and Central Asia, Western and post-communist Europe, Latin America, Anglo-Saxon countries, and Arabic and Sub-Saharan Africa?  ER - TY - CHAP T1 - al-Badr, Muḥammad T2 - Encyclopaedia of Islam, THREE A1 - Blumi, Isa PY - 2023 SP - 5 EP - 6 DO - 10.1163/1573-3912_ei3_COM_25107 LA - eng PB - Leiden : Brill Academic Publishers KW - yemen KW - tribalism KW - cold war KW - republicanism KW - middle eastern studies KW - arabic KW - arabiska KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - middle eastern languages and cultures KW - mellanösterns språk och kulturer AB - Muḥammad al-Badr b. Aḥmad Ḥamīd al-Dīn (15 February 1926–6 August 1996) was the last Zaydī Imām of the Mutawakkilī dynasty, a family that decended from the prophet Muḥammad and ruled North Yemen from 1918. Today either revered or despised for his part as amīr al-muʾminīn (commander of the faithful) in a counter-revolutionary campaign in the 1960s, he played a critical role in Yemen’s post-World War II era.  ER - TY - CHAP T1 - Doing ethnographic research in adult education: reflections on studying citizenship in a study circle T2 - Doing critical and creative research in adult education A1 - Pastuhov, Annika A1 - Sivenius, Ari PY - 2020 SP - 63 EP - 72 DO - 10.1163/9789004420755_006 LA - eng PB - Leiden : Brill Academic Publishers KW - vuxenundervisning KW - studiecirklar AB - The aim of this chapter is to reflect on and discuss ethnographic methodology, specifically within adult education research, exemplified with a study in a non-formal adult education setting. Examples are taken from a participatory ethnographic field study in an English as a foreign language study circle, which took place within an institution of Nordic popular education. ER - TY - CHAP T1 - Nation, Nature and Industry: Civic Ideals and National Consciousness in Nordahl Rolfsen's Lesebok for folkeskolen T2 - Exploring Textbooks and Cultural Change in Nordic Education 1536–2020 A1 - Skjelbred Nodeland, Tuva PY - 2021 SP - 190 EP - 206 DO - 10.1163/9789004449558_016 LA - eng PB - Leiden : Brill Academic Publishers AB - The turn of the twentieth century was a time of cultural, political and social upheaval in the newly independent Norwegian nation. This chapter considers the popular textbook Lesebok for folkeskolen (1892–1895) as a medium of cultural transmission, exploring how civic ideals and national consciousness were presented to children as part of their elementary education. Though the author Nordahl Rolfsen had nation-building and unifying ambitions for his publication, the distribution of imagery and civic values across rural and urban patterns shows that geographical and political divides grew increasingly visible in later editions of the book. Furthermore, the national content of the readers was shaped equally by Rolfsen’s pedagogical ideas as by nationalist concerns. ER - TY - CHAP T1 - Children’s Right to Have Rights – on the Importance of Statutory Rights for Swedish Children Living outside the Country T2 - The Rights of the Child A1 - Schiratzki, Johanna PY - 2023 SP - 15 EP - 31 DO - 10.1163/9789004511163_004 LA - eng PB - Leiden/Boston : Brill Nijhoff KW - child KW - refugee KW - best interest KW - arendt AB - The rights of the child are a multi-dimensional phenomenon that could be conceptualized from many angels, as witnesses this anthology. The multi-dimensional perspective remains within a singular field of knowledge, such as legal science. The complexity of children’s rights may, at least in part, explain the yearning for more statutory rights to meet the expectations of rights as tools for a better society. An example is the momentum behind the 2020 incorporation of the CRC into Swedish statutory law. The incorporation adds to the numerous statutes regarding children in Swedish law, covering most childhood; from reproduction through healthcare, parental break-up, education, delinquency and coming of age. An important challenge, however, is the understanding of the right to equal treatment for children whom are considered to have a “weak” legal connection to the Sweden. This might be children seeking asylum, undocumented children, EU-migrants but also children with dual-citizenship. Recent development indicates that Swedish child citizens in the detention camps in the North-eastern Syria are to be added to this category. This development has prompted a disagreement between the United Nations’ High Commissioner of Human Rights and the Swedish Government on the importance of human rights, statutory rights and jurisdiction. Taking stock of the statutory rights of children according to Swedish law, the legal measures available for the repatriation of the reported 30 Swedish children from the detention camps in the north-eastern Syria are outlined as a test-case of the importance of statutory rights for children. ER - TY - JOUR T1 - Building peace in Sri Lanka: A role for civil society? T2 - Journal of Peace Research SN - 0022-3433 A1 - Orjuela, Camilla PY - 2003 VL - 2 IS - 40 SP - 195 EP - 212 DO - 10.1177/0022343303040002004 LA - eng PB - : SAGE Publications KW - peace research KW - peace building KW - civil society KW - sri lanka AB - This article deals with civil society in the ethnically polarized violent conflict of Sri Lanka. It spells out the possible role of civil society in peacebuilding, while at the same time problematizing the civil-society concept and pointing to the problems faced by civil society in Sri Lanka in taking on this role. Civil-society actors in Sri Lanka strive to contribute to peace processes (1) addressing ethnic divides and public opinion with education and awareness-raising programmes, as well as cross-ethnic dialogue, (2) addressing politics with popular mobilization, advocacy work, and informal diplomacy, and (3) addressing economic issues through reconstruction and development. However, civil society in Sri Lanka has been weakened by political patronage and the protracted war. Like Sri Lankan society, it is to a large extent ethnically divided, and popular mobilization has through history been nationalist and violent rather than pro-peace. Although civic peace organizations work hard to take on a peacebuilding role, their activities are often project-oriented and top-down, rather than mass-based and bottom-up. Moreover, critical assessments of the impact of small-scale activities and analysis of the linkage between them and the larger conflict context (in which the work of similar organizations as well as external forces have to be taken into account) need to be further developed, by civil-society actors as well as researchers. ER - TY - JOUR T1 - Deliberative Civic Culture: Assessing the Prevalence of Deliberative Conversational Norms T2 - Political Studies SN - 0032-3217 A1 - Jennstål, Julia A1 - Uba, Katrin A1 - Öberg, PerOla PY - 2020 VL - 2 IS - 69 SP - 366 EP - 389 DO - 10.1177/0032321719899036 LA - eng PB - : Sage Publications KW - deliberative norms KW - political culture KW - deliberative systems KW - civic values KW - deliberation KW - statskunskap AB - Citizens’ adherence to deliberative civic values fulfils a vital function in deliberative democratic systems. We propose a way to measure the prevalence and variations of such values as a first step to better understanding how this works. Based on survey data, we demonstrate that, in Sweden, adherence to the values of reasoning and listening is stronger than adherence to the strategic rhetorical, non-deliberative values. This may have important implications for our understanding of how deliberation and democracy work in this particular context. There are also, however, important individual-level variations of adherence to deliberative civic values related to age, education, gender and Swedish background. Taken together, this opens up for a new research agenda where comparative analyses of deliberative civic values and how it relates to political behaviour are particularly encouraged. ER - TY - JOUR T1 - Measurement Invariance in Comparing Attitudes Toward Immigrants Among Youth Across Europe in 1999 and 2009: The Alignment Method Applied to IEA CIVED and ICCS T2 - Sociological Methods & Research SN - 0049-1241 A1 - Munck, Ingrid A1 - Barber, C. A1 - Torney-Purta, J. PY - 2017 VL - 4 IS - 47 SP - 687 EP - 728 DO - 10.1177/0049124117729691 LA - eng PB - : SAGE Publications KW - measurement invariance KW - survey comparability KW - equate scales KW - cohort analysis KW - gender differences in KW - gender-differences KW - human-rights KW - countries KW - support KW - adolescents KW - integration KW - policies KW - threat KW - womens KW - time KW - mathematical methods in social sciences AB - This study applies the alignment method, a technique for assessing measurement equivalence across many groups, to the analysis of adolescents' support for immigrants' rights in a pooled data set from the 1999 International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study and the 2009 IEA International Civics and Citizenship Education Study. We examined measurement invariance across 92 groups (country by cohort by gender), finding that a five-item scale was statistically well-grounded for unbiased group comparisons despite the presence of significant noninvariance in some groups. Using the resulting group mean scores, we compared European youth's attitudes finding that female students had more positive attitudes than did male students across countries and cohorts. An analysis of countries participating in both studies revealed that students in most countries demonstrated more positive attitudes in 2009 than in 1999. The alignment methodology makes it feasible to comprehensively assess measurement invariance in large data sets and to compute aligned factor scores for the full sample that can update existing databases for more efficient further secondary analysis and with metainformation concerning measurement invariance. ER - TY - JOUR T1 - Adult education as a heterotopia of deviation: a dwelling for the abnormal citizen T2 - Adult Education Quarterly SN - 0741-7136 A1 - Sandberg, Fredrik A1 - Fejes, Andreas A1 - Dahlstedt, Magnus A1 - Olson, Maria PY - 2015 VL - 2 IS - 66 SP - 103 EP - 119 DO - 10.1177/0741713615618447 LA - eng PB - : Sage Publications KW - heterotopia of deviation KW - adult education KW - foucault KW - power KW - citizenship KW - precarious employment KW - poststructuralism KW - humanities and social sciences KW - humaniora-samhällsvetenskap KW - woman KW - child and family (womfam) KW - kvinna KW - barn och familj (womfam) KW - utbildning och lärande KW - subject learning and teaching AB - We argue that municipal adult education (MAE) can be seen as a place for displaced and abnormal citizens to gain temporary stability, enabling their shaping into desirable subjects. Drawing on a poststructural discursive analysis, we analyse policy texts and interviews with teachers and students. Our analysis illustrates how two distinct student subjectivities are shaped: the rootless, unmotivated and irresponsible student and the responsible, motivated and goal-oriented one. The difference is that the latter of these subjectivities is positioned as desirable. MAE provides a temporary place in time, a heterotopia of deviation, allowing students to escape precarious employment. The heterotopia places the students in a positive utopian dream of the future. A utopia is not a real place, and what is to become of the students after finishing MAE is not determined; the students themselves should shape it. If they fail, in line with a neoliberal governmentality, it is their own fault.  ER - TY - JOUR T1 - The ignored citizen: Young children’s subjectivities in Swedish and English early childhood education settings T2 - Childhood SN - 0907-5682 A1 - Bath, Caroline A1 - Karlsson, Rauni PY - 2016 VL - 4 IS - 23 EP - 4 DO - 10.1177/0907568216631025 LA - eng PB - : SAGE Publications KW - citizenship KW - democracy KW - play KW - solidarity KW - young children AB - This article looks at examples of young children acting as citizens and aims to illuminate these by utilising Biesta’s exposition of subjectification and socialisation conceptions of citizenship. Specifically, the article applies the concepts of ‘dissensus’, taken from Rancière’s work; ‘agonism’, taken from Mouffe’s work; and solidarity from Levinas’ work to actual ‘scenes’ from Swedish and English early childhood education settings. It also discusses these in relation to other contemporary work on concepts of children’s citizenship and our own theories of young children’s play. ER - TY - JOUR T1 - Children’s lived citizenship: A study on children’s everyday knowledge of injury risks and safety T2 - Childhood SN - 0907-5682 A1 - Olsson, Åsa PY - 2017 VL - 4 IS - 24 SP - 545 EP - 558 DO - 10.1177/0907568217718031 LA - eng PB - : Sage Publications KW - children’s citizenship KW - injury risks KW - lived citizenship KW - safety KW - education AB - Children’s ‘lived citizenship’ is about how all children act as members of society, every day. This study aims at exploring such citizenship, drawing on focus group discussions about injury risks and safety, with children in Sweden. The results suggest that the way children relate to safety rules and laws is closely tied to identity. The concept of ‘action zone’ is suggested for exploring children’s lived citizenship. Furthermore, it is argued that children’s claims for physical and symbolic space can be understood as actions of lived citizenship. ER - TY - JOUR T1 - Spelling and education of citizens in the French dictations of Gouzien: Orthographe et éducation des citoyens dans les dictées françaises de Gouzien T2 - French Cultural Studies SN - 0957-1558 A1 - Vajta, Katharina PY - 2022 VL - 4 IS - 33 EP - 4 DO - 10.1177/09571558221092954 LA - und PB - : SAGE Publications KW - third republic KW - citizen KW - education KW - teaching of french KW - national KW - imaginary KW - nation KW - spelling KW - france KW - identity AB - Orthography and education of the citizens in texts for dictation by Gouzien. During the 19th century, dictation was probably the most current exercise in French schools and therefore the content of the texts dictated must not be neglected. Hence, we here intend to examine how they can contribute to constructing France, building national identity and forming citizenship during the first years of the French Third Republique. The first part of the study will give a historical background to the teaching of spelling. Then, we will present the theoretical and methodological frame of the study, before examining the double aim of dictation (to instruct and to educate) and the themes contributing to the discursive construction of the nation and the pupil's education to citizenship, i.e. History, Homeland and National imaginary. ER - TY - JOUR T1 - Education for Sustainability and Global Citizenship for 6-12-year-olds in Montessori Education T2 - Journal of Education for Sustainable Development SN - 0973-4082 A1 - Gynther, Per A1 - Tebano Ahlquist, Eva-Maria PY - 2022 VL - 1 IS - 16 SP - 5 EP - 18 DO - 10.1177/09734082221118336 LA - eng PB - : SAGE Publications KW - education for sustainable development KW - global citizenship KW - montessori education KW - teaching traditions AB - The aim of this article is to understand how Montessori education, according to Maria Montessori, will enable 6–12-year-olds to meet future challenges and to care for and contribute to the wellbeing of society and the planet as a whole. This article reports on a qualitative content analysis of four books written by Maria Montessori. The analysis shows how the structure in Montessori´s curriculum for these ages lays the foundation to cultivate an understanding of the interdependence of living and non-living elements in the ecosystem and the collective responsibility for human coexistence. Further, the analysis shows how children are provided with an emotional tie to the universal approach she advocates and opportunities to develop a sense of empowerment. The topicality of Montessori education is discussed in relation to different teaching traditions. We argue that Montessori education constitutes a concrete example of a teaching tradition whose democratic mission is evident. ER - TY - JOUR T1 - Waste Pickers and Their Practices of Insurgency and Environmental Stewardship T2 - Journal of Environment and Development SN - 1070-4965 A1 - Gutberlet, Jutta A1 - Sorroche, Santiago A1 - Martins Baeder, Angela A1 - Zapata, Patrik A1 - Zapata Campos, María José PY - 2021 VL - 4 IS - 30 SP - 369 EP - 394 DO - 10.1177/10704965211055328 LA - eng PB - : SAGE Publications KW - sustainability KW - waste KW - waste pickers KW - insurgency KW - environmental stewardship AB - Informed by different grassroots learning and educational practices engaged in waste management, and drawing from the concepts of insurgent citizenship and environ- mental stewardship, we examine the role of waste picker organizations and movements in creating new pathways towards more sustainable environmental waste governance. Two case studies (Argentina and Brazil) demonstrate how waste pickers inform and educate the general public and raise the awareness of socio-environmental questions related to waste management. Different educational practices are used as strategies to confront citizens with their waste: to see waste as a consumption problem, resource, and income source. Our paper draws on grassroots learning (social movement learning and insurgent learning) and education (stewardship) aimed at the transformation of waste practices. We argue that waste pickers play an important role in knowledge production promoting recycling, in landfilling less and recovering more resources. We conclude that waste pickers act as insurgent citizens and also are environmental stewards. ER - TY - JOUR T1 - The democratic common sense: Young Swedes' understanding of democracy – theoretical features and educational incentives T2 - Young - Nordic Journal of Youth Research SN - 1103-3088 A1 - Arensmeier, Cecilia PY - 2010 VL - 2 IS - 18 SP - 197 EP - 222 DO - 10.1177/110330881001800205 LA - eng PB - London, United Kingdom : Sage Publications KW - democracy KW - democratic theory KW - citizens KW - youth KW - political socialization KW - civic education KW - statskunskap AB - This article highlights ordinary young citizens’ understanding of democracy. In a system based on rule of the people, it is surprising how little attention scholars have paid to common-sense views of democracy. The article is based on focusgroup interviews with young Swedes. Their views of democracy are analyzed in the context of democratic theory. The results show that there is massive support among the youths for the democratic idea, that they see elite democracy as as self-evident form of democracy and that they consider democracy to be a problematic good, emphasizing their doubts about human capacity, limited ruling opportunities and problems around inequality and risky principles. References to research on Swedish education show that the conceptualizations in several respects reflect how democracy and citizenship are framed in Swedish schools. It is suggested that the results of the study can influence both the form and contentof civic education. ER - TY - JOUR T1 - ‘I really don’t like them!’ – Exploring citizens’ media criticism T2 - European Journal of Cultural Studies SN - 1367-5494 A1 - Kaun, Anne PY - 2014 VL - 5 IS - 17 SP - 489 EP - 506 DO - 10.1177/1367549413515259 LA - eng PB - : SAGE Publications KW - civic engagement KW - civic experiences KW - media citizenship KW - media criticism KW - media literacy KW - kritisk kulturteori KW - critical and cultural theory AB - In information and media affluent societies, the critical ability of citizens is increasingly important. This is reflected in a number of political initiatives that aim at engaging citizens in questions of media content and production, often labelled as media literacy. In this context, skills related to media technologies that are often accentuated in media literacy education are a necessary but not sufficient condition for media literacy. Critical reflexivity and critical practices are crucial for media literacy and therefore in the centre of this article. This article proposes an analysis of media criticism from a citizens’ perspective. Drawing on solicited, open-ended online diaries as well as in-depth interviews with young Estonian citizens, the article applies an inductive approach to media criticism while paying attention to the specific context in which the media criticism arises. ER - TY - JOUR T1 - Political comedy engagement: Identity and community construction T2 - European Journal of Cultural Studies SN - 1367-5494 A1 - Doona, Joanna PY - 2018 VL - 4 IS - 23 SP - 531 EP - 547 DO - 10.1177/1367549418810081 LA - eng PB - : SAGE Publications AB - This article uses the concept of cultural citizenship to understand engagement in political comedy. The concept stresses popular culture’s value for identity and community construction, as well as the importance of learning about and respecting others. Using empirical work on Swedish young adult political comedy audiences in the form of data from in-depth interviews and focus groups, the article argues for analysis of engagement in various discursive forms, in studies of media and citizenship. More specifically, the article answers the question: which citizenship values are defended by political comedy engagement? In order to identify such values, the study focuses on the ways in which audience members construct identity and community, in relation to their political comedy engagement. Four themes of community construction are found: lacking social contexts, ideology and strong emotions, knowledge and education, and irony as a discursive mode and disposition. From these, the values of playful and emotional modes of engagement are conceptualized. The final parts of the article argue for those modes’ legitimacy and significance – both in relation to engagement in, and through, political comedy. ER - TY - JOUR T1 - The role of work and social protection systems in social-ecological transformations: Insights from deliberative citizen forums in Sweden T2 - European Journal of Social Security (EJSS) SN - 1388-2627 A1 - Lee, Jayeon A1 - Koch, Max PY - 2023 VL - 4 IS - 25 SP - 408 EP - 425 DO - 10.1177/13882627231204989 LA - eng PB - : SAGE Publications KW - work KW - social protection systems KW - sustainable welfare KW - social-ecological transformation KW - deliberative forum KW - degrowth/postgrowth AB - To avoid catastrophic consequences of impending ecological crises our socio-economic systems need to be transformed in rapid and radical manners. Focusing on working life and Sweden as an example for countries of the Global North with a social-democratic welfare tradition, we ask how social protection systems may be reorganised according to the concept of ‘sustainable welfare’, the satisfaction of basic human needs across space and over time. We combine a literature review with an analysis of qualitative data from deliberative citizen forums following Max-Neef's Human Scale Development methodology. After taking stock of the existing literature that highlights the unsustainable character of current work regimes, we present our application of the methodology used in the citizen forums as well as the data. Our participants generally highlighted the importance of broadening the concept of work beyond ‘employment’ when reflecting on the role of work in addressing and satisfying multiple human needs within planetary limits. The introduction of a universal basic income, a participation income, an expansion of universal basic services, working time reduction and a sabbatical year conditioned on civic participation/education were among the eco-social reform ideas that forum participants highlighted to liberate work from its current unsustainable and capitalist contexts and turn it from a negative into a positive need satisfier. ER - TY - JOUR T1 - Critique and Post-critique in Contemporary Art History: Excessive Attachment to Suspicion in Academia and Beyond T2 - Arts and Humanities in Higher Education SN - 1474-0222 A1 - Callahan, Sara PY - 2019 VL - 1 IS - 20 SP - 42 EP - 65 DO - 10.1177/1474022219885785 LA - eng PB - : SAGE Publications KW - post-critique KW - hermeneutics of suspicion KW - rita felski KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education AB - This essay offers a broad look at the way critique as amode,method, and attitude in postwarart history research and teaching intersects with occurrences of critique in humanitiesscholarship and teaching generally, but also how distorted forms of critique occur incontexts outside the academic field. The essay outlines concerns raised by humanitiesscholars with what they consider to be an over-reliance on critique as a negative skill,resulting in scholarship that tears down without building up, and self-satisfied debunkingof anything that does not stand up to the current era’s identity politics. The essay arguesthat the question of critique is of particular urgency to the field of contemporary art.Here critique is embedded in the material studied—artworks, artistic practices, anddiscourses—and therefore in dire need of being understood, challenged, and decenteredas a method. ER - TY - JOUR T1 - VET teachers' interpretations of individualisation and teaching of skills and social order in two Nordic countries T2 - European Educational Research Journal SN - 1474-9041 A1 - Eiríksdóttir, Elsa A1 - Rosvall, Per-Åke PY - 2019 VL - 3 IS - 18 SP - 355 EP - 375 DO - 10.1177/1474904119830022 LA - eng PB - : Sage Publications KW - vocational education and training KW - vocational teachers KW - upper secondary education KW - individualisation KW - generic knowledge AB - The age at which young people leave education for the labour market has increased in recent decades, and entering upper secondary education has become the norm. As a result, the diversity of the student population has increased, for instance in terms of students’ academic merits and achievements at school. Increased diversity seems to affect vocational education and training more than tracks preparing students for higher education, because entry into vocational education and training (VET) programmes is rarely selective. In this article we analyse a series of interviews with VET teachers regarding VET practices in upper secondary schools in Sweden and Iceland. We examine how policy plays out in practice in VET by looking at how VET teachers navigate the sometimes-conflicting educational goals of employability and civic engagement, while simultaneously teaching a highly diverse group of students. In both countries, pedagogic practices are dominated by individualisation with a focus on task-related skills. Those practices are important in VET, but can exclude broader understandings of civil and workplace life, because general knowledge about areas such as ethics, democracy, equality, and environmental issues is difficult to obtain if education gives students few opportunities to interact with others, such as through group work or classroom discussions. ER - TY - JOUR T1 - Democracy and curriculum — the task still before us T2 - European Educational Research Journal SN - 1474-9041 A1 - Wahlström, Ninni PY - 2019 VL - 4 IS - 19 SP - 351 EP - 363 DO - 10.1177/1474904119889795 LA - eng PB - : Sage Publications KW - populism KW - democracy KW - social studies KW - standards-based curriculum KW - comparative studies KW - education AB - This article explores how John Dewey’s concept of democracy can contribute to our understandingof what is required from education amid growing nationalism and populism, even in what are usuallyperceived as established democracies. The purpose of the study is to explore how standardsbasedcurricula for citizenship education can be problematised in relation to the broad concept ofdemocracy. The meaning of citizenship education in curricula is examined through two cases fromwestern countries (Sweden and the USA) with standards-based curricula. These social studiescurricula deal with democracy as something ‘to teach about’, rather than focusing on helpingstudents learn to understand and recreate democracy for their own generation. However, theconcept of democracy, as a moral and ethical ideal, becomes difficult to express in a curriculumlogic of standards and knowledge outcomes emphasising measurability. Now, when democracy ischallenged, also seems to be the right time to confront the logic of a standards-based curriculumand the selective traditions of subjects within the social studies, as well as to ask the questions‘why?’ and ‘what for?’ in relation to basic social values and students’ competences. ER - TY - JOUR T1 - School and democratic hope: The school as a space for civic literacy T2 - European Educational Research Journal SN - 1474-9041 A1 - Wahlström, Ninni PY - 2022 VL - 6 IS - 21 SP - 994 EP - 1008 DO - 10.1177/14749041221086721 LA - eng PB - : Sage Publications KW - democracy KW - civic literacy KW - transactional realism KW - democratic education KW - pragmatism KW - pedagogik och utbildningsvetenskap KW - pedagogics and educational sciences AB - In this article, the central question is how the relationship between democracy and education can be understood in terms of civic literacy. By taking as a point of departure John Dewey's basic understanding of democracy in terms of communication and experience, which also forms the basis for the pragmatist knowledge concept of transactional realism, this study explores transactional realism in relation to how this concept of knowledge can promote a democratic stance in the teaching of different school subjects. Thus, the focus is on how a democratic stance is an important part in the selection of teaching content and teaching activities in the classroom in a time when democracy is challenged from different angles. The concept of civic literacy is here understood as developing knowledge about the world, learning to act responsibly in the world and realising oneself in the world. Civic literacy is both about knowledge of facts and events and about a classroom discourse opening for responsible and reflective conversations outwards from the subject, towards the social and physical environment. ER - TY - JOUR T1 - Conventions of skilling: The plural and prospective worlds of higher vocational education T2 - European Educational Research Journal SN - 1474-9041 A1 - Ye, Rebecca A1 - Nylander, Erik PY - 2024 VL - 5 IS - 23 SP - 709 EP - 727 DO - 10.1177/14749041241262826 LA - eng PB - : SAGE Publications KW - higher vocational education KW - organising vocational knowledge KW - pragmatic sociology KW - prospective convention KW - skilling regimes KW - sociology of conventions KW - sociology of education AB - When comparing lifelong learning systems in Europe, Swedish vocational education has been characterised as a statist, school-based ideal type, with strong emphasis on egalitarianism and social citizenship. However, the popularisation and expansion of higher vocational education (HVE), a post-secondary training form that has a mandate to train people to meet local labour market needs, complicates these composite descriptions. Building on conventions theory and pragmatic sociology, our analysis probes the plural worlds of HVE participation, beyond simplistic understandings of human capital accumulation or universalistic welfare. Drawing on interviews with participants and archival material, we analyse forms of justifications evoked by those engaged in this transforming skilling regime. Our analysis reveals that participants do not enrol merely for getting work or getting ahead. Rather, participation is described as a response to constraints, a means to challenge difficult circumstances encountered in the labour market, or related to contingencies. Taken together, HVE emerges as a flexible mode of governing vocational knowledge to match local labour market needs, with rivalling conventions of worth. We discuss the increasing significance of projection and anticipation for individuals and organisations involved in skilling regimes, and propose a prospective convention that underscores expectancy and promise. ER - TY - JOUR T1 - Educating competitive teachers for a competitive nation? T2 - Policy Futures in Education SN - 1478-2103 A1 - Rönnström, Niclas PY - 2015 VL - 6 IS - 13 SP - 732 EP - 750 DO - 10.1177/1478210315595171 LA - eng PB - : SAGE Publications KW - teacher education KW - teacher training KW - education KW - globalisation KW - cosmopolitanism KW - democratic education KW - citizenship education KW - competition state KW - education policy AB - The aim of this article is to discuss recent Swedish teacher education investments and reforms, and the work of teachers in response to globalisation within the context of modern social imaginaries. I briefly outline Charles Taylor's concept of modern social imaginaries, and I examine the character of recent Swedish teacher education, teacher education reform and the work expected of teachers. I conclude that economic imaginaries are given primacy: aims and reforms are primarily linked to economic imaginaries of the competitive nation; economic norms are given primacy in the governance of schools and education; globalised and economic standards of quality and success are increasing in importance; and the concern about how to make teacher education an attractive career investment for groups the state finds important to attract to teaching is held to be vital for the quality in outcomes of education. I critically discuss the underlying globalist imaginary I think underpins Swedish education reform in the global era, and transform the teacher into a scientifically grounded economic agent for market integration and the competitive edge of the Swedish nation. I address the question of whether the modern social imaginary of democracy and citizenship should be restored and cosmopolitised in education and teacher education and in relation to the expected work of teachers rather than be reduced to or transformed into economic worldviews and agency in the era of globalisation. ER - TY - JOUR T1 - Educating European Citizenship: Elucidating assumptions about teaching civic competence T2 - Policy Futures in Education SN - 1478-2103 A1 - Bengtsson, Anki PY - 2015 VL - 6 IS - 13 SP - 788 EP - 800 DO - 10.1177/1478210315595785 LA - eng PB - : SAGE Publications KW - cosmopolitanism KW - european citizenship KW - teacher education KW - civic competence KW - accountability KW - intercultural KW - foucault KW - education AB - In recent years, the idea of the contribution of education to citizenship has been reinitiated. The purpose of this paper is to investigate constructions of citizenship as they are articulated in European policy documents on teacher education. It is indicated that the normative form of active citizenship is put into play through the individual and her or his actions, which is centred on learning. Drawing on Foucault’s analytic approach to problematization and Foucauldian methods of analysing policy problematizations of a certain problem, this study draws attention to the discourse of active citizenship and technologies of accountability that are utilized to shape teaching civic learning. It is suggested that citizenship is constructed as a learning problem, which motivates young people in school to reflect on their skills and competences. It is also from these capacities that their attitudes towards cultural diversity are assumed to be developed. Thus, in the formation of citizenship, emphasis is laid on the individual’s capacity for learning, which is also mobilized in narratives of the construction of Europe. ER - TY - JOUR T1 - Controversial issues in Swedish citizenship education: teachers’ strategies T2 - Citizenship, Social and Economics Education SN - 1478-8047 A1 - Larsson, Anna A1 - Ledman, Kristina A1 - Lindmark, Torbjörn PY - 2025 VL - 2 IS - 24 SP - 169 EP - 181 DO - 10.1177/14788047241309555 LA - eng PB - : Sage Publications KW - citizenship education KW - educational functions KW - sweden KW - controversial issues KW - civics KW - social studies KW - social science education KW - historia med utbildningsvetenskaplig inriktning KW - history of education AB - Understanding controversial issues is important for students to develop as future democratically participating citizens. However, addressing them can be challenging for teachers and there is a clear need for increased knowledge about how to deal with them in teaching. This article examines the strategies applied by civics teachers when teaching Swedish pupils of grades 7–9. We focus particularly on civics teachers as civics is an important subject in Swedish schools, in which there is a strong tradition of dealing with current issues and social problems. We analyse their approaches to four common strategies for teaching controversial issues identified from previous research (avoidance, neutrality, norm mediation and provocation) using data obtained from a survey of 73 civics teachers, six interviews and two observational case studies. The findings are discussed in terms of three educational functions formulated by Biesta: qualification, socialisation and subjectification. They indicate that teachers adopt varying strategies that seem most appropriate according to their professional judgement in specific situations, and the educational functions are usually closely intertwined in practical teaching. ER - TY - JOUR T1 - Democratic citizens, shaped by the past and shaping the past: Historical consciousness and democratic consciousness in the Norwegian curriculum for social studies 2020 T2 - Citizenship, Social and Economics Education SN - 1478-8047 A1 - Ammert, Niklas A1 - Hovland, Brit Marie PY - 2025 VL - 1 IS - 24 SP - 85 EP - 101 DO - 10.1177/14788047251315439 LA - eng PB - Thousand Oaks, CA, USA : SAGE Publications KW - historical consciousness KW - democracy KW - curriculum KW - norway KW - history education KW - historia med didaktisk inriktning AB -  This article focuses on analysing the relations between expressions of historical consciousness and democracy as featured in the 2020 Norwegian Curriculum for Social Studies. In compulsory school in Norway, History is no longer a subject with a specific syllabus. However, there is a fundamental historical perspective running through the curriculum, intended to support students’ understanding of society in the present and of varying conditions at different times. Historical knowledge and competencies are viewed as tools to understand and to influence society. Students are described as the main agents and the curriculum for Social Studies presents an ideal description of future citizens as participating, engaged and critical members of society. Democracy is expressed as three main themes: a participatory and developing perspective; a perspective expressing knowledge about Democracy; and a perspective stating Democracy as an arena as well as a desired result. Democracy is also underpinned with the citizens’ responsible participation and with societal values such as human rights, equality, and freedom. The analysis problematizes that in the Norwegian curriculum students are presented as a collective, whilst the prescribed and desired perceptions and competencies are mainly individual. This indicates a contradictory and interesting tension between who and what is desired in terms of democracy and citizenship. ER - TY - JOUR T1 - Emancipated through the basis of cultural heritage?: Intersections between democratic and historical consciousness in the Danish history curriculum T2 - Citizenship, Social and Economics Education SN - 1478-8047 A1 - Alvén, Fredrik A1 - Eskelund Knudsen, Heidi PY - 2025 VL - 2 IS - 24 SP - 155 EP - 168 DO - 10.1177/14788047251318004 LA - eng PB - : Sage Publications KW - historical consciousness KW - democratic consciousness KW - democracy KW - citizenship KW - curriculum KW - denmark AB - This article examines how the Danish history curriculum encourages students to understand history and develop a sense of temporal orientation, and how this orientation can be linked to the fostering of democratic consciousness. This syllabus is analysed through critical discourse analysis (CDA). Historical consciousness is described as rooted in history, while also empowering individuals to act. The primary finding regarding democracy suggests a vision where both individuals and smaller communities are not only granted but also expected to exercise their rights to participate in an ever-evolving society. Democracy is portrayed as a daily practice aimed at enhancing one's own life or the community. However, interconnecting historical and democratic consciousness to understand the purpose of history education raises questions about the interpretation of historical guidance. Should it be viewed as a framework that restricts citizens’ ability to act independently or as a tool that offers opportunities for change? ER - TY - JOUR T1 - The moral construction of the good pupil embedded in school rules T2 - Education, Citizenship and Social Justice SN - 1746-1979 A1 - Thornberg, Robert PY - 2009 VL - 3 IS - 4 SP - 245 EP - 261 DO - 10.1177/1746197909340874 LA - eng PB - : SAGE Publications KW - citizenship education KW - hidden curriculum KW - moral socialization KW - school rules KW - grounded theory KW - education AB - The aim of this field study was to investigate the hidden curriculum of school rules delimited to the moral construction of ‘the good pupil’ embedded in the system of school rules in two primary schools. According to the findings, the rule system mediates a moral construction of the good pupil to the children, and this actually includes two constructions: the benevolent fellow buddy and the well-behaved pupil. Furthermore, a picture of a final learning outcome of this hidden or implicit citizenship education of school rules emerges: the good citizen who (1) does good to others and does not harm others, (2) functions well in the society and lives by its laws and norms, and (3) takes responsibility and does her or his very best. Critical thinking and the possibility of questioning, critically discussing and abolishing explicit rules are not parts of this picture. ER - TY - JOUR T1 - Worries and possibilities in active citizenship: Three Swedish educational contexts T2 - Education, Citizenship and Social Justice SN - 1746-1979 A1 - Irisdotter Aldenmyr, Sara A1 - Jepson Wigg, Ulrika A1 - Olson, Maria PY - 2012 VL - 3 IS - 7 SP - 255 EP - 270 DO - 10.1177/1746197912456341 LA - eng PB - : Sage Publications KW - active citizenship KW - identity KW - neo-liberal KW - swedish education KW - teachers' attitudes KW - young people's voice KW - humanities and social sciences KW - humaniora-samhällsvetenskap AB - This article examines how the concept of active citizenship has been given a neo-liberal character by examining practice in three different educational contexts in Sweden. The concept of active citizenship has become influential in educational policy and practice throughout the European Union. The aim of this article is to highlight concerns at how this concept has come to be re-shaped by neo-liberal principles in Swedish education. The analysis highlights three themes, based on voice, ethical awareness and complexity and mutuality of lived experience, and argues that they provide the basis for a shift away from the present neo-liberal colouring of the concept. ER - TY - JOUR T1 - Citizenship education and diversity in liberal societies – theory and policy in a comparative perspective T2 - Education, Citizenship and Social Justice SN - 1746-1987 A1 - Sundström, Mikael A1 - Fernández, Christian PY - 2013 VL - 2 IS - 8 EP - 2 DO - 10.1177/1746197913483635 LA - eng PB - : SAGE Publications AB - Citizenship education is a popular and contested phenomenon in liberal democratic societies. It is difficult to imagine a school system that does not contribute to the preservation and improvement of society through education of democratic, responsible and tolerant citizens. On the contrary, the execution of such education is full of caveats, controversy and resistance. This special issue examines the inherent tensions of citizenship education in a variety of national contexts (France, England, Sweden and Quebec) and from several theoretical and empirical perspectives. In this introductory article, we present an overview of the debates on citizenship education in academia and the media and propose a conceptual framework for the categorisation and comparison of the diversity of practices that relate to citizenship education. This model is then used to guide a brief presentation of the remaining articles in the special issue. ER - TY - JOUR T1 - Democracy lessons in market-oriented schools: The case of Swedish upper secondary education T2 - Education, Citizenship and Social Justice SN - 1746-1979 A1 - Lundahl, Lisbeth A1 - Olson, Maria PY - 2013 VL - 2 IS - 8 SP - 201 EP - 213 DO - 10.1177/1746197913483684 LA - eng PB - London : SAGE Open KW - citizenship KW - democracy learning KW - influence KW - market orientation KW - swedish upper secondary school KW - humanities and social sciences AB - Based on recent ethnographic research, this article explores young people’s opportunities of formal and informal democracy learning and expressions of such learning in the highly market-influenced Swedish upper secondary education. With its ambitious democracy-fostering goals and far-reaching marketisation, Swedish education constitutes an interesting case in this respect. The analysis indicates that ‘voting with the feet’ emerges as an important way of exerting student influence. At the same time, young people’s voice is surprisingly neglected in classroom practice. Increased focus on performance and goal attainment tends to overshadow less ‘rewarding’ aspects of the curriculum, such as democracy teaching and learning, both from the side of teachers and students. Students are also increasingly expected to act as school representatives and to avoid giving negative impressions of their school. ER - TY - JOUR T1 - Fair and cloudy weathers of tolerance in civic and religious education in northern Europe T2 - Education, Citizenship and Social Justice SN - 1746-1979 A1 - Strandbrink, Peter PY - 2014 VL - 1 IS - 10 SP - 3 EP - 20 DO - 10.1177/1746197914558399 LA - eng PB - : Sage Publications KW - civic and religious education KW - ethical neutralism KW - interculturality KW - normative statehood KW - value diversity AB - This article investigates the normative logic and orientation of civic and religious education in seven countries in northern Europe. One main underlying argument is that public schooling must be generically regarded as a heavy functional contributor to the ‘soft’ normative reproduction and validation of certain ethical and cultural identities. In the article, the rhetorical goals of neutralism and tolerance in current European political–educational thought are measured against empirical modes and practices of education. A parochialism–cosmopolitanism conceptual dichotomy is constructed and used as a main analytical guide, which allows for a number of critical conclusions to be made on the production of normative statehood through education in contemporary ‘post-normative’ Europe. The ultimate ambition of the text is thus to contribute to shedding new light on the interpretation and enactment of value diversity in these seven educational settings and interculturalising societies. © The Author(s) 2014 ER - TY - JOUR T1 - Conceptions of social justice and citizenship in Scottish and Swedish education systems T2 - Education, Citizenship and Social Justice SN - 1746-1979 A1 - Sheila, Riddell A1 - Elisabet, Weedon A1 - Hjörne, Eva PY - 2016 VL - 1 IS - 12 SP - 3 EP - 7 DO - 10.1177/1746197916683464 LA - eng PB - : SAGE Publications KW - citizenship KW - comprehensive education KW - inclusive education KW - scotland KW - social justice KW - sweden AB - This Special Issue examines Swedish and Scottish education through the lens of social justice and citizenship. Each paper has a slightly different take on these central concepts, but all recognise that social justice has multiple dimensions relating to (re)distribution, recognition and participation. The multi-dimensional nature of citizenship is also recognised, encompassing civil, political and social rights. This introductory chapter highlights the central concerns of the papers, which compare and contrast the educational systems of Sweden and Scotland. While the achievements of comprehensive and inclusive education are recognised, future challenges are also noted, in particular, the extent to which education may be used as a means of achieving social justice and supporting citizenship rights at a time when economic inequalities are increasing. ER - TY - JOUR T1 - The school as a public space for democratic experiences: Formal student participation and its political characteristics T2 - Education, Citizenship and Social Justice SN - 1746-1979 A1 - Andersson, Erik PY - 2018 VL - 2 IS - 14 SP - 149 EP - 164 DO - 10.1177/1746197918776657 LA - eng PB - : Sage Publications KW - civic education KW - democratic experience KW - political participation KW - school democracy KW - student participation KW - the pedagogical political participation model (the 3p-m) KW - education AB - School democracy in terms of formal student participation is often expressed through different types of councils. This requires that these forms of political participation function democratically. The article contributes knowledge about the school as a public space and the democratic experiences gained through formal student participation in class and school councils. The article is designed in four steps: (I) the presentation of previous research, (II) the presentation of the pedagogical political participation model used for analysis and discussion, (III) the findings of an empirical case in Sweden, and (IV) theoretical synthetizes using John Dewey’s educational theory. It is argued that the political characteristics of formal student participation are uniform and bound to different types of political participation, such as being informed and heard and a lack of political influence that positions students as political objects for democratic fostering. This raises questions about the consequences of students’ growth of democratic experiences. ER - TY - JOUR T1 - Overcoming language barriers to citizenship: Predictors of adult immigrant satisfaction with language training programme in Sweden T2 - Education, Citizenship and Social Justice SN - 1746-1979 A1 - Reichenberg, Monica A1 - Berhanu, Girma PY - 2018 VL - 3 IS - 14 SP - 279 EP - 289 DO - 10.1177/1746197918809575 LA - eng PB - : SAGE Publications KW - adult education KW - citizenship KW - human capital KW - immigration KW - language attitudes KW - social capital AB - The Scandinavian countries currently face their largest ever wave of immigration. The immigration wave increases the need for immigrants to learn the host language to be able to participate in work life and become a citizen of the host country. Yet, the language training programmes – ‘Swedish for Immigrants’ in Sweden have come under great criticism for inefficiency. But now, surveys have been carried out with the adult immigrants taking part in the language training programmes. Consequently, the purpose of the present study is to identify predictors of adult immigrant students’ attitudes towards language learning at the training programmes in Sweden. Using survey data collected from adult immigrants participating in the language training programmes, we conduct a series of ordinary least squares regressions. We report that the majority of immigrant students are satisfied with the language programmes. Our findings indicate that satisfaction seems to be due to variables such as level of education, age at arrival, and language exposure through social networks but not to socioeconomic status or sex. ER - TY - JOUR T1 - Safeguarding social justice and equality: Exploring Finnish youths' 'Intergroup Mindsets' as a novel approach in the prevention of radicalization and extremism through education T2 - Education, Citizenship and Social Justice SN - 1746-1979 A1 - Benjamin, Saija A1 - Koirikivi, Pia A1 - Salonen, Visajaani A1 - Gearon, Liam A1 - Kuusisto, Arniika PY - 2023 VL - 2 IS - 19 SP - 292 EP - 312 DO - 10.1177/17461979221135845 LA - eng PB - : SAGE Publications KW - finnish vocational school students KW - intergroup attitudes KW - prevention of radicalization through education (pve-e) KW - social dominance orientation KW - the extremist mindset AB - As part of citizenship education, the prevention of radicalization and extremism through education (PVE-E) is an urgent initiative of global educational policy. According to research, radicalized individuals, despite the ideology held, have mindsets that challenge equality and social justice. In this light, this study examines the intergroup mindsets of Finnish students aged 16–19 in vocational institutions through a mixed methods research survey (n = 383). Three distinct intergroup mindsets were found in a profile analysis. The findings demonstrate that the intergroup mindsets of the students are predominantly egalitarian, open-minded, and inclusive. However, there are also students whose mindsets are anti-egalitarian and pro-dominance, and for whom Finnishness is a marker of borders and social exclusion. If intensified and manipulated, the views of these youth may become radicalized with serious implications for national security and societal cohesion.We argue that in PVE-E, the focus on critical thinking must be complemented with transformative approaches that support the development of mindsets based on social justice and equality. ER - TY - JOUR T1 - The Case of Open Leisure Activities organized in Swedish Local Councils: The Role of Citizenship and Entrepreneurship Skills development T2 - Citizenship, Social and Economics Education SN - 1478-8047 A1 - Lindström, Lisbeth PY - 2016 VL - 2 IS - 15 SP - 104 EP - 116 DO - 10.1177/2047173416675626 LA - eng PB - : Sage Publications KW - education AB - In this article, we contribute to theory by integrating literature on citizenship and entrepreneurship, based on which we develop a framework for how personal development is achieved for young people in the context of open leisure activities. The empirical material in this study consists of survey data collected in Swedish open leisure centers. A questionnaire was distributed to 265 publicly funded leisure centers all over Sweden. The material was analyzed in an exploratory study involving factor analysis using hierarchical regression in four steps. When reviewing the results, it is clear that citizenship and entrepreneurship both contribute to personal development at open leisure centers in Sweden. To conclude, this exploratory study provides evidence that concepts from citizenship and entrepreneurship theory can help in understanding the personal development of young people in publicly run leisure settings. ER - TY - JOUR T1 - The good citizen: Revisiting moral motivations for introducing historical consciousness in history education drawing on the writings of Gadamer T2 - Citizenship, Social and Economics Education SN - 1478-8047 A1 - Edling, Silvia A1 - Sharp, Heather A1 - Löfström, Jan A1 - Ammert, Niklas PY - 2020 VL - 2 IS - 19 SP - 133 EP - 150 DO - 10.1177/2047173420936622 LA - eng PB - : Sage Publications KW - hans-george gadamer KW - historical consciousness KW - citizenship KW - ethics/morality KW - teacher judgement KW - epistemology/ontology KW - history education KW - historia med didaktisk inriktning KW - innovative learning AB - Historical consciousness is regarded as an important means to stimulate moral citizens through history education. This article conceptually examines the moral dimension associated with historical consciousness by revisiting the paradigm wars between natural science based on positivism and human and social sciences during the 1960s–1990s as expressed through the voice of Gadamer. More specifically, the article explores:(1) the moral arguments that Gadamer put forward for introducing historical consciousness and (2) the epistemological and ontological building blocks for approaching morality in history education that his arguments brought to the fore. In general, moral consciousness in relation to historical consciousness draws attention to: (a) people’s life conditions, (b) that moral reasoning and practice are influenced by feelings and reason, (c) that reflections on past events can help to interpret our ways of being towards others in the present and future, (d) that a plurality of people, thoughts and history are important to acknowledge and (e) that every person is part of creating history and responsible for weaving the past/present/future web in ways that acknowledge others. ER - TY - JOUR T1 - Financial citizenship as a broader democratic context of financial literacy T2 - Citizenship, Social and Economics Education SN - 1478-8047 A1 - Khalil, Medhat PY - 2020 VL - 1 IS - 20 SP - 3 EP - 16 DO - 10.1177/2047173420948411 LA - eng PB - : SAGE Publications Inc. KW - economic democracy KW - economic well-being KW - financial capability KW - financial citizenship KW - financial literacy AB - Financial citizenship is crucial in our modern world. Financial citizenship is underpinned by the education of future generations so that they can understand both their local and global economies to make the best financial decisions concerning their lives. This paper discusses financial literacy, how it relates to individual citizens, and how it correlates with social, political and business spheres. According to current financial capability models, every individual’s financial well-being can be boosted by developing their financial knowledge and competency, which will improve their motivations and confidence. Societal constructs significantly create financial socialization, which increases our accessibility and engagements with institutions, businesses, political systems and society as a whole. Being educated about the details required for financial literacy is every human being’s right. Citizens have been characterized as being personally responsible, participatory or justice oriented; each person’s specific perspective can impact their financial lives, which supports the importance of the current concept of financial citizenship. Boosting global education about economic citizenship will help to reduce poverty, create more sustainable economic environments, and improve social outcomes and the life satisfaction of the world population. These concepts will be explored and discussed in this paper.  ER - TY - JOUR T1 - Inviting students to independent judgement: Teaching financial literacy as citizenship education T2 - Citizenship, Social and Economics Education SN - 1478-8047 A1 - Björklund, Mattias A1 - Sandahl, Johan PY - 2021 VL - 2 IS - 20 SP - 103 EP - 121 DO - 10.1177/20471734211029494 LA - eng PB - : SAGE Publications KW - financial literacy KW - citizenship education KW - threshold concepts KW - liminality KW - subject learning and teaching KW - ämnesdidaktik AB - Many financial literacy educational efforts mainly focus on teaching money management. However, money management alone do not address financial prerequisites concerning home ownership, savings or retirement planning since these issues are governed by agents outside households, namely the financial system and policy makers. This study examines students’ response to a financial literacy teaching that treats financial issues as controversial and contextually bounded to the financial and societal systems. Data consists of 36 students’ conversations during a financial literacy teaching intervention. Results show that students are capable of grasping and relating to financial concepts where association to the financial system and policy-making produce elaborate understanding. Furthermore, students that contest given financial concepts and system do not only present constructive alternate solutions for the future, but these students also seem to grasp current financial and societal systems in more advanced ways and thereby demonstrate a possible convergence between financial literacy and citizenship education. ER - TY - JOUR T1 - Should Government Agencies Be Trusted? Developing Students’ Civic Narrative Competence Through Social Science Education T2 - The Journal of Social Studies Research SN - 2352-2798 A1 - Johansson, Patrik A1 - Sandahl, Johan PY - 2024 VL - 1 IS - 48 SP - 1 EP - 16 DO - 10.1177/23522798231223668 LA - eng PB - : SAGE Publications KW - social science education KW - civic narrative competence KW - civic narrative KW - citizenship education KW - social and political trust KW - inquiry teaching KW - subject learning and teaching KW - ämnesdidaktik KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - Democratic school systems are expected to equip students with the knowledge, abilities, and attitudes needed for life as citizens, particularly through social science education. Disciplinary knowledge, derived from the academic counterparts to school subjects, is essential in developing these skills. However, research has also emphasized the importance of life-world perspectives, where students’ experiences are included and taken seriously in teaching. This study suggests that the theory of (civic) narrative competence can function as a bridge between the disciplinary domain and the life-world domain in its focus on how students’ civic reasoning can be developed through teaching. The article uses narrative theory to explore how the students’ civic narratives changed and became more nuanced after a teaching segment focusing on social and political trust. In the article, we demonstrate how the students’ personal experiences colored their interpretations and orientations before the teaching segment and how their civic narratives were developed through the implemented teaching, which provided them with concepts, a theoretical model, and empirical examples. We found that the students did not discard previous perceptions after the teaching segment, but integrated them into their new knowledge and orientations, thus integrating the life-world and disciplinary domains. ER - TY - JOUR T1 - The civic integrationist turn in Danish and Swedish school politics. T2 - Comparative Migration Studies SN - 2214-8590 A1 - Fernandez, Christian A1 - Jensen, Kristian Kriegbaum PY - 2017 VL - 5 IS - 5 EP - 5 DO - 10.1186/s40878-017-0049-z LA - eng PB - : Springer KW - civic integrationist turn KW - citizenship education KW - denmark KW - sweden KW - public philosophy KW - mother tongue instruction KW - civics KW - religion AB - The civic integrationist turn usually refers to the stricter requirements for residence and citizenship that many states have implemented since the late 1990's. But what of other policy spheres that are essential for the formation of citizens? Is there a civic turn in school policy? And does it follow the pattern of residence and citizenship? This article addresses these questions through a comparative study of the EU's allegedly strictest and most liberal immigration regimes, Denmark and Sweden, respectively. The analysis shows a growing concern with citizenship education in both countries, yet with different styles and content. Citizenship education in Denmark concentrates on reproducing a historically derived core of cultural values and knowledge to which minorities are expected to assimilate, while the Swedish model subscribes to a pluralist view that stresses mutual adaptation and intercultural tolerance. Despite claims to the contrary, the analysis shows that Sweden too has experienced a civic turn. ER - TY - JOUR T1 - Health education, obesity and the making of citizens T2 - Disciplinary and Interdisciplinary Science Education Research (DISER) SN - 2662-2300 A1 - Malmberg, Claes A1 - Urbas, Anders A1 - Nilson, Tomas PY - 2020 VL - 8 IS - 2 EP - 8 DO - 10.1186/s43031-020-00025-4 LA - eng PB - Heidelberg : Springer KW - socioscientific issues KW - health education KW - obesity KW - democracy KW - responsibility KW - teaching materials AB - This article discusses the socioscientific issue of obesity in relation to citizenship and democratic politics. It is structured in three parts: a) a theoretical part that elaborates on health as an individual and/or societal problem and the concepts of politics, democracy and citizenship; b) an empirical part on how responsibility for obesity is treated in Swedish teaching materials for science and health education; and c) a discussion where the empirical results are analyzed in relation to the theoretical framework used and the implications for future health education with regard to individual responsibility, citizenship and democracy are addressed. The analysis of the teaching materials reveals a strong focus on the individual’s responsibility for obesity, formulated through explicit prescriptions and recommendations on how to think and act in everyday life. The implication is that the individual is made into the key actor in solving the problem of obesity. This predominantly individual perspective on solutions is problematic since a strictly individual perspective obscures the political dimension of obesity. Furthermore, the individualization and depoliticization of obesity in teaching materials contribute to and reinforces an ongoing erosion of citizenship and democracy. © The Author(s). 2020 ER - TY - CHAP T1 - Mapping the Design Terrain between Live Action Role-Playing Games and Deliberative Events for Democratic Skill Development T2 - Education and Analog Role-Playing Games A1 - Bowman, Sarah Lynne A1 - Öberg, PerOla A1 - Johansson, Karin A1 - Waern, Annika PY - 2025 SP - 232 EP - 279 DO - 10.1201/9781003641353 LA - eng PB - : CRC Press KW - education KW - democratic deliberation KW - live action role-playing games KW - larp KW - deliberative events KW - learning objectives KW - game design KW - statskunskap AB - This chapter maps the design terrain between two fields that hold promise in cultivating democratic skill development: live action role-playing games (larp) and deliberative events. First, we provide definitions for both fields, explaining how they have independently developed as spaces to help address critical issues in democracy. In the case of political larp, these events are often held as a form of activities to raise awareness on key social problems that challenge democratic cohesion and peace. Deliberative events, on the other hand, are often held as a means to promote discussion on political issues among people who hold ideological differences, which tends to lead to depolarization and a sense of collective identity in the group. This chapter examines the overlap between the benefits reported in empirical research in both fields, recommending learning objectives and desired outcomes for designing deliberative larps. We briefly discuss key topics necessary to explore regarding the conditions for both fields, noting challenges that might arise in the design of deliberative larps, e.g., for inclusion. Finally, we provide implications for this new research agenda, indicating areas for growth in the design of both fields in dialogue with one another.   ER - TY - CHAP T1 - Playing a Role in Democracy: Political Live Action Role-playing Games, Activism, and Deliberation T2 - Education and Analog Role-Playing Games A1 - Johansson, Karin A1 - Koljonen, Johanna A1 - Stenros, Jaakko A1 - Öberg, PerOla A1 - Bowman, Sarah Lynne PY - 2025 SP - 187 EP - 231 DO - 10.1201/9781003641353 LA - eng PB - : CRC Press KW - political larp KW - democracy KW - nordic larp KW - education KW - deliberation KW - activism KW - live action role-playing games KW - human-computer interaction AB - This chapter explores the potential of live action role-playing (larp) as a tool for encouraging participant engagement with political issues and for developing democratic values and skills, including skills related to democratic deliberation. The history of role-playing as a tool for democratic training significantly pre-dates leisure role-playing games, and role-playing games, including larps, have engaged with political issues and democratic themes for as long as they have existed.Within certain design communities political larp has been particularly prominent. One such community is Nordic larp, the early works of which were designed for political awareness-raising or even intended to affect participant behaviours in the real world, and the use of Nordic larp for political discussion, satire, activism, and democratic skills training has continued. Another one is educational larps (edu-larps), now a professional practice, which has brought bespoke design practices to applied spheres of informal, non-formal, and formal learning, often also informed by pedagogical theory and didactic best practices.This chapter maps the development of Nordic political larps with examples that tackle their uses and impacts. It also explores challenges related to playing and designing larps with political impact goals.  ER - TY - JOUR T1 - Teaching history beyond borders: Contextualizing international history teacher training focusing on heritage, moral aspects, inclusion and emotion networking T2 - Historical Thinking, Culture, and Education SN - 3042-478X A1 - Ammert, Niklas A1 - Barsch, Sebastian A1 - Logtenberg, Albert A1 - Van der Heide, Janneke A1 - Wilkening, Jan-Christian PY - 2026 VL - 1 IS - 3 EP - 1 DO - 10.12685/htce.1615 LA - eng PB - Basel : University of Basel KW - history teaching KW - heritage KW - moral perspectives KW - inclusion KW - emotion networking KW - history education KW - historia med didaktisk inriktning AB -  This article explores the development and outcomes of an international history teacher training course initiated by researchers from Germany, The Netherlands, and Sweden. The course, part of the European University consortium EUniWell, aims to enhance teacher students’ international experiences and knowledge by facilitating encounters between students from European coun-tries. The course focuses on heritage as a central theme, theoretically framed by moral aspects, inclusion, and emotion networking in heritage and citizenship education. Through online sem-inars and one on-site week, held in Cologne, students engaged in international groups, visited heritage sites, and developed teaching materials. The course emphasized the importance of multiperspectivity, critical thinking, and cultural reflection in history education. Evaluations re-vealed positive student experiences, highlighting the value of international collaboration and the impact of heritage on learning. The findings suggest that integrating moral perspectives and inclusive practices in history education can foster democratic citizenship and enhance educa-tional outcomes. ER - TY - JOUR T1 - The Fragility of the Liberal Peace Export to South Sudan: Formal Education Access As the Basis of a Liberal Peace Project: Formal Education Access As the Basis of a Liberal Peace Project T2 - Journal of Human Security SN - 1835-3800 A1 - Pemunta, Ngambouk Vitalis A1 - Rene Nkongho, Eno-Akpa PY - 2014 VL - 1 IS - 10 SP - 59 EP - 75 DO - 10.12924/johs2014.10010059 LA - eng PB - Switzerland : Librello KW - conflict KW - formal education KW - liberal peace KW - peacebuilding KW - post-conflict settlement KW - south sudan AB - This study examines the disjuncture between the policy transposition of the Liberal Peace Project (LPP) in South Sudan from the country's local context. It underlines how deep rooted historical exclusion from social welfare services reinforces political exclusion and exacerbates poor civic engagement among different ethnicities in the country causing a constant relapse to violence. The study combines a qualitative review of data from Afrobarometer, the National Democratic Institute, international NGOs, and South Sudan's government reports within depth interviews and participants' observation. The research finds that restricted access to formal education alongside the conservative and orthodox approaches to peacebuilding, which broadly focus on centralised urban political institutions and exclude diverse local needs and preferences, limit citizenship participation to elections and preclude an equitable social order in South Sudan, establishing a continuum of fragile authoritarian peace, institutional peace and constitutional peace. In an emancipatory approach, the study proposes a framework that prioritizes an extended access to primary and post-primary vocational education as a more credible establishment for sustainable civil peace in the country. The LPP by the international community needs to be tailored to enhance the political will of the South Sudan government to extend free primary education access, incentivize primary education with school feeding programmes and to invigorate vocational training curricula. These will yield civil peace dividends, which avert South Sudan's structural source of relapse into violence with sustainable disincentives. Apart from women's empowerment through education and in all spheres of life, the government needs to ensure sustainability by guaranteeing a sustainable future for the present and for returning refugees by reducing the effects of climate change so as to cope with the increasing pressure on natural resources. ER - TY - CONF T1 - Citizenship, education and democratic life: tensions and challenges A1 - Olson, Maria PY - 2015 DO - 10.13140/RG.2.1.4998.2168 LA - eng KW - citizenship KW - education KW - subject learning and teaching KW - ämnesdidaktik AB - Citizenship is a status bestowed on all those who are full members of a community. All those who possess the status are equal with respect to the rights and duties with which the status is endowed. There is no universal principle that determines what those right and duties should be, but societies in which citizenship is a developing institution create an image of ideal citizenship against which achievement can be measured and towards which aspiration can be measured. (Marshall 1950: 28-29) ER - TY - RPRT T1 - Konsten att vara hållbar - ett undervisnings- och forskningsprojekt: Presenterad vid FOU-dagen, Stockholm Universitet 2024 A1 - Kraus, Anja PY - 2024 DO - 10.13140/RG.2.2.23052.73608 LA - swe KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - Grundtanken med skolämnet ‘Konsten av hållbarhet’ är att ge elever möjlighet att utveckla en egen handlingskraft för hållbarhet. För att uppnå detta kan man använda konstbaserade didaktiska tillvägagångssätt och väl genomtänkta lärandemål. Anja Kraus vill presentera och diskutera vilka möjligheter detta kan ge elever och hur detta kan göras möjligt i olika skolämnen. ER - TY - RPRT T1 - ‘Poetic Gap’ as the Core of Aesthetic Experience A1 - Freytag, Torben A1 - Kraus, Anja PY - 2024 DO - 10.13140/RG.2.2.26156.68480 LA - swe KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - As text and speech still dominate the transfer of world knowledge, it is easily forgotten that knowledge is represented also in emotions, images, gestures, sounds, atmospheres, etc. This plays a central role in learning, and at school. It is a central aspect in arts and culture education. Bodily sensation topographies connect the individual with his/her surroundings and constitute the options for acting. Torben Freytag approaches the field of arts and culture education in his doctoral thesis (in print) by developing the concept of ‘poetic gap’ as a form of dealing with spontaneous imagination and creativity in order to fulfil tasks at hand. ER - TY - JOUR T1 - National Citizenship and Early Policies Shaping 'the Century of the Child' in Sweden and the United States T2 - Journal of the History of Childhood and Youth SN - 1939-6724 A1 - Lindenmeyer, Kriste A1 - Sandin, Bengt PY - 2008 VL - 1 IS - 1 SP - 50 EP - 62 DO - 10.1353/hcy.2008.0012 LA - eng PB - : John Hopkins University press KW - childhood KW - welfare system KW - comparative KW - children KW - rights KW - sweden KW - united states AB - Kriste Lindenmeyer and Bengt Sandin have employed fruitfully a comparative approach to examine Progressive era American and Swedish ideals for children. They found that while both began with similar enthusiasm for protecting childhood and providing all children with education and health care, the actual policies of neither country wound up delivering on the promise of "the century of the child." As they write, in both countries "adult priorities overwhelmed public policies." Like the recent UNICEF report on the conditions of global childhood, this essay reminds us that while the virtues of western-style childhood have been assumed and, indeed, have been the model against which historians traditionally have measured other childhoods, these assumptions need rethinking, both as to the relative value of other cultural constructions of childhood as well as to the belief that western childhood has actually delivered on its promises. ER - TY - JOUR T1 - Exploring citizenship education and social action: Towards emancipatory education T2 - Citizenship Teaching and Learning SN - 1751-1917 A1 - Lozic, Vanja A1 - Poulter, Saila PY - 2025 VL - 2 IS - 20 SP - 137 EP - 151 DO - 10.1386/ctl_00186_2 LA - eng PB - Bristol : Intellect KW - deliberative dialogue KW - activism KW - academic freedom KW - exclusion KW - separatism KW - vulnerability KW - safe place KW - inclusivity AB - Drawing on the theoretical insights of Gert Biesta, Judith Butler, Paulo Freire and Kevin Kumashiro, this article critically examines current trends in citizenship and emancipatory education and the challenges and opportunities associated with promoting social action and academic freedom. It considers how contemporary political, social, ideological, environmental and economic developments contribute to increased precarity, risk and insecurity. It also emphasizes the relational interdependence between adults and children and their ethical responsibilities towards others. Moreover, it points to the roles, capacities and responsibilities of adults and children in transformative processes. The starting point for critical discussion and analysis is five contemporary cases related to citizenship education, emancipatory education and approaches to social action, as presented in this Special Issue of Citizenship Teaching & Learning. It explores the concepts of critical thinking, the importance of deliberative dialogue, the creation of a safe space and children’s capacity to imagine and resist. This article aims to analyse and engage in a dialogue with the central ideas presented in the articles in this Special Issue. We do not intend to dismiss or misinterpret the authors’ key concepts or perspectives. Instead, we emphasize the importance of critical dialogue, critical thinking and an open academic environment as the essential foundations for citizenship education and democracy. ER - TY - JOUR T1 - Ubiquitous computing, digital failure and citizenship learning in Swedish popular education T2 - Citizenship Teaching and Learning SN - 1751-1917 A1 - Rahm, Lina A1 - Fejes, Andreas PY - 2015 VL - 2 IS - 10 SP - 127 EP - 141 DO - 10.1386/ctl.10.2.123_1 LA - eng PB - : Intellect KW - citizenship KW - citizenship education KW - adult learning KW - new media KW - folk high schools KW - popular education AB - How do adult students enact citizenship, and what discursive and material conditions make certain enactments more or less possible? This article draws on 37 interviews with adult students at Swedish Folk High Schools and focuses on the everyday material-discursive enactments of interactive media in adult students’ statements about citizenship. Drawing on a post-constructional perspective, the analysis illustrates how students’ statements about citizenship are made possible by ever-present media technologies and the associated practices of ‘living in media’. Students’ statements continuously reiterate how notions of citizenship are entangled with the Internet (and other new media). However, while new media are deeply embedded in the everyday lives of citizens and enables important citizenship enactments, they are also a source of discomfort, giving rise to ambiguous statements. These double-edged statements refer on the one hand to negative implications on physical health, distraction from important tasks and an over-reliance on the Internet as an everyday need, and on the other hand to improved access to information, convivial communities and empowered citizenship. ER - TY - JOUR T1 - Swedish students’ conceptual knowledge about civics and citizenship: An interview study T2 - Citizenship Teaching and Learning SN - 1751-1917 A1 - Arensmeier, Cecilia PY - 2015 VL - 1 IS - 11 SP - 9 EP - 28 DO - 10.1386/ctl.11.1.9_1 LA - eng PB - Bristol, United Kingdom : Intellect Ltd. KW - civic education KW - conceptual knowledge KW - political understanding KW - civic literacy KW - civics teaching KW - iccs (international civic and citizenship education study) AB - The background for this study is a model for civics knowledge and teaching that distinguishes conceptual knowledge, ability to identify social and political issues, and civic literacy. The study itself investigates challenges in civics teaching by focusing on students’ difficulties understanding the subject matter. In a think aloud interview, some of the most difficult questions from the IEA International Civic and Citizenship Education Study were presented to 29 eighth-grade students in a municipality fairly representative of average Swedish conditions. There were shortcomings in their conceptual knowledge and also in their understanding of social and democratic principles, highlighting the importance of reading skills for civic ability. The article suggests strategic work with conceptual learning and for civic teaching to include an explicit focus on reading comprehension. It suggests that the ability to reflect on complex civic issues is benefited by asking questions and discussing social and political principles from different perspectives. ER - TY - JOUR T1 - Ironies of democracy: Purposes of education and the construction of citizens in Sweden, India and the United States T2 - Citizenship Teaching and Learning SN - 1751-1917 A1 - Mitra, Dana L. A1 - Bergmark, Ulrika A1 - Kostenius, Catrine A1 - Brezicha, Kristina A1 - Maithreyi, R. A1 - Serriere, Stephanie PY - 2016 VL - 2 IS - 11 SP - 191 EP - 210 DO - 10.1386/ctl.11.2.191_1 LA - eng PB - : Intellect Ltd. KW - education KW - health science AB - With relatively few comparative studies of civics curricula in diverse democratic contexts and world regions, this article considers how civic values are negotiated in national curricular policy texts. To explore the purposes of education and the construction of citizens in curricular documents, we layer two theoretical frameworks together - Biesta’s framework examining the purposes of education and Westheimer and Kahne’s framework examining the types of civic education. Looking at curricular frameworks from Sweden, India and the United States, we engaged qualitative content analysis to identify common themes of civic values across these nations: workforce preparation, positioning in society and democratic questioning. We found growing commonality of how ‘citizenry’ is increasingly being defined in terms of individual contributions to the larger enterprises of the nation and the global economy. ER - TY - JOUR T1 - The puzzle of low voter turnout: on the association between swedish special educators’ self-efficacy for inclusive education and attitudes toward encouraging pupils with intellectual disability to vote T2 - Citizenship Teaching and Learning SN - 1751-1917 A1 - Reichenberg, Monica A1 - Löfgren, Kent PY - 2019 VL - 1 IS - 14 SP - 67 EP - 85 DO - 10.1386/ctl.14.1.67_1 LA - eng PB - : Intellect Ltd. KW - civic attitudes KW - intellectual disability KW - self-efficacy KW - social cognitive theory KW - special educators KW - voting encouragement AB - The voter turnout among citizens with intellectual disability (ID) is alarmingly low. This raises the question of why people with ID do not show up to vote. The overall aim of this study was to describe the role of self-efficacy for inclusive education as a predictor of special educators’ attitudes towards encouraging voting behaviour among pupils with ID. Consequently, our research question was the following: To what extent does self-efficacy for inclusive education predict Swedish special educators’ attitudes towards voting encouragement among pupils with ID? We studied 148 special educators from northern and western Sweden by using a non-random sample survey. In addition, we used an exploratory factor analysis and fit an ordinal logistic regression. We argue that the relative strength of civic education and, more precisely, attitudes towards encouraging voter behaviour are positively associated with teachers’ self-efficacy as special educators. Special educators who feel that they have mastered dealing with special-education tasks contribute to increasing the propensity of positive attitudes towards encouraging voting behaviour. Our study is – to our knowledge – the first to address the association between efficacy and voting encouragement among pupils with ID. ER - TY - JOUR T1 - The Abstract Citizen: Minority Youths Qualifying for Citizenship T2 - Citizenship Teaching and Learning SN - 1751-1917 A1 - Grannäs, Jan PY - 2014 VL - 2 IS - 9 SP - 157 EP - 173 DO - 10.1386/ctl.9.2.157_1 LA - eng PB - : Intellect KW - abstract citizen KW - assimilation KW - citizenship KW - education KW - hegemony KW - integration KW - nation state AB - This paper focuses on the Swedish school's democratic mission to foster active democratic citizens in relation to fundamental human rights, the National Education Act and the National Curriculum for the compulsory school system. This is done by showing the tension contained in policy documents and giving examples of how this is played out in the everyday practices of schooling. The overall democratic mission for the Swedish school system—to prepare the younger generation for Swedish citizenship—takes place within the nation state and therefore carries with it historical and cultural norms, values ​​and laws that in certain ways become relevant to various minority groups in the country. In this paper, the notion of the abstract citizen is used to elaborate on the imaginary of the nation and its ideal citizens. The empirical material consists of two case studies, both of which are situated in the same Swedish town and have been chosen in order to achieve socioeconomic variation. A mixed method approach has been applied to the study. The results show the complexities that result from the tension that exists in the policy documents with regard to the school’s responsibility to prepare the younger generation for an active, democratic citizenship characterised by virtues such as democratic, pluralistic and tolerant. An important feature is the school staff's professional judgement, i.e. an awareness of the grounds on which students are treated and which opportunities exist for individuals to differ from the majority of the population. Such situations of response and processes of socialising and disciplining create practices of inclusion and exclusion. In democratic terms, the notion of the abstract citizen must be constantly negotiated and renegotiated in the policy implementation and enactment in the everyday practice of schooling.  ER - TY - JOUR T1 - Making visible the invisible: Exploring McLuhan’s figure/ground in digital citizenship education T2 - Explorations in Media Ecology SN - 1539-7785 A1 - Forsler, Ingrid A1 - Ciccone, Michelle PY - 2021 VL - 4 IS - 20 SP - 437 EP - 455 DO - 10.1386/eme_00110_1 LA - eng PB - : Intellect Ltd. KW - mcluhan KW - digital citizenship education KW - figure/ground KW - infrastructure literacy KW - media environments KW - visualization KW - kritisk kulturteori KW - critical and cultural theory AB - Figure and ground are analytical concepts used to discuss how some elements of a lived situation dominate perception, while others remain in the background. This applies not least to media and research from the medium theoretical tradition as well as later scholarship on media infrastructures, which have been keen to explore the taken for granted or invisible aspects of the media landscape. In media education, however, there is still a tendency to focus on the figure of digital media by treating media technologies as tools or to focus on the critical evaluation of media content. This article draws on McLuhan’s co-authored textbook City as Classroom to suggest a pedagogical turn towards the ground of the internet. Based on concrete examples from middle school digital citizenship education, the article shows how a focus on the ground of digitalization actualizes topics such as environmental concerns, global inequalities and data privacy. These topics are conceptualized and discussed through the environmental/spatial metaphors clouds, exhaust and architecture. ER - TY - JOUR T1 - Volunteer tourism and the eco-village: Finding the host in the pedagogic experience T2 - Hospitality & Society SN - 2042-7913 A1 - Prince, Solene PY - 2019 VL - 1 IS - 9 SP - 71 EP - 89 DO - 10.1386/hosp.9.1.71_1 LA - eng PB - : Intellect KW - host-community KW - critical pedagogy KW - transformative learning KW - global citizenship KW - focused ethnography KW - alternative space AB - The pedagogical dimension of volunteer tourism (VT) is often used to position volunteering as an alternative form of tourism. Many researchers seeking to understand the expansion and benefits of VT have approached the practice through the frameworks of transformative learning and global citizenship education. These forms of education have been criticized by pedagogy and tourism scholars alike as they reproduce an elitist neo-liberal system that positions the needs and desires of volunteers before those of host-community members. The case of Sólheimar eco-village, Iceland, is used to explore the role of the host-community during volunteer tourist experiences aimed at fostering global citizenship. While it is observed that the needs of volunteers are often prioritized, the community members of the eco-village are nonetheless significant actors in the transformative education process of these volunteers. The ability of community-members to provoke reflection amongst volunteers over their complex position as members (albeit transient) of an eco-village represents a form of learning based in critical thinking. By acknowledging the role of the host during VT encounters, researchers can avoid fixing the meaning of transformative learning and global citizenship in ways that reproduce volunteer-centric discourses. ER - TY - JOUR T1 - The Death and Life of UK Universities and the Cultural Spaces They Consume T2 - Architecture_MPS SN - 2050-9006 A1 - Troiani, Igea A1 - Carless, Tonia PY - 2021 VL - 1 IS - 19 EP - 1 DO - 10.14324/111.444.amps.2021v19i1.002 LA - eng PB - : UCL Press KW - higher education KW - university KW - neoliberalism KW - corporatization AB - The shift in focus in UK higher education since Thatcherism from the production of knowledge for civic betterment to the production and consumption of knowledge by the university for revenue generation can be read through the social rearrangement of space in the university town or city. A key spatial reconfiguration emerging from the shift in economic conditions is the collapse of the modern university as a singular, ideological construct. Like ‘the city’ before it, the modern university has, at its interior, been reformed into a newly defined, fragmented public–private social space, and, at its exterior, into a devourer of the space of the local community. This article showcases excerpts from a film made by the authors entitled The Death and Life of UK Universities – a title inspired by Jane Jacobs’s critique of great American cities. Our film is a cinematic database survey of the changing space of all British universities which considers this systematic spatial reprogramming of space within the city. The two-year research project is an audio-visual critique of the way in which neoliberalism, corporatization and commercial interests have co-opted the space of the British university. Referencing the films of Charlie Chaplin and Gordon Matta-Clark and the writings of Henri Lefebvre, the film focuses on university cities, critically observing the rise of university marketing material and the consumption of the city and of local community life for university student accommodation. We ask: How are UK universities being spatially reconfigured and what are the consequences? ER - TY - JOUR T1 - In search of a social pedagogical profession in schools: Missions and roles under reconsideration T2 - International Journal of Social Pedagogy SN - 2051-5804 A1 - Anderberg, Mats PY - 2020 VL - 1 IS - 9 SP - 1 EP - 19 DO - 10.14324/111.444.ijsp.2020.v9.x.001 LA - eng PB - Anglesey, United Kingdom : UCL Press KW - social pedagogy KW - social pedagogue KW - school KW - education KW - socialpedagogik AB - School is one of the areas where social pedagogy has taken on an increasingly important function.Supported by available literature, the aim of this literature review is to describe and analyse how the workof social pedagogues in schools can be manifested. The literature review shows that social pedagogicalwork in schools is common in many countries and emerging in others. The study shows a wide variationboth between and within countries with regard to the mission and goals, status, role and function, tasksand activities of social pedagogues. The primary mission is inclusion of pupil groups or individualswith various types of psychosocial problems or school-related difficulties, followed by preventive workaimed at all pupils to counteract social exclusion in school, disciplining groups of pupils who are invarious ways disrupting or breaking school norms, a consciousness-raising and mobilising mission anda more general teaching mission aimed at citizenship and democratic upbringing. The literature reviewshows that social pedagogy as a profession enjoys high currency and relevance in schools with a view topreventing the segregation and exclusion of pupils. ER - TY - JOUR T1 - Realising Roma rights through a high-stakes history test: Secondary school students narrating the Swedish Roma past, present and future T2 - History Education Research Journal (HERJ) SN - 2631-9713 A1 - Nolgård, Olle PY - 2021 VL - 2 IS - 18 EP - 2 DO - 10.14324/herj.18.2.05 LA - eng PB - : UCL Press KW - social studies education KW - history education KW - historical justice KW - difficult histories KW - historical change KW - curriculum studies AB - Building on theories of historical justice, reconciliation and transformative change, this article investigates how 293 secondary school students make sense of the difficult past, present and future of the Romani in a national history test. Using qualitative and quantitative text analysis, this study seeks to explore whom students foreground as agents of change in regards to the Roma past, present and future. Considering the past and looking to the future, the inquiry led students to narrate four scenarios: no change; a regression to a past state of no rights; a development for the better; a future free from oppression. Whilst the students underscored the importance of a shared responsibility for Roma rights in the present and future, they stressed the nation-state as the single most important agent of change for Roma rights in the present and future. Against the backdrop of justice and change, this study argues that whilst students realise and recognize Roma rights through their narrational practices and thus may become empowered to act for a just future, these narratives also re-establish historical cultural and ethnic group boundaries which potentially may disempower young learners. ER - TY - JOUR T1 - The Ironies of Digital Citizenship: Educational Imaginaries and Digital Losers AcrossThree Decades T2 - Digital Culture & Society SN - 2364-2114 A1 - Rahm, Lina PY - 2019 VL - 2 IS - 4 SP - 39 EP - 61 DO - 10.14361/dcs-2018-0204 LA - eng PB - : Transcript Verlag KW - digital citizenship KW - popular education KW - participatory engagement KW - algorithmic governance KW - computer history KW - computer policies KW - educational imaginaries AB - Our everyday use of digital technologies, platforms and infrastructures is often portrayed as an autonomous technical development, guided by clever and independent innovations, rather than broad sociotechnical imaginaries that inspire parliamentary support and governance. This article will consequently shed the light on the often-overlooked structural and societal efforts that have historically shaped the digital citizen of today. For the past 70 years or so, non-formal adult education about computers and computing has been a key part of political ambitions to create a desirable future. Over time, digital technologies have also become a precondition for the enactment of citizenship. That is, ‘digital citizenship’ is increasingly positioned as a fundamental requirement for democratic participation. The purpose of this paper is to trace how the digital citizen, and its accompanying problems, has been construed over time, particularly through educational imaginaries. What problems is the digital citizen a solution to? Who has been presented as problematic, and who, subsequently, has become the primary target for educational solutions? What skills have been described as indispensable for the digital citizen during different periods in history? By using Sweden as a vantage point this paper provides both concrete examples as well as perspectives on transnational discourses. In focus for the study are discourses concerning non-formal adult education, in the form of awareness campaigns, social programmes and adult liberal education about computers aimed at the general citizenry, during three periods in time: the 1950s, the 1980s, and today. The contribution is a critical take on how the citizen has increasingly become connected to digital technologies, and how this convergence has at the same time created digital exclusion. ER - TY - CHAP T1 - History education in a new era: embracing the digital heritage T2 - Investigaciones y prácticas innovadoras sobre las aportaciones de lo digital en los procesos de enseñanza y aprendizaje de la historia A1 - Serrano, Elisa A1 - Vasileiou, Petrina A1 - Mozelius, Peter PY - 2025 SP - 53 EP - 65 DO - 10.14679/3828 LA - eng PB - Madrid , Spain : Dykinson, S.L. KW - history education KW - digital heritage resources KW - active learning KW - technology enhanced learning KW - online open content AB - History education today emphasizes competencies like critical thinking andcultivating awareness of individuals as historical entities with responsibilitiestoward the future. This goes beyond the mere memorization of dates, events,and the glorification of characters and nations. A shift that also entailspromoting increased acceptance and unity among diverse cultures, aligninghistory education with the global framework of universal human rights anddemocratic citizenship (Council of Europe, 2018). Moving away fromconventional objectives, history education today poses a challenge to methodsthat previously exposed students to predetermined narratives, therebyrestricting opportunities for criticism or self-reflection, and calls for innovativeapproaches that encourage open discussion, active engagement andtolerance for diversity (Arias-Ferrer and Egea-Vivancos, 2022).In the fast development of information and communication technologies in the21st century, the concept of enhancing learning through technology hasreached new areas. One of them is history education, where the use ofinformation and communication technologies offer, among other things, a wayto recreate environments that no longer exist. At the same time as researchstudies report on more advanced technological concepts such as virtual realityand artificial intelligence, the daily learning and teaching aim to be adapted tothe existing digital competencies and curricula in contemporary schools (Erstadet al., 2021). New methods can be inspired by the work of digital historians andmuseums, where the digitalisation of heritage could be seen as a cultural democratisation, making art and history available for a larger audience. Havinga substantial part of our digital heritage available online, teachers are givenmany opportunities to bring it to the classroom and try new methods to engage,motivate, and work with competencies and active learning. ER - TY - JOUR T1 - Citizenship Education Curriculum Making for Troubled Times T2 - ORBIS SCHOLAE SN - 2336-3177 A1 - Delahunty, Thomas A1 - Dempsey, Majella A1 - Alvunger, Daniel A1 - Bergnéhr, Disa A1 - Hussain, Saba A1 - Kitching, Karl A1 - Kontovourki, Stavroula A1 - Nieveen, Nienke A1 - Philippou, Stavroula A1 - Ventura-Medina, Esther A1 - Dvořák, Dominik PY - 2025 VL - 3 IS - 18 SP - 11 EP - 29 DO - 10.14712/23363177.2025.6 LA - eng PB - : Charles University in Prague, Karolinum Press KW - curriculum KW - curriculum making KW - citizenship education KW - democratic education KW - illiberalism KW - europe KW - education AB - The rise of far-right forces in Europe, the increase in the number ofilliberal and autocratic regimes, and influence operations against European democracies call for anew role of citizenship education. While education policy has previously focused on issues of justice,inequality and inclusion, the focus of new far-right parties and governments is now on curriculumcontent and related cultural issues. In this article, we discuss the implications of changes in theEuropean political landscape for citizenship curriculum making. We propose a research and development approach that connects two broad perspectives − curriculum studies and critical educationalscholarship − and covers three areas: study of changing concepts of citizenship and educationneeds of young people; analysis of factors contributing to connections and disconnections betweenEuropean and national policies in citizenship education; and new models of curriculum making atthe meso-sites. The necessity for broader collaboration between researchers across disciplines andnational contexts is highlighted, and the potential as well as limits of the proposed approach tocurriculum making in the field of citizenship education are discussed. ER - TY - JOUR T1 - Could We Catch a Glimpse of An Entrepreneurial Citizen?: A Qualitative Study in Upper Secondary School in Sweden T2 - Advances in Social Sciences Research Journal SN - 2055-0286 A1 - Lindster Norberg, Eva-Lena A1 - Leffler, Eva A1 - From, Jörgen PY - 2015 VL - 11 IS - 2 SP - 11 EP - 24 DO - 10.14738/assrj.211.1588 LA - eng PB - : Scholar Publishing KW - entrepreneurship in school KW - citizenship KW - abilities KW - secondary school AB - For many years, educational curricula have been a tool for countries to foster the ‘right’ kind of future citizens. Since the 1980s, there has been an increasing global desire to create entrepreneurial citizens who possess certain abilities. This article will analyse what kind of citizen appears to be fostered when entrepreneurship is emphasised in school. The study is based on empirical research carried out in three geographically separated upper-secondary schools participating in an entrepreneurial program in Sweden. Interviews were performed with pupils in single-gender focus groups. Interviews with teachers were also completed with the help of cognitive maps. Furthermore, a framework was formulated for understanding the general abilities all pupils should develop according to secondary education curricula. These abilities formed four categories: factual knowledge/abilities, learning abilities, civic understanding/abilities and entrepreneurial abilities. When pupils’ voices are heard, and when their stories and conceptions about their future abilities are defined, it is clear that stories about entrepreneurial abilities are predominant. However, no stories about civic understanding abilities or learning abilities are given, and this is the most interesting result of this study. Is this lack of pupils’ understanding regarding the importance of civic abilities worrying and something to be concerned about when fostering future citizens through education? ER - TY - CHAP T1 - History and Ethic in Pre-Revolutionary Sweden T2 - Nordic paths to modernity A1 - Hallberg, Peter PY - 2012 SP - 111 EP - 142 DO - 10.1515/9780857452702-007 LA - eng PB - : Berghahn Books KW - sweden KW - eighteenth century KW - civil society AB - The purpose of this chapter is to analyze how historians and other writers in eighteenth-century Sweden conceived of the social benefits of history writing within the context of what they considered a modern(izing) enlightened polity. In the 1740s and 1750s the benefits of history were discussed in the context of an ongoing enlightenment discourse on society that stipulated a close relationship between knowledge about the past and values like civility, virtue and patriotism. Virtually all of the speeches that are analyzed in this article refer to how historical reflection is a social practice that creates civic bonds between individuals and groups, bonds that constitute the premises for the creation and prosperity of a modern civil society and for a collective identity based on civic, as opposed to religious, foundations. The first two sections of the chapter recreate some aspects of the discourse on society in Sweden around the middle of the century by considering contemporary notions of enlightenment and civil society respectively. The third section shows in more detail how contemporaries argued that moral education was the most powerful instrument to create a community based on fellowship rather than force. A fourth section specifically analyzes texts that articulated the notion of history as a teacher of modern sociability, which is then specified in a final section that considers contemporary ideas about the advantages of visual and written historical media – statues and biographies respectively – to engage broader segments of society in the civilizing project. ER - TY - CHAP T1 - Reformed Christian Education as a Welfare State Tool for Fostering Democratic Citizens in Post-War Sweden, 1945-1969 T2 - Educational Secularization within Europe and Beyond A1 - Hellström, Emma PY - 2025 SP - 215 EP - 236 DO - 10.1515/9783111337975-011 LA - eng PB - Berlin; Boston : Walter de Gruyter AB - Post-war Sweden was characterized by a series of changes, not at least in the field of education. After the Second World War, the fear of politically and religiously indoctrinating propaganda increased. This meant that views on how to educate democratic citizens began to change. Previously, civic education had been equated with a Christian framework. However, after 1945 the notion of the necessity of the Christian faith in the fostering mission began to be challenged. Hence, democratic education was charged with new values such as objectivity, critical scrutiny, and solidarity.This new view of democratic education was closely linked to the construction of the Social Democratic welfare state. Previous research has suggested that this welfare project was not compatible with a Christian interpretive framework. Instead, the development of modern society after 1945 has been described as a secular and enlightened project in which Christianity was no longer significant. However, this is a too-simple interpretation of the historical development.The purpose of this article is to analyze how the school subject Christianity was transformed to become compatible with new democratic ideals between 1945 and 1969. By combining excerpts from parliamentary debates, curricula, and text-books, I will argue that the post-war period entailed a process of secularization since the conception of the necessity of the Christian faith was challenged. Nevertheless, the fostering role of Christianity was not undermined, but changed. Hence, I will claim that the secularization process also conveyed an ethical turn in which the ethical and cultural aspects of Christianity were reinforced. ER - TY - CHAP T1 - From Anxiety to Hope: A Survey of Theological Studies on Climate Change and the Necessity of Hope for Action T2 - Global Religion and the Climate Crisis A1 - Aldrin, Viktor PY - 2026 SP - 285 EP - 300 DO - 10.1515/9783111453750-016 LA - eng PB - Berlin : De Gruyter Brill KW - climate change KW - practical theology KW - religious education KW - hope KW - ecoanxiety KW - lärarutbildning och pedagogisk yrkesverksamhet KW - teacher education and education work AB - This systematic review of literature explores how practical theology and religious education can foster climate action by examining the concept of hope within theological discourse, particularly in addressing rising climate anxiety among children and adolescents. The study analyses publications retrieved from the German theological database Index Theologicus, categorising them into theoretical and empirical approaches. The theoretical perspectives reveal diverse understandings of hope, including eschatological and theological hope, ethical responsibility, psychological resilience against ecoanxiety, and socio-political frameworks promoting urban sustainability. Empirical findings highlight how hope functions dynamically in activist contexts and religious rituals, serving both as motivation for continued engagement and as a stabilising force amidst despair. Theoretical studies reviewed in this article emphasise hope’s potential to act as an ethical obligation and socio-political catalyst, critically challenging passive optimism and highlighting the necessity of active stewardship. The intersection between psychological resilience and theological narratives underscores hope as a crucial coping mechanism in confronting ecological grief and uncertainty. Empirical studies complement these insights by illustrating real-world applications of hope within climate activism, revealing tensions and synergies between hope and despair in fostering collective action and solidarity. Additionally, the review discusses urban and community-based practices where hope is embedded within civic empowerment and sustainable development initiatives. The essay concludes by stressing the importance of integrating interdisciplinary approaches within practical theology and religious education, emphasising their role in equipping young people and communities to transition from ecoanxiety to actionable hope. It advocates for ongoing research collaboration across theological and educational fields to support meaningful climate engagement, demonstrating how religious education grounded in hope can facilitate effective and sustainable responses to the global ecological crisis. ER - TY - JOUR T1 - Ageism and Intergenerational Dynamics in the Workplace: A Scoping Review with Implications for Gender and Sustainable Human Resource Management (HRM) T2 - Gender and Sustainability in the Global South SN - 2942-4402 A1 - Wu, Jing A1 - Elliott O'Dare, Catherine A1 - Greene, Jo PY - 2025 VL - 1 IS - 2 EP - 1 DO - 10.1515/gsgs-2024-0010 LA - eng PB - : Walter de Gruyter GmbH KW - ageism KW - intergenerational dynamics KW - gender KW - sustainable hrm KW - knowledge transfer KW - inclusive workplace AB - This scoping review explores the complex dynamics of ageism and intergenerational relations within workplace settings, providing insights into how these phenomena shape organizational culture, employee engagement, and workplace inclusivity. Using a systematic search across five databases, we identified 25 studies that examine various aspects of age-based discrimination and generational interactions in the workplace. Key findings suggest that an inclusive intergenerational climate can buffer against ageism, enhance job satisfaction, and improve retention across age groups. The review highlights the compounded challenges faced by older workers, especially older women, suggesting a need for research on gendered ageism and its impact on older female workers. The findings underscore the importance of human resource management (HRM) practices that foster knowledge sharing and mutual respect across generations, aligning with Sustainable Development Goals (SDGs) related to gender equality, decent work, and reduced inequalities. Additionally, this review emphasizes the potential of sustainable HRM strategies to dismantle stereotypes, support gender-sensitive policies, and foster a socially responsible workplace that values contributions across all ages. Future research should address regional differences, particularly in Asian and Global South contexts, to better understand how socio-economic factors such as education, job type, and citizenship status influence ageism in diverse workplace settings. ER - TY - JOUR T1 - Linguistic justice in English-medium instruction contexts: A theoretical argument T2 - Journal of English as a Lingua Franca SN - 2191-9216 A1 - Soler, Josep PY - 2024 VL - 1 IS - 13 SP - 11 EP - 28 DO - 10.1515/jelf-2024-2003 LA - eng PB - : Walter de Gruyter GmbH KW - english-medium instruction (emi) KW - higher education KW - internationalisation KW - linguistic justice KW - politics of listening KW - uptake AB - This article looks at English-medium instruction (EMI) contexts in higher education from a linguistic justice perspective and offers a theoretical argument to discuss the potential for EMI to be defended as a positive and valuable phenomenon, beyond economic and competitive arguments. In the final keynote panel at the 2022 ICLHE conference, Philippe Van Parijs pondered how EMI teachers might be seen: either as killers, traitors, sellers, saviours, upgraders, or liberators. After providing characterisations for each of these labels, Van Parijs suggested that EMI teachers should be better conceived of as civilisers, not in a missionary sense of civilising the barbarian, but in the Aristotelian meaning of civic virtue, of citizens being part of public life, actively involved in discussion of public affairs. This seems to imply a specific view of English, one that almost naturally equates the language to democratic progress and consensus. In the article, I challenge this assumption and suggest that for English to be a democratising agent and EMI truly a gate-opener to higher education, emphasis needs to be placed on listening subject positions and regimes of uptake as key aspects of democratic deliberation and key elements to overcome prejudiced views of accents and voices. ER - TY - JOUR T1 - Providing rights through individual compassion T2 - Nordic Journal of Migration Research SN - 1799-649X A1 - Mehek, Muftee A1 - Lundberg, Anna PY - 2016 VL - 3 IS - 6 SP - 140 EP - 147 DO - 10.1515/njmr-2016-0019 LA - eng PB - : De Gruyter Open KW - resettlement KW - refugees KW - sweden KW - cultural orientation programme KW - human rights AB - The article analyses the social constructions of rights as they come about through Swedish delegations preparing refugees for resettlement in Sweden, under the Cultural Orientation Programme (COP). COPs are analysed as an activity that manifests a need to convey rights. Fieldwork was conducted through video observations of COPs in Kenya and Sudan. Our empirical findings show how the Swedish officials engage in talks about rights through positioning the refugees as unaware of, and incapable of, claiming rights. Rights are also highlighted as obligations with correct ways of realising them. This study manifests the clash between rights as universal and rights tied to citizenship where, during COPs, rights are conveyed as particularly Swedish, positioning the refugees on a receiving end of the conversations. However, the study also shows how the participants do make claims, sometimes resisting the hierarchies during the talks. ER - TY - JOUR T1 - Prevalence and Risk factors of Electronic Cigarette Use among Adolescents: Data from Four Swedish Municipalities Nordic Studies on Alcohol and Drugs T2 - Nordic Studies on Alcohol and Drugs SN - 1455-0725 A1 - Geidne, Susanna A1 - Beckman, Linda A1 - Edvardsson, Ingrid A1 - Hulldin, Johanna PY - 2017 VL - 3 IS - 33 SP - 225 EP - 240 DO - 10.1515/nsad-2016-0017 LA - eng PB - Warsaw, Poland : Sage Publications KW - adolescents KW - e-cigarette KW - electronic cigarette KW - smoking KW - prevalence KW - predictors KW - samhällskunskap KW - public health science KW - folkhälsovetenskap AB - AimsTo assess the prevalence rates and risk factors of electronic cigarette (e-cigarette) use, with special focus on e-cigarettes containing nicotine, among grade 9 students (aged 15–16 years) in four different municipalities in Sweden.MethodsA cross-sectional sample of 665 adolescents was collected in April 2014. The data was analysed using binary logistic regression analysis.ResultsThe results show that 26% of adolescents in this study have smoked e-cigarettes (have ever used), while 19% have smoked e-cigarettes with nicotine or do not know whether or not they contained nicotine. The strongest risk factor for ever having used e-cigarettes (any type or with nicotine) was smoking conventional cigarettes. Having tried cigarettes and having tried snus, as well as using or having used alcohol and having smoked a water pipe were also statistically significant risk factors for ever use of any type of e-cigarettes but not for use of e-cigarettes with nicotine. There was no gender difference.ConclusionsOur result show that the use of e-cigarettes tends to cluster with the use of other substances, such as other tobacco products and alcohol. As a relatively large share of the participating adolescents, more than a fourth, had smoked e-cigarettes, this rather new phenomenon requires monitoring as a part of the tobacco control. ER - TY - JOUR T1 - Values and Attitudes of Nordic Language Teachers towards Second Language Education T2 - Sustainable multilingualism SN - 2335-2019 A1 - von Post, Christina A1 - Wikström, Patrik A1 - Räihä, Helge A1 - Liubiniene, Vilmante PY - 2017 IS - 10 SP - 194 EP - 212 DO - 10.1515/sm-2017-0010 LA - eng PB - : De Gruyter Open KW - values KW - second language teachers KW - citizenship KW - immigrants KW - integration KW - lingvistik KW - linguistics KW - svenska språket KW - swedish language KW - utbildning och lärande AB - Issues in minority education in relation to citizenship have received more attention lately, because of new requirements for language testing in several countries (Bevelander, Fernandez & Hellström, 2011, p. 101). The acquisition of citizenship is more decisive for immigrant participation in society than the duration of stay in the country (Bevelander, Fernandez & Hellström, 2011). The second language is crucial for active citizenship and integration in this perspective. Most countries in the EU (except Ireland and Sweden) have language requirements for citizenship and the use of language testing becomes increasingly common among the countries that receive migrants. The rapid development highlights the need for new international studies on the relationship between citizenship and conditions for second language learning. The goal of the recent study is to compare premises, perspectives and scales of values of Danish, Norwegian and Swedish language educators, related to the requirements for immigrant citizenship. Previous studies (Björklund & Liubiniené, 2004) indicate that there are major differences in value systems even between the neighbouring countries. To reach the objective of the present study, interviews were conducted with language educators in Denmark, Norway and Sweden. The results have revealed two opposing patterns. The values of Swedish informants show a wide-ranging variation, while the Danish and Norwegian data on values are consistently similar. The results raise further questions about the effects caused by differences in values among language educators when comparing the countries and call for a further verification of the data in a more extended study, including Lithuania and other Baltic states. ER - TY - JOUR T1 - Language and civic education requirements as gatekeepers or tools for economic integration: a question of gender? T2 - Sociolinguistica SN - 0933-1883 A1 - Rehnberg, Philip A1 - Forsberg Lundell, Fanny PY - 2025 DO - 10.1515/soci-2025-0010 LA - eng KW - europe KW - gender KW - immigration KW - integration KW - language and civic education requirements AB - Over the 21st century, European governments have introduced language and civic knowledge-tests as requirements for integration stages such as permanent residency and citizenship. Such requirements have been justified as a tool to incentivize host-language acquisition among immigrants and improve integration. By applying the newly developed Language Policy Index for Migrants to recent rounds of the European Social Survey, we explore whether these desired effects exist. We focus on the economic integration of non-EU migrants, for whom these requirements mainly apply. In a logistic multilevel model with ESS-data from 18 countries, no support is found that stricter requirements improve employment for non-EU migrants in general. However, there is no pattern suggesting that chances of employment are higher in lenient settings either. When incorporating a gender dimension, results suggest that strict requirements may have excluding effects on the employment of male non-EU migrants, while they could benefit that of female non-EU migrants. We relate this to gender-based differences in labor market attachment, occupational choice, and the importance of language proficiency in working tasks. This study joins a rather limited literature evaluating civic integration requirements and makes a contribution regarding the gender aspect, further underscoring the complexity of the effects of these policies. ER - TY - JOUR T1 - Flipping the political scale: Spatial cognition and changes in diagrammatic representations of the Swedish party system in civics textbooks T2 - Journal of Cognitive Historiography SN - 2051-9672 A1 - Holmén, Janne PY - 2024 VL - 1 IS - 8 SP - 141 EP - 167 DO - 10.1558/jch.22942 LA - eng PB - : Equinox Publishing KW - spatial cognition KW - diagrammatic thinking KW - civic education KW - history of education KW - textbook research KW - history of sciences and ideas AB - This article investigates spatial representations of the political system in Swedish civics textbooks, 1900–2020. It challenges common assumptions about the spatiality of politics, such as the analogy between parties representing the upper classes and the right. Instead, the investigation reveals a complicated history, which includes a sudden shift in polarity of the political spectrum in the 1980s. Then, the political right finally moved to the spatial right in diagrams of the political system, after having been placed to the left for most of the 20th century. The article also discusses how diagrammatic representations of the party system changed in the 2010s, as democracy was perceived to be under threat and new dimensions emerged in politics. These puzzling empirical findings are analyzed with the help of theories on spatial and diagrammatic cognition, such as primary metaphors and spatial agency bias. ER - TY - JOUR T1 - The multifaceted landscape of educommunication: a scoping review T2 - Communication & Society SN - 2386-7876 A1 - Taubner, Helena A1 - Andersson, Pia A1 - Gambarato, Renira R. PY - 2025 VL - 2 IS - 38 SP - 166 EP - 186 DO - 10.15581/003.38.2.012 LA - eng PB - : Universidad de Navarra KW - communication KW - education KW - educommunication KW - media literacy KW - scoping review AB - Educommunication integrates communication and education into a unified approach to learning and knowledge dissemination. Representing a paradigmatic shift, educommunication has profound consequences for both fields. However, there is no clear definition of the concept, implying a necessity to synthesize existing knowledge about what educommunication means in different research contexts. This scoping review investigated how the concept educommunication was explicitly defined in contemporary international research literature. Five databases were searched to identify articles published between 2018–2023. Following a thorough selection and data extraction process, 90 full text articles were analyzed. Explicit definitions were identified in 50 of them. A thematic analysis confirmed the multifaceted nature of educommunication, implying that the concept has multiple meanings and interpretations. At the overarching level, educommunication is viewed as a new transdisciplinary field, a tool for societal transformation, and a set of pedagogical actions. The most frequent subtheme was the notion that educommunication entails a new epistemology, and therefore represents a paradigmatic shift. The second most frequent subtheme highlighted educommunication as a tool for political change, including matters of democracy, human rights, and citizenship. Since this review has a limited historical scope, future research could include tracking the concept educommunication from its origins in the 1970s to the present, to identify how it evolved over time and space. ER - TY - JOUR T1 - Ekonomi – ett Utopia för blivande samhällskunskapslärare T2 - HumaNetten SN - 1403-2279 A1 - Ekelund, Helena A1 - Jormfeldt, Johanna PY - 2022 VL - 49 SP - 87 EP - 102 DO - 10.15626/hn.20224906 LA - swe PB - : Linnaeus University KW - samhällskunskap KW - samhällsekonomi KW - lärarutbildning KW - rollspel KW - ekonomiundervisning ER - TY - THES T1 - Diskurser och dilemman i gymnasieskolans samhällskunskapsundervisning A1 - Möllenborg, Evelina PY - 2023 DO - 10.15626/LUD.499.2023 LA - swe PB - Linnaeus University Press KW - civics KW - social studies KW - citizenship education KW - upper secondary school KW - curriculum theory KW - discursive psychology KW - samhällskunskap KW - medborgarbildning KW - gymnasieskolan KW - läroplansteori KW - diskurspsykologi KW - education AB - The aim of this thesis is to explore, from a critical interpretive perspective, how discourses and ideological dilemmas emerge in upper secondary school teaching in civics in relation to the upper secondary school curriculum Lgy11. The theoretical perspectives and concepts are developed within the frameworks of curriculum theory and discursive psychology. While curriculum theory directs attention toward what counts as knowledge in the subject of civics, discursive psychology focuses more specifically on the social construction of discourses and dilemmas that emerge from teachers' and students' understanding of the teaching of the subject. The data of the study consist of interviews with 22 teachers, 98 students, and nine principals in Swedish upper secondary schools. Subject matter curricula in civics have also been analysed. The first empirical chapter deals with discourses that can be linked to the understanding of the nature of civics as a subject in upper secondary school. The second empirical chapter highlights discourses of teaching in civics. In the third empirical chapter, civics as a democracy subject is discussed, with a starting point in the typology of “the good citizen” by Westheimer and Kahne. The empirical findings and analyses indicate several different discourses. Within discourses of the subject of civics, the subject is constructed as a subject of democracy, as a subject of economy, as a subject of analysis, and as a functional subject. Regarding teaching in the subject of civics, the emerging teaching discourses in the subject are as arenas for individual positioning, socialization, student-active learning, and teacher-led teaching. For the students in university preparatory programs, analytical skills are emphasized in the teaching of civics. In vocational programs, the teaching has an emphasis on personal responsibility. However, students in both vocational and university preparatory programs are not expected to engage in society as adults to any great extent. Civics is taught with an emphasis on citizenship education as a matter of shaping personally responsible citizens. ER - TY - THES T1 - Att vara och bli yrkeslärare: Lärande som nykomling och erfaren i arbete och studier A1 - Grahn Johansson, Viktoria PY - 2025 DO - 10.15626/LUD.593.2025 LA - swe PB - Linnaeus University Press KW - vocational teacher KW - vocational teacher training KW - professional learning KW - teaching practice placement and brokering KW - education AB - This study is about learning for vocational teachers who are experienced in their first career, trainee teachers and employed as unqualified teachers. They do teaching practice placement (TPP) at their workplace in school. The dimensions of being experienced and beginner are central. The theoretical and analytical perspective are the theories of learning in and between communities of practice (Lave & Wenger 1991; Wenger 1998) and the concepts of learning mechanisms (Akkerman & Bakker 2011). How the informants describe their participation in, belonging to and brokering between school and teacher training is central. The data consists of interviews with fifteen informants working within eight vocational programs and studying at five universities. Prior research shows that vocational teachers need to relate to their first career and the teaching profession. This affects their teaching, for example by moving between students’ employability and civic education (Fejes & Köpsén 2014). The result shows that informants recognize professional practice from their first careers. They describe the importance of teacher training, especially to participate as newcomers in relation to their previous experiences of training. The importance of belonging to experienced teachers and fellow trainees is central. Brokering is significant, for example the re-evaluation from the first career and the critical evaluation by acting differently in school. Brokering also appears when policy documents do not coincide with school. In parallel policy documents are boundary objects between the first career, the school and the teacher training. Brokering gives perspective to informants’ work because informants change focus to the students’ perspective. TPP is a boundary practice for changed participation where informants with the aid of teachers and TPP tasks change positions: from working as an experienced teacher to becoming a newcomer trainee. Unqualified vocational teachers’ professional learning is about being and becoming teachers by appearing as old-timers and newcomers in school and in teacher training. The concept of brokering helps nuance learning when teachers emphasize the importance of moving between being a newcomer and an old-timer, with the support of fellow trainees and experienced teachers. ER - TY - JOUR T1 - Education, Society and Citizenship T2 - Journal of Education and Human Development SN - 2334-296X A1 - Lindström, Lisbeth PY - 2016 VL - 4 IS - 5 SP - 187 EP - 201 DO - 10.15640/jehd.v5n4a18 LA - eng PB - : American Research Institute for Policy Development KW - society KW - citizenship KW - education KW - teaching KW - sweden AB - This article is about education, school leadership and citizenship and highlights preschool teachers and teachers' perception of their educational leadership with the starting point taken in schools and preschools’ written policy, curriculum, school legislation, grading system and other policy documents aimed at teachers and preschool teachers. More precisely the aim is to show, analyse and discuss their perception of their ability to develop the skills young people need to obtain their learning goals. The result clearly shows that the matter of how newly-arrived children and young people in Sweden best can be integrated into our society is a real key issue for Swedish schools and preschools and also for the future of Sweden as a whole. ER - TY - JOUR T1 - Reading Paul from the Margins T2 - Early Christianity SN - 1868-7032 A1 - Nicolet, Valérie PY - 2024 VL - 2 IS - 15 SP - 207 EP - 221 DO - 10.1628/ec-2024-0014 LA - eng PB - Tübingen : Mohr Siebeck KW - paul KW - critical theory KW - exegesis AB - The article reflects on the possibilities of combining critical and historical approaches to read Paul. This methodological perspective aims to include the experiences of people who were perceived as second-class persons in the ancient world (people like women, slaves, children, non-Roman citizens, also known as barbarians) and to avoid a universalizing approach to the Pauline material. A historical approach tries to reconstruct how Paul's thought would have resonated for people in the first century and needs to be informed by critical approaches to remind historians to think of the diversity of the people in the ancient world. I will use two examples, one coming from Romans and the other from Galatians, to show how Paul's good news can be read as what Lauren Berlant calls »cruel optimism«1 when it is addressed to people deprived of the privileges that Roman citizenship, maleness, money, education, and freedom afforded to a small elite class. I will conclude these reflections by developing our responsibility as interpreters: how do we use our travels through history, to distant lands, in distant times, among distant people, to inform our thinking today? To say it differently, how do we, as readers of ancient texts, respond to the hermeneutical need? ER - TY - JOUR T1 - Emerging Visual Literacy through Enactments by Visual Analytics and Students T2 - Designs for Learning SN - 1654-7608 A1 - Bodén, Ulrika A1 - Stenliden, Linnéa PY - 2019 VL - 1 IS - 11 SP - 40 EP - 51 DO - 10.16993/dfl.108 LA - eng PB - : Stockholm University Press KW - visual literacy KW - visual analytics KW - k12 students KW - socio-material relations KW - social science education KW - didactic design AB - This paper investigates the potential aspects of visual literacy that might appear when visual analytics and students interact in social science secondary classrooms. Interacting with visual technology likely demands new forms of literacy as various dimensions of complexity emerge in such learning activities where reading imposes order and relevance on what is displayed. However, only a few studies have evaluated how these visual processes emerge. Applying a socio-material semiotic approach, this paper examines the interactions between teachers, students and a visual analytics application, clarifying what strengthens or weakens the socio-material relations at work in emerging visual literacy. Methodologically, a design-based research approach is chosen. Notably, it is the early stages of the designed-based research cycle that are applied. Interventions were designed and conducted in five classes in three secondary schools in Sweden (97 students). The visual analytics application introduced was Statistics eXplorer. For each class, two to three lessons were video recorded to capture how the students interacted with the application. The socio-material analyses show that the interactions between the visual analytics and the students were both strengthened and weakened by different social as well as material forces. The actions were directed by visual properties such as movement, highlighting, and color, properties that often resulted in quick vision or locked vision. This paper argues that there needs to be a close didactic alignment and deeper knowledge of how visual interfaces attract students’ attention and how students’ visual literacy emerges in that relationship. ER - TY - JOUR T1 - Acknowledging Montessori Education: a Research Perspective of Montessori’s Legacy for the Future Symposium Report T2 - Journal of Montessori Education & Education SN - 2002-3375 A1 - Tebano Ahlquist, Eva-Maria A1 - Courtier, Philipinne A1 - Denervaud, Solange A1 - Gynther, Per A1 - Jendza, Jarek A1 - Quarffod, Christine PY - 2023 VL - 1 IS - 4 SP - 17 EP - 27 DO - 10.16993/jmre.20 LA - eng PB - : The University of Kansas KW - cognition KW - education for sustainability and global citizenship KW - inter-war era KW - learning to learn KW - maria montessori KW - montessori education KW - preschool children KW - research methodology KW - disadvantaged preschoolers KW - educational science KW - pedagogik med inriktning mot utbildningsvetenskap AB - On 6 May 2022, 70 years after Maria Montessori’s death, Stockholm University and the Department of Education and Didactics organized an international Montessori symposium. The idea was to present a breadth of research on Maria Montessori.The symposium dealt with Maria Montessori in the interwar period, an analysis of the history of ideas. Another presentation suggested possible research models to study this large field. The symposium also presented interpretations of Montessori’s writings that point her out as a visionary and pioneer in education for a sustainable world. An additional research area addressed was the potential of neuroscience to examine the effects of teaching theory and learning in Montessori education. Finally, this report describes a study on whether Montessori-inspired education compared to traditional education stands up in areas of socio-economic disadvantage. ER - TY - CHAP T1 - Pandémie, défis et acquis. Quelques observations sur l’enseignement des langues à l’université de Göteborg T2 - Distances apprivoisées. L'enseignement confiné des langues étrangères. Ed. par Diana Jamborova Lemay et Louise Ouvrard Andriantsoa A1 - Vajta, Katharina PY - 2021 SP - 151 EP - 158 DO - 10.17184/eac.4903 LA - fre PB - Paris : Editions des archives contemporaines KW - enseignement des langues KW - covid-19 KW - fle AB - In Sweden, as elsewhere, Covid-19 has profoundly changed daily life, almost overnight, at all levels of society. But unlike most other countries, the strategy adopted by the government and the Folkhälsomyndigheten did not consider total containment as a realistic way forward. Instead, the recommendations given to avoid the spread of the virus were clear and, if not mandatory, formal and resolute. With a strong tradition of civic obedience and trust in the welfare state, the result was that Swedes mostly stayed at home, worked remotely when possible, and were not able to go to the theatre or the cinema, let alone travel or meet in large groups. In education, although schools remained open, colleges and universities were forced to move all their activities online, usually to Zoom. ER - TY - RPRT T1 - Valuing Gender Equality: Ideas, Practices and Actors in Everyday Integration Work: Integration and the Value of Gender Equality in Germany, Hungary, Poland and Sweden A1 - Suter, Brigitte A1 - Jerve Ramsøy, Ingrid A1 - Böhm, Franziska PY - 2020 DO - 10.17185/duepublico/72831 LA - eng KW - gender equality KW - integration KW - immigration KW - norms KW - values AB - Following the refugee reception crisis of 2015, migration and integration have continuously beenplaced in the media and political spotlight in Europe. Part of the attention has been on how new residentsin the European Union might best be enabled to take part in society, and how to mediate potentialconflicts between the newly arrived immigrants and the autochthonous population. Some of theseconflicts have been framed as value conflicts, and particular attention has been paid to issues of gender equality and gender relations. Gender equality as a value is one of the core founding values of the European Union and as such incorporated into the legislations of almost all member states.This report investigates how the value of gender equality is understood and conveyed in integrationwork in Europe. In this context, we approach gender equality not as a fixed concept, but through theideas, practices and actors involved in the value transmission processes related to integration work.Integration work includes a multitude of actions and actors differing across national contexts. Theseinclude state organised civic education courses, language courses, facilitating meeting points, NGO andvolunteering work, bridge builders and many more. This report explores which role values play in everyday integration work in Germany, Hungary, Poland and Sweden, especially after the increase in stateand non‐state initiatives to integrate newcomers.Gender equality allows for a variety of interpretations depending on local, regional, and national context.Important to consider is that the four countries considered in this report have very different experienceswith migration and integration, and, while they have all incorporated to gender equality intheir national legislation), the social practices and norms pertaining to gender equality look very different.The ideas, the practices, and the actors of gender equality evolve over time and throughout differentnational and local contexts. Norms and values continuously transform within and beyond integrationwork, both in individuals and in societies. Their meaning is contested and constantly (re‐)negotiated.Time and trust, and tools to create awareness of one’s own values are essential for the value of gender equality to make a meaningful impact in integration work. ER - TY - JOUR T1 - Desconexión moral cívica, empatía y actitudes de futuros docentes hacia la diversidad cultural T2 - Aula Abierta SN - 2341-2313 A1 - Cabrera-Vázquez, Antonio A1 - Romera, Eva M. A1 - Ortega-Ruiz, Rosario A1 - Gil del Pino, Carmen A1 - Falla, Daniel PY - 2022 VL - 3 IS - 51 SP - 285 EP - 292 DO - 10.17811/rifie.51.3.2022.285-292 LA - spa PB - : Universidad de Oviedo AB - The lack of moral commitment and empathy has been related to transgressive behaviours that deteriorate school coexistence. However, there is little scientific and educational work that highlights the relationship between these two variables and the attitudes of teachers and future teachers in the context of a society that tends towards cultural diversity and inclusive education. The study presented here analyses these attitudes in a total of 710 university students of Early Childhood and Primary Education (82.0% female; Medad = 20.72; SD= 3.93). This was a retrospective ex post facto cross-sectional study using self-reports. Results confirmed a significant inverse relationship between positive attitudes towards cultural diversity and certain expressions of civic moral disengagement. Cognitive and affective em-pathy were also found to exert an indirect effect on this relationship. The importance of working on empathy and morality transversally in the curricula for the training of future educators is discussed given the importance that should be attributed to attitudes and moral civic engagement towards an egalitarian education that develops critical thinking in the classroom. ER - TY - BOOK T1 - Vom Verstehen zur Verständigung.: Beiträge zum europäischen Jahr des Interkulturellen Dialogs A1 - Schweiger, Irmy PY - 2009 DO - 10.17875/gup2009-318 LA - ger PB - Universitätsverlag Göttingen KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education AB - This volumes deals with the presentations and debates from the guest lecture series on the occasion of the "European Year of Intercultural Dialogue" 2008 at the Göttingen University. ER - TY - JOUR T1 - Challenges for the design of international assessments: sampling, measurement, and causality T2 - On Education. Journal for Research and Debate SN - 2571-7855 A1 - Strietholt, Rolf A1 - Johansson, Stefan PY - 2023 VL - 18 IS - 6 EP - 18 DO - 10.17899/on_ed.2023.18.2 LA - eng PB - : On Education. Journal for Research and Debate KW - causality KW - educational measurement KW - international large-scale assessment KW - sampling KW - study design AB - This paper examines critical design factors that influence data quality in educational research, using international large-scale educational assessments as an example. We will focus on statistical challenges related to sampling, measurement, and causality. While international assessments employ rigorous random sampling techniques, deviations such as exclusions and non-participation can introduce bias and affect representativeness. In terms of measurement, although these assessments excel in core domains, there is a growing call for broader assessment areas, such as environmental literacy and civic education. Additionally, concerns are emerging about the quality of context surveys. Causality remains a central concern, and despite the challenges posed by the cross-sectional design, combining data and applying sophisticated analytical methods can help address causal questions. Recognising the interconnectedness of sampling, measurement, and causality is essential for conducting robust research and informing evidence-based policies and practices. ER - TY - JOUR T1 - Geovisual Analytics in School: Challenges for the Didactic Design of the Classroom T2 - International Journal of Information and Education Technology SN - 2010-3689 A1 - Stenliden, Linnéa PY - 2018 VL - 3 SP - 178 EP - 185 DO - 10.18178/ijiet.2018.8.3.1030 LA - eng PB - : International Association of Computer Science and Information Technology Press KW - geovisual analytics KW - visual data KW - statistics KW - visual storytelling KW - problem spaces KW - instruction KW - analytical reasoning AB - This paper aims to determine the distribution of problem spaces in learning activities, when geovisual analytics is introduced into social science education. We know that various dimensions of complexity emerge in learning activities including this kind of technology. This paper clarifies the features of the problem spaces in such activities. The study was conducted in three middle schools in Sweden, in four social science classes with students aged 10 to 13 years. The specific geovisual analytics platform used was Statistics eXplorer. The learning activities were followed for two to four weeks at each school using video observations. Drawing on actor–network theory, we conducted material discursive analyses of the learning activities. The geovisual analytics generally support student understandings, but the didactic design of the classroom was not completely supportive. Six central aspects were found in the distribution of problem spaces within the learning activities. Novel approaches to pedagogy and teaching employing geovisual analytics could benefit students’ knowledge building as they work with visualized data. ER - TY - BOOK T1 - Begreper om og i samfunnet: Teori, empiri og analyse av begrepsforståelse og - laering i samfunnsfag PY - 2024 DO - 10.18261/9788215055589-24 LA - nor PB - Universitetsforlaget KW - begrepsforståelse KW - samfunnsfaglig dannelse KW - fagdidaktikk KW - grunnbegrep KW - begrepsnet KW - subject-specific education KW - ämnesdidaktik KW - samhällskunskap AB - Grunnlaget for denne boken er en erkjennelse av at alle begreper om og i samfunnet gir rom for tolkning. Begreper er mangetydige, og meningsinnholdet i ett og samme begrep er avhengig av hvilke kontekster det brukes i, både i tid (fortid og samtid) og rom (ulike nasjonale, sosiale og politiske sammenhenger).Antologien belyser tre overordnede spørsmål for fagfeltet:kjennetegn ved samfunnsfaglige begreperbegrepsforståelse og samfunnsfaglig dannelsesamfunnsfaglige begreper i tids- og romkonteksterBoken tar nye perspektiv på et tidligere mindre utforsket område i samfunnsfagdidaktikken, med utgangspunkt i historie og samfunnskunnskap, og gjør en form for grenseoppgang mellom hvilke tilnærminger disse to fagene har til begrepsanalyse fra hvert sitt utgangspunkt.Antologiens forfattere er samfunnsfagdidaktikere fra både historie og samfunnsvitenskap i de tre skandinaviske landene. Metodologien i kapitlene er basert på læreplan- og lærebokanalyse, intervju med lærere og klasseromsobservasjon. Til sammen gir de et bredt bilde av begrepsanalysens betydning, eller mulige betydning, i samfunnsfag-lig opplæring.Boken henvender seg til lærerstudenter, lærerutdannere og forskere i samfunnsfagdidaktikk, men er også relevant for praktiserende sam-funnsfaglærere. ER - TY - JOUR T1 - Medborgarskap mellan närhet och distans: en etnografisk studie i en studiecirkel i filosofi T2 - Nordic Studies in Education SN - 1891-5914 A1 - Pastuhov, Annika PY - 2017 VL - 2 IS - 37 SP - 116 EP - 129 DO - 10.18261/issn.1891-5949-2017-02-05 LA - swe PB - : Universitetsforlaget KW - popular education KW - liberal adult education KW - study circle KW - citizenship KW - ethnography AB - The purpose of this article is to contribute to the understanding of enactments of citizenship through participation in a study circle in philosophy. Citizenship is viewed as comprising acting and being in-and-through the study circle. This links citizenship to social contexts, actions and education. The study was conducted as an ethnographic field study over eight months. In total nine people, men and women of different ages, gathered once a month. The participants shared an ambition to form an open group for all interested in philosophy. Here, the ideals of freedom and voluntary participation led to both inclusion and exclusion. ER - TY - JOUR T1 - What is the ‘problem’ that digital competence in Swedish teacher education is meant to solve? T2 - Nordic Journal of Digital Literacy SN - 1891-943X A1 - Hanell, Fredrik PY - 2018 VL - 3 IS - 13 SP - 137 EP - 151 DO - 10.18261/issn.1891-943x-2018-03-02 LA - eng PB - Oslo : Scandinavian University Press KW - digital competence KW - teacher education KW - policy analysis KW - global policy discourse KW - library and information science AB - This paper explores how policy makers argue for the importance of digital competence in Swedish teacher education. A policy analysis of key policy documents from the government and from government-affiliated organisations from the time period 2011–2016 is conducted using Carol Bacchi’s ‘what’s the problem represented to be?’ approach. The paper critically examines underlying assumptions and particular viewpoints that underpin how the concept digital competence is formulated in key policy texts.Digital competence is found to be a part of a globalised policy discourse that conceptualises education as a necessity for a competitive work force. Policy makers describe Swedish schools as unsuccessful in providing pupils with adequate digital competence and how this may cause Sweden to fall behind in global competition. Shortcomings in schools are considered to be caused by low digital competence being developed as part of teacher education. In the studied policy documents, the ‘problem’ that digital competence in teacher education is meant to solve is consequently an issue of economic growth and global competition. The strong emphasis on economic benefits and an instrumental perspective on technology expressed in the global policy discourse on digital competence leads to the need for a renewed focus on Bildung and civic competences. ER - TY - JOUR T1 - Att behålla sitt skapande i en tid av ekologisk kris T2 - DRAMA SN - 0332-5296 A1 - Fries, Julia PY - 2020 VL - 2 IS - 57 SP - 16 EP - 19 DO - 10.18261/issn.2535-4310-2020-02-05 LA - swe PB - : Scandinavian University Press / Universitetsforlaget AS KW - drama KW - psykodrama KW - hållbarhet KW - j.l. moreno KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education ER - TY - JOUR T1 - Historical enquiry in primary school: Teaching interpretation of archaeological artefacts from an intercultural perspective T2 - History Education Research Journal SN - 2631-9713 A1 - Johansson, Patrik PY - 2019 VL - 2 IS - 16 SP - 248 EP - 273 DO - 10.18546/HERJ.16.2.07 LA - eng KW - archaeological artefacts KW - historical enquiry KW - historical interpretation KW - intercultural learning KW - swedish primary school KW - viking age KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education AB - The article aims to explore how learning historical interpretation of Viking age archaeological artefacts from an intercultural perspective could be facilitated through historical enquiry in primary school. Three design principles were formulated for the teaching: 1) enquiry based upon an authentic intercultural question, 2) enquiry with a focus on source interpretation, and 3) enquiry using material culture in the form of archaeological artefacts. Two questions were addressed: first, how did the teaching design and practice facilitate the intended learning, and second, what obstacles to learning were encountered as a result of the design? Research data was analysed qualitatively using content-focused conversation analysis and variation theory. The findings in relation to the first question indicated that the design principles helped teachers facilitate learning through historical enquiry from an intercultural perspective, and that archaeological artefacts can inspire investigations into history by activating pupils’ historical consciousness. The answer to the second question indicated that pupils had difficulties responding to historical enquiries with synthesised inferences based on historical evidence. A revision of the final phase of the enquiry suggests that focus is on discussing reasonable explanations in relation to artefacts, rather than synthesising historical inferences based on evidence. This study points to possibilities of teaching historical interpretation and intercultural perspectives through historical enquiry in primary school and suggests that archaeological artefacts can be used to initiate historical learning. ER - TY - JOUR T1 - Curriculum principles, didactic practice and social issues: Thinking through teachers’ knowledge practices in collaborative work T2 - London Review of Education SN - 1474-8460 A1 - Bladh, Gabriel A1 - Stolare, Martin A1 - Kristiansson, Martin PY - 2018 VL - 3 IS - 16 SP - 398 EP - 413 DO - 10.18546/LRE.16.3.04 LA - eng PB - London : UCL Press KW - so undervisning KW - mellanstadiet KW - powerful knowledge KW - dididaktik KW - samhällskunskap ER - TY - JOUR T1 - The Representations of Type of Disability, Ethnicity, and Age and how these are Associated with Participation in Textbooks T2 - JOURNAL OF SPECIAL EDUCATION AND REHABILITATION SN - 1409-6099 A1 - Reichenberg, Monica PY - 2017 VL - 3 IS - 18 SP - 72 EP - 90 DO - 10.19057/jser.2017.27 LA - eng PB - : Journal of Special Education and Rehabilitation KW - disability KW - textbooks KW - participation KW - diversity AB - Introduction: Textbooks matter for an inclusive education. I examined the way in which 30 textbooks in history, religion, civics, and biology represent disability-related issues. Aim: The overall aim is to find out if textbooks represent the type of disability in association with age, ethnicity, and participation. Specifically, this research addresses the question: Are textbooks’ representations of the type of disability, age, and ethnicity associated with participation? By participation I refer to whether textbooks represent people with disabilities as (a) engaged in daily activities located outside of institutionalized residence. Engagement in activities may be indicated by sports, being a wage earner, voting, protesting, spending time with family or friends or (b) only being at their institutionalized residence/flat. Methods: I examined three hypotheses regarding representations of type of disability, ethnicity, and age and how these are associated with participation. I analysed the data using a combination of qualitative coding of the content as well as qualitative comparative analysis (QCA). Results: Although most textbooks do mention disability, people with a disability remain largely invisible, and less than half of the textbooks represent people with disabilities as active participants. Conclusions: First, I demonstrate that physical disability is associated with active participation. Second, I demonstrate that disability is associated with ethnic majority. Third, I demonstrate that the participation of people with disabilities is associated with both young and old age groups. ER - TY - JOUR T1 - Academic citizenship and wellbeing: An exploratory cross-cultural study of South African and Swedish academic perceptions T2 - South African Journal of Higher Education SN - 1011-3487 A1 - Coldwell, David A1 - Papageorgiou, Elena A1 - Callaghan, Chris A1 - Fried, Andrea PY - 2016 VL - 1 IS - 30 SP - 80 EP - 105 DO - 10.20853/30-1-555 LA - eng PB - : Unisa Press KW - academic citizenship KW - organisational citizenship behaviour KW - south african and swedish universities KW - well-being AB - Academic citizenship is, conceptually speaking, closely related to organisational citizenship behaviour, as both concepts can be regarded as consisting essentially of personal co-worker and organisational support behaviours. Academics across the world operate in widely divergent settings in different socioeconomic and political situations and higher education environments. Such differing circumstances might be expected to have a bearing on the priorities that academics face in different countries and the ways academic citizenship is understood. This paper uses a mixed methods approach to analyse perceptions of academic citizenship and employee well-being in one Swedish and one South African university which operate in starkly different socioeconomic circumstances. The findings of the exploratory study suggest that despite wide-ranging differences in socioeconomic environments between the two countries, there is a high degree of common understanding of the form and substance of academic citizenship and its bearing on well-being. Key words Academic citizenship, organisational citizenship behaviour, South African and Swedish universities, well-being ER - TY - GEN T1 - Digital Pedagogical Competency Framework for Teacher (DPCFT) for 21st Century Teachers A1 - Joshi, Dirgha Raj A1 - Upadhayaya, Prashu Ram A1 - Chapai, Krishna Prasad Sharma A1 - Singh, Ammar Bahadur PY - 2025 DO - 10.20944/preprints202502.1877.v1 LA - eng PB - MDPI AG AB - The aim of the research was to develop the digital pedagogical competencies framework of teachers based on the existing literature or developed framework. The existing literature were reviewed by synthesis methods. The developed model covers eight key skills as (1) learning and sharing tools (2) internet surfing and communication tools, (3) course management and evaluation tools, (4) audio and visual document development tools (5) writing and presentation tools, (6) AI tools (7) subject related applications, and (8) data analysis and visualization tools including policy and ethical awareness of teachers with twenty-six sub skills. All skills were developed based on the necessary digital supports to the teachers of 21st century. This model provides a structured approach to integrating digital tools into education while emphasizing ethical and policy awareness. It highlights the importance of using technology to enhance teaching, learning, and research through collaboration, analysis, and content creation. By fostering responsible digital citizenship and adherence to ICT policies, educators can create more effective and inclusive learning environments. Ultimately, this framework ensures that digital resources are used efficiently, ethically, and in alignment with transformative pedagogical practices. ER - TY - CONF T1 - Work-integrated-learning: So what?: A framework for describing the level of integration between work and learning T2 - ICERI2017 Proceedings A1 - Bernhardsson, Lennarth A1 - Gellerstedt, Martin A1 - Winman, Thomas PY - 2017 SP - 443 EP - 451 DO - 10.21125/iceri.2017.0165 LA - eng PB - : IATED KW - wil KW - work-integrated learning KW - digitalization KW - framework KW - arbetsintegrerat lärande KW - work integrated learning KW - informatics KW - informatik AB - The knowledge society of today is characterized by a continuously ongoing technological development and digitalization that steadily calls for new competencies and transforms existing professions. For being able to provide up-to-date competence in a fast-changing labor market there is, perhaps more than ever, a need for extensive cooperation between Universities and surrounding society. A number of different models supporting the civic university has been established, e.g. “entrepreneurial university”, the triple-helix model and the increasingly popular adoption of “work-integrated learning” (WIL). Work-integrated learning offer students authentic learning experiences and create synergy between theory and practice, e.g. by cooperative educational programs, internship, sandwich programs and case based teaching. Beyond the pedagogical benefits with experiential learning, WIL also supports the transfer between higher education and work, i.e. increases readiness, employability and also encourage a more agentic engagement. Furthermore, research results show that WIL-students have career benefits regarding salary in early career and job advancement. Even though, WIL and similar strategies for combining theory and practice seems to have promising pedagogical and career advantages, the theoretical underpinning is still underdeveloped. For instance, the methodology for how learning is promoted and which role external partners could play is vague. At University West with more than 25 years’ experience of WIL a holistic approach to WIL have been adopted and WIL permeates all the Universities activities: education, research and extensive collaboration with the surrounding society. Over the years our efforts have been formalized and a taxonomy for will-activities have been developed. In sum, we know that WIL have promising potential, and we know what to do. But, in a recently performed study at this University, based on focus groups interviews and consolidation of our experiences we identified that even if the question “what?” is responded to, there is an important sub-question to be addressed, namely: “so what?”. When adopting different WIL activities, both small and large scale activities, e.g. a guest lecture or an internship, it is reasonable to reflect on whether these activities are used in an optimal way? What kind of impact does the WIL-activity imply? What could be achieved by successful integration between theory and practice? Could it be visualized?Inspired by models used for integrating technique in education (RAT, SAMR and TPCK-models), we have developed a framework for the progression of work-integrated learning in education. The framework is in a sense a model for “Wil-value”. This framework could be used on different levels and in different context: in a single course, educational program, in research projects, cooperation with surrounding society, mentorship and on partner workplaces. ER - TY - CONF T1 - Enhancing Work-Integrated Learning (Wil) through Strategic Stakeholder Collaboration T2 - ICERI 2023 Proceedings A1 - Lundh Snis, Ulrika A1 - Vallo Hult, Helena A1 - Smidt, Hanne A1 - Linder, Johan A1 - Carlén, Urban A1 - Johansson, Kristina A1 - Fredriksson-Larsson, Ulla A1 - Påsse, Marie A1 - Tano, Ingrid PY - 2023 SP - 1298 EP - 1302 DO - 10.21125/iceri.2023.0427 LA - eng PB - : The International Academy of Technology, Education and Development KW - work-integrated learning (wil) KW - strategic partnerships KW - pedagogical design KW - competence development and lifelong learning KW - work-integrated learning KW - arbetsintegrerat lärande AB - For graduates to be able to compete in the global world, study programmes must include knowledge, competences and skills that ensures that students with a higher education degree are ready for both a complex working life and continuous competence development. This demands competencies beyond traditional theoretical knowledge, such as preparing for uncertainty and unknown outcomes. Therefore, it is essential to engage students in learning to learn, i.e., lifelong learning so that the tools and methods for learning in higher education can also be developed through future work.At University West (UW) in Sweden, this means that programmes are developed in collaboration with societal partners to provide a relevant and attractive educational offer. The University West uses the concept of work-integrated learning (WIL) to embrace a sustained/systematic collaboration with strategic partners outside academia. We consider that knowledge is created in the encounter between academia and our strategic partners, through the integration of knowledge, skills and competences acquired both within academia and work life.To achieve a strategic and qualitative development of work-integrated learning (WIL), the Board of University West in 2018 decided to WIL-certify all educational programs including a sustainability perspective and enhance this process by engaging in strategic partnerships with stakeholders from civic society to international companies. The process is a development of existing and future programmes and their pedagogical approach. The WIL certification process has developed into a renewal of the pedagogical approach through a development process based on a lively exchange of experiences from study programme representatives from political science to nursing; and discussions with our strategic partners that benefits both students, staff as well as the strategic partners through competence development and lifelong learning.The purpose of this paper is to describe the lessons learned so far and present a conceptual quality framework for WIL in higher education with a clear connection to sustainable development. Based on the experiences from the development of the institutional WIL project and a Swedish Innovation agency (VINNOVA) research project we aim for a better understanding and insights into how theoretical and practical knowledge can enhance learning both within academia and within strategic partners. Data collection activities include workshops and focus groups with selected participants from the target groups at the university (managers/prefects and teachers) as well as at the collaborative partner organization (managers and supervisors/mentors). Initial findings suggest that the meeting between academia, working life and the surrounding society can ensure that insights, solutions and mutual development are created to meet the challenges society faces. The paper will discuss the methodology of creating work-integrated learning environments that include well-functioning communication and a community of practice (Wenger, 1998) connecting learners, teachers, and other staff with local, regional and national stakeholders. ER - TY - CONF T1 - Empowering creative dispositions for social justice: A data science STEAM approach in Primary Education T2 - ICERI2025 Proceedings A1 - Lucia Vargas, Maria A1 - Serradó Bayés, Ana A1 - Meletiou-Mavrotheris, Maria A1 - Bakogianni, Dionysia PY - 2025 DO - 10.21125/iceri.2025.1050 LA - eng PB - Seville, Spain KW - data science education KW - steam education KW - social justice KW - creative disposition KW - design-based research KW - education AB -  In a world increasingly shaped by data, developing primary school students’ creative disposition toward data science is essential for fostering informed, critically engaged, and active citizenship. Creative disposition -defined as the inclination, ability, and sensitivity to generate novel ideas with data- is recognized as a core mindset in justice-oriented data science. The creative framing of data problems, inclusive ideation, and flexible representation are emphasized across data science, STEAM education, and design thinking, and are closely connected with related dispositions such as critical thinking, curiosity, metacognition, empathy, and collaboration. This study presents the design and implementation of the scenario “Fire Alert! We detect fires, we protect our future!”, output of the Data Science Education In STEAM For Civic Engagement And Social Justice From The Early Years (DataScEd4CiEn) project, involving 50 sixth-grade students (ages 11-12). Employing a qualitative, design-based research (DBR) methodology, the study explores the question: How does the teacher challenge students’ creative dispositions, and how do students respond to and engage with these challenges? Findings indicate that the teacher effectively scaffolded an active, interdisciplinary, and civically oriented learning experience through: (a) fostering critical inquiry and curiosity via problem-based learning grounded in real-world, open-ended questions that encouraged divergent thinking; (b) linking creativity with authentic societal issues through the integration of data science, environmental awareness, and civic engagement; (c) promoting technological innovation and design thinking through student-led ideation, prototyping, and testing of robotic fire-detection solutions; (d) supporting self-expression through activities emphasizing originality, expressiveness, and audience awareness; (e) nurturing reflection and growth mindset development; and (f) applying evaluative tools, such as rubrics, to assess originality, innovation, design creativity, and civic participation. Students meaningfully engaged with divergent thinking, valued working with complex, real-world data, and demonstrated increased awareness of environmental justice. The findings also highlight students’ development of collaborative agency, their ability to bridge imagination with technological application, heightened audience awareness, and emerging reflective practices around their learning processes, achievements, and limitations. ER - TY - CONF T1 - Changes in the adoption and use of semiotic resources during the COVID-19 pandemic: What are the effects on learning? T2 - INTED2022 Proceedings A1 - Schnaider, Karoline A1 - Schiavetto, Stefano PY - 2022 DO - 10.21125/inted.2022.2253 LA - eng PB - Valencia : IATED KW - semiotic resources KW - digital technologies KW - sign-systems KW - big techs KW - education AB - The adoption and use of semiotic resources in education such as digital technologies and sign systems (Selander & Svärdemo-Åberg, 2008; van Leeuwen, 2005) have in the last few years been vastly upscaled in the Swedish educational system. Although various semiotic resources have been common features in Swedish learning settings for over a decade, the drastic changes brought forth by the COVID-19 pandemic have promoted hasty adoption of different resources to keep the guidelines and recommendations to contain viral transmission brought forth by different authorities (The Swedish Government, 2021). These procedures have un-helpfully backgrounded implementation strategies and qualitative selection procedures (Schiavetto & Schnaider, 2021). Such rapid shifts and the implementation of a much wider range of semiotic resources render several challenges for their integration and use in learning activities (PanMeMic, 2020). This study investigates what kind of changes among semiotic resources have occurred during the two years of the COVID-19 pandemic and what possible effects the adoption of certain resources can have on creating different learning conditions. To explore these relationships the following research questions guided our examinations of empirical data: During the two years of the COVID-19 pandemic, what changes in adoption and use of semiotic resources have been discussed by the Swedish authorities? What are the effects on the learning conditions?Text data addressing various measures related to the adoption and use of semiotic resources in the Swedish educational systems posted between March 2020 and November 2021 on the Swedish government’s webpages was manually downloaded and rendered approximately 80 pages of raw text data. A simple version of content analysis (Silverman, 2006) was used to examine the different authorities’ discourses with a focus on the semiotic resources digital technologies, and sign-systems. Combined with quantitative ethnography (QE) methodology and techniques (Shaffer, 2017; Ruis & Lee, 2021), systematic data processing, coding, and analysis were quantitatively conducted with software nCoder (Hinojosa, Siebert-Evenstone, Eagan, Swiecki, Gleicher, & Marquart, 2019) and ENA (Marquart, Hinojosa, Swiecki, Ea-gan, & Shaffer, 2018).The ENA result indicates that the massive adoption of Big Techs' digital platforms has been a strategy to enable the continuity of learning, from mostly face-to-face to online modes. Despite being aimed a continuity, such shifts in semiotic resources to enable online learning affects the concrete social learning context, and raises questions about the impact of the semiotic resources on education. Thus, semiotic resources have a social agency character where changes in forms act in the reorganization of the concrete social context and influence how meanings can be created during human-technical interactions. This article presents a brief investigation on how sociopolitical characteristics related to virtual learning environments become operated by Big Techs' digital platforms, which have been solidifying themselves as mandatory global crossing points (Latour, 2004) for education during the COVID-19 pan-demic. The results emphasize that “what forms make us do” (Latour, 1994) is vital to recognize, especially as algorithms and personal data have impacts on educational environments aimed at promoting critical and democratic citizenship. ER - TY - CONF T1 - The English-only fallacy and global competence: rethinking linguistic diversity in higher education T2 - INTED 2024 Proceedings A1 - Kjellgren, Björn A1 - Richter, Tanja PY - 2024 SP - 4260 EP - 4264 DO - 10.21125/inted.2024 LA - eng PB - Valencia : IATED Academy KW - global competence KW - linguistic diversity KW - multilingualism KW - cultural awareness KW - inclusive environment KW - technology and learning KW - teknik och lärande AB - University graduates capable of addressing global challenges require a sense of global citizenship and the ability to understand, communicate, and work effectively and appropriately with people from different backgrounds. Linguistic diversity comprises a crucial cultural asset, yet the Englishisation of higher education and the emergence and development of text-generating tools may drastically reduce the perceived importance of language learning. This paper is empirically based on the analysis of two text-based datasets from course participants in a teacher training course (n=19) and a lifelong learning course (n=52), looking for examples of experiences, plans, and attitudes towards multilingualism in educational settings. We discuss the opportunities and challenges of a specific focus on students’ linguistic diversity as a vehicle for cultural and global competence learning, and offer suggestions for an institutional approach to empowering teachers, staff and students to enable this change. Finally, we emphasise the need for empirical studies to understand how multiculturalism and multilingualism can be effectively integrated into higher education, and we highlight the implementation of a recently adopted policy on multilingualism and multiculturalism by one of the European University Alliances as a promising area for future research. ER - TY - JOUR T1 - Developing democratic citizenship in Europe in vocational educationa and training: conceptual and practical issues T2 - Trends in Vocational Education and Training Research (VETNET) A1 - Debowski, Horacy A1 - Eriksen Grevle, Tessa A1 - Gray, Lena A1 - Hawthorn, Simon A1 - Kersh, Natasha A1 - Laczik, Andrea A1 - Rosvall, Per-Åke PY - 2025 IS - 8 SP - 227 EP - 237 DO - 10.21240/vetcon/2025/ecer/29 LA - eng PB - Embrach : OAPublishing Collective KW - democratic citizenship KW - vocational education and training KW - inclusion KW - assessment KW - participation KW - voice AB - Context: Vocational education and training (VET) has traditionally focused on providing learners with technical skills for the labour market. However, growing societal challenges – such as digital transformation and social polarisation – require a broader approach that includes transversal skills, including citizenship competences. Research shows that fostering these competences not only enhances employability but also supports active and responsible participation in civic life.Approach: By drawing on examples from a number of European countries such as England, Norway, Poland, Scotland, and Sweden in this article, we aim to discuss the three key topics that we find particularly important from the perspective of the development of democratic citizenship in VET, namely: a) assessment, b) inclusion, and c) VET learners’ participation.Findings: Designing the assessment of citizenship competences is shaped by the organisational structure of the vocational assessment system in any given country. Poland and Scotland represent two contrasting approaches. In Poland, VET assessment is highly centralised, with external agencies responsible for standardised examinations conducted at the end of the learning process. Scotland adopts a more decentralised model, with assessment integrated into ongoing learning and teachers or training providers playing a central role in designing and implementing assessments. Inclusion in VET goes beyond widening access; it requires ensuring that every learner – regardless of gender, migration background or socio-economic status – can see themselves as an active democratic agent. Sweden’s rotational workplace placements illustrate how carefully designed learning environments can turn inclusive rhetoric into practice, fostering empathy, solidarity and political inclusion. Learners’ participation may lead to empowerment and the development of active citizenship. This requires an approach that goes beyond individual practices in the VET school or in the workplace. Systemic and joint approach by all stakeholder groups is needed and participatory practices should be built in as a natural and integrated element across all VET programmes.Conclusions: By focusing on assessment, inclusion and participation, we have shown that promoting the development of democratic citizenship competences is a multi-layered and multi-faceted process. It requires rethinking both the role of these competences in VET and the introduction of new solutions, methods and techniques. Inclusion plays a key role, and by creating inclusive learning environments that recognise the needs of diverse groups, VET as a system can promote civic engagement and democratic competences among VET learners. Alternative approaches may be necessary to strengthen the links between formal education and non-formal initiatives, as well as to ensure adequate resources. Comprehensive experience of VET learners’ participation should be a collaborative endeavour for all VET stakeholders - trainers, employers and VET learners. However, this area remains significantly under-researched, with few comprehensive studies specifically addressing VET. In this context, the Council of Europe’s work stands out, particularly through its launch of the Reference Framework of Competences for Democratic Culture (RFCDC) in VET project. ER - TY - RPRT T1 - EQualCare: Alone but connected? Digital (in)equalities in care work and generational relationships among older people living alone – White Paper A1 - Leontowitsch, Miranda A1 - Werny, Rafaela A1 - Henning, Smilla A1 - Oswald, Frank A1 - Niemistö, Charlotta A1 - Sjögren, Hanna A1 - Hearn, Jeff A1 - Putnina, Aivita A1 - Mileiko, Ilze A1 - Malm, Camilla A1 - Andersson, Marcus A1 - Krekula, Clary PY - 2025 DO - 10.21248/gups.70657 LA - eng PB - Frankfurter Forum für interdisziplinäre Alternsforschung, Goethe-Universität KW - age KW - ageing KW - care KW - digitalisation AB - The digital age requires people of all ages to communicate and organise their lives through digital technologies. The project EQualCare (“Alone but connected? Digital (in)equalities in care work and generational relationships among older people living alone”) investigated how the growing population of older people living alone is man-aging this transition, how it shapes their (non-)digital social networks and what changes on local, regional, national and international levels need to be brought about to ensure (digital) equality. This white paper gives insight into the multi-method work that was done, summarises key findings, and provides recommendations for policy and practice.EQualCare was a cross-cultural comparison and collaboration across Finland, Ger-many, Latvia and Sweden, with Finland and Sweden as two countries advanced in the digitalisation of civic and private life and thus providing a helpful contrast to Germany and Latvia that are at different levels of digitalisation. Their joint work comprised of four parts: • To begin with all four national researcher teams conducted respective critical document analyses of social policy documents and legislation, examining how ageing, living alone, digitalisation, and care-responsibilities are portrayed in the national policy documents. • Following, an analyses of existing national and EU data sets on ageing took place to draw comparative information on living conditions, income, health, use of dig-ital devices, and care work across the four countries. • The central part of EQualCare entailed a participatory action research (PAR) project that was conducted across the four countries and involved older people as co-researchers in nine local project teams. • The model of EQualCare was a participatory policy making one, whereby the work of one of the PAR projects was connected with the others, with the findings from the policy analyses and statistical analyses providing the backdrop and scaf-folding to develop the recommendations.The project team was strongly multidisciplinary; bring together experienced re-searchers in anthropology, business organisation and management studies, cultural studies, education, gender studies, psychology, social psychology, social work and sociology. ER - TY - JOUR T1 - Minimum Sample Length for the Estimation of Long-term Speaking Rate T2 - Speech prosody SN - 2333-2042 A1 - Arantes, Pablo A1 - Eriksson, Anders A1 - Lima, Verônica PY - 2018 SP - 661 EP - 665 DO - 10.21437/SpeechProsody.2018-134 LA - eng KW - speaking rate KW - speech rate KW - articulation rate KW - forensic phonetics KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education KW - phonetics KW - fonetik AB - In this study, we expand on previous experiments designed with the aim of determining the minimum length that an audio sample should have in order for the speaking rate derived from it to be representative of the sample as a whole. We compare two different approaches to establishing that the time series of the cumulative speaking rate calculated over the audio sample has reached stability. We also compare the effect on stabilization time of four other factors that may affect the way speaking rate is calculated. The results show that all factors tested have significant effects, although of limited practical concern. Overall, average stability time is 12.1 seconds, with the bulk of the distribution lying between 7.9 and 16.2 s. ER - TY - JOUR T1 - Youth, participation, leisure and citizenship T2 - The Open Social Science Journal SN - 1874-9453 A1 - Lindström, Lisbeth PY - 2012 IS - 5 EP - 5 DO - 10.2174/1874945301205010001 LA - eng PB - : Bentham Science Publishers Ltd. KW - education AB - The purpose with this article is to describe, explore, and discuss texts that ten Swedish local councils present on their homepages from the perspective of leisure, influence and citizenship for youths. Content analysis is used as a method in order to understand the content and structure of texts such as political aims, strategical plans and budgets. The result of the empirical study shows that the picture of youth citizenship is neither uniform nor coherent, but rather complicated and contradictory. On the one hand, the image of young people is that they are presented as individuals who are creative, interested in and willing to take responsibility for matters which concern them. The image of youth is that they need to practice democracy in particular established structures. Young people are seen as individuals who need places to hang around, meet with their friends and have free access to activities such as listening to music, playing games or using the Internet. On the other hand the idea that the young generation needs protection and tutoring, to be watched over, controlled and sometimes guarded by social authorities is also expressed in the texts. ER - TY - JOUR T1 - Safe/brave spaces in virtual exchange on sustainability T2 - Journal of Virtual Exchange SN - 2647-4832 A1 - Reljanovic Glimäng, Malin PY - 2022 IS - 5 SP - 61 EP - 81 DO - 10.21827/jve.5.38369 LA - eng PB - : University of Groningen Press KW - virtual exchange KW - critical interculturality KW - global citizenship education KW - sustainability AB - This article explores the potential for fostering critical intercultural and global awareness through Transnational Virtual Exchange (TVE) focused on sustainability. The study is based on a lingua franca exchange between university students in Argentina, Poland, and Sweden. A qualitative content analysis of student e-portfolios unveiled reflective dimensions construed here as safe/brave spaces, echoing Andreotti’s (2006) notion of soft versus critical global citizenship education. Using theories of critical interculturality and third space, the analysis shows potential for developing participants’ critical reflection through TVE. However, the findings also reveal how in-depth reflection is often a lonely endeavor, overshadowed by project tasks that might unintentionally steer learners toward safe topics and consensus. So far, critical reflection is an underexplored area in empirical Virtual Exchange (VE) research. Student voices in this study bring to the fore questions regarding what it means to approach global citizenship education critically through online collaboration. The findings have implications for future design of VE projects where the focus is on social change through action-oriented tasks, but where critical and dialogic reflection after the completion of a pedagogical task is the salient part. ER - TY - JOUR T1 - Challenging Age Power Structures: Creating a Public Sphere in Preschool through Musicking T2 - Action, Criticism and Theory for Music Education SN - 1545-4517 A1 - Wassrin, Maria PY - 2016 VL - 5 IS - 15 SP - 25 EP - 50 DO - 10.22176/act15.5.25 LA - eng PB - : MayDay Group KW - early childhood music education KW - citizenship KW - hannah arendt KW - age power structure KW - very young children KW - subject learning and teaching KW - ämnesdidaktik AB - This article explores the possibility of conceiving preschool music activities as a way of forming spaces of participation with society’s youngest. The discussion draws on Hannah Arendt’s (1958) definition of public spheres, and the argumentation is closely linked to an empirical example from musicking events with 1–3 year olds in a non-typical, arts-focused Swedish preschool. In their promotion of equality and plurality in this preschool, the children and the music pedagogues co-construct a public sphere by using a multitude of “languages” and challenge both the hegemonic position of verbal language and other age power structures. In this promotion, other “subjects of music” come into being. Thus, it is argued that society can perceive children as legitimized citizens in the “here and now” and not only in a distant future when they have become fully educated adults. The article challenges current preschool music education and demonstrates alternative social constructions. ER - TY - JOUR T1 - The Swedish mass experiment: a way of encouraging scientific citizenship T2 - JCOM - Journal of Science Communication SN - 1824-2049 A1 - Kasperowski, Dick A1 - Bronéus, Fredrik PY - 2016 VL - 1 IS - 15 SP - 1 EP - 9 DO - 10.22323/2.15010401 LA - eng PB - : Sissa Medialab Srl KW - ctizen science KW - public engagement with science and technology KW - science education AB - Since 2009 Vetenskap & Allmänhet (Public & Science, VA) coordinates an annual mass experiment as part of ForskarFredag — the Swedish events on the European Researchers' Night. Through the experiments, thousands of Swedish students from preschool to upper secondary school have contributed to the development of scientific knowledge on, for example, the acoustic environment in classrooms, children's and adolescents' perception of hazardous environments and the development of autumn leaves in deciduous trees. The aim is to stimulate scientific literacy and an interest in science while generating scientific output. The essay discusses how the mass experiments can contribute to encouraging scientific citizenship. ER - TY - JOUR T1 - Examining the rhetoric: A comparison of how sustainability and young children's participation and agency are framed in Australian and Swedish early childhood education curricula T2 - Contemporary Issues in Early Childhood SN - 1463-9491 A1 - Ärlemalm-Hagsér, Eva A1 - Davis, J. PY - 2014 VL - 3 IS - 15 SP - 231 EP - 244 DO - 10.2304/ciec.2014.15.3.231 LA - eng PB - : SAGE Publications AB - This article scrutinises the ways in which young children are described and supported as active participants for change within the Australian and Swedish national steering documents for early childhood education. A critical theory lens was applied, in combination with document analysis that looked for concepts related to environment and sustainability - i.e. the environmental, social, economic and political dimension of development, human place in nature, and environmental stewardship. Concepts concerned with critical thinking and children as active participants for change were used as specific dimensions of curriculum interpretation. The analyses show that, while both the Australian and Swedish curricula deal with content connected to environmental, social and cognitive dimensions, there is limited or no discussion of the political dimensions of human development, such as children as active citizens with political agency. In other words, children are not recognised as competent beings or agents of change for sustainability within these early childhood curriculum frameworks. Hence, these supposedly contemporary early childhood education documents lack curricular leadership to support children to contribute their voices and actions to civic and public spheres of participation as equal citizens. ER - TY - JOUR T1 - Youth citizenship and the millennium generation T2 - Citizenship, Social and Economics Education SN - 1478-8047 A1 - Lindström, Lisbeth PY - 2010 VL - 1 IS - 9 SP - 48 EP - 59 DO - 10.2304/csee.2010.9.1.48 LA - eng PB - : SAGE Publications KW - education AB - This article presents a theoretical review of the notion of citizenship using a critical analysis of published international research. A citizen may be described as a member of a political community or state who has certain legal, social and moral rights, duties and responsibilities. Based on the research, the author suggests the notion of citizenship must be seen in a broader perspective with aspects of both globalisation and local phenomena seen from a citizen's daily life experiences as well as of gender, race, sexuality, ability, ethnicity, religion and class. The notion of citizenship must also focus on cultural, demographic, political and socio-economic contexts of everyday life. The Marshall paradigm of citizenship and the various critiques of it are presented in the introduction. Widespread concerns about declining levels of political engagement and participation among young people in the entire Western world are discussed as well as more recent research that has questioned the view that young people are politically apathetic. Insights are presented about theories and perspectives of young people's citizenship, and those dimensions of citizenship that have remained invisible, such as young citizens' adoption of values of individualisation and globalisation, are highlighted. ER - TY - JOUR T1 - Citizenship and empowering processes: a study of youth experiences of participation in leisure activities T2 - Citizenship, Social and Economics Education SN - 1478-8047 A1 - Lindström, Lisbeth PY - 2010 VL - 3 IS - 9 SP - 193 EP - 208 DO - 10.2304/csee.2010.9.3.193 LA - eng PB - : SAGE Publications KW - education AB - The current study seeks to enrich our understanding of citizenship behaviour in the setting of meeting places for youth such as youth clubs, by identifying the main factors that may enhance this behaviour among youth leaders. Of special interest is whether youth leaders' or similar staffers' empowerment can serve as a mediator between young people's expectations about influence and participation and the development of their citizenship. Of interest are both empowering processes as well as empowered outcomes. The method used was a questionnaire sent out to young people visiting youth clubs and similar meeting places for the young, followed up with interviews. In the study, it was found that in youth clubs and similar meeting places for youth, empowering processes take place and, furthermore, that the young people have the chance to develop their citizenship there. On one hand, the study indicates that youth clubs and similar meeting places can be environments for shared possibilities for citizens. On the other hand, it is possible to be critical of the positive responses from the youth in taking part in the study, because if they felt negative they would not come back, which indicates the necessity of further research. To conclude, citizenship and empowerment embrace aspects of youth transition and outcomes of youth development concurrently. ER - TY - JOUR T1 - Global Citizenship and Lingual Identity: the ability to perform in different lingual settings T2 - Citizenship, Social and Economics Education SN - 1478-8047 A1 - Torpsten, Ann-Christin PY - 2011 VL - 1 IS - 10 SP - 37 EP - 45 DO - 10.2304/csee.2011.10.1.37 LA - eng PB - : SAGE Publications KW - education AB - The aim of this article is to interpret second-language pupils’ encounter with the Swedish school regarding first- and second-language learning. An empirical context called experienced learning is investigated by interpreting student teachers’ oral and written narrated learning memories. Using a life-story approach, the interpretation focuses on lingual skills, lingual identity and citizenship. The study looks at participation in Swedish as a second language and mother tongue education when the subjects encountered the Swedish school system. Participating in those lessons is described as positive. Participating made it easier to improve skills in the second language and mother tongue. Mother tongue skills were transferred to the second-language improvement. It became much easier to continue developing the second language when skills in the mother tongue increased. Language skills were positive for continued learning, linguistic development, development of bilingualism and multilingualism. Through widened linguistic horizons it becomes possible to develop identity as multilingual persons. When skills increase in different languages such as Swedish as a second language and mother tongue, the subjects become aware of their identities as multilingual persons. They become aware of their possibilities of being active, multicultural, global citizens. Their ability to perform in different lingual settings becomes visible. ER - TY - JOUR T1 - Higher education and European citizenship as a matter of public concern T2 - European Educational Research Journal SN - 1474-9041 A1 - Biesta, Gert A1 - Simons, M PY - 2009 VL - 2 IS - 8 SP - 142 EP - 145 DO - 10.2304/eerj.2009.8.2.142 LA - eng PB - : SAGE Publications ER - TY - JOUR T1 - Student participation in activities with influential outcomes: Issues of gender, individuality and collective thinking in Swedish secondary schools. T2 - European Educational Research Journal SN - 1474-9041 A1 - Rönnlund, Maria PY - 2010 VL - 2 IS - 9 SP - 208 EP - 219 DO - 10.2304/eerj.2010.9.2.208 LA - eng PB - : European Educational Research Association (EERA)/Symposium Journals KW - student participation KW - student influence KW - citizenship education AB - Drawing on a study in three Swedish lower secondary schools, this article examines how students engaged in the democratic processes involved in the formation of an action group intended to influence their school by making it more environmentally friendly. The aim is to acquire greater understanding of influential processes in relation to gender and both individualistically and collectively oriented ideas, including understanding of which students participate in such groups, the role gender plays in the likelihood of a student participating, how they act, and their experiences of participation. From observations of, and interviews with, four participants girls were found both to be more active participants and to have more positive experiences than boys. It is concluded that the group represents an arena for both individual and collective performance in which both individual and collective ideas are reflected. However, differences in the expectations of boys and girls concerning where and how they feel they should act and perform in school, seems to make the arena more suitable and more effective for girls than boys.  While the girls’ participation provided them with political confidence, the two participating boys did not gain this from the experience. ER - TY - JOUR T1 - 'Youth' Making Us Fit: On Europe as operator of political technologies T2 - European Educational Research Journal SN - 1474-9041 A1 - Olsson, Ulf A1 - Petersson, Kenneth A1 - Krejsler, Benedicto John PY - 2011 VL - 1 IS - 10 SP - 1 EP - 10 DO - 10.2304/eerj.2011.10.1.1 LA - eng PB - Oxford : Symposium Journals Ltd KW - europe as government KW - education KW - political rationality KW - education policies KW - citizenship AB - This article problematitizes the construction of youth as a 'driving force' in the contemporary configuration of the European Union (EU) as an educational and political space. The study draws emperical nourishmet out of documents that are central to the ongoing formation of the Union, be it White Papers, scripts or memos concerning political arenas such as youth and education policies and the Bologna process. Theoretically the article draws on insights from post-Foucauldian traditions with a focus on mentalities, subject constructions, technologies and practices operation within the ongoing governmentalization of Europe. Central questions are 'who' and 'what' the problematization of youth as political technology is about. Drawing on homologies in the coding of citizen, independent of age, the authors claim that problematization of youth is directed to all of us. We are all, in the name of youth, expected to constantly 'adapt' ourselves in compliance with the aim of the Lisbon process. Furthermore, as the Union ifself is coded in a similar way, we may even claim that the EU, literally speaking, appears as a youth project in itself. Thus, the notion that youth can be seen as political rationality that becomes a poweful driving force in the ongoing European project. ER - TY - JOUR T1 - Participation as ‘Taking Part In’: education for sustainability in Swedish preschools T2 - Global Studies of Childhood SN - 2043-6106 A1 - Ärlemalm-Hagsér, Eva PY - 2014 VL - 2 IS - 4 SP - 101 EP - 114 DO - 10.2304/gsch.2014.4.2.101 LA - eng PB - : SAGE Publications AB - Children today face a rapidly changing society with new social, economic, ecological and political challenges. This study attaches special importance to modern childhood, learning and didactics, and citizenship from a child-oriented perspective. Early childhood education for sustainability (as taught in Swedish preschools) is examined and the ways that young children are seen as active participants and agents of change are described. The theoretical framework of this qualitative study is guided by a critical theory approach. The empirical material is derived from 18 applications submitted by preschools to the Swedish National Agency for Education for a Diploma of Excellence in Education for Sustainability. The findings show that education for sustainability in Swedish preschools can be interpreted as a project defining human individual responsibility in a modern, pluralistic and contradictory world. Education for sustainability is seen as an important task in preschool educational activities, as is children's participation in various activities dealing with sustainability issues. Children are described as important actors in relation to their own lives in the present and in the future. In these various activities, hidden structures appear, along with taken-for-granted assumptions in need of reflective study. Children's participation and agency were mostly understood in terms of ‘taking part in’, and even though the overall rhetoric in the texts expressed a children's rights perspective, children were not really recognised to any great extent as active participants or as agents of change. An affirmative approach to change was detected in which underlying structures of inequity and gender inequality, and notions about human connectedness to nature and unsustainable lifestyles, are not problematised. Nevertheless, some transformative approaches are emerging, with children's participation and rights being interpreted and handled as an important part of the everyday practices in the preschools. ER - TY - JOUR T1 - Citizenship education and national identity: teaching ambivalence T2 - Policy Futures in Education SN - 1478-2103 A1 - Ljunggren, Carsten PY - 2014 VL - 1 IS - 12 SP - 34 EP - 47 DO - 10.2304/pfie.2014.12.1.34 LA - eng PB - : SAGE Publications KW - education AB - The article is concerned with issues of national identity in a multicultural society (Sweden) and the role of citizenship education in creating a national identity. After having witnessed the terrorist attack and the traumas from Oslo and Utøya (22 July 2011), and the suicide bombing in Stockholm 11 December 2010, certain words, such as national identity and patriotism, make the project of writing on national identity from a Scandinavian perspective not just urgent but somewhat problematic. What I term national identity and democratic patriotism in the article is intended to combat all forms of chauvinistic ethno-nationality, on the one hand, and, on the other, fundamental ethno-religious identity. I argue for a particular way of understanding national identity that transcends ethnicity but also acknowledges it, by elaborating on the conception of ‘democratic patriotism’. In this respect my discussion is framed by the discussion of social integration and its importance to citizenship education, where my intention is to discriminate between the kind of national identity that refers either to aspects of political domination or a cultural hegemony, or both, and democratic and critical understanding of national identity in relation to pluralism and contingency, i.e. claims on respect for difference and otherness. The purpose of this article is to provide theoretical and empirical arguments for a didactical professional attitude and practice for reciprocal communication in this sense where meanings of national identity are discussed, tested and challenged in class. In light of the ongoing debate the article is a revisiting of concepts and a debate over concepts of national identity and belonging: how national identity can be identified, and what might be done to affirm a constructive, democratic national identity beyond both nationalism and multiculturalism.  ER - TY - CHAP T1 - Utbildning och postinstitutionelltmedborgarskap vid en total institution –exemplet Folåsa 1865–1948 T2 - Barn som gikk «fra haand til haand». Oppvekst på skolehjem, barnehjem og internatskole i et historisk perspektiv A1 - Norburg, Ulrika A1 - Sundkvist, Maria PY - 2024 SP - 249 EP - 270 DO - 10.23865/cdf.217.ch11 LA - swe PB - : Cappelen Damm Akademisk KW - education KW - post-institutional citizenship KW - subjectification KW - the teacher’s role AB - Abstract: This chapter explores the importance of education for post-institutional citizenship. The experience is taken from a Swedish institution, Folåsa, over a ninety-year period. The results show that the students gained formal qualifica- tions and probably also valuable knowledge in connection with their stay. The institution was in many ways a “total institution” in Goffman’s sense, and it is easy to interpret notes on offenses and punishments based on a Foucaultian analysis of power. At the same time, it is possible to see traces of the subjectification that Biesta believes teachers should give to their students.Teachers had a central role in the students’ lives and could decide on their own how the teaching would be designed, which learning materials would be used, and how the content of the teaching could be adapted based on what could be interpreted as individualized teaching.With the help of courses on citizenship and social life, students would be trained to become independent individuals and take part in society, and thus, according to Biesta’s concept, subjectivized. The study indicates that teaching was not only part of the institution’s everyday routines, but that the individual’s ability and needs were ascribed importance for future citizenship. The idea of a post-institutional citizenship seems to have been present in the content and implementation of the teaching. All the time devoted to education was aimed at both ensuring a smooth-functioning institution with clear day-to-day routines and creating good conditions for active adult citizenship in society. ER - TY - JOUR T1 - Beyond the Hype: Towards a Critical Debate About AI Chatbots in Swedish Higher Education T2 - Hogre Utbildning SN - 2000-7558 A1 - Cerratto-Pargman, Teresa A1 - Sporrong, Elin A1 - Farazouli, Alexandra A1 - McGrath, Cormac PY - 2024 VL - 1 IS - 14 SP - 74 EP - 81 DO - 10.23865/hu.v14.6243 LA - eng PB - : Cappelen Damm AS - Cappelen Damm Akademisk KW - chatgpt KW - criticality KW - higher education practices KW - student writing KW - technological mediations AB - Interested in emerging technologies in higher education, we look at AI chatbots through the lens of human–technology mediations. We argue for shifting the focus from what higher education can do with AI chatbots to why AI chatbots are compelling for higher education’s raison-d’être. We call for a critical debate examining the power of AI chatbots in configuring students as civic actors in an increasingly complex and digitalized society. We welcome a continuous and rigorous examination of generative AI chatbots and their impact on teaching practices and student learning in higher education. ER - TY - JOUR T1 - Att introducera och tillgängliggöra ämnesbegrepp i samhällskunskapsundervisning T2 - Nordic Journal of Literacy Research SN - 2464-1596 A1 - Hallesson, Yvonne A1 - Raattamaa Visén, Pia A1 - af Geijerstam, Åsa A1 - Folkeryd, Jenny W. PY - 2024 VL - 1 IS - 10 SP - 59 EP - 79 DO - 10.23865/njlr.v10.5464 LA - swe PB - : Cappelen Damm AS KW - samhällskunskap KW - ämnesspecifika begrepp KW - ämneslitteracitet KW - klassrumssamtal KW - curriculum studies AB - Introducing and Making Subject-Specific Concepts Accessible in Civics EducationConceptual understanding is a vital component of subject mastery in civics, yet it can pose challenges for pupils. The purpose of this article is to contribute knowledge on how teachers introduce and make subject-specific concepts accessible in civics education. The data are drawn from classroom observations in six classes in Grades 5 and 8, where teaching has been inspired by different approaches. Analytical focus lies on the introduction and treatment of six concepts, based on the theoretical premise that classroom discussions can serve as a mediating tool facilitating knowledge development and subject participation.The findings show that concepts are introduced by the teachers, either starting with the concepts so that they become the starting point of lexical chains where their meaning is then developed, or by working their way to the concepts together with the pupils, which provides different opportunities to navigate between conceptual levels. The accessibility of the concepts is achieved mainly by relating them to subordinate concepts or to words where there is a logical connection and through expansions where the concepts are primarily elaborated through explanations and examples. However, differences are noted between the classes. The article provides insights into how various approaches create conditions for concept acquisition. ER - TY - JOUR T1 - Classroom interaction and its potential for literacy learning T2 - Nordic Journal of Literacy Research SN - 2464-1596 A1 - Schmidt, Catarina A1 - Skoog, Marianne PY - 2017 VL - 1 IS - 3 SP - 45 EP - 60 DO - 10.23865/njlr.v3.474 LA - eng PB - : Cappelen Damm Akademisk KW - classroom interaction KW - literacy learning KW - across the curriculum and subject content KW - education AB - This article elaborates on classroom interaction in relation to literacy learning across the curriculum. Drawing on a study in two grade six classrooms in Sweden, we report on identified possibilities of interaction during 12 lessons in the two subject areas of Law and Rights and World Religions. The analysis focuses on the register of repertoires for interaction through organisation and teaching talk and, to some extent, learning talk (Alexander, 2008). These repertoires, and the possibilities they create, are related to Cummins’ (2001) framework. The results elucidate the important role interaction plays for students’ learning of literacy through subject content and vice versa. Drawing on the results, we argue it is necessary to consider the students to be participants with resources, who can increase their possibilities of taking active part in both the initial, intermediate and final phases of learning in various subject areas if interaction is more present. In this way the students can get access to classroom practices, drawing on various subject content, that more strongly support them to develop sustainable abilities of literacies and specific subject knowledge. The latter is necessary for the learning of all subjects across the curriculum, but also for future commitment within society and citizenship. ER - TY - JOUR T1 - Från källtext till elevtext: spår av lästa ämnestexter i elevtexter i en årskurs 5-klass T2 - Nordic Journal of Literacy Research SN - 2464-1596 A1 - Hallesson, Yvonne A1 - Visén, Pia PY - 2018 VL - 1 IS - 4 SP - 98 EP - 120 DO - 10.23865/njlr.v4.1172 LA - swe PB - Oslo : Cappelen Damm Akademisk KW - reading to learn KW - disciplinary literacy KW - middle school KW - civics KW - ämneslitteracitet KW - mellanstadiet KW - samhällskunskap KW - swedish didactics KW - svenska språket med didaktisk inriktning KW - curriculum studies AB - I artikeln analyseras 37 elevtexter i ämnet samhällskunskap skrivna av 19 svenska elever i årskurs5 i det sista steget i ett undervisningsupplägg enligt läspedagogiken Reading to Learn. Syftet är attsynliggöra hur innehåll och textuella mönster från två lästa källtexter speglas i elevtexterna, samtdiskutera vad det kan säga om elevers insocialisering i en ämneslitteracitet. Resultaten visade attalla elevtexter hämtar den övergripande strukturen och huvudsakliga genrestrukturen från källtexterna,liksom vissa språkliga aspekter. Däremot visar elevtexterna på variation när det gällerhur källtexternas innehåll hanterades och graden av självständighet gentemot det. I det avseendetkunde tre grupper av elevtexter urskiljas, vilka kan sägas visa olika steg av insocialisering i ämneslitteraciteten.Resultaten pekar på att undervisningsupplägget kan stödja elever att ta ett eller flerasteg in i en ämneslitteracitet, men att den styrda strukturen samtidigt kan begränsa elevers egnareflektioner och kreativitet, beroende på hur uppgiften formulerats. ER - TY - JOUR T1 - Young People and the European Dimension in a Norwegian Context: Migration and National Critical Events as Challenges to Citizenship Education T2 - Journal of Social Science Education SN - 1618-5293 A1 - Skeie, Geir PY - 2014 VL - 3 IS - 13 SP - 36 EP - 44 DO - 10.2390/jsse-v13-i3-1310 LA - eng KW - citizenship education KW - european dimension KW - norway KW - resilience KW - terrorism KW - work migration KW - educational science KW - pedagogik med inriktning mot utbildningsvetenskap AB - The article discusses the ‘European dimension’ in a Norwegian context with focus on the relevance for young people in particular. Against a backdrop of literature discussing Norwegian majority self-understanding in relation to Europe, the article discusses some examples that are relevant for addressing the overall theme, namely recent work-migration to Norway and the terrorist attacks of 22. July 2011. As different as they may be, both these cases are raising urgent issues related to socio-cultural diversity, inclusion and resilience and it is suggested that this may be addressed more in citizenship education. ER - TY - JOUR T1 - The struggling concept of social issues in social studies: a discourse analysis on the use of a central concept in syllabuses for social studies in Swedish upper secondary school T2 - Journal of Social Science Education SN - 1618-5293 A1 - Morén, Göran A1 - Irisdotter Aldenmyr, Sara PY - 2015 VL - 1 IS - 14 SP - 6 EP - 18 DO - 10.2390/jsse-v14-i1-1374 LA - eng PB - : Bielefeld University KW - social issues KW - social studies KW - syllabus KW - upper secondary school KW - discourse analysis KW - utbildning och lärande KW - education and learning ER - TY - JOUR T1 - (Hidden) Normativity in Social Science Education and History Education T2 - Journal of Social Science Education SN - 1618-5293 A1 - Olson, Maria A1 - Zimenkova, Tatjana PY - 2015 VL - 1 IS - 14 SP - 2 EP - 5 DO - 10.2390/jsse-v14-i1-1434 LA - eng PB - Bielefeld, Germany : sowi-online e.V KW - normativity KW - social science education KW - history education KW - citizenship education KW - citizenship learning KW - humanities and social sciences KW - humaniora-samhällsvetenskap KW - woman KW - child and family (womfam) KW - kvinna KW - barn och familj (womfam) KW - subject learning and teaching KW - utbildning och lärande AB - Hidden and unhidden normativity in Social science education and History education are being intensively researched and criticized in both educational scientific and media discourses (Gatto 2002). In addition, they are extensively discussed in teacher education and concealed or explicated in education policies and curricula for these school subjects. These discussions are further, to more or less extent, related to civic and citizenship education, as well as to political discourses more generally (e.g. Papastephanou, 2007; Hedtke, Zimenkova & Hippe, 2008 in previous issues of JSSE).Not only do political actors at macro level try to provide for citizen formation with help of Social science education and History education . A multitude of other actors at regional and local level – be it non- governmental, religious or economic actors, or parents – bring their own agendas and normative stances into the school subjects of Social science education and History Education. The term “hidden curricula” and the idea of (hidden) normativity are further associated with national and supra national policy agendas and grand cultural narratives. However, local and regional specifics that are intimately connected to the normatively laden conceptions of citizenship edu- cation and learning inside and outside of school, we argue, can and should be provided increased attention in research. In this special issue, two school subjects are highlighted: Social science education and History education.The very idea of normativity of Social science education and History education is being evaluated quite differently in different national educational settings and subject didactic traditions. It encom- passes the whole range from being considered as allowable and wishful in order to reach some central moral, political or other normative goals of society to absolute ban and resolute absence of any substantive or normative qualification of social science and history teachers as professionals (for the German discussion, cf. Besand et al., 2011).This special issue of the JSSE, entitled (Hidden) Normativity in Social Science Education and History Education brings together empirical, methodological and theoretical contributions that in one way or the other elaborate on normativity in Social science edu- cation and History education. Central questions addressed in the call are: How is normativity visible and formed within Social science education and History education? How can these processes be approached empirically? Is there something wrong with normativity, and if so why? Which role does normativity play for social science teachers and history teachers in their profession? The authors in this issue have created vital responses to these questions, suggesting new comparative methodologies and opening up innovative areas of empirical research in more or less theoretical framings. The following specific approaches to research on normativity in Social science education and History education are embraced by the authors:- Normativity is stressed as a phenomenon indisputably related to Social science education and History education. But the modes of normativity, its explicitness, direction, strength and actors alter.Education policy and practice are deeply entwined, and processes of normative change come to the fore -- in critical and constructive investigations of central concepts in these school subjects, at different school levels and over time. Out of different theoretical and methodological approaches, the authors demon- strate convincingly the necessity to consider differ- rent sources of empirical material in order not only to map and describe different facets of normativity in Social science education and History education. But also to make a case for the complexity involved in the intermingling of hidden and unhidden normativity in the everyday practice of teaching and learning of these school subjects.- Focusing different forms of knowledge and conceptual uses in policy and practice in Social science education and History education (at mainly upper secondary level) allow for approaching normativity not only as a matter of detecting where it is situated in these school subjects and why this is so. It also contributes to the development of relevant subject specific methodological frameworks that may be considered key for the development of this field of research.- Sociological and other educational theories and methods deriving from social sciences are being use innovatively by the authors. In doing so, we argue, they open up for a widening of the scope as regards the meaning and importance of theoretically underpinned comparative approaches to the research field of subject didactics.- By stressing critical concepts and conceptual uses in Social science education and History edu- cation, the intimate connection between these subjects and their assigned task to see to citizenship learning and social formation emerges.  ER - TY - JOUR T1 - Knowledge contributions from different school subjects to cross-curricular didactics for Bildung and sustainability T2 - Suomen ainedidaktisen tutkimusseura / Studies in Subject Didactics SN - 1799-9596 A1 - Sjöström, Jesper A1 - Economou, Catarina A1 - Edström, Ann-Mari A1 - Ekberg, Jan-Eric A1 - Svensson Källberg, Petra A1 - Larneby, Marie A1 - Liljefors Persson, Bodil A1 - Ryan, Ulrika A1 - Schubert, Per A1 - Wangen, Bjørn A1 - Örbring, David PY - 2024 IS - 25 SP - 66 EP - 91 DO - 10.23988/sats.1009 LA - eng PB - Vasa : Finnish Research Association for Subject Didactics ; Åbo Akademi University, Faculty of Education and Welfare Studies KW - curriculum KW - content KW - knowledge KW - transformation KW - knowledge contribution KW - school subject KW - curriculum subject KW - subject didactics KW - general subject didactics KW - cross-curricular KW - cross-curricular didactics KW - interdisciplinary KW - bildung KW - contemporary bildung KW - educational content KW - klafki KW - bildung dimension KW - material bildung KW - formal bildung KW - sustainability KW - citizenship KW - secondary school KW - subject education KW - geography KW - physical education KW - religious education KW - science education KW - science studies KW - science for citizenship KW - language education KW - second language KW - l2 KW - comparative KW - epistemic KW - climate change education KW - climate change literacv KW - wicked problems KW - socio-scientific issues KW - anthropocene KW - scientific literacy KW - future literacy KW - critical literacy KW - disciplinary literacy KW - capabilities KW - competences KW - knowings KW - powerful subject knowings KW - action competence KW - agency KW - innehåll KW - kunskap KW - kunskapsbidrag KW - skolämne KW - skolämnen KW - ämnesdidaktik KW - allmän ämnesdidaktik KW - ämnesundervisning KW - ämnesövergripande KW - tvärvetenskap KW - bildning KW - allmänbildning KW - bildningskategorier KW - hållbarhet KW - geografi KW - idrott och hälsa KW - religionskunskap KW - naturkunskap KW - svenska som andraspråk KW - språk KW - bild KW - klimatundervisning KW - sustainable studies KW - hållbarhetsstudier AB - In the context of humanistic Bildung-centred Didaktik, the educational potential of different school subjects is emphasized. But how can different school subjects collectively contribute to the ‘cultivation-of-human-powers’ and Bildung with a focus on sustainability? In this article, seven different school subjects are compared. Eleven teacher educators from Malmö University, Sweden, have written scholarly about the roles of their respective school subjects for Bildung and sustainability. Drawing from the texts related to the seven school subjects – geography, mathematics, physical education and health, religious education, science for citizenship, Swedish as a second language, and visual arts – a comparative analysis was conducted. The primary focus was to understand the unique characteristics of each school subject, explore their epistemic differences, and discern their potential roles in fostering cross-curricular didactics for Bildung and sustainability. It is shown that the different school subjects collectively provide complementary contributions to contemporary Bildung and climate change literacy. ER - TY - JOUR T1 - To Be or Not to Be Invited: Youth Sport: Young People’s Influence in Voluntary Sport T2 - Sport Science Review SN - 2066-8732 A1 - Larsson, Lena A1 - Meckbach, Jane PY - 2013 VL - 3 IS - 22 SP - 187 EP - 204 DO - 10.2478/ssr-2013-0009 LA - eng PB - : Walter de Gruyter GmbH KW - influence KW - bourdieu KW - habitus KW - young coaches KW - sport KW - sport science KW - pedagogik och utbildningsvetenskap KW - pedagogics and educational sciences KW - samhällsvetenskap/humaniora AB - Influence and the opportunity to have one’s voice heard are fundamental rights valid for all people, including also children and youths. Despite this, research shows that young people’s voices have received less attention and young people have no influence in many contexts in which they find themselves (Evans, 2007; Fundberg, 2009; Redelius, 2005). In Sweden, the emphasis on influence can be linked to the fact that the sport club activities of the Swedish state are seen as an important arena for the civic education of young people (The Swedish Sports Confederation, 2005, 2011). The aim of this study is to explore young coaches and their opportunities to influence in the Swedish sport clubs with focus on what the youths themselves say about influence and power. We use Bourdieus’ theories on social fields to bring to light which youths are chosen to be leaders and their possibilities to influence. The results show that for young coaches to have influence, both their habitus and capital are required to ‘match’ the social context into which they are entering. One way of maintaining power is not to change the accepted way of working, which excludes the young coaches from challenging in the battle for positions. ER - TY - JOUR T1 - Crossing disciplinary borders: Perspectives on learning about sustainable development T2 - Journal of Teacher Education for Sustainability SN - 1691-4147 A1 - Dimenäs, Jörgen A1 - Alexandersson, Mikael PY - 2012 VL - 1 IS - 14 SP - 5 EP - 19 DO - 10.2478/v10099-012-0001-0 LA - eng PB - Daugavpils : Daugavpils Universitate KW - content KW - teaching KW - civic science KW - socio-scienti c KW - sustainable development KW - teacher education and education work AB - With regard to education, traditional environmentally-related issues have been intertwined with courses in natural sciences, which could entail opportunities as well as difficulties. The study concerns two knowledge matters that are usually divided into two different subject traditions - water and justice. In this article, we focus on the way teachers consider instruction within the frameworks of these two discourses and how teaching is related to sustainable development. The findings suggest that water and justice are two examples that are suitable for the problematisation of sustainable development with respect to holistic education. Current educational policies in Sweden advocate a tendency towards a more closed and subject-centred discourse, which means that the ability to successfully teach about sustainable development is made even more problematic. ER - TY - JOUR T1 - Till vad fostrar ridsporten? En studie av ridsportens utbildningar med utgångspunkt i begreppen tävlingsfostran, föreningsfostran och omvårdnadsfostran T2 - Educare SN - 1653-1868 A1 - Hedenborg, Susanna PY - 2009 VL - 1 SP - 61 EP - 78 DO - 10.24834/educare.2009.1.1288 LA - swe PB - : Malmö högskola, Lärarutbildningen KW - gender KW - sports KW - equestrian sports KW - horses KW - football KW - childhood AB - The purpose of this article is to analyze the importance and meaning of education within one of the Swedish horse riding organizations – Ridfrämjandet. The organization was formed in 1948, and shortly after its establishment it is clear that it attracted especially young people and children. Ridfrämjandet, as many other sports associations, achieved governmental subsidies for their youth activities and a large amount of their work was devoted to courses. The sociologist Tomas Peterson has used two concepts to characterize the educational strivings within the sports associations: education for competition and education for citizenship. Furthermore he has demonstrated that the courses arranged by the Swedish Football Association soon after their introduction developed competitive characteristics. By contrast, the courses arranged by Ridfrämjandet focused on citizenship education. In order to characterize the educational strivings in Ridfrämjandet, another concept has to be used as well – education for caretaking. It is possible that the caretaking characteristics in the equestrian organization can be connected to the process of feminization. ER - TY - JOUR T1 - Good to Be Different?: On Cosmopolitanism, Pluralism and 'the Good Child' in Swedish Educational Policy T2 - Educare SN - 1653-1868 A1 - Hillbur, Per PY - 2013 VL - 2 SP - 9 EP - 26 DO - 10.24834/educare.2013.2.1168 LA - eng PB - : Malmö universitet, Fakulteten för lärande och samhälle AB - Being a part of a larger project on subject positions of the child in policy documents and teaching materials, this article focuses on the role of undecidables in the fabrication of the so-called good child in the Swedish curriculum for the compulsory school. Within a framework of governmentality, the curriculum represents technologies of government, providing an undecidable terrain open for interpretation and decisions by subjects. Through the lens of education for sustainable development, I have selected five school subjects of particular interest for analysis: biology, civics, geography, home and consumer studies, and physical education and health. By focusing on the undecidable olika, meaning ‘different’, in the five syllabi, a pattern of features designating the good child emerges: (1) science-based categorization, (2) the lifelong learner, (3) the informed consumer, and (4) celebration of diversity. These four features represent a political rationale characterised by a contradictory amalgamation of cosmopolitanism and value pluralism. In combination with an increased emphasis on measurement and assessment in Swedish education, this reinforces abjection processes in school, separating ‘the good child’ and ’the child left behind’. ER - TY - JOUR T1 - The citizen in light of the curriculum T2 - Educare SN - 1653-1868 A1 - Dahl, Jonas A1 - Johansson, Maria PY - 2013 VL - 2 SP - 27 EP - 43 DO - 10.24834/educare.2013.2.1169 LA - eng PB - : Malmö högskola, Lärande och Samhälle KW - citizen KW - curriculum KW - ethnomathematics KW - mathematical literacy KW - transition AB - In this article, the mathematics needed for citizenship is discussed in relation to the Swedish curriculum. The article considers two approaches for discussing mathematics as demanded by, or developed within, a society: mathematical literacy and ethnomathematics. These approaches provide an alternative un-derstanding for school mathematics in relation to citizenship. In reconsidering the expectations upon the future citizen produced from implementing the cur-riculum, an argument is made for the curriculum to include elements from critical and socially responsible mathematics education, which include ele-ments of ethnomathematics and mathematical literacy. Such reconsideration is necessary because the transfer of mathematics from school to the outside world is not a straightforward matter. Therefore, it is essential that more focus is directed at citizens in the curriculum, and the transitions they undertake during their trajectories in life, to and from school. ER - TY - JOUR T1 - Förutsättningar för ämnesspecifik läsförståelse i samhällskunskap i grundskolan T2 - Educare SN - 1653-1868 A1 - af Geijerstam, Åsa A1 - Wiksten Folkeryd, Jenny A1 - Hallesson, Yvonne A1 - Raattamaa Visén, Pia PY - 2023 VL - 2 SP - 114 EP - 147 DO - 10.24834/educare.2023.2.852 LA - swe PB - : Malmö universitet KW - reading KW - disciplinary literacy KW - civic education KW - new literacy studies KW - curriculum studies AB - This paper deepens the understanding of conditions for students' subject-specific reading comprehension created through different ways of working with reading in civic education, and the support students thus get to read verbal texts. Motivation for the study is found in an increasing need for knowledge about reading in various school subjects, and theoretical foundation is found in New Literacy Studies and disciplinary literacy. Video recordings were analyzed from lessons in three different schools and six different classes (ca 100h in total). The schools worked with reading in different ways, two schools used different models for teaching reading and one school did not use any particular model. The material was analyzed using thematic content analysis. Seven different functions for reading were identified together with reading materials. Furthermore, we analyzed which text levels were in focus. Results show that the classrooms where teachers work according to special models give clearer support to read and comprehend longer coherent verbal texts by using this type of texts and working with them through a variety of functions for reading activities, activities general for several subjects as well as more subject specific activities. ER - TY - JOUR T1 - A Culturally Relevant Education? Analysing “Swedish Values”in Civic Orientation for Newly Arrived Migrants T2 - Educare - Vetenskapliga skrifter SN - 1653-1868 A1 - Bauer, Simon A1 - Milani, Tommaso M. A1 - von Brömssen, Kerstin A1 - Spehar, Andrea PY - 2024 VL - 1 SP - 112 EP - 144 DO - 10.24834/educare.2024.1.1089 LA - eng PB - : Malmo University KW - civic orientation KW - civic integration KW - critical discourse analysis KW - sweden KW - culturally relevant education AB - 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”. ER - TY - JOUR T1 - Essentialist traps and how to avoid them: Language as key for empowering education T2 - Educare - Vetenskapliga skrifter SN - 1653-1868 A1 - Femia, Nicolas PY - 2024 VL - 1 SP - 11 EP - 27 DO - 10.24834/educare.2024.1.861 LA - eng PB - : Malmo University KW - decoloniality KW - empowering education KW - linguistic citizenship KW - multilingualism KW - voice AB - Through the monolingual bias and essentialist understandings of language in education, multilingual youth across the globe have consistently been portrayed as deficient based on their linguistic practices. Deficit approaches in education stem from a colonial project meant to silence the voices and erase the experiences of the Other, and although there is a long tradition of pedagogies that try to counteract this form of discrimination, these attempts are typically built on principles and assumptions that reproduce essentialism and dynamics of marginalization. In this position paper, I argue that it is necessary for educators to engage with non-essentialist understandings of language and multi-sided perspectives on multilingualism to develop pedagogies that are empowering for multilingual youth in Sweden. By engaging with the decolonial notion of linguistic citizenship, educators in Sweden can allow fluid understandings of multilingualism to enter the classroom, creating spaces for socio-political participation and dialogue at the margins of institutional arenas in which language can be negotiated. This measure creates opportunities for empowerment for all students, engaging them in the reconstruction of language and giving voice to stories that would otherwise remain silent. ER - TY - THES T1 - I skrivandets spår: elever skriver i SO A1 - Lindh, Christina PY - 2019 DO - 10.24834/isbn.9789171049964 LA - swe PB - Malmö universitet, Fakulteten för lärande och samhälle KW - literacy practices KW - disciplinary literacy KW - writing events KW - writing acts KW - writing practices KW - social science education KW - social studies KW - secondary school KW - new literacy studies KW - triadic model KW - the wheel of writing KW - strategic and communicative actions KW - ethnography KW - semiotic resources KW - digital tools KW - ict KW - skriftbruk KW - ämnesspecifik litteracitet KW - skrivhändelser KW - skrivhandlingar KW - skrivpraktiker KW - samhällsorienterande ämnen KW - samhällskunskap KW - grundskolan åk 7-9 KW - triadmodellen KW - skrivhjulet KW - strategisk KW - rituell och kommunikativ handling KW - etnografi KW - semiotiska resurser KW - medierande redskap KW - digitala redskap KW - en-till-en KW - ipad AB - Tracing writing. Students writing in the context of Social studies education. This doctoral thesis is a contribution to the field of writing research and to the understanding of literacy practices as part of disciplinary learning. The thesis deals with writing as a literacy practice in the context of Social studies education in Swedish secondary school. Writing is understood in a broad sense, which include the use of different modalities and semiotic resources. The aim of the study is to explore and describe what characterises literacy practices, focusing on students´ writing in their daily school life, both inside and outside school. This is conducted by studying how writing emerge when students learn a subject content about law and order as part of the teaching of Social sciences. The analytical framework employed draws on the research of The New Literacy Studies (NLS), The Triadic model, (Triadmodellen), the Wheel of writing, (Skrivhjulet) and the sociological concepts of ritual, strategic and communicative actions. The concepts writing events, acts of writing and writing practices are central for the study. To form the foundation of an ecological understanding of writing as a literacy practice the data has been collected during a longer period of ethnographic fieldwork. The study employs a combination of ethnographic methods to enable a qualitative analysis and to establish a thick description. The collected materials include field notes from classroom observations together with audio- and video recordings combined with interviews with students and the teacher, students´ journals, assignments and a written test. The data also includes a survey, a collection of various texts such as teacher planning material, work material and instructions, textbook, policy documents, reflection notes and photos. The empirical results are presented in three chapters, each one of them focusing on students´ writing during teaching, writing in connection to an oral presentation and writing in conjunction with a final written test. The results show that writing in social sciences are used, primarily to store, organize and structure subject content, mainly by answering questions in the textbook which, together with the teaching, strongly mediates the subject content. This results in reproductive writing strategies and texts sticking close to the textbook. Furthermore, the results show that students´ disciplinary writing practices depend on where the writing is situated, in school or outside school, and that the acts of writing are conducted to prepare for oral participation in teaching. As spoken modes dominate during lessons, the writing practices appears in a supporting rather than independent role. A final important result is that the writing practices in general seem to be shaped by those required during a final written test. The results demonstrate how students´ writing is strategically and ritually motivated and that communicative actions are rare. It is argued that this is a result of the school culture´s and the teaching practices´ strong focus on final tests, assessment and grading, which in turn has to do with the Swedish school system governed by a national curriculum based on performance culture and measurement. ER - TY - THES T1 - Historia från kursplan till klassrum: perspektiv på lärares historieundervisning från Lpo 94 till Lgr 11 A1 - Jarhall, Jessica PY - 2020 DO - 10.24834/isbn.9789178770977 LA - swe PB - Malmö universitet KW - history education KW - history teachers KW - transformation KW - historical thinking KW - lower secondary school KW - curriculum KW - historieundervisning KW - historielärare KW - historiedidaktik KW - omformning KW - historisk kunskap KW - högstadiet KW - läroplan AB - The thesis examines how history teachers perceive history teaching in Swedish lower secondary schools during a time-period when two different curricula were in use: Lpo 94 and Lgr 11. The overall aim is to investigate how history can be expressed through teachers' transformation of the subject, from syllabus to classroom. The study focuses mainly on the perceived and the operational curricula, according to Goodlad et als curriculum theory. Transformation and transformation factors, i.e. factors that influence teachers' transformation, are central concepts of the thesis. Those are based on Shulman's theory of pedagogical content knowledge (PCK) and teachers' knowledge base. The term transformation is used in a wide sense, including the process of planning, teaching, and evaluation. Theories from both German and Anglo-american history didactics are used to create an analytical model, including three dimensions of historical knowledge and three sets of historical concepts. The model is used to analyze the respondents' stories as content knowledge, disciplinary knowledge and functional knowledge.The empirical material was collected from qualitative interviews with twenty-one history teachers at six different lower secondary schools.  In addition to the interviews, teaching material in the form of teacher planning, examinations and other documents were collected. These documents were used to support, or question, the findings in the interviews.The results show that teachers transformed the history subject in several different ways, using the syllabus as starting point. The main factors influencing the teachers' choice of goals, content and methods in their history teaching were the students, the text books and their knowledge base. For the teachers in the second sub-study, the new national test had a profound impact on the choices teachers made. The three dimensions of knowledge, dealing with content (substantive knowledge), metahistorical concepts and skills (procedural knowledge), and value related issues (meaning) in history proved to be important in history teaching, both before and after Lgr 11. Although the main emphasis on knowledge as content was a continuity, the disciplinary aspects have gained importance during the period. All teachers also took the dimension of meaning into their teaching. A specific result shows that teachers who taught in multi-cultural classrooms especially saw identity and democratic citizenship as important aspects of their teaching. Another important result is that the national tests had a great impact on teachers after Lgr 11. The study also showed that history teachers were affected by the educational context, i.e. accountability, a strong emphasis on the quality of education and increased control. ER - TY - THES T1 - Narrating Humanity: Children's Literature and Global Citizenship Education A1 - Yarova, Aliona PY - 2021 DO - 10.24834/isbn.9789178771684 LA - eng PB - Malmö universitet KW - children’s literature KW - critical literacy KW - eco-philosophy KW - environmental awareness KW - global citizenship education KW - humanism KW - magic realism. AB - The aim of this thesis is to explore how children’s magic realist fiction contributes to critical Global Citizenship Education (GCE). This study argues that children’s magic realist literature can facilitate young readers’ knowledge and understanding of human rights issues and promote environmental awareness in a non-didactic manner by representing global issues from non-human perspectives. The thesis comprises four articles.The first study explores the non-human perspective of an animalhuman ‘cyborg’ protagonist in Peter Dickinson’s novel Eva (1988). The study shows how the non-human perspective allows the reader to go beyond anthropocentric boundaries in order to explore the issue of treating the other.The second study investigates an animal perspective on the Roma genocide along with the mistreatment of animals in the Second World War in Sonya Hartnett’s The Midnight Zoo (2010). The animal perspective shows human intolerance of other humans (the Roma) intertwined with human actions towards animals and encourages the reader in a non-didactic way to adopt an eco-philosophical standpoint.The third study is concerned with the representation of the Holocaust from the point of view of a supernatural narrator, Death, in Marcus Zusak’s The Book Thief (2005). Death’s inverted magic realist narrative facilitates the young reader’s understanding of human rights issues and represents the history of the genocide in a non-didactic manner.The fourth study examines the relationships between humans and the natural environment shown from the non-human perspective of a tree. Taking the lens of holistic ecology, this study explores the representation of human – nature relationships in Patrick Ness’s A Monster Calls (2011) and how the novel guides the child-reader towards an awareness of environmental issues. ER - TY - THES T1 - När slutar invandrarna vandra?: Integrationsfrågan i statlig, kommunal och skolpolitisk diskurs 1967–2000 A1 - Bauer, Peter PY - 2023 DO - 10.24834/isbn.9789178773633 LA - swe PB - Malmö University Press KW - integration KW - immigrant policy KW - migrationhistory KW - immigration KW - school politics KW - public enquiries KW - second generation immigrants KW - construction of immigrants KW - migrants KW - invandrarpolitik KW - migranter KW - invandring KW - migrationshistoria KW - mångkultur KW - malmö KW - statliga utredningar KW - kommunpolitik KW - invandrarungdomar KW - andra generation KW - skolpolitik AB - During the last three decades of the 20th century Swedish immigrant policy went through a profound change. In the late 1960s immigrant policy were based on assimilation but during the 1970’s and 1980’s this policy was exchanged to multicultural guidelines. These multicultural guidelines were however abandoned in the late 1990s when integration became a key word in the debate about immigrants.  This thesis investigates how these changes were made possible by a shifting understanding of immigrants in state and local discourse (the last represented by Malmö municipality) by operationalizing Carol Lee Bacchis What’s the problem represented to be analysis.  Previous research has shown that the social category of immigrants during the first six decades of the 20th century understood immigrants as a threat towards the Swedish race and later the welfare state. From this perspective immigrant policy can be seen as the result of the creation of a problematized immigrant subject, a tendency that is also the case for later decades. The investigation shows that immigrants in the early 1970’s were mainly understood from a class and welfare perspective. During this period immigrants were seen as a threat towards the social cohesion of the welfare state as well as the social democratic ambitions of a raised standard of living for the working class. This understanding led to the development of a multicultural policy where immigrant culture was supported within state and local politics and by structural changes in the education system, aiming to include the category in civic life and improve their living conditions.  In the years between 1976 and 1985 the understanding of immigrants however changed. During this period immigrants became increasingly problematized for their lack of employment and a cultural difference. During the end of this period the multicultural policy changed from an emphasis on culture as a resource for social inclusion to that some parts of of a Swedish identity were not subject of choice. Furthermore, this period also lead to increased efforts at the individual level, were the policy aimed to give individual immigrants increased chances at the labor market. During the last fifteen years the 20th century immigrant policy became increasingly politicized, and immigrants became understood as radically culturally different from swedes. In this period immigrant culture were constructed as oppressive towards women and outdated when compared to the modern Swedish culture. Furthermore, the notion of immigrants as unemployed from previous decades continued to play an important part and immigrants were also conceived as living segregated. This view resulted in the creation of integration policies aiming to not handle immigrants as a from the general population different group. Instead, immigrants should become integrated in Swedish society through the general welfare with an emphasis that not all parts of a Swedish identity were choose able.The result of the investigation show that European culture became increasingly normative in the development of Swedish migrant policy, thus excluding European immigrants from the problematized immigrant subject. Thereby the globalization of migration towards Sweden led to a development were immigrant policy shifted focus from class to cultural perspectives.  ER - TY - THES T1 - Reading the world through virtual exchange: critical interculturality and glocal awareness in English teacher education A1 - Reljanovic Glimäng, Malin PY - 2024 DO - 10.24834/isbn.9789178774661 LA - eng PB - Malmö University Press KW - virtual exchange KW - interculturality KW - global citizenship education KW - glocal awareness KW - teacher education KW - english KW - action research KW - sustainable studies KW - hållbarhetsstudier AB - Virtual exchange (VE) is a pedagogical approach that connects learners across borders and cultures through online communication technologies. Taking a point of departure in critical social constructivism, this thesis contributes to the VE research field by presenting a collection of studies that explore the intersections of critical interculturality, global citizenship education, and online exchange in English teacher education. The aim is to explore ways in which VE participants navigate online cross-cultural dialogue and intercultural experiences in projects anchored in real-world issues and connected with the United Nations sustainable development goals. Furthermore, the aim is to examine what pedagogical insights pre-service teachers can gain from participating in VE, as a learning-by-doing experience for their future profession as English teachers. This approach, developed in accordance with critical virtual exchange (CVE), involves engaging the participants in inquiry, action, and reflection, where they explore a topic from multiple perspectives, collaborate with peers from different cultural backgrounds, create tangible products that demonstrate their learning, and reflect on their own assumptions, biases, and learning processes. Through action research and analysis of participants’ self-reported data and co-created artifacts, this thesis foregrounds the role of critical reflection as interconnected with and generated from the process of collaborative design. The findings show that, through active participation in VEs designed with a focus on global citizenship education, pre-service teachers can gain self-awareness, professional pedagogical insights, and evoke un/relearning of that which is often taken for granted in their own (educational) cultures. While shedding light on the challenges involved in transnational online collaboration, the thesis demonstrates the transformative potential of VE in teacher education, as well as the need for further research and development of this innovative pedagogical approach as a model that pre-service teachers can transfer to school contexts and explore in their own future classrooms. In an increasingly globalized, digitally advanced, and interconnected world, VE can serve as a conduit for glocalizing the curriculum and promoting internationalization at home in teacher education programs. ER - TY - THES T1 - Sexual and reproductive health equity in Sweden: From policy to the perspectives of young people with migration experience, and healthcare providers A1 - Amroussia, Nada PY - 2024 DO - 10.24834/isbn.9789178775316 LA - eng PB - Malmö University Press AB - This thesis explores potential challenges to achieving sexual and reproductive health (SRH) equity in Sweden, focusing on young people with migration experience. It includes three qualitative studies, each addressing a specific aim. The findings of these studies are presented in four papers.Study I is a policy analysis that aims to examine how migrants were represented in the discourses embedded within Swedish sexual and reproductive health and rights (SRHR)-related policies, and how migrants’ SRHR-related issues were framed and addressed within these discourses. To this end, 54 policy documents were critically examined and the results are presented in Paper I. The results show how migrants’ discursive representation in Swedish SRHR-related policies is often associated with the concept of vulnerability. Moreover, a discourse of otherness appears when discussing what is defined as honor-related violence and oppression. The results also indicate that framing migrants’ issues with regard to SRHR oscillates between two competing discourses. The first one tends to prioritize the structural level, as mainly reflected in adopting the human rights- based discourse, whereas the second tends to frame migrants’ SRHR issues and needs as individual issues requiring individual-level solutions.Study II builds on interviews with 20 young people with migration experience. It aims to explore accounts of encounters of young people with migration experience with SRH services, and discourses on sexuality. The first part of the results is outlined in Paper II. It highlights how the interplay between participants’ negative perceptions of youth clinics, difficult access, and the perception of the irrelevancy of SRH services contributed to low service use. The first part of the results also shows how the experiences and attitudes toward school-based sexuality education differed substantially among participants, ranging from positive to less positive or negative. The second part of the results is presented in Paper III. It highlights the various constructions of sexuality in the participants’ discourses. Sexuality was constructed as a border marker that contributes to making a distinction between discursive constructions of mainstream Swedish society and ethnicized migrant communities. It was also constructed as a domain for negotiating risk, where sex was depicted as a risk associated with negative SRH outcomes. Finally, sexuality was constructed as a domain for negotiating sexual agency at the societal and interpersonal levels.Study III is based on interviews with 31 healthcare providers. It aims to examine healthcare providers’ accounts of encounters with migrants when providing SRH services in Sweden. The results are presented in Paper IV. They illuminate the complex relations between person-centered care, culture, and knowledge positions that underlay the participants’ accounts. While some participants understood person-centered care as individualized care where the influence of culture on the encounter should be de-emphasized, others tended to highlight this influence. Participants related this influence to different perceived dilemmas and described strategies to navigate them. The main strategies involved practicing cultural humility (e.g., self-reflection, self-critique, and openness) and seeking cultural competency. Moreover, many participants experienced that migrant patients lacked knowledge about the body and sexuality. This disadvantaged knowledge position affected migrant involvement in care. The results also pointed to several organizational challenges as well as dilemmas stemming from the interplay between migrants’ structural and individual disadvantages.The results of the three studies are integrated using a theoretical framework combining Fraser’s theory of justice and concepts of equity, othering, and belonging, along with a proposed concept of sexual-cultural citizenship. The thesis argues that the challenges to SRH equity highlighted in these studies represent forms of injustice stemming from either misrecognition, maldistribution, or misrepresentation, or an interplay of two or more of these dimensions of injustice. These challenges contribute to contesting the full sexual- cultural citizenship of young people with migration experience.  ER - TY - JOUR T1 - Imaginary classrooms: Exploring new directions in visual art education through future workshops in teacher training T2 - IMAG SN - 2414-3332 A1 - Forsler, Ingrid PY - 2021 IS - 11 SP - 24 EP - 29 DO - 10.24981/2414-3332-11.2021-5 LA - eng PB - : InSEA Publications KW - future workshops KW - teacher training KW - art classrooms KW - utbildningsvetenskapliga studier KW - studies in the educational sciences AB - Future workshops were originally developed to facilitate civic participation among groups that otherwise seldom take part in decision making processes, such as children and young people (Jungk & Mullert, 1987). It is a collaborative method where participants identify problems within a specific context and come up with concrete solutions together. This text combines the future workshop model with creative and participatory approaches as a way to discuss and imagine alternative futures for visual arts education with students in teacher training. ER - TY - JOUR T1 - "It's All about Relationships": Enhancing Authentic Learning Processes in Teacher Education T2 - International Journal of Learning, Teaching and Educational Research SN - 1694-2493 A1 - Malm, Birgitte PY - 2018 VL - 1 IS - 17 SP - 48 EP - 63 DO - 10.26803/ijlter.17.1.4 LA - eng PB - : Society for Research and Knowledge Management KW - liberal arts KW - liberal education KW - teacher education KW - teacher educators AB - In this article, the significance and consequences of enhancing authentic learning processes within undergraduate teacher education are discussed, inspired by American (liberal arts) contemporary practices. Liberal education can be defined as a higher education that is a cultivation of the whole human being for the functions of citizenship and life in general. In essence, a successful liberal arts programme will be characterized by close student-faculty relationships, small classes, excellent teaching, individual instruction, empathetic advising and personal attention. Nineteen faculty members at a liberal arts college were interviewed about their understanding and experiences of what a liberal arts education entails, how they perceive of the relationship between teaching and research and what in their daily work motivates them. Sentiments expressed included over-commitment and a heavy workload, as well as professional autonomy, meaningful engagement and profound caring and concern for students. Results emphasize the need to reflect on how undergraduate programmes should or need to be constructed and implemented - taking into account the importance of dialogue, feedback and reflection - if the aim is to create competent democratic citizens to be scholars and leaders of the future.  ER - TY - JOUR T1 - “What We Lost In Syria, We Had Already Lost In Palestine": Uncovering Stories Across Generations of Palestinian Women Born in Syria T2 - Civil Society Review SN - 2519-6375 A1 - Lundsfryd Stendevad, Mette Edith PY - 2020 VL - 2020 EP - 1 DO - 10.28943/csr.004.011 LA - eng PB - Beirut : Centre for Social Sciences Research & Action KW - global politik KW - global politics AB - Knowledge about the stateless Palestinian population of Syria is limited, and the experiences of Palestinian women particularly remains uncovered. This paper argues that the loss of Syria as a safe home affects Palestinian woman born in Syria in several ways. The paper explores twelve constraints that bear an impact on women’s lives, including female experiences of statelessness, denial of “the right of return,” forced family separations and lack of access to uninterrupted family life, lack of freedom of movement, the inability to pass nationality onto children, denial of UNRWA services, lack of rights to political participation, unemployability, lack of access to protection as refugees, lack of rights to belong via citizenship, and experiences of racialisation. The structural constraints have disproportional implications with regards to the women’s age, education level, marital status, maternity status, and their current place of exile. The results presented here are based on women’s oral history as part of a decolonial intersectional feminist epistemology centralised in Palestine Studies. This paper illustrates a prolonged, transgenerational, and cross-continental marginalisation of Palestinian women from Syria, while also documenting their endeavours to speak up for their right to belong where they are, as well as to return to Palestine.  ER - TY - JOUR T1 - Lifelong Learning: Principles for Designing University Education T2 - Journal of Information Technology Education: Research SN - 1547-9714 A1 - Cronholm, Stefan PY - 2021 SP - 35 EP - 60 DO - 10.28945/4686 LA - eng PB - : Informing Science Institute KW - lifelong learning KW - design principles KW - development of study programs KW - academy-industry collaboration KW - handel och it KW - business and it AB - Aim/PurposeDue to the rapid development of digital technology, create knowledge to support the development of education for lifelong learning.BackgroundThere is a lack of normative and prescriptive support that can guide the development of education concerning lifelong learning.MethodologyDesign science research, interviews, grounded theory and root-cause analysis.ContributionContribution to practice: A master program in Information Systems that supports lifelong learning. Contribution to theory: Advancements on design knowledge that can guide the development of education programs concerning rapid advancements in digital technology.FindingsFive design principles: consider rapid development of digital technology, balance time-consuming bureaucratic procedures with companies’ demands for speedy access to modern courses, simplify procedures for students applying with work experience qualifications, implement plans for competence development of teachers, and base courses on rigour and relevance.Recommendations for PractitionersCompanies could enter the whole education program or select interesting courses or course modules.Recommendation for ResearchersThe design principles should be considered when research on guidance concerning lifelong learning for adult learners is conducted.Impact on SocietyLifelong learning enhances social inclusion, active citizenship and personal development, as well as competitiveness and employability.Future ResearchFurther validation of the design principles in order to create knowledge that can support the development of education for lifelong learning. ER - TY - JOUR T1 - Human Learning and Study Circles: Reflections on a Fascinating Enterprise for Personal and Social Development: [AprendizAje humAno y círculos de estudio: Reflexiones sobre una organización fascinante para el desarrollo personal y social] T2 - Paideia. Revista de educación SN - 0716-4815 A1 - Gougoulakis, Petros PY - 2022 VL - 68 SP - 77 EP - 105 DO - 10.29393/PA68-3HLSCX0003 LA - eng KW - adult learning KW - popular adult education/folkbildning KW - social capital KW - study circles KW - aprendizaje de adultos KW - educación comunitaria KW - capital social KW - círculos de estudio KW - utbildningsvetenskap med inriktning mot praktiska kunskapstraditioner KW - educational sciences in arts and professions KW - education AB - Collective progression requires well-functioning social communities withmembers promoting respectful interaction with each other. Communitiessuch as social networks are characterized by sparse or dense communica-tion, weak or strong intimacy, high or low hierarchy among its members.Symmetric communication rests on a foundation of universal values, suchas tolerance, reciprocity, and trust. These values assign importance (orvalue) to relationships. They constitute essential civic virtues for a viablesocial life, and are often used both as means and as ends in education. Afterall, education is emphatically considered to be a solution to all sorts ofproblems. However, the issue at stake is that people have conflicting percep-tions of what a problem is, for whom it is a problem, and what the possiblesolutions should be. How could an educational programme be designed sothat it recognizes the participants’ ability to think for themselves and valuestheir life experiences, as well as empowering them to act in an informedand democratic way in order to improve their life chances and the society they live in? The purpose of this paper is to put forward pedagogical reaso-ning about adult learning, informed by the Swedish tradition of Public AdultEducation (“folkbildning”). One of the characteristics of Swedish PopularEducation is the “study circle”, a learning method for self-directed andparticipation-based learning. Study circles, as well as other educative activi-ties, are organised by autonomous state-funded Study Associations and areopen to all adults. Another attribute of Swedish popular education is thestrong bonds between the Study Associations and civil society organisationsconcerning organisational and membership education. The pedagogicalunderpinnings of study circle participation as a means for emancipatorycollective learning and creation of social capital will be elucidated andreflected upon. Additionally, an attempt will be made to investigate thechallenging question of whether the experience of Swedishfolkbildningcanbe a model for non-formal adult learning and community transformation inother countries ER - TY - JOUR T1 - Otso Kortekangas, Language, Citizenship and Sámi Education in the Nordic North, 1900–1940 T2 - University of Toronto quarterly SN - 0042-0247 A1 - Salö, Linus PY - 2023 VL - 2 IS - 92 SP - 420 EP - 421 DO - 10.3138/utq.92.3.hr.086 LA - eng PB - : University of Toronto Press Inc. (UTPress) KW - tvåspråkighet KW - bilingualism ER - TY - THES T1 - Kritiskt tänkande som utbildningsmål: Från modernistisk filosofi till policy för högre utbildning A1 - Berglund, Leo PY - 2021 DO - 10.33063/diva-445496 LA - swe PB - Acta Universitatis Upsaliensis KW - critical thinking KW - higher education KW - pedagogical paradox KW - contradictions KW - boltanski KW - education AB - The goal of critical thinking in higher education is paradoxical, since it implies a form of education that both directs the student towards a pre-defined goal, and commands the student to be autonomous. This paradox is studied in four contexts, as to investigate what pedagogical contradictions the goal of critical thinking generates, and how they transform pedagogical thinking. 1) In the 1930s, European logical positivists cooperated with American pragmatists to "unify science". For Dewey, the realisation of this ideal depended on individuals adopting a "scientific attitude", which could be cultivated in schools and universities. Dewey’s position influenced a pedagogical discourse of critical thinking as the spirit of rational and democratic citizenship. 2) In the 1980s, the Critical Thinking Movement (CTM) addressed the issue on how to make logical thinking applicable in everyday life. Understanding critical thinking as individuals’ problem-solving skills, the CTM essentially inverted the collectivist political orientation of Dewey and the neo-positivists. 3) In the Swedish 1968 governmental investigation of higher education (U 68), a sociologically informed conception of critical thinking, that involved the student in the project of social planning, was promoted. However, educational experts perceived critical thinking as a vague goal, which could not be operationalised. In the 1990s, critical thinking reappeared as part of the doctrine of learning, but only as a generic term used to signify advanced cognitive operations in relation to different subject matters. 4) In contemporary courses in critical thinking held at Swedish universities, radically diverse conceptions are being taught. An analysis of three courses identified three subjectivities "called" by the arrangements and bodies of literature in the courses: the critical thinker as reason, intellect, and moral consciousness. Each of the subjectivities, however, comprises inconsistencies and contradictions, since they are all to be both produced by and autonomous from the orders that the educational institution represents. The dissertation is concluded by a discussion on critical thinking as both a goal and a by-product of education. ER - TY - JOUR T1 - Transforming Biographical Experience into Occupational Accountability: Paraprofessional Integration Workers’ Efforts to Professionalise Integration Support in Sweden T2 - Nordic Journal of Migration Research SN - 1799-649X A1 - Åberg, Linnea PY - 2022 VL - 4 IS - 12 SP - 396 EP - 412 DO - 10.33134/njmr.27 LA - eng PB - : Helsinki University Press KW - paraprofessional KW - integration support KW - civic orientation KW - professionalisation KW - occupational professionalism KW - biographical experience KW - accountability KW - workplace learning KW - arbetsintegrerat lärande KW - work integrated learning AB - Integration support is a rather new professional field, and it is common for paraprofessionals (PPs) with personal migration experiences as their main qualification to perform the work without having a job description, education or ethical principles to follow. In previous research, migration experiences have been contested as a professional competence and criticism has been raised about a lack of professionalism. Organisational professionalisation directed from above – such as education, guidelines and standardisation – has been requested. This study raises questions about occupational professionalisation from within, from the working group itself. Based on workplace learning theory, the study explores how a working group of 30 PP integration workers in Civic Orientation are enhancing occupational capacities jointly. They identified a lack of client responsiveness as a problem and developed an explanatory model where their own biographical experience of migration (themselves as former migrants or their family members and recollections of their former ‘home country’) play a crucial role. Thus, the results indicate that one’s own migration experience can be a part of and a motivator for occupational professionalism of PPs if it is allowed to be collectively reflected on, critically scrutinised and contextualised.   ER - TY - JOUR T1 - Locating Sweden in Time and Space: National Chronotopes in Civic Orientation for Adult Migrants T2 - Nordic Journal of Migration Research SN - 1799-649X A1 - Bauer, Simon A1 - von Brömssen, Kerstin A1 - Milani, Tommaso M. A1 - Spehar, Andrea PY - 2023 VL - 1 IS - 13 SP - 1 EP - 17 DO - 10.33134/njmr.489 LA - eng PB - : Helsinki University Press KW - newly arrived migrants KW - social integration KW - adult education KW - civic orientation courses KW - sweden KW - nationalism AB - 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). ER - TY - THES T1 - Towards Visual Literacy in School: Interactions between Students and Interactive Visualizations in Social Science Classrooms A1 - Bodén, Ulrika PY - 2023 DO - 10.3384/9789180750233 LA - eng PB - Linköping University Electronic Press KW - design-based research KW - interactive visualizations KW - knowledge visualizations KW - multimodality KW - social science education KW - socio-materiality KW - visual analytics KW - visual literacy KW - designbaserad forskning KW - interaktiva visualiseringar KW - kunskapsvisualiseringar KW - samhällsorienterande undervisning KW - socio-materialitet KW - visuell litteracitet AB - This compilation thesis explores how the double aspect of visual literacy is enacted in secondary schools’ social science classrooms when interactive data visualizations are employed. The aim is to map what characterizes ‘reading’ interactive data visualizations and ‘writing’ knowledge visualizations, as well as implications for a didactic design supporting students’ visual literacy. The interactive visualization introduced by this thesis is the visual analytics application Statistics eXplorer, which offers support in analyzing vast amounts of data. Such information-rich interfaces provide possibilities for students to find correlations and draw conclusions, but they also generate complexities regarding interactive and multimodal texts and require modes other than the written when insights are to be demonstrated. The thesis is positioned under the umbrella of actor–network theory, thereby a socio-material perspective guides the study of interactions between actors (students, teachers, lesson plans, visualizations, written texts, etc.) Applying design-based research, an intervention is designed and conducted in seven social science classrooms comprised of four teachers and 152 students. The empirical material consists of zoomed-in webcam recordings capturing the students’ faces, voices, and gestures as well as the activities on the screens. It also includes wide-angle captures, field notes, and one focus group. Material discursive analysis guides the analytical work. The findings reveal a reading characterized as intense, performative, collaborative, and dynamic. The reading process is distinguished by searches for a starting point, a production of reading direction, and a continuously changing reading surface. The writing of knowledge visualizations is characterized by exploring, gathering, and inserting visuals as carriers of information. Furthermore, by identifying critical issues in the classrooms a didactic design framework is constructed, which demonstrates how teachers can support the development of students’ visual literacy.  ER - TY - THES T1 - Didaktiska val i partidemokratin: Om partiskolning och lärande i politiken A1 - Bladh, Daniel PY - 2023 DO - 10.3384/9789180752466 LA - swe PB - Linköping University Electronic Press KW - party schooling KW - political parties KW - municipalities KW - active citizenship KW - partiskolning KW - politiska partier KW - kommuner KW - aktivt medborgarskap AB - Syftet med avhandlingen är att undersöka de överväganden och skäl som ligger bakom didaktiska val som fattas när utbildning organiseras för partipolitiskt aktiva personer. De anordnare som främst står i fokus för avhandlingen är de nationella partiorganisationerna medan den kommunala förvaltningen fungerar som en kon-trastpunkt. Avhandlingens teoretiska perspektiv utgörs av vuxendidaktik samt av ett analytiskt schema där politiska partier förstås som strategiska aktörer. Det didaktiska kunskapsintresset riktar sig främst mot det politiska systemet, partierna som aktörer samt de egna partimedlemmarna. Det är kvalitativ forskning som ligger till grund för de specifika studier som avhandlingen omfattar. Det empiriska materialet har genererats genom kvalitativa forskningsintervjuer, insamling av olika typer av dokument samt omfattande kartläggning.Avhandlingen utgör en sammanläggningsavhandling som omfattar fyra artiklar. Artikel I analyserar organisering av partiskolning som verktyg för nationella partiorganisationer. Artikel II lyfter fram fostransprocesser som de nationella partiorganisationerna söker främja genom organisering av partiskolning riktat till partimedlemmar och lokalföreningar. Artikel III lyfter blicken gentemot det politiska systemet och visar hur partiskolning både kan påverka och påverkas av hur olika partifunktioner utövas. Artikel IV tar sikte på den utbildningsverksamhet som genomförs i svenska kommuner och lyfter fram tre tankelinjer som uttryck för hur de kommunala anordnarna resonerar kring och motiverar den utbildning som de erbjuder till lokala folkvalda.  Sammantaget bidrar avhandlingen med kunskap om vad som sker i mötet mellan utbildning och partidemokratin. Påverkan och fostran lyfts fram som två centrala skäl bakom de didaktiska val som fattas av de nationella partiorganisationerna vid organisering av partiskolning. Hur de nationella partiorganisationerna motiverar och resonerar kring den utbildningsverksamhet som de organiserar diskuteras i samband med samlingsbegreppen personer, process och platsen. Avhandlingen visar också hur partiskolning innehar en strategisk potential för partierna. Organisering av utbildningsverksamhet i politiska partier och kommuner kan även påverka konstruktionen av deltagarnas demokratiska kompetens, vilket kan spela roll för hur partimedlemmarnas aktiva medborgarskap kommer till uttryck. ER - TY - THES T1 - Varierade bedömningspraktiker i samhällskunskap: Validitet och agens i lärares beslut om bedömningars syften, innehåll och metoder A1 - Jansson, Tobias PY - 2024 DO - 10.3384/9789180754477 LA - swe PB - Linköping University Electronic Press KW - classroom assessment KW - assessment practice KW - teacher agency KW - performativity KW - validity KW - civics KW - social studies KW - upper secondary school teachers KW - thematic analysis KW - bedömning KW - bedömningspraktik KW - läraragens KW - performativitet KW - validitet KW - samhällskunskap KW - gymnasielärare KW - tematisk analys AB - I denna avhandling undersöks samhällskunskapslärares bedömnings-praktiker vad gäller syften, innehåll, förmågor och metoder, samt faktorer som kan påverka lärares bedömningspraktiker. Detta undersöktes genom tematiska analyser av intervjuer med totalt nitton gymnasielärare och deras bedömningsuppgifter. Studierna visade en variation, både mellan lärarna och att enskilda samhällskunskapslärare varierade sina bedömningar. Lärarna i studierna hade varierade syften, men en råd-ande performativ diskurs, med betoning på betygskriterierna, innebar en summativ praktik med fokus på att ha underlag för betyg. Däremot uttryckte lärarna en hög grad av agens gällande innehåll och förmågor som testades och med vilka metoder. Samtidigt påverkade en ämnestradition vilket innehåll som testades. Historiskt har lärare främst testat faktakunskaper i skriftliga prov, men lärarna i studierna varierade metoderna och betonade resonerande förmågor, vilket är i linje med ämnets öppna karaktär.  Fokuseringen på betygskriterierna är positiv för validiteten gällande betygsättning. Däremot kan validiteten i relation till formativa syften problematiseras. Betoningen på summativ bedömning innebär dock en risk för en instrumentell syn på skolan med fokus på betyg snarare än lärande. Variationen mellan lärare riskerar också att leda till problem med likvärdig bedömning där elever lär sig olika saker och utvecklar olika förmågor. Samtidigt hjälper variation fler elever att lyckas då olika metoder passar olika elever.  Lärarna har socialiserats in i en bedömningspraktik, vilken främst har formats av deras erfarenheter, snarare än lärarutbildningen. Utbildning i bedömning skulle dock kunna öka lärares bedömarkompetens. Bedömning är svårt och komplext, där lärare behöver balansera olika syften, välja ändamålsenliga metoder i relation till syften och vilket inne-håll och vilka förmågor som ska testas, samt hantera bedömningars olika konsekvenser. Det är ett viktigt arbete, i vilket samhällskunskapslärarna har möjlighet till stor agens och professionalitet. ER - TY - THES T1 - Access without inclusion: Practising social rights and responsibilities in disadvantaged neighbourhoods of a digital welfare state A1 - Kaharevic, Ahmed PY - 2025 DO - 10.3384/9789181183108 LA - eng PB - Linköping University Electronic Press KW - digital divides KW - vulnerable neighbourhoods KW - citizenship KW - public digital services KW - welfare state KW - digitala klyftor KW - utsatta bostadsområden KW - medborgarskap KW - offentliga digitala tjänster KW - välfärdsstaten AB - This compilation thesis problematises challenges of inclusion in the Swedish welfare state, which delivers welfare services through digital government. This is done by analysing individuals’ practices of social rights and responsibilities among residents in multi-ethnic and socioeconomically weaker neighbourhoods. The analysis pays particular attention to people’s individual capabilities that enable such practices. The study builds on four papers.The utilisation of digital government comes with ambitions of inclusion and efficiency to strengthen democracy, support citizens’ rights and participation, and provide access to public services. However, this is not always the case. Instead, through digital divides, exclusion is increasing and altering how people use welfare services, interact with the government, and exercise their citizenship rights and responsibilities. Digital inequalities pose a barrier for the welfare state to uphold its ambitions. This thesis develops a theoretical framework grounded in theories of citizenship and digital citizenship, incorporating digital inclusion, administrative literacy, and language proficiency.This thesis focuses on how increasing socioeconomic inequalities and digitalisation are expressed among inhabitants in segregated neighbourhoods with lower income, education, and a higher share of migrants with refugee backgrounds. It examines this in the context of public provision delivered through digital services. Analysing the experiences of residents in vulnerable neighbourhoods presents methodological challenges of representation and measurement, including linguistic barriers, social desirability bias, recruitment challenges, and issues of trust. Therefore, this thesis draws on an immersive sequential mixed-methods field study conducted in two diverse Swedish neighbourhoods. It includes field visits, a survey, observations, focus groups, and interviews with both residents and professionals working in or with these deprived neighbourhoods.By studying a hard-to-survey population, residents in disadvantaged neighbourhoods, the thesis not only contributes to the lack of data and methods for gathering this data but also problematises theoretical understandings of (digital) citizenship and inclusion. It shows that citizenship inclusion in a (digital) welfare state depends on the interplay of social rights, responsibilities and practices. While formal rights and responsibilities enable access and legal inclusion, meaningful inclusion requires the practice of them, which depends on people’s individual capabilities and practised inclusion. The thesis highlights residents’ challenges in practising social rights and responsibilities through the use of public digital services, mainly due to a lack of digital skills, administrative literacy, and language proficiency. ER - TY - JOUR T1 - Blivande naturvetare vill förbättra världen med hjälp av naturvetenskap T2 - Atena Didaktik SN - 2003-3486 A1 - Sjöström, Jesper PY - 2020 VL - 1 IS - 2 EP - 1 DO - 10.3384/atena.2020.2243 LA - swe PB - : NATDID, Linköpings universitet KW - elever KW - undervisning KW - hållbarhetsfrågor KW - globala frågor KW - miljö KW - klimat KW - rättvisa KW - handlingsberedskap KW - handlingskompetens KW - miljöhandlingar KW - aktivism KW - stepwise KW - samhällsfrågor med naturvetenskapligt innehåll KW - lärande för hållbar utveckling KW - naturvetenskapernas didaktik KW - citizenship science education KW - science education AB - Under senare år har det blivit allt vanligare med hållbarhets- och samhällsfrågor i NT-klassrummen. Vad elever redan gör och vad de vill göra i framtiden för att förbättra världen kan användas för att utveckla sådan undervisning. En ny forskningsstudie visar hur engagemanget i hållbarhetsfrågor kan se ut hos starkt nv-inriktade elever. ER - TY - JOUR T1 - What are the gender, class and ethnicity of citizenship?: A study of upper secondary school students' views on Citizenship Education in England and Sweden T2 - Confero SN - 2001-4562 A1 - Nielsen, Laila A1 - Leighton, Ralph PY - 2017 VL - 1 IS - 5 SP - 11 EP - 70 DO - 10.3384/confer.2001-4562.170530 LA - eng PB - : Linköping University Electronic Press AB - The purpose of this article is to examine and compare how the ethnicity, gender and social class conditions of citizenship influence, and are understood by, teachers and secondary school students in England and Sweden. The intention is also to compare how conditions of citizenship are dealt with in social studies for upper secondary school in England and Sweden. The relationship between students education and real conditions for citizenship is complex and partly differs between, as well as within, the two countries. The present comparative examination and analysis aims to visualize both specific and common conditions of citizenship in England and Sweden. This is to draw attention to how the meaning of frequently used terminology and images in the field of Citizenship Education do not always coincide with teachers’ and students’ own opinions and perceived meanings. By doing this we hope to contribute some new knowledge regarding one of the most difficult challenges that citizenship education is struggling with, whether the provided knowledge and values prepare todays youth to defend and develop future democratic and just societies. To achieve this, we have conducted a number of interviews with teachers and secondary school students and asked them about their experiences and opinions regarding Citizenship Education and the nature of citizenship. The following main questions were central to the interviews:What knowledge and skills does a citizen need in a democracy and how is the meaning of citizenship connected to gender, class and ethnicity?How are personal liberties affected by the citizen’s gender, class and ethnicity according to the respondents?What are teachers’ and students’ experiences of Citizenship Education and how does school pay attention to citizens´ conditions based on gender, class and ethnicity?In recent years, both public debate and published research have shown that, in order to understand the real meanings of citizenship, it is necessary to understand and interpret formal citizenship rights and responsibilities from individuals’ social and cultural conditions as characterised by gender, ethnicity and social class. During the 2000s, the Swedish National Agency for Education (Skolverket) presented recurrent reports that shows how socio-economic background, in combination with foreign background, are crucial for pupils school results. The reports also show how segregation between schools and residential areas has increased on the basis of residents socio-economic and ethnic background. This group of students are a part of tomorrows citizens, which are also likely to remain marginalized even as adults. The links between Swedish school policy, pupils school results and the democratic development of society at large has been observed and analysed in contemporary Swedish research.In England, the picture is slightly different with the 7 per cent of the population who experience private education being over-represented in positions of power and influence. In May 2012, the then Secretary of State for Education Michael Gove provided a list of leaders in the arts, sciences, politics, sports, journalism, entertainment and other fields who had all been to independent schools, concluding that“the sheer scale, the breadth and the depth, of private school dominance of our society points to a deep problem in our country  . . .  Those who are born poor are more likely to stay poor and those who inherit privilege are more likely to pass on privilege in England than in any comparable county.”There is significant evidence that socio-economic background, in combination with ethnic background, continue to be highly influential on pupils school results. Links between national education policy, social class and pupils school results appear to remain entrenched in England. When we identify cultural and social conditions as in any way hindering the status of citizenship, we do so from a perspective which does not seek to blame the less powerful for holding particular cultural perceptions but which recognises the barriers a dominant culture sets against those with less power. The insight that tells us it is necessary to comprehend individuals’ social and cultural conditions in order to understand and interpret their formal citizenship rights and responsibilities is not, however, particularly recent. Marx wrote over 160 years ago that, “if you assume a particular civil society . . . you will get particular political conditions”, from which it must follow that any society divided on the grounds of class, ethnicity and gender will present political conditions which reflect such divisions. It is also the case that there is likely to be a significant space between what is (the real) and what is perceived (the formal); just because there is inequality it does not follow that everyone is aware of that inequality. ER - TY - JOUR T1 - Open issue T2 - Confero SN - 2001-4562 A1 - Wessbo, Simon A1 - Rahm, Lina A1 - Forsell, Johan A1 - Martín-Bylund, Anna A1 - Vestergren, Sara PY - 2017 VL - 1 IS - 5 SP - 5 EP - 10 DO - 10.3384/confero.2001-4562.171208 LA - eng PB - Linköping : Linköping University Electronic Press AB - This open issue of Confero presents four essays that all relate to questions of education and power. Laila Nielsen and Ralph Leighton compare how conditions of citizenship regarding ethnicity, gender, and social class are understood, based on interviews with teachers and students in upper secondary schools in England and Sweden. The second essay is written by Rasoul Nejadmehr who gives a thorough account of the "scientific education" as the dominant educational paradigm of the present. Through a historical analysis, Nejadmehr shows how this paradigm is deeply embedded with racial, colonial, and Eurocentric biases. The third essay by Marcus Samuelsson analyzes offical and unofficial inspections of the classroom that takes place when authorities conduct audits, but also when pupils post videos on social media. In the fourth essay of this issue, Tomas Wedin discusses changes in the Swedish school during the period of 1946-2000.  ER - TY - THES T1 - Visual Storytelling Interacting in School: Learning Conditions in the Social Science Classroom A1 - Stenliden, Linnéa PY - 2014 DO - 10.3384/diss.diva-106885 LA - eng PB - Linköping University Electronic Press KW - data visualization KW - geovisual analytics KW - visual storytelling KW - interaction KW - learning activities KW - learning conditions KW - social science education KW - data visualisering KW - interaktion KW - läraktivitet KW - lärandevillkor KW - samhällsorienterande undervisning AB - The aim of this compilation thesis is to understand how technology for visual storytelling can be shaped and used in relation to social science education in primary school, but also how social dimensions, technical and other matters create emerging learning conditions in such an educational setting. The visual storytelling technology introduced and used in the study is ‘the Statistics eXplorer platform, a geovisual analytics. The choice of theoretical perspectives to inform and guide the study is a socio-cultural view of human action, but also actor network theory is used to take account also of activities of technology and other matters. The study builds on three empirical materials that generate data from 16 social science teachers, and 126 students from five social science classrooms, in three Swedish primary schools. It contains field notes from the introduction of the technology; focusgroup interviews with teachers; think-aloud interviews with students and two kinds of video recordings from the classrooms (with an ordinary video camera and with software that capture activities at the computer screen, students’ activities and the audio as well). The analysis shows that the visual storytelling technology is shaped in relevant ways for social science teachers. The analysis also illustrates that the visual educational material are usable for primary school students in their social science education. They illustrate further how teachers, students, technology, information, tasks, data types, etc. together and in in close relation create highly complex learning conditions. The technology can therefore be seen as appropriate for the educational practice, but the complexity together with students’ apprehension of how to announce knowledge distribute severe problem spaces in the learning activities. The technology can therefore be assumed as a catalyst for educational change, but to achieve its potentials, reflections on didactic design and knowledge formation is requested to support the quality of students’ knowledge in relation to visual analysis. ER - TY - THES T1 - Readiness or resistance?: Newly arrived adult migrants' experiences, meaning making, and learning in Sweden A1 - Abdulla, Afrah PY - 2017 DO - 10.3384/diss.diva-142934 LA - eng PB - Linköping University Electronic Press KW - adult learning KW - migration KW - newly arrived migrants KW - transformative learning KW - meaning making KW - citizenship education KW - social constructionism KW - etablering KW - integration KW - vuxnas lärande KW - nyanlända migranter KW - transformativt lärande KW - meningsskapande KW - socialkonstruktionism AB - This thesis is about newly arrived adult migrants’ meaning making and learning in Swedish society during the two years’ introduction period, after they have received the residence permit. I have specifically studied Arabic speaking adults’ meaning making and learning, by carrying out observations and individual in-depth interviews with 12 migrants. The introduction period consists mainly of three so called introduction measures; the civic orientation course, Swedish for immigrants (SFI), and different work related activities, such as internship at different work places.The results show that etablering is about shaping the newly arrived adult migrants into ”good” citizens, through the introduction measures, among other things in the civic orientation course, which is regulated through the policy documents, and which so to say provides meaning to the newly arrived. The “good” citizen has some specific characteristics, which, roughly, are that he or she is independent (and advocates individuality), free, equality thinking, secularized, law-abiding (which includes being honest), responsible, and a “good” parent. These characteristics are expressed in different ways in the civic orientation course, for instance through the course material. The Swedish society is described as something desirable, and different from what is implied to be ”Arabic” values and ways of thinking. The idea of the “good” citizen appears to aim at constructing the adult migrants’ (and their families’) identity, something which many of the study’s respondents make a resistance to.As concerns the migrant’s new experiences, it is, for example, those which the migrant get through the contact with the Swedish Public Employment Service (SPES) that affect the meaning making in the new society. The meaning which most of the respondents have made of the SPES’s measures for them is that this authority only offers “prepackaged” solutions, and does not provide the help or support that they need. Also the experiences which the migrant has in the civic orientation course, and the meaning which ”old” migrants give to him or her, play a role when he or she makes meaning of Sweden and Swedes, and of his or her new life situation. Further, it has been shown that it is those experiences that the adult individual has been socialized through, and those which he or she has gained through work or education in his or her country of origin, which affect his or her meaning making in Sweden. It is mostly values which concern child upbringing and religion that lead to a certain understanding and construction of one’s new life. These values, when related to the values which are included in the ”good” citizen idea, also lead to either a resistance or a readiness towards the meaning giving that is embedded in the ”good” citizen notion. ER - TY - THES T1 - Educational imaginaries: a genealogy of the digital citizen A1 - Rahm, Lina PY - 2019 DO - 10.3384/diss.diva-154017 LA - eng PB - Linköping University Electronic Press KW - popular education KW - non-formal adult education KW - computer policy KW - computer history KW - educational history KW - educational imaginaries KW - digital citizenship KW - problematizations KW - genealogy KW - folkbildning KW - datapolitik KW - utbildningshistoria KW - datorhistoria KW - sociotekniska föreställningar KW - digitalt medborgarskap KW - problematiseringar KW - genealogi AB - This thesis makes use of a genealogical approach to map out and explainhow and why computers and citizenship have become so closely connected.It examines the historical continuities and disruptions, and the role thatpopular education has played in this interrelation. Drawing on previousresearch in the overlap between Swedish popular education history andhistorical computer politics, this thesis adds knowledge about howimaginaries of popular education, operating as silver bullet solutions toproblems with computerization, have had important functions as governingtools for at least 70 years. That is, Swedish popular education has since the1950s been imagined as a central solution to problems with computerization,but also to realize the societal potentials associated with computers.Specifically, this thesis makes two contributions: 1) Empirically, the thesisunearths archived, and in many ways forgotten, discourses around thehistorical enactment of the digital citizen, and the role of popular education,questioning assumptions that are taken for granted in current times; 2)Theoretically, the thesis proposes a conceptual model of educationalimaginaries, and specifically introduces the notion (and method) of‘problematizations’ into these imaginaries. ER - TY - THES T1 - Återkoppling i analoga och digitala klassrum: Spänningsfyllda verksamheter i samhällskunskapsundervisning A1 - Grönlund, Agneta PY - 2019 DO - 10.3384/diss.diva-156640 LA - swe PB - Linköping University Electronic Press KW - feedback KW - formative assessment KW - social studies teaching KW - social studies didactics KW - upper-secondary school KW - computer-aided teaching KW - learning management system KW - återkoppling KW - formativ bedömning KW - samhällskunskapsundervisning KW - samhällskunskapsdidaktik KW - gymnasieskola KW - datorstödd undervisning KW - lärplattform AB - Studiens syfte är att synliggöra lärares återkoppling i samhällskunskap i analog och digital kontext med särskilt intresse för återkopplingens formativa syfte. Studien är genomförd med ett verksamhetsteoretiskt perspektiv. I delstudie ett utforskas återkoppling i det analoga klassrummet och i delstudie två återkoppling i lärplattform. I studien används kvalitativ metod med inspiration från etnografin. Datamaterialet består av skriftliga dokument med återkoppling, observationer av återkoppling i klassrum och i lärplattformars kursrum samt kvalitativa intervjuer med sammanlagt 11 gymnasielärare.Resultaten visar att olika sammanhang och redskap ger olika möjligheter för formativ återkoppling. Såväl i den analoga kontexten som i lärplattformen framträder en summativ återkoppling med ett fokus på betyg. De sammanhang som framstår som gynnsamma för formativ återkoppling är när återkoppling ges under pågående arbetsprocess. Likheter framträdde mellan de bägge delstudierna i form av både formativt och summativt orienterade verksamheter. Dessa präglas av skilda normer, traditioner och roller men är sammanvävda i undervisningspraktiken. Spänningar mellan verksamheterna har beskrivits där handlingar i den ena verksamheten kan te sig kontraproduktiva i den andra verksamheten.En skillnad mellan de olika kontexterna är förekomsten av den dokumenterande verksamheten i den digitala kontexten. Denna verksamhet är orienterad mot skolans och lärarens behov av dokumentation av betygsunderlaget i lärplattformarna. Den skapar en sammanblandning av återkoppling och betygsdokumentation som inte förekom i den analoga kontexten och en slutsats är att användning av lärplattform har bidragit till formandet av denna summativt orienterade verksamhet.Förutsättningar för formativ återkoppling diskuteras i termer av ett ökad intresse för återkoppling, i relation till ämnets tradition och till de spänningar mellan ideal och rådande praktik som framträder. Vidare betraktas de möjligheter att skapa sammanhang för återkoppling där fokus riktas mot elevers lärande som förutsättningar för förändring. ER - TY - THES T1 - Utbildning och hälsa i nationens intresse: Styrningsteknologier och formering av en förädlad befolkning A1 - Åkerblom, Erika A1 - Eriksson, Erika PY - 2019 DO - 10.3384/diss.diva-156982 LA - swe PB - Linköping University Electronic Press KW - civic education KW - education KW - health KW - nation KW - governmentality KW - biopolitics KW - medborgarfostran KW - utbildning KW - hälsa KW - styrningsmentalitet KW - biopolitik AB - Avhandlingen består av fyra artiklar vilka handlar om medborgarfostran för att skapa en välfungerande nation. Syftet med avhandlingen är att problematisera hur utbildning och hälsa opererar som styrningsteknologier riktade mot befolkningen inom dagens förädlingsdiskurs. Det teoretiska och analytiska ramverket utgår från delar ur Foucaults begreppsapparat, nämligen styrningsmentalitet, biopolitik, diskursanalys och genealogi. Empirin består bland annat av offentliga dokument så som SOU, projektrapporter samt websidor. Analysen visar att även om befolkningen och dess problem beskrivs som olika, så antas det vara grundat i, och härröra från, okunnighet. För att åtgärda detta opererar utbildning och utbildningsinsatser för att skapa en välfungerande befolkning. Medborgarna styrs och regleras genom neoliberal styrning där tekniker som kontroll och disciplin möjliggör kartläggning, undervisningsinsatser, kategorisering och reglering. Den hälsosamma medborgaren förväntas vara autonom, ha viljan att ständigt lära och vara hälsosam i enlighet med normen.  ER - TY - THES T1 - Talet om tekniska system: förväntningar, traditioner och skolverkligheter A1 - Klasander, Claes PY - 2014 DO - 10.3384/diss.diva-65356 LA - swe PB - Linköping University Electronic Press KW - technological systems KW - education KW - school KW - subject content KW - text books KW - teachers KW - curriculum KW - technology KW - companion meanings KW - tekniska system KW - undervisning KW - grundskola KW - teknikämnet KW - kursplaner KW - läromedel KW - lärare KW - ämnesinnehåll KW - följemeningar AB - I samhället uppmärksammas tekniken för sin ökande komplexitet och systemiska karaktär. l vilken mån avspeglar sig detta i skolans teknikämne? Denna avhandling berör undervisning om tekniska system i ett skolperspektiv, med det huvudsakliga syftet att undersöka hur undervisning om tekniska system tas upp till behandling i skolan.Den övergripande frågeställningen är: Hur har skolan hanterat den  didaktiska uppgiften att utveckla ett undervimingsområde om tekniska system?Avhandlingen är en monografi som bygger på delstudier av tre arenor  med relevans för skolan. De tre arenorna omfattar huvudsakligen nationella styrdokument, läromedel respektive lärares arbete.Resultaten pekar bland annat på att tekniska system successivt  förstärkts som undervisningsinnehåll i styrdokument och läromedel sedan slutet på 1970-talet. Denna förändring har skett parallellt med att teknikämnets beskrivning förändrats i grundskolan. I öäverenstämmelse med modern teknikfilosofi har teknik i skolsammanhang i allt högre grad kommit att framställas som en egen kunskapskultur och inte som en del av naturvetenskaperna. Detta har varit förutsättningar för att tekniska system har kunnat etableras som innehåll. Diskursen talet om tekniska rys/em har dock skiftat i karaktär över tiden.Gemensamt för de tre arenorna är att två hegemoniska diskurser har hämmat introduktionen av tekniska system. För det första teknikundervisningens egen fascination för enkla artefakter och, för det andra, en dominant naturvetenskaplig diskurs. Härmed fokuseras undervisningen på systemens komponenter, snarare än mot systemnivån. Så tenderar t.ex. undervisning om energisystem att handla om energiomvandlingar eller kemiska reaktioner, istället för systemens uppbyggnad, funktioner, eller dess relationer till människor och samhälle.Avhandlingen visar även att tekniska system framställs som faktiskt existerande och inte som mentala konstruktioner vars gränser måste bestämmas. Produktions- och transportsystem ges framträdande positioner i teknikinnehållet. Tekniska system belyses snarare som något som påverkar omgivningen, än att de är möjliga att påverka. Överlag finns en brist på systembegrepp. Dock har styr- och reglerteknik nått en viss position. 1 avhandlingen visas även hur människans roll relativt systemen tas upp och, i samband med detta, hur ett etiskt och politiskt tema vuxit fram inom arenornas teknikdiskurs. Temat har medborgerliga förtecken och tar sina motiv från en strävan mot en hållbar utveckling. Utifrån en teknikhistorisk emfas används argument för att eleverna bör studera tekniska systems framväxt och förändring. ER - TY - JOUR T1 - Vocational students’ citizenship education as a conditioned practice: school leaders’ and teachers’ perspectives of history, religious education, science studies, and social studies T2 - Nordic Journal of Vocational Education and Training SN - 2242-458X A1 - Kärnebro, Katarina A1 - Ledman, Kristina A1 - Lindmark, Torbjörn A1 - Knekta, Eva A1 - Ottander, Christina PY - 2025 VL - 4 IS - 14 SP - 50 EP - 71 DO - 10.3384/njvet.2242-458x.2414450 LA - eng PB - : Linköping University Electronic Press KW - citizen formation KW - upper secondary school KW - vocational programmes KW - educational functions KW - frame factors KW - subjectification AB - Swedish vocational education and training programmes have become increasingly aligned with labour market demands and employability, with consequent risks of marginalisation of citizenship education and formation. Four subjects that have traditionally played important roles in this, history, religious education, science, and social studies, are now only taught in short courses that are minor elements of the programmes. To obtain insights into the teaching and learning conditions in these key subjects for citizenship formation in Swedish VET programmes, school leaders and teachers were interviewed. The analysis, informed by frame factory theory and Biesta’s conceptualisations of three functions of education, revealed clear differences in the school leaders’ and teachers’ views of the conditions. School leaders articulated problems related to internal frame factors, such as the teachers’ engagement and students’ attitudes to the subjects, while teachers referred to external frame factors, such as the organisation of teaching. However, when talking about the VET students and their learning, both school leaders and teachers expressed notions of the students as in need of qualification and socialisation, thereby focusing on preparation of the students for their future professional and civic roles, with little room for substantial subjectification. ER - TY - JOUR T1 - Not willing to participate in society? Vocational students’ perspectives on citizenship education T2 - Nordic Journal of Vocational Education and Training SN - 2242-458X A1 - Knekta, Eva A1 - Ottander, Christina A1 - Kärnebro, Katarina A1 - Ledman, Kristina A1 - Lindmark, Torbjörn PY - 2025 VL - 3 IS - 15 SP - 55 EP - 81 DO - 10.3384/njvet.2242-458x.2515355 LA - eng PB - : Linköping University Electronic Press KW - citizenship education KW - civic engagement KW - student perspective KW - science education KW - social studies KW - religious education AB - Contrary to curricular objectives, vocational education and training programmes in Sweden and elsewhere do not appear to foster all students’ willingness and abilities to participate actively in society. Furthermore, previous research into students’ perspectives on such education is both limited and inconclusive. The aim of this study is to add to current knowledge about Swedish vocational students’ perspectives on education for active participation in society and their expectations of such participation in the future. The study was a part of a joint research and development project, focused on developing citizenship education in the subject areas of history, religious education, science studies, and social studies in Sweden. A questionnaire about the perceived importance of citizenship education and expected future participation in society was distributed to all students in grade three of all vocational programmes in one Swedish municipality (n = 140). Most participants favoured citizenship education, but their expectations of future participation in society varied substantially, depending on the activity in question. Differences in views between students on different vocational programmes were minor. The results are discussed in relation to established types of citizens and action (individual, collective, direct, and indirect). ER - TY - JOUR T1 - Teachers’ approaches to social inclusion in second language teaching for adult migrants T2 - European Journal for Research on the Education and Learning of Adults SN - 2000-7426 A1 - Colliander, Helena A1 - Nordmark, Sofia PY - 2023 VL - 3 IS - 14 SP - 397 EP - 410 DO - 10.3384/rela.2000-7426.4653 LA - eng PB - : Linköping University Electronic Press KW - social inclusion KW - adult education KW - second language teaching KW - teachers' approaches AB - Adult education has been used as a means to enhance citizens' opportunities to participate and be included in society, but adult education may also construe students as excluded. This study focuses on how teachers in second language education for migrants conceptualise and enact teaching for social inclusion. It draws on Fraser's concept of social justice and Biesta’s aims of sound education. The article is based on observations and interviews with teachers. The findings highlight that the teaching is enacted to develop the students’ language skills for formal qualification and everyday life as well as their knowledge of Civics and norms in Swedish society. Thus, conceptualising the students as emerging participants, lacking skills and knowledge as language users and citizens. This teaching enactment reflects qualification and socialisation as central aims of education, but less of subjectification processes. Consequently, social inclusion is conceptualised as migrants adjusting to society in predefined ways. ER - TY - JOUR T1 - Citizenship and the crisis of democracy: What role can adult education play in matters of public concern? T2 - European Journal for Research on the Education and Learning of Adults SN - 2000-7426 A1 - Wildemeersch, Danny A1 - Fejes, Andreas PY - 2018 VL - 2 IS - 9 SP - 133 EP - 137 DO - 10.3384/rela.2000-7426.relae16 LA - eng PB - : Linkoping University Electronic Press KW - citizenship KW - adult education KW - democracy KW - citizenship education AB -  -  ER - TY - JOUR T1 - Citizenship as individual responsibility through personal investment: an ethnographic study in a study circle T2 - European Journal for Research on the Education and Learning of Adults SN - 2000-7426 A1 - Pastuhov, Annika A1 - Rusk, Fredrik PY - 2017 DO - 10.3384/rela.2000-7426.relaojs99 LA - eng PB - : Linköping University Electronic Press KW - citizenship KW - popular education KW - liberal adult education KW - study circle KW - ethnography AB - The aim of this article is to shed light on how the democratic ideal of institutionalised Nordic popular education is realised through an ethnographic field study in an English as a foreign language study circle. The study focuses on how participants express their citizenship when taking part in the study circle. Citizenship is viewed as a dynamic concept comprising the aspects of ‘being’ and ‘acting’ and constructed in and through social interaction. The study circle is arranged as a classroom practice: The study circle leader organises the activities, while the participants engage in exercises and attempt to learn correct usage. Through their participation, the participants take individual responsibility for what they see as their lack of sufficient knowledge of English. The participants describe their participation as a personal and voluntary investment in themselves. In light of the study, the individual stance is discussed as limiting possibilities for responsibility and thus expressions of citizenship. ER - TY - JOUR T1 - Civic Online Reasoning Among Adults: An Empirical Evaluation of a Prescriptive Theory and Its Correlates T2 - Frontiers in Education SN - 2504-284X A1 - Guath, Mona A1 - Nygren, Thomas PY - 2022 IS - 7 EP - 7 DO - 10.3389/feduc.2022.721731 LA - eng PB - : Frontiers Media S.A. KW - media information literacy KW - critical thinking (skills) KW - fact-checking behavior KW - disinformation KW - sem KW - curriculum studies AB - Today, the skill to read digital news in constructive ways is a pivotal part of informed citizenship. A large part of the research on digital literacy is dedicated to adolescents and not adults. In this study, we address this research gap. We investigated the abilities of 1222 Swedish adults to determine the credibility of false, biased, and credible digital news in relation to their background, education, attitudes, and self-reported skills. Their ability was operationalized as three components in the prescriptive theory of civic online reasoning. Results from a combined survey and performance test showed that the ability to determine the credibility of digital news is associated with higher education, educational orientation in humanities/arts, natural sciences, and technology, the incidence of sourcing at work, and appreciation of credible news. An SEM analysis confirmed that the items used to assess the different skills tapped into the theoretical constructs of civic online reasoning and that civic online reasoning was associated with a majority of the predictors in the analyses of the separate skills. The results provide unique evidence for a prescriptive theory of the skills needed to navigate online. ER - TY - JOUR T1 - Rethinking (local) integration: domains of integration and their durability in Kismayo and Garowe, Somalia T2 - Frontiers in Human Dynamics SN - 2673-2726 A1 - Bile, Ahmed S. A1 - Boeyink, Clayton A1 - Ali-Salad, Mohamed A. A1 - Lowe, Lucy A1 - Mohamoud, Said A. A1 - Jama Mahmud, Amina PY - 2024 IS - 5 EP - 5 DO - 10.3389/fhumd.2023.1283098 LA - eng PB - : Frontiers Media S.A. AB - Amidst the ever-expanding debates in various academic and policy fields around migrant and refugee integration and local integration, we bring these two concepts in conversation with one another. Until very recently, theories of integration have had a state-centric focus in the Global North. This article expands and complicates this literature to focus on displaced Somalis within Somalia and its borderlands living in the cities of Kismayo and Garowe using mixed qualitative and quantitative methods in five displacement settlements. Toward this end, we use the often- engaged term “domains of integration” to frame integration. In our conceptualization, however, we incorporate the concept of “local integration” as a durable solution. In brief, we see the domains of integration as a productive concept in the Somali context. However, in Somalia, where clans are interwoven into the state, which lacks resources and power, clan affiliation represents social connections domains, yet also influences the state's role in the foundational domain of rights and citizenship and makers and means (employment, housing, education, health). International donors and NGOs, as well as international capitalist urban expansion also have a large role in these processes. As such, we argue that the ten domains of integration (discussed in detail below) intersect and blur to an even greater extent than in European and North American contexts, particularly around crucial issues such as housing, land, and property; a key factor in people's decisions to remain or leave. ER - TY - GEN T1 - Smoking trends and health equity in Switzerland between 1992 and 2017: dependence of smoking prevalence on educational level and social determinants T2 - FRONTIERS IN PSYCHIATRY SN - 1664-0640 A1 - Wehrli, D A1 - Gilljam, H A1 - Koh, DM A1 - Matoori, S A1 - Sartoretti, T A1 - Boes, S A1 - Hartmann, M A1 - Roser, K A1 - Ort, A A1 - Wanner, P PY - 2023 IS - 14 EP - 14 DO - 10.3389/fpsyt.2023.1258272 LA - eng PB - : Frontiers Media SA AB - Switzerland ranks among the top three healthcare systems in the world with regards to healthcare access, suggesting a high degree of health equity. However, Switzerland has few preventive strategies against smoking abuse. The aim of this study is to clarify whether educational level and citizenship status have an influence on the prevalence of smoking in Switzerland and whether there is health inequity related to a lack of preventive strategies.MethodsWe based our analysis on publicly available health data published in the Swiss government's Swiss health survey (1992–2017). We compared the prevalence of smoking across the years and correlated these data with levels of educational attainment, citizenship status and age.ResultsA continuous significant decline in smokers is observed in the highest education group (TERT). Over time, prevalence was reduced from 29% in 1992 to 23% in 2017 (p < 0.001). The intermediate-level educational group (SEK 2) showed smaller but also significant decline on a 0.05 sigificance level over the same period, from 31% to 29% (p = 0.003). The lowest educational group showed a nonsignificant decline from 28% to 27% (p = 0.6). The population who holds Swiss citizenship showed a decrease in smoking from 28% to 26% within the time frame (p < 0.001). People without Swiss citizenship had a much higher prevalence of smokers, at 38% in 1992 and declining to 32% in 2017 (p < 0.001). All cohorts from age 15 to age 64 have a far higher prevalence of smokers than cohorts at an older age, with the highest prevalence in the 25–34 age group.ConclusionIn Switzerland, individuals with lower levels of education and non-Swiss populations are more susceptible to health risk of smoking. This is despite the existence of a high-quality healthcare system that has nevertheless failed to negated health inequities. ER - TY - JOUR T1 - Civic communicators' view of and approach to health promotion for newly arrived migrants in Sweden T2 - Frontiers in Public Health SN - 2296-2565 A1 - Svanholm, Sara A1 - Carlerby, Heidi A1 - Viitasara, Eija PY - 2022 IS - 10 EP - 10 DO - 10.3389/fpubh.2022.931685 LA - eng PB - : Frontiers Media SA KW - civic orientation KW - empowerment KW - health education KW - health promotion KW - migrants AB - For newly arrived migrants, integration is important in promoting health and decreasing health inequities. In a Swedish context, civic orientation is a program to promote integration and increase the chance of employment for newly arrived migrants. The aim of this project was to explore how civic communicators view and approach health promotion in their work with newly arrived migrants in the civic orientation program in Sweden. Data were collected through interviews with eight civic communicators working with newly arrived migrants in civic orientation in the north of Sweden. The interviews followed a semi-structured interview guide and were transcribed verbatim and analyzed using thematic analysis. The analysis resulted in the main theme “To dress the participants for a (healthy) life in Sweden,” with two sub-themes “Knowledge—a key to health” and “Being a guide for participants in a new context.” In their work with civic orientation for newly arrived migrants, civic communicators are involved in health promotion by preparing their participants for a life in Sweden. They work to empower their participants to be able to make informed decisions and live healthy lives by both providing information to enhance knowledge and skills. They also work to guide them through the complexity of being in a new situation and country.  ER - TY - JOUR T1 - Moving Spaces: Mapping the Drama Room as Heterotopia T2 - Education Sciences SN - 2227-7102 A1 - Szatek, Elsa PY - 2020 VL - 3 IS - 10 SP - 2 EP - 13 DO - 10.3390/educsci10030067 LA - eng PB - : MDPI AG KW - community theatre KW - applied drama KW - supplementary education KW - heterotopia KW - public school KW - community teater KW - tillämpad teater KW - fritidsaktivitet KW - dramapedagogik KW - heterotopi KW - skola KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - This article is aimed at exploring the political characteristics of the drama space, which reflects, juxtaposes, and opposes particular sites in a participant’s everyday life, such as the school. By putting spatial theories to work, this article investigates the drama space belonging to an all-girls community group in Sweden, participation in which is voluntary and where the artistic work produced relies on a democratic process, with the girls’ input being vital. I conceptualise the drama room as a heterotopia that functions as an exclusive and excluding space as a well as a space of resistance. Based on interviews with the girls, this ethnographic study challenges the conventional notion that applied drama is only an interrelational matter between the drama participants. By examining the drama room’s role as the ‘other place’ in the girls’ everyday lives while being connected to ‘everyday’ places, this article demonstrates the drama room as an important space for the girls to have agency, there and elsewhere. When placing space and place in the foreground, a ‘dramaspaceknowledge’ emerges, the influence of which stretches beyond the drama room. This article argues that the girls’ dramaspaceknowledge is utilised when creating a performance and while challenging structures and norms elsewhere, such as in their schools and communities. ER - TY - JOUR T1 - Investigating Student Teacher Engagement with Data-Driven AI and Ethical Reasoning in a Graduate-Level Education Course T2 - Education Sciences SN - 2227-7102 A1 - Meletiou-Mavrotheris, Maria A1 - Bakogianni, Dionysia A1 - Danidou, Yianna A1 - Paparistodemou, Efi A1 - Kofteros, Alexandros PY - 2025 VL - 9 IS - 15 EP - 9 DO - 10.3390/educsci15091179 LA - eng PB - : MDPI KW - data science KW - data science literacy KW - steam education KW - machine learning (ml) KW - civic engagement KW - ethical ai KW - critical data literacy KW - teacher education KW - student teachers AB - This study investigates how student teachers engaged with data science and machine learning (ML) through a collaborative, scenario-based project in a graduate-level online course, AI in STEAM Education. The study focuses on the pilot implementation of the module Responsible AI & Data Science: Ethics, Society, and Citizenship, developed within the EU-funded DataSETUP project. This module introduced student teachers to core data science and AI/ML concepts, with an emphasis on ethical reflection and societal impact. Drawing on qualitative artifacts from the pilot, the analysis applies a five-dimensional framework to examine participants' thinking across the following dimensions of data engagement: (1) asking questions with data, (2) collecting, cleaning, and manipulating data, (3) modeling and interpreting, (4) critiquing data-based claims, and (5) reasoning about data epistemology. Findings show that student teachers demonstrated growing technical and ethical awareness and, in several cases, made spontaneous pedagogical connections-despite the absence of prompts to consider classroom applications. A supplementary coding lens identified four aspects of emerging pedagogical reasoning: instructional intent, curricular relevance, learning opportunities, and the role of the teacher. These findings highlight the value of integrating critically reflective, practice-based data science education into teacher preparation-supporting not only technical fluency but also ethical, civic, and pedagogical engagement with AI technologies. ER - TY - JOUR T1 - Jihadists and Refugees at the Theatre: Global Conflicts in Classroom Practices in Sweden T2 - Education sciences SN - 2227-7102 A1 - Flensner, Karin K A1 - Larsson, Göran A1 - Säljö, Roger PY - 2019 VL - 2 IS - 9 EP - 2 DO - 10.3390/educsci9020080 LA - eng PB - : MDPI AG KW - theater KW - pedagogics KW - global conflicts KW - migration KW - islam KW - racism KW - islamophobia AB - In democratic societies schools have an obligation to address complex societal issues such as ethnic/religious tensions and social conflicts. The article reports an exploratory study of how theatre plays were used in upper-secondary schools to generate pedagogically relevant platforms for addressing the current Middle East conflicts and their impact on European societies in the context of religious education and civics. The schools are situated in areas with substantive migrant populations of mixed backgrounds, and this has implications for how these issues are understood as a lived experience. In the same classrooms, there were students who had refugee backgrounds, who represented different interpretations of Islam, and religion more generally, and whose families were victims of terrorism. There were also students with strong nationalist views. The study is ethnographic documenting theatre visits and classroom activities in relation to two plays about the Middle East situation. The results show that plays may open up new opportunities for addressing these issues, but that they may also be perceived as normative and generate opposition. An interesting observation is that a play may generate space for students to tell their refugee story in class, which personalized the experience of what it means to be a refugee ER - TY - JOUR T1 - Process Drama in Civic Education: Balancing Student Input and Learning Outcomes in a Playful Format T2 - Education Sciences SN - 2227-7102 A1 - Hallgren, Eva A1 - Österlind, Eva PY - 2019 VL - 3 IS - 9 EP - 3 DO - 10.3390/educsci9030231 LA - eng PB - : MDPI AG KW - civic education KW - drama in education KW - process drama KW - lower secondary school KW - playful format KW - teacher-in-role AB - The purpose is to investigate process drama for teaching civics, mainly democracy and migration. Process drama implies students and teacher to take on roles, to explore a subject content collectively. The study is based on a secondary school educational initiative where a drama pedagogue was invited to address civics through process drama. Four civic lessons were video recorded and analyzed through an activity theory framework. From this perspective, process drama can be understood as two activities with different motives/objects, the educational and the fictional, where the fictional activity should have a playful format. The results show that the dialogical approach used by the drama pedagogue created a democratic opportunity and also established the playful format. The students' engagement was notably high. However, it was obvious there were no challenging or probing questions being asked by the drama pedagogue or the civics teacher, neither in nor out of role. As a consequence, the full learning potential of process drama in civics education could not be achieved. We suggest a co-teaching approach between civic teachers and drama pedagogues, to overcome challenges in using process drama in civic education for learning objectives to be attained. ER - TY - JOUR T1 - Students’ Action Competence for Sustainability and the Effectiveness of Sustainability Education T2 - Environmental Sciences Proceedings SN - 2673-4931 A1 - Olsson, Daniel A1 - Gericke, Niklas A1 - Boeve-de Pauw, Jelle PY - 2022 VL - 1 IS - 14 EP - 1 DO - 10.3390/environsciproc2022014011 LA - eng PB - Basel Switzerland : MDPI KW - longitudinal KW - action competence KW - environmental citizenship KW - holism and pluralism KW - education KW - biology AB - Scholarly attention has recently been increasingly focused on the concept of action competence for sustainability and its importance to promote environmental citizenship. Still, knowledge about the effects of sustainability education (SE) as an approach to teaching to foster students’ environmental citizenship in terms of action competence for sustainability, where SE could be defined by holism (the approach to the sustainability content) and pluralism (the approach to teaching). The aim of this study is therefore to contribute new knowledge of effects of SE on young people’s self-perceived action competence for sustainability (SPACS), through a longitudinal design. Our results show that SE as a teaching approach is effective in fostering environmental citizenship in terms of the important aspect of action competence for sustainability. ER - TY - JOUR T1 - Key Pedagogical Features and a Common Approach to Evaluate Education for Environmental Citizenship: An International Perspective T2 - Environmental Science Proceedings SN - 2673-4931 A1 - Romero Ariza, Marta A1 - Boeve-de Pauw, Jelle A1 - Olsson, Daniel A1 - Van Petegem, Peter A1 - Parra, Gema A1 - Gericke, Niklas PY - 2022 VL - 1 IS - 14 EP - 1 DO - 10.3390/environsciproc2022014013 LA - eng PB - Basel Switzerland : MDPI KW - sustainability consciousness questionnaire (scq) KW - education for environmental citizenship KW - evaluation of interventions KW - formal education KW - non-formal education KW - biology AB - This paper presents various educational interventions aimed at promoting environmental citizenship, which were developed in three different European countries (Sweden, Belgium and Spain). The interventions differ in context, target group and educational setting (formal or non-formal) and were evaluated in terms of their impact on participants’ knowledge, attitudes and behaviours. The results show significant differences between pre and post scores, with a positive impact on the behavioural dimension in all of the reported interventions. Finally, the interventions are discussed on the basis of key common pedagogical features aligned with the specialised literature. ER - TY - CONF T1 - Fostering Education of Environmental Citizenship through Food Living Labs A1 - Wilde, Danielle A1 - Karyda, Mary PY - 2022 DO - 10.3390/environsciproc2022014022 LA - eng PB - MDPI KW - eec model KW - food living labs KW - participatory research through design AB - The human food system is complex; has significant social and environmental impact; and raises questions around identity and culture. This mix of individual, collective, public, private and environmental concerns, positions Environmental Citizenship central to food system transformation. We discuss three ‘FUSILLI’ food living labs—a food waste NGO; a venue for creative experimentation of alternative food practices; and a forest-based library. These living labs use participatory research through design to place citizens at the forefront of change processes. We analyse them using the model of Education for Environmental Citizenship to consider how they foster EC and thereby sustainable food system transformation. ER - TY - JOUR T1 - Protest and Apology in the Arctic: Enacting Citizenship in Two Recent Swedish Films T2 - Humanities SN - 2076-0787 A1 - Kokkola, Lydia A1 - Palo, Annbritt A1 - Manderstedt, Lena PY - 2019 VL - 1 IS - 8 EP - 1 DO - 10.3390/h8010049 LA - eng PB - Basel : MDPI KW - swedish arctic KW - national minorities KW - school and language policy KW - female agency KW - belonging KW - shame and apology KW - contemporary films KW - svenska med didaktisk inriktning KW - swedish and education KW - english and education KW - engelska med didaktisk inriktning AB - Today, Sweden enjoys a positive international reputation for its commitment to human rights issues, for instance, in relation to the recent migrant crisis. Abuses committed by the Swedish state against certain ethnic groups within the country are less well known, both within and beyond its borders. These included systematic attempts to curtail the use of indigenous and local languages, thereby causing communicative and ideological rifts between children and their parents. These policies were enacted through the school system from the 1920s until the 1970s, and particularly affected people living in the Arctic region where the national borders are disputed. In this article, we examine two twenty-first-century films set during this era, featuring feisty female characters responding to the school policy. Elina: As though I wasn’t there is a children’s film created by people “outside” the cultural group represented; and Sámi Blood features an adolescent protagonist (and her older self), created by “insiders” of the cultural group represented. In both films, the female protagonists’ relative lack of agency within the state school system is contrasted with their powerful connections to the Arctic landscape. We seek to examine how these films contribute to the work of apology, beginning with a public acknowledgement of the wrongs of the past. Whilst one of the films concludes with a celebration of the female protagonists’ agency, the other proffers a more ambiguous portrayal of power in relation to culture, nationality, and identity. ER - TY - JOUR T1 - The Perceived Importance of Language Skills in Europe — The Case of Swedish Migrants in France T2 - Languages SN - 2226-471X A1 - Arvidsson, Klara A1 - Jemstedt, Andreas PY - 2022 IS - 7 EP - 7 DO - 10.3390/languages7040290 LA - eng PB - : MDPI AG KW - european language policy KW - multilingualism KW - foreign language learning KW - english lingua franca KW - perceived importance of language skills KW - france KW - swedish migrants KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - In a European context, where member states of the European Union share a common language policy, multilingualism and foreign language (FL) learning are strongly promoted. The goal is that citizens learn two FLs in addition to their first language(s) (L1). However, it is unclear to what extent the multilingual policy is relevant in people’s lives, at a time when the English language is established as a lingua franca. This survey-based study contributes insights into the relevance of the EU multilingual policy in an intra-European migration context, by focusing on Swedish migrants (n = 199) in France, who are L1 speakers of Swedish. We investigated the perceived importance of skills in FL French, FL English, and L1 Swedish, for professional and personal life. The quantitative analyses showed that participants perceive skills in French and in English to be equally important for professional life, whereas skills in Swedish were perceived to be less important. For personal life, skills in French were perceived as the most important, followed by skills in English, and then Swedish. In conclusion, the European multilingual language policy appears to be reflected in Europeans’ lives, at least in the case of Swedish migrants in France.  ER - TY - JOUR T1 - Why Teach about Religions? Perspectives from Finnish Professionals T2 - Religions SN - 2077-1444 A1 - Kuusisto, Arniika A1 - Gearon, Liam PY - 2019 VL - 6 IS - 10 EP - 6 DO - 10.3390/rel10060347 LA - eng PB - : MDPI AG KW - professionals KW - religion KW - education KW - aims KW - literacy KW - finland AB - Acknowledging recent research literature on professionalism and religious education across Europe, the article examines the scholars’ and senior professionals’ views on the curricula aims and objectives in religious education in Finland. Through asking the professionals’ views on the aims of RE in relation to supporting of child’s growth and development on one hand and the societal aims of RE on the other, the findings were thematically classified into the following categories. Firstly, the aims regarding the supporting of child’s growth and development were focused on literacy on religions and worldviews, increasing the understanding on oneself and others, personal growth, and the skills for global citizenship. From the societal perspective, RE was seen important for supporting the understanding as literacy, understanding as empathy, and competences for global citizenship. Finally, as regards the educational model of teaching about religions, these professionals held somewhat varied views. Some favoured an RE model based on teaching groups reflecting children’s own worldview affiliations, others supported whole-class instruction, and still others a hybrid model combining elements of both. However, the way in which the instruction is implemented and the position from which religions are examined in education were perceived to be in a key role in this, whatever the formal structures for instruction. ER - TY - JOUR T1 - Powerful Knowledge and the 2017 Swedish National Test in Religious Education T2 - Social Sciences SN - 2076-0760 A1 - Andersson, Klas A1 - Börjesson, Mattias A1 - Larsson, Kristoffer PY - 2023 VL - 10 IS - 12 EP - 10 DO - 10.3390/socsci12100533 LA - eng PB - : MDPI AG KW - powerful knowledge KW - national test religion KW - religious education AB - In the 21st century, there has been a recurring discussion about social realism in educational research: the idea that subject knowledge derived from academic disciplines should constitute the heart of the school curriculum. The argument is that this knowledge, because it is produced according to specific standards, is powerful knowledge, and has better claims to truth and is more valid than knowledge gained from students’ everyday experiences. Because of its validity and universality, this knowledge empowers the knower to transcend her or his everyday experiences and take part in society’s conversations, which are central goals of social studies education. The aim of this study is to identify in which ways aspects of powerful knowledge are manifested in the 2017 national test in RE. For the analysis, both items and students’ answers from the 2017 test are used. The focus with regard to the items is on whether the students are expected to demonstrate knowledge and abilities in relation to powerful knowledge. We also analyze the students’ answers to these items using the same framework. ER - TY - JOUR T1 - Can Powerful Knowledge Save Us? Critical Reflections through the Lens of Political Education T2 - Social Sciences SN - 2076-0760 A1 - Sandahl, Johan A1 - Björklund, Mattias PY - 2023 VL - 10 IS - 12 SP - 556 EP - 556 DO - 10.3390/socsci12100556 LA - eng PB - : MDPI AG KW - political education KW - social science education KW - social studies KW - powerful knowledge KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - In most Western democracies, there is an ongoing discussion on the role of education, particularly in times of increasingly polarized political views, leading to democratic erosion and social unrest. Citizens have been described as living in echo chambers, relying on, and often receiving, information that confirms their own world views and political ideas. In this climate, education has been emphasized as an important antidote to provide students with knowledge, skills, attitudes and values to strengthen democracy and social cohesion. In most cases, this assignment is primarily tasked with subjects that can be considered political education, such as social studies, civics or social science education. However, there is no consensus on what kind of knowledge, skills, attitudes and values students need to fulfil a “good political education”. Historically, there has been a rift between advocates of progressive ideas such as political deliberation and those who favor an emphasis on disciplinary-based knowledge. The latter perspective has been, for some time now, highlighted in educational sciences through Michael Young’s concept of powerful knowledge, where knowledge from academic disciplines is emphasized in shaping youth into critical thinkers on social and political issues. This article critically examines the ideas of powerful knowledge and its potential for political education in secondary school. An important argument is that powerful knowledge, or disciplinary thinking, is necessary for a good political education but not sufficient in its own right. In order to deal with complex political issues, students need to be invited with their life-world perspectives. ER - TY - JOUR T1 - ‘Is It That We Do Not Want Them to Have Washing Machines?’: Ethical Global Issues Pedagogy in Swedish Classrooms T2 - Sustainability SN - 2071-1050 A1 - Sund, Louise A1 - Pashby, Karen PY - 2018 VL - 10 IS - 10 EP - 10 DO - 10.3390/su10103552 LA - eng PB - : MDPI KW - education for sustainable development KW - global citizenship education KW - postcolonial perspectives KW - collaborative praxis research KW - education AB - According to sustainable development target 4.7, by 2030, all signatory nations must ensure learners are provided with education for sustainable development and global citizenship. While many national curricula provide a policy imperative to provide a global dimension in curriculum and teaching, mainstreaming an approach to teaching about sustainable development through pressing global issues requires strong attention to what happens between students and teachers in the classroom. In this article, we aim to help teachers think through an ongoing reflexive approach to teaching by bridging important theoretical and empirical scholarship with the day-to-day pedagogies of global educators. This collaborative praxis offers an actionable approach to engaging with values, conflicts and ethical consequences towards bringing global issues into teaching and learning in a critical and fruitful way. Our results show that teachers and students can both experience discomfort and experience a sense of significance and worthiness of engaging in a more critical approach. In addition, if we critically reflect and support students in doing so, as these teachers have done, we open up possibilities for approaches to global issues pedagogy that come much closer to addressing the pressing issues of our deeply unequal world. ER - TY - JOUR T1 - Teaching and Fostering an Active Environmental Awareness Design: Validation and Planning for Action-Oriented Environmental Education T2 - Sustainability SN - 2071-1050 A1 - Thor, Daniel A1 - Karlsudd, Peter PY - 2020 VL - 8 IS - 12 SP - 1 EP - 17 DO - 10.3390/su12083209 LA - eng PB - : MDPI KW - environment KW - climate KW - gamification KW - pupils KW - environmental instruction KW - education AB - In recent years, there have been frequent scientific reports focusing on high carbon dioxide emissions. Many people feel concerned about efforts not happening quickly enough to reduce the negative impact on the climate. The responsibility for reversing this trend rests primarily on adults, but hope is now directed more and more toward the younger generation. The present project, which is a collaboration between design and education, lays the foundation for an educational endeavor based on an idea of environmental citizenship. By creating environmental citizen tokens for children and youths, this project aims to change learned living patterns and encourage a new generation to work toward a sustainable climate. There is also good possibility that the young people’s involvement and striving for a better environment will transfer to adults. This has become clear in the global movement started by the environmental activist, Greta Thunberg. This article describes the work of designing and preparing the implementation of a learning project, with its basis in knowledge about environmental impact and personal responsibility. The methods underlying the project are gamification and digital activities, allied with a proven system for making a progression of skills visible. The project has resulted in a finished design and an implementation plan, which have been validated through interviews with teacher educators, principals, teachers, student-teachers, parents and pupils, and which after this validation will be tested at ten specially selected Swedish compulsory schools. ER - TY - JOUR T1 - Promoting Environmental Citizenship in Education: The Potential of the Sustainability Consciousness Questionnaire to Measure Impact of Interventions T2 - Sustainability SN - 2071-1050 A1 - Ariza, Marta Romero A1 - Boeve-de Pauw, Jelle A1 - Olsson, Daniel A1 - Van Petegem, Peter A1 - Parra, Gema A1 - Gericke, Niklas PY - 2021 VL - 20 IS - 13 SP - 1 EP - 20 DO - 10.3390/su132011420 LA - eng PB - : MDPI KW - management KW - monitoring KW - policy and law KW - renewable energy KW - sustainability and the environment KW - geography KW - planning and development KW - biology KW - subject-specific education KW - ämnesdidaktik AB - Policy documents across the globe call for citizen engagement to fight climate change emergencies and build more sustainable societies. They also recognize the key role of formal and non-formal education in preparing citizens to address those challenges. However, there is a need to identify appropriate instruments to evaluate the impact of educational interventions on people's knowledge, attitudes, and behaviors, which are essential components of the action competence required to become environmental citizens and agents of change. The aim of this paper is to investigate the potential of the Sustainability Consciousness Questionnaire (SCQ) to evaluate different educational interventions aimed at increasing environmental citizenship. It presents three sub-studies from Spain, Belgium, and Sweden using the SCQ with varying contexts, duration, and target groups yet sharing common pedagogical features in the interventions. Pre-intervention scores indicate a common pattern of high sustainability knowingness, moderate sustainability attitudes, and lower sustainability behaviors in the three dimensions (environmental, social and economic) of sustainability consciousness, and a positive impact on sustainability behavior after the intervention. These findings are especially significant when compared to previous studies. We therefore conclude that the SCQ is useful for detecting the effects of learning interventions of varying designs and contexts that address environmental citizenship. The results are discussed in terms of key pedagogical features of the educational interventions, and the appropriateness and sensitivity of the instrument in detecting changes in the intended direction. It concludes with implications for research and practice and suggestions for future lines of work. ER - TY - JOUR T1 - Climate Youth Activism Initiatives: Motivations and Aims, and the Potential to Integrate Climate Activism into ESD and Transformative Learning T2 - Sustainability SN - 2071-1050 A1 - Kowasch, Matthias A1 - Cruz, Joana P. A1 - Reis, Pedro A1 - Gericke, Niklas A1 - Kicker, Katharina PY - 2021 VL - 21 IS - 13 SP - 1 EP - 25 DO - 10.3390/su132111581 LA - eng PB - : MDPI KW - climate activism KW - fridays for future KW - education for sustainable development (esd) KW - transformative learning KW - environmental citizenship (ec) KW - shift in consciousness KW - education KW - biology AB - For about two years, the climate youth activism initiative Fridays for Future has addressed climate emergency, receiving considerable attention because of their consistent protests every week in many different locations worldwide. Based on empirical studies in Austria and Portugal, this paper investigates the motivations of students to participate in the movement and the solutions proposed by young activists to fight against climate emergency. Moreover, we discuss the integration of climate change activism into ESD (education for sustainable development) and transformative learning processes, and how this enables environmental citizenship. The results of the studies reveal that emotions and feelings of solidarity and collective aims are motives to participate in the strikes. The young activists sometimes propose innovative and sometimes radical solutions to climate emergency. Both demonstrations and exhibitions as forms of bottom-up climate activism initiatives contribute to engagement in political dialogue and scientific knowledge transfer. They can be seen as "triggers of change " for transformative learning. ER - TY - JOUR T1 - Perceived Accessibility and Key Influencing Factors in Transportation T2 - Sustainability SN - 2071-1050 A1 - Jamei, Elmira A1 - Chan, Melissa A1 - Chau, Hing Wah A1 - Gaisie, Eric A1 - Lättman, Katrin PY - 2022 VL - 17 IS - 14 SP - 1 EP - 22 DO - 10.3390/su141710806 LA - eng PB - : MDPI KW - perceived accessibility KW - transportation KW - perceived safety KW - service quality KW - samhällskunskap AB - Accessibility is commonly assessed using indicators calculated from spatial data. Comparatively perceived accessibility cannot be adequately reflected by these calculated measures because it involves the perception to participate in spatially dispersed opportunities. This highlights the need to understand and consider perceived accessibility for planning and evaluation of transport systems from a complementary perspective. Therefore, this study aims to offer a systematic review concerning the interpretations of perceived accessibility in transport, its concept, major social drivers, barriers, evaluation methods and key influencing factors. This review also highlights the importance of perceived safety and service quality in public transport and their relationship with perceived accessibility in daily travel. The paper argues that perceived accessibility with due consideration of perceived safety and service quality will contribute to the development from mobility-based to accessibility-based planning. ER - TY - JOUR T1 - From globalist to cosmopolitan learning: on the reflexive modernization of teacher education T2 - Ethics & Global Politics SN - 1654-4951 A1 - Rönnström, Niclas PY - 2017 VL - 4 IS - 5 SP - 193 EP - 216 DO - 10.3402/egp.v5i4.20305 LA - eng PB - : Informa UK Limited KW - teacher education KW - education KW - globalization KW - lifeworld KW - theory of reflexive modernization KW - knowledge KW - individualization KW - cosmopolitization KW - globalist learning KW - cosmopolitan learning AB - In this article, I discuss teacher education reform and the work of teachers in light of globalization and reflexive modernization. Increasing globalization has meant changed conditions for national education traditionally geared toward nation building and to the nationalizing of lifeworlds. It is assumed that the global economy has made knowledge and lifelong learning essential to economic growth, and governments have considered their citizens, teachers, and schools to be poorly trained for the demands of knowledge economies. Consequently, nation-states have invested massively in teacher education because of the vital role effective high-quality teachers are expected to play in preparation for working on global markets and for the competitive edge of nations. However, recent teacher education reform can be criticized for a one-sided orientation toward principles of economic growth, effectiveness, and competitiveness at the expense of other important educational aims, such as the development of reflective and communicative capacities and education for cosmopolitan citizenship. Moreover, recent teacher education reform in various nation-states seems to neglect how processes of reflexive modernization profoundly change schools, society, and the teaching situation, and undermine the principles that marked earlier phases of nation-centered modernization. I discuss teacher education and the work of teachers as reflexive modern practices and phenomena within the framework of critical social theory, and I mainly use Ulrich Beck's theory of reflexive modernization. I argue that increased reflexivity, institutionalized individualization, and cosmopolitization constitute reasons for the re-contextualization of teacher education away from the uncritical influence of the primacy of the economy, instrumental rationalization, and other principles of modernization that are now running dry. In the final part, I discuss the importance of moving from a mainly economically oriented, globalist view of learning to a multidimensional, cosmopolitan view of learning in teacher education and education in general. ER - TY - JOUR T1 - Approaching the space issue in Nordic curriculum theory: national reflections of globalisation in social studies/citizenship textbook pictures in Sweden, England and Germany T2 - Nordic Journal of Studies in Educational Policy SN - 2002-0317 A1 - Wermke, Wieland A1 - Pettersson, Daniel A1 - Forsberg, Eva PY - 2015 VL - 1 IS - 1 EP - 1 DO - 10.3402/nstep.v1.27011 LA - eng PB - : CoAction Publishing KW - curriculum theory KW - globalisation KW - comparative education KW - textbooks KW - social studies KW - civics KW - education AB - This article focuses on globalisation in Nordic curriculum theory by investigating the issue of space. It puts forward an increased interest in the practical levels of schooling and argues that globalisation should be investigated not only as a policy phenomenon but also as instructional matter in different contexts. It presents two perspectives of space, a container and a relational perspective. A distinction between the two perspectives contributes to an understanding of how the world is constructed at different levels of curriculum. The article tests its argument with an explorative social studies and citizenship textbook study in the national contexts of Sweden, England and Germany. It can be shown that all cases differ in their portrayals of globalisation and in the constructions of space-related issues. ER - TY - CONF T1 - Inclusive AR-games for Education of Deaf Children: Challenges and Opportunities T2 - Proceedings of the 16th European Conference on Games Based Learning ECGBL 2022 A1 - Westin, Thomas A1 - Neves, José Carlos A1 - Mozelius, Peter A1 - Sousa, Carla A1 - Mantovan, Lara PY - 2022 SP - 597 EP - 604 DO - 10.34190/ecgbl.16.1.588 LA - eng PB - Reading, UK : Academic Conferences International (ACI) KW - deaf KW - sign language KW - game-based learning KW - augmented reality KW - accessibility KW - data- och systemvetenskap KW - computer and systems sciences AB - Game-based learning has had a rapid development in the 21st century, attracting an increasing audience. However, inclusion of all is still not a reality in society, with accessibility for deaf and hard of hearing children as a remaining challenge. To be excluded from learning due to communication barriers can have severe consequences for further studies and work. Based on previous research Augmented Reality (AR) games can be joyful learning tools that include activities with different sign languages, but AR based learning games for deaf and hard of hearing lack research. This paper aims to present opportunities and challenges of designing inclusive AR games for education of deaf children. Methods involved conducting a scoping review of previous studies about AR for deaf people. Experts were involved as co-authors for in-depth understanding of sign languages and challenges for deaf people. A set of AR input and output techniques were analysed for appropriateness, and various AR based game mechanics were compared. Results indicate that inclusive AR gameplay for deaf people could be built on AR based image and object tracking, complemented with sign recognition. These technologies provide input from the user and the real-world environment typically via the camera to the app. Scene tracking and GPS can be used for location-based game mechanics. Output to the user can be done via local signed videos ideally, but also with images and animations. Moreover, a civic intelligence approach can be applied to overcome many of the challenges that have been identified in five dimensions for inclusion of deaf people i.e., cultural, educational, psycho-social, semantic, and multimodal. The input from trusted, educated signers and teachers can enable the connection between real world objects and signed videos to provide explanations of concepts. The conclusion is that the development of an inclusive, multi-language AR game for deaf people needs to be carried out as an international collaboration, addressing all five dimensions. ER - TY - CHAP T1 - Initiating Aesthetic Learning: A Study on Practicing Dance (Again) T2 - Corpos que Dançam II A1 - Kraus, Anja A1 - Anttila, Eeva A1 - Norton Dias, Teresa PY - 2023 SP - 49 EP - 62 DO - 10.34640/universidademadeira2023diasneder LA - eng PB - Madeira : Universidade da Madeira KW - initiating learning KW - aesthetic learning KW - vignettes KW - dance exercising KW - body phenomenology KW - performativity KW - aprendizagem estética KW - exercício de dança KW - fenomenologia do corpo KW - performatividade KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - humanities and social science education AB - The main purpose of this chapter is to investigate the topic of ‘(re-)entering dance practice’ as a mode of aesthetic learning. Body phenomenology, complemented by viewpoints from performativity theory, will be applied in analysing this process of finding oneself as a person of action in a situation of existential challenge as integral to initiating (aesthetic) learning. More specifically, learning will be described in relation to dance as characterized by the capacity and the will of a person to enter (again) into an emotional, bodily, and social dialogue with her/his surroundings. The data consists of autobiographical vignettes written by two professional dancers and spontaneous, expressive utterances from two ‘dance novices’. The utter aim of the study is to contribute to shed light on g the potential of body phenomenology and performativity theory in modelling the aesthetic dimensions of early learning in formal and informal contexts.  ER - TY - JOUR T1 - Education as Lived Welfare: A History of Experience Perspective on Children and the Welfare State T2 - Nordic Journal of Educational History SN - 2001-7766 A1 - Markkola, Pirjo PY - 2023 VL - 2 IS - 10 SP - 5 EP - 20 DO - 10.36368/njedh.v10i2.477 LA - eng PB - Umeå : Umeå University Library KW - lived welfare state KW - history of experience KW - education KW - childhood KW - citizenship AB - Drawing on recent research on lived welfare state from a history of experience perspective, this article aims to contribute to the further exploration of the education-welfare state nexus. First, experience as a historical concept is discussed in a historiographical context from the 1960s onwards. Second, the concept of lived welfare and the conceptualization of education as lived welfare are explicated. Third, concrete examples of education as lived welfare elucidate the history of experience approach to children and the welfare state. Children’s encounters with their educators and the school system shape their individual and collective ways of experiencing the welfare state. Examples from historical research presented in the article suggest that the conceptualization of education as lived welfare contributes to a better understanding of citizenship, belonging, trust in society (or lack thereof) and the general formation of individual-society relationship. ER - TY - JOUR T1 - Language Shift as a Way of Acquiring New Citizenship and a Profession: The Educational Background of the First Female Students at the Jyväskylä Teachers Seminary T2 - Nordic Journal of Educational History SN - 2001-7766 A1 - Kotilainen, Sofia PY - 2024 VL - 2 IS - 11 SP - 9 EP - 35 DO - 10.36368/njedh.v11i2.1057 LA - eng PB - Umeå : Umeå University Library KW - female citizenship KW - multilingualism KW - professions KW - social motherhood KW - teacher training AB - This article sheds light on gendered aspects of the early years of the Finnish teacher training system. It focuses on the first generation of female students at the Jyväskylä Teachers Seminary in central Finland, their educational background, and their language competences. My main sources are the students’ applications to the seminary, which I explore with the help of the collective biographical method. The Jyväskylä Teachers Seminary, the first Finnish-language teacher training college for elementary school teachers in Finland, was established in central Finland in 1863, partly in response to the increasing significance of the Finnish language to the nation. For the girls who entered the seminary, their preparatory private education and the language shift they experienced there from Swedish to Finnish were significant factors both in their training as teachers and in the opportunity to gain a public profession of their own, as well as a new kind of female citizenship. Most of these women had graduated from private schools or had only private tutoring at home. ER - TY - JOUR T1 - Common Sense Diagrams: The US Two-Party System in Magruder’s American Government, 1917–2023 T2 - Nordic Journal of Educational History SN - 2001-7766 A1 - Holmén, Janne PY - 2025 VL - 1 IS - 12 SP - 3 EP - 33 DO - 10.36368/njedh.v12i1.1038 LA - eng PB - Umeå : Umea University Library KW - education KW - statskunskap KW - civic education AB - This article investigates how the two-party system is analysed in text and diagrams in US government textbooks. The diagrams are analysed with the help of theories from the cognitive sciences. Magruder’s American Government has dominated the US civics textbook market since its first edition in 1917. That year, the textbook referred to “the four leading parties,” and the two-party system concept first appeared in a diagram in 1930. From 1939, the two-party system was considered a trait of English-speaking countries and was contrasted to the chaotic multiparty systems in Europe, which could end up in dictatorship. From the 1950s, the two-party system was explained as an effect of the electoral system and as a reflection of the lack of divisions in US society. Diagrams of the party system were gradually simplified until the 1990s, when they implied that Democrats and Republicans had unbroken roots in the late 1700s. From the 2010s, more critical explanations of the two-party system appeared, such as that the major parties issue legislation that hinder the formation of new parties. ER - TY - JOUR T1 - Skolämnen och moralisk fostran: En komparativ studie av samhällskunskap och livskunskap T2 - Nordic Journal of Educational History SN - 2001-7766 A1 - Landahl, Joakim PY - 2015 VL - 2 IS - 2 SP - 27 EP - 47 DO - 10.36368/njedh.v2i2.55 LA - swe PB - Umeå : Umeå University Library KW - moral education KW - modernity KW - school subjects KW - civics KW - life-skills KW - moralisk fostran KW - modernitet KW - skolämnen KW - samhällskunskap KW - livskunskap KW - historia med utbildningsvetenskaplig inriktning KW - history of education AB - School subjects and moral education: A comparative study of civics and life-skillsThis article is concerned with two school subjects that were introduced in Swedish schools during the 20th century: civics and life-skills. Drawing on textbooks in civics from the 1950s to the 1960s and textbooks in life-skills from the 2000s, the aim is to analyse and compare the morality conveyed in the respective school subjects during its introductory years. It is argued that civics and life-skills can be used to get a grip of differences between different historical contexts, since the two school subjects emerged in two different time periods. Civics emerged as a school subject for the comprehensive schools during the middle of the 20th century, and might therefore be labeled as a typically "modern" school subject, whereas life skills emerged in the late 1990s, and might therefore be labeled a "late modern" school subject. Given that these two school subjects emerge as novelties in two different time periods, they can be used to discuss how the meaning of moral education in schools is related to general social tendencies. ER - TY - JOUR T1 - Curriculum History in Europe: A Historiographic Added Value T2 - Nordic Journal of Educational History SN - 2001-7766 A1 - Tröhler, Daniel PY - 2016 VL - 1 IS - 3 SP - 3 EP - 24 DO - 10.36368/njedh.v3i1.65 LA - eng PB - Umeå : Umeå University Library KW - long nineteenth century KW - nation-state KW - curriculum KW - society KW - citizenship KW - historiography KW - historia med utbildningsvetenskaplig inriktning KW - history of education AB - This article advocates for a particular understanding of curriculum history that enables educational research to emancipate itself from national idiosyncrasies. It suggests focusing, in the frame of a cultural history, on the interrelation between the constitutions, which define the ideal social order and the envisaged ideal citizens, and the curriculum, which provides “educational opportunities” – that is, pre-organised or preconfigured pathways of educational careers. The article thereby stresses that the fundamental notions of this research program – nation, society, and citizen – need to be handled as floating signifiers that are materialised differently in the various individual nation-states. The article argues that against this background, a European education history that respects national or cultural distinctions without getting trapped by national idiosyncrasies is possible. ER - TY - JOUR T1 - Regional Differentiation and National Uniformity: Norwegian Elementary School Legislation in the Eighteenth and Early Nineteenth Century T2 - Nordic Journal of Educational History SN - 2001-7766 A1 - Skinningsrud, Tone A1 - Skjelmo, Randi PY - 2016 VL - 1 IS - 3 SP - 25 EP - 45 DO - 10.36368/njedh.v3i1.66 LA - eng PB - Umeå : Umeå University Library KW - eighteenth and nineteenth century elementary education KW - citizenship education KW - eighteenth and nineteenth century educational legislation KW - history of norwegian education KW - compulsory schooling KW - educational uniformity KW - educational unification KW - historia med utbildningsvetenskaplig inriktning KW - history of education AB - Previous research on Norwegian educational reforms after 1814, the year when Norway became a constitutional state, has emphasized the conservatism of the elementary education acts of 1816 and 1827. Contrary to expectations for a constitutional state, these acts did not reflect a concern for fostering politically active citizens. Neither did they follow up the enlightenment idea of teaching secular knowledge to the common people. We raise a new question concerning post-1814 educational legislation in Norway: was there an increased emphasis on national uniformity after 1814? A close reading of the earlier 1739/41 acts and the 1827 act, including the Plan and Instruction from 1834, studies of the debates in the Norwegian Parliament 1815–1827 and the temporary 1816 act on elementary education, show that policy after 1814 emphasised national uniformity more than before. Despite continued local funding of elementary schooling, national policy and legislation promoted uniformity. ER - TY - JOUR T1 - Building Social Capital Through Civic Education in VET: A Comparative Study of Finland and Luxembourg (1960–1970) T2 - Nordic Journal of Educational History SN - 2001-7766 A1 - Gardin, Matias PY - 2016 VL - 1 IS - 3 SP - 75 EP - 94 DO - 10.36368/njedh.v3i1.68 LA - eng PB - Umeå : Umeå University Library KW - social capital KW - civic education KW - education systems KW - finland KW - luxembourg KW - historia med utbildningsvetenskaplig inriktning KW - history of education AB - Whereas social scientists and educationalists often make different assumptions about education, common to both groups is to render schooling responsible for the development of citizenship rights. Yet, a comparison of Finnish and Luxembourgian curriculum strategies in relation to building social capital – understood in the context of civic education in VET – has not been explored. Then, this study analyses these aspects during 1960–1970, for the period is regarded as the starting point for democratisation of education after WWII. The justification for the countries is based on their differences. However, both countries also experienced similar pressures to democratise education – especially regarding their VET – which need to be investigated, since little attention has been paid to the question of how the reforms of their former structures were legitimated by civic education. The conclusion addresses the importance of general education for the future of vocational careers. ER - TY - JOUR T1 - In-between "Swedish Gymnastics" and "Deutsche Turnkunst": Educating "National" Citizens through Physical Education in Switzerland in the Last Decades of the Nineteenth Century T2 - Nordic Journal of Educational History SN - 2001-7766 A1 - Brühwiler, Ingrid PY - 2017 VL - 2 IS - 4 SP - 71 EP - 84 DO - 10.36368/njedh.v4i2.96 LA - eng PB - Umeå : Umeå University Library KW - switzerland KW - physical education KW - swedish gymnastics KW - citizenship KW - nineteenth century AB - In Switzerland, physical education was as important as it was in other European countries during the last decades of the nineteenth century. Different visions of physical education were adapted to the Swiss context to promote national citizens that were strong and healthy and thus capable of protecting their fatherland. Discussions of Per Henrik Ling’s “Swedish system” and Friedrich Ludwig Jahn’s “Deutsche Turnkunst,” both of which were adapted in the francophone and the germanophone parts of Switzerland, dominated the discourse. Until the end of the nineteenth century, patriotic ideals permeated the army-ruled physical education, although methodology and health topics were discussed as well. The national and civic aims of physical education were the same for girls and boys, with one very important exception: boys were prepared for military service, whereas girls were primarily prepared to be good future mothers. ER - TY - JOUR T1 - The development of craft education in Finnish schools T2 - Nordic Journal of Educational History SN - 2001-7766 A1 - Marjanen, Päivi A1 - Metsärinne, Mika PY - 2019 VL - 1 IS - 6 SP - 49 EP - 70 DO - 10.36368/njedh.v6i1.124 LA - eng PB - Umeå : Umeå University Library KW - craft KW - craft education KW - school history KW - society AB - The purpose of this article is to examine the major changes Finnish school craft has undergone and explain these changes by using societal, pedagogical and subject-driven determinants. The main sources of this research include committee reports and national curricula. Research data was classified into five periods: craft for home well-being (1866-1911), craft for civic society (1912-1945), craft for independent hard-working citizens (1946-1969), toward equality craft (1970-1993), and unlimited craft (1994-2014). The analysis show that school craft has steadily followed students', society's and the subject's different needs during these periods. ER - TY - JOUR T1 - Samhällsvetenskapliga perspektiv på Black Lives Matter T2 - Sociologisk forskning SN - 0038-0342 A1 - Jämte, Jan A1 - Kelekay, Jasmine A1 - Schclarek Mulinari, Leandro A1 - Sohl, Lena PY - 2020 VL - 3 IS - 57 SP - 363 EP - 379 DO - 10.37062/sf.57.22320 LA - swe PB - Huddinge : Sveriges Sociologförbund KW - black lives matter KW - racism KW - sociala rörelser KW - antirasism KW - rasifiering AB - Sociologisk Forskning bad tre samhällsvetenskapliga forskare, verksamma i Sverige och USA, att svara på några frågor om rörelseprotesterna under parollen Black Lives Matter (BLM), antisvart rasism och dödligt polisvåld mot svarta människor. Deras svar grundar sig i egen och andras forskning inom områden som relationen mellan rasifiering och kriminalisering, postkoloniala perspektiv och kritisk kriminologi, erfarenheter av polisiär kontroll bland människor med afrikanskt ursprung i Stockholm, Malmö och New York samt sociala rörelser och politisk aktivism – särskilt olika former av antirasism.En av tidskriftens redaktörer, Lena Sohl, redigerade svaren till ett gemensamt samtal, där de tre forskarna kunde ändra och göra tillägg i sina egna svar. Den slutgiltiga texten färdigställdes den 10 december 2020.De medverkande forskarna är Jan Jämte, statsvetare och lektor i samhällskunskap vid Örebro universitet, som forskar om sociala rörelser och politisk aktivism, i synnerhet olika former av antirasism; Jasmine Kelekay, doktorand i sociologi vid University of California, Santa Barbara och gästdoktorand vid Kriminologiska institutionen, Stockholms universitet samt Centrum för mångvetenskaplig forskning om rasism vid Uppsala universitet, vars avhandling handlar om relationen mellan rasifiering och kriminalisering, med fokus på konstruktioner av svarthet och polisiär kontroll av svarta människor i Sverige; samt Leandro Schclarek Mulinari, doktor i kriminologi, vars forskning uppehåller sig vid skärningspunkten mellan kriminalitet och kriminalisering, i synnerhet förhållandet mellan denna skärningspunkt och frågor om rasism. ER - TY - JOUR T1 - Samhällsvetenskapliga perspektiv på Black Lives Matter/Social Science Perspectives on Black Lives Matter T2 - Sociologisk forskning SN - 0038-0342 A1 - Jämte, Jan A1 - Kelekay, Jasmine A1 - Mulinari, Leandro Schclarek A1 - Sohl, Lena PY - 2020 VL - 3 IS - 57 SP - 363 EP - 379 DO - 10.37062/sf.57.22320 LA - swe PB - Annelöv : Sveriges sociologförbund KW - black lives matter KW - rasism KW - sociala rörelser KW - antirasism KW - rasifiering KW - statskunskap AB - Sociologisk Forskning bad tre samhällsvetenskapliga forskare, verksamma i Sverige och USA, att svara på några frågor om rörelseprotesterna under parollen Black Lives Matter (BLM), antisvart rasism och dödligt polisvåld mot svarta människor. Deras svar grundar sig i egen och andras forskning inom områden som relationen mellan rasifiering och kriminalisering, postkoloniala perspektiv och kritisk kriminologi, erfarenheter av polisiär kontroll bland människor med afrikanskt ursprung i Stockholm, Malmö och New York samt sociala rörelser och politisk aktivism – särskilt olika former av antirasism.En av tidskriftens redaktörer, Lena Sohl, redigerade svaren till ett gemensamt samtal, där de tre forskarna kunde ändra och göra tillägg i sina egna svar. Den slutgiltiga texten färdigställdes den 10 december 2020.De medverkande forskarna är Jan Jämte, statsvetare och lektor i samhällskunskap vid Örebro universitet, som forskar om sociala rörelser och politisk aktivism, i synnerhet olika former av antirasism; Jasmine Kelekay, doktorand i sociologi vid University of California, Santa Barbara och gästdoktorand vid Kriminologiska institutionen, Stockholms universitet samt Centrum för mångvetenskaplig forskning om rasism vid Uppsala universitet, vars avhandling handlar om relationen mellan rasifiering och kriminalisering, med fokus på konstruktioner av svarthet och polisiär kontroll av svarta människor i Sverige; samt Leandro Schclarek Mulinari, doktor i kriminologi, vars forskning uppehåller sig vid skärningspunkten mellan kriminalitet och kriminalisering, i synnerhet förhållandet mellan denna skärningspunkt och frågor om rasism. ER - TY - CHAP T1 - Human Dignity and Human Rights: A Plea for Their Place and Importance in Values Education T2 - Values, Human Rights and Religious Education A1 - Sporre, Karin PY - 2018 SP - 257 EP - 273 DO - 10.3726/b14257 LA - eng PB - Oxford : Peter Lang Publishing Group KW - human dignity KW - human rights KW - values education KW - harald ofstad KW - seyla benhabib AB - The two, similar but distinct, discourses of human dignity and human rights as well as relationships between them are at the centre of this book chapter. The work of moral philosopher Harald Ofstad is used to develop a secular minimalist understanding of human dignity. Additionally, the work of Seyla Benhabib gives an entry to the field of human rights where national understandings of citizenship are problematized in favour of a cosmopolitan perspective. This addresses contemporary challenges in a number of countries where migration raises issues of xenophobia and racism, and a conscious values education of equality seems to be essential. Brief examples of the implementation of discourses of human rights and human dignity from the constitution of South Africa and recent curricula from South Africa and Namibia are introduced. The aim of the chapter is to point to the necessity of conscious reflection on human dignity and human rights as crucial elements of education.The volume, the chapter is published in, brings together international researchers addressing the three areas of values education, religious education and human rights education.     ER - TY - CONF T1 - Service Learning for Enhancing Student Civic Engagement T2 - Lessons from a Pandemic for the Future of Education A1 - Matijević, Ana Skledar A1 - Tomašević, Teresa A1 - Lindhagen, Lasse PY - 2021 SP - 332 EP - 341 DO - 10.38069/edenconf-2021-ac0032 LA - eng PB - : European Distance and E-Learning Network (EDEN) AB - The NEXUS project focuses on cultural diversity and migration within higher education institutions (HEIs), and enhancing student civic engagement by integrating Service Learning elements into second language courses, i.e. teaching the language of the receiving country.Service Learning as an educational method and as an integral activity of community engagement is crucial for the NEXUS project because it explicitly promotes cooperation between the academic community and the civil sector, putting the students and community engagement at the core of the learning experience. It also contributes to the achievement of the third mission of the university, which directly facilitates the development of the social responsibility of students and other members of the academic community in solving specific societal problems.A Service Learning idea developed through NEXUS is based on second language courses which contain elements of culture and society of the receiving country and therefore lend themselves to including civic education and civic engagement elements for empowering students in the syllabus. ER - TY - JOUR T1 - Par le corps et pour l’État: l’ itorero et les techniques réflexives du corps au Rwanda T2 - Politique Africaine SN - 0244-7827 A1 - Sundberg, Molly PY - 2017 VL - 3 IS - 147 EP - 3 DO - 10.3917/polaf.147.0023 LA - fre PB - : CAIRN AB - By one’s Body, for one’s State: Itorero and Reflexive Body Techniques in Rwanda When citizen bodies are targeted as objects of ideological instruction, what may this tell us about the relationship between political subjectivities and bodily techniques, and between a person’s immediate bodily performance and past political experiences ? This article is based on an ethnographic study of a civic education program in Rwanda. By exploring some Rwandan citizens’ participation in and experiences of the program, it enquires into the potency and limitations of government power of persuasion, exercised through and on citizen bodies. ER - TY - BOOK T1 - Adoption and multiculturalism: Europe, the Americas, and the Pacific PY - 2020 DO - 10.3998/mpub.10032835 LA - eng PB - University of Michigan Press KW - samhällskunskap AB - Adoption and Multiculturalism features the voices of international scholars reflecting transnational and transracial adoption and its relationship to notions of multiculturalism. The essays trouble common understandings about who is being adopted, who is adopting, and where these acts are taking place, challenging in fascinating ways the tidy master narrative of saviorhood and the concept of a monolithic Western receiving nation. Too often the presumption is that the adoptive and receiving country is one that celebrates racial and ethnic diversity, thus making it superior to the conservative and insular places from which adoptees arrive. The volume’s contributors subvert the often simplistic ways that multiculturalism is linked to transnational and transracial adoption and reveal how troubling multiculturalism in fact can be. ER - TY - JOUR T1 - The Socioeconomic and Ethnic Segregation of Living Conditions in Copenhagen T2 - Revista Critica de Ciencias Sociais SN - 0254-1106 A1 - Hornemann Möller, Iver A1 - Elm Larsen, Jørgen PY - 2015 VL - 108 SP - 7 EP - 30 DO - 10.4000/rccs.6071 LA - eng PB - : OpenEdition AB - The aim of this article is to analyze the discrepancies between certain aspects of living conditions of ethnic Danes and immigrants in Copenhagen. Copenhagen is quite prosperous and fares well in the globalized economy but is at the same time experiencing increasing poverty and ethnic segregation. Differences in income have increased spatial segregation in Copenhagen in terms of housing and education. This segregation is most visible in relation to highly educated Danes and immigrants from non-Western countries. The article first examines poverty at household level and its spatial dimensions. Secondly, it considers other living conditions (for example social networks). Thirdly, it explores immigrants’ experiences of, among other things, education, employment and citizenship. It concludes that social cohesion in Copenhagen may be threatened if this segregation continues. ER - TY - CHAP T1 - Citizenship Education: Ideology or System? A Critical View on Civic Educational Policy Thinking T2 - Handbook of Research on Education for Participative Citizenship and Global Prosperity A1 - Strandbrink, Peter PY - 2019 SP - 431 EP - 446 DO - 10.4018/978-1-5225-7110-0.ch018 LA - eng PB - Hershey, PA : IGI Global AB - The purpose of this chapter is to investigate salient approaches to citizenship and civic-normative educationin liberal democratic life. The chapter argues that core technocratic assumptions about clarity,linearity, and predictability feeding into civic-educational deployment and change warrant critical attention.The chapter aims to shed new light on states’ instinct to regard themselves and their value setsas seamless conceptual wholes. A range of ramifications of this typical approach are interrogated, inprinciple as well as in relation to Swedish civic-educational matrices. The chapter refines a heuristicmodel for unpacking citizenship and civic-normative education thinking in liberal democracy originallypresented in an earlier work by the author. It is concluded that even as the enormous policy efforts thatgo into organizing and revamping public civic-normative education in response to new societal challengeshave little chance of meeting governments’ intentions; they may still be important since they areexerted in highly visible public spaces and domains. ER - TY - CHAP T1 - Theorizing young people's perceptions of their citizenship identity T2 - Handbook of research on education for paricipative citizenship and global prosperity A1 - Leighton, Ralph A1 - Nielsen, Laila PY - 2018 SP - 537 EP - 550 DO - 10.4018/978-1-5225-7110-0.ch024 LA - eng PB - Hershey : IGI Global AB - The paradigm of social justice gives voice to those without the resources to deal with responsibilities imposed by a neoliberal agenda. The authors focus on pupils in Sweden and England, countries which have moved from a sense of communality to the growth of neoliberal societal individualism. To clarify real citizenship (rather than formal), they apply the concepts of intersectionality and of human capabilities in place of rights, which means that people adhere to numerous simultaneous collectivities and having the capability to do something requires more than an entitlement to it. While everyone might have the right to an education and to a dignified life, many live in powerlessness and in political, social, and economic exclusion. Sufficient human capabilities are required in order to receive the education necessary for citizenship in its real meaning, and the intersectional approach enables interrogation of factors that coalesce, rather than viewing in them in isolation. ER - TY - CHAP T1 - A systematic literature review on the use of games for attitude change: Searching for factors influencing civil servants' attitudes T2 - Research Anthology on Game Design, Development, Usage, and Social Impact A1 - Kleiman, Fernando A1 - Meijer, Sebastiaan A1 - Janssen, Marijn PY - 2022 SP - 1956 EP - 1977 DO - 10.4018/978-1-6684-7589-8.ch096 LA - eng PB - : IGI Global AB - Governments are increasingly using games for civic engagement, decision making, and education. Serious gaming is a type of game that has often been advocated as a means for changing the attitude of its players and can be used for changing the attitude of civil servants. However, the relationship between games and attitude change in civil servants remains unexplored. This paper aims at identifying factors leading to attitude change of civil servants. As hardly any paper is focused on civil servants' attitude change through games, the authors broaden their research to attitude change through games in general. Out of 483 documents, 19 reference papers were analyzed in detail. Eighty-one games were found, and more than 13 different theories were identified containing 30 different influencing factors, which were found mostly to be unrelated and context-dependent. The conceptual dispersion between studies indicates that the resulting overview of factors is a first step towards creating a uniform theory. The results can help governments to design better games. ER - TY - CHAP T1 - Social Studies Education From the Socialisation, Qualification, and Subjectification Perspectives: A Proposed Synthesis T2 - Political Identity and Democratic Citizenship in Turbulent Times A1 - Sandahl, Johan PY - 2020 SP - 186 EP - 202 DO - 10.4018/978-1-7998-3677-3.ch008 LA - eng PB - Hershey, P.A : IGI Global KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - In most countries, social studies education is the assigned subject responsible for citizenship education, that is, developing students’ attitudes, experiences, knowledge, abilities, and the skills that they need to be active participants in a democratic society. The role of social studies can be defined using Gert Biesta’s three concepts of the domains of education: socialisation, qualification, and subjectification. First, schools have a role in socialising students into society, passing on values and knowledge. Second, the school system should contribute to students’ qualification as citizens by helping them enhance their civic and critical literacy. Third, education should equip students with the necessary skills to allow them to develop their own political identity. Each of these domains gives rise to challenging questions related to educational outcomes. This chapter theoretically examines how Biesta’s educational domains relate to social studies education in a synthetic understanding. ER - TY - CHAP T1 - Resourcing an ethical global issues pedagogy: A participatory project with secondary teachers in northern Europe T2 - Teaching and Learning Practices that Promote Sustainable Development and Active Citizenship A1 - Pashby, Karen A1 - da Costa, Marta A1 - Sund, Louise A1 - Corcoran, Su PY - 2020 SP - 47 EP - 66 DO - 10.4018/978-1-7998-4402-0 LA - eng PB - : IGI Global KW - education AB - In this chapter, the authors report on a participatory research project with secondary school teachers in England, Finland, and Sweden that aimed to explore the possibilities for ethical global issues pedagogy in the classroom. The project had three integrated stages: 1) development and delivery of a workshop for teachers based on a synthesis of theoretical work in critical global citizenship education and environmental and sustainability education, and introducing Andreotti's (2012) HEADSUP tool; 2) classroom visits and reflective interviews with teachers where the workshop material was applied and adapted; and 3) drafting, reviewing, piloting, and publishing online a resource to support teacher practice. Findings show teachers are inspired and committed to engaging with deep ethical pedagogical approaches to global issues. However, in order to be able to take up critical approaches in the classroom, teachers require resources and spaces where they can engage with theory and research, reflect, experiment, and exchange information with other teachers. ER - TY - JOUR T1 - A Systematic Literature Review on the Use of Games for Attitude Change: Searching for Factors Influencing Civil Servants' Attitudes T2 - International Journal of Electronic Government Research SN - 1548-3886 A1 - Kleiman, Fernando A1 - Meijer, Sebastiaan A1 - Janssen, Marijn PY - 2020 VL - 4 IS - 16 SP - 1 EP - 20 DO - 10.4018/IJEGR.2020100101 LA - eng PB - : IGI Global KW - attitude change KW - civil servant KW - e-government KW - game design KW - gaming AB - Governments are increasingly using games for civic engagement, decision making, and education. Serious gaming is a type of game that has often been advocated as a means for changing the attitude of its players and can be used for changing the attitude of civil servants. However, the relationship between games and attitude change in civil servants remains unexplored. This paper aims at identifying factors leading to attitude change of civil servants. As hardly any paper is focused on civil servants' attitude change through games, the authors broaden their research to attitude change through games in general. Out of 483 documents, 19 reference papers were analyzed in detail. Eighty-one games were found, and more than 13 different theories were identified containing 30 different influencing factors, which were found mostly to be unrelated and context-dependent. The conceptual dispersion between studies indicates that the resulting overview of factors is a first step towards creating a uniform theory. The results can help governments to design better games. ER - TY - JOUR T1 - Social studies teachers’ reflections after participating in an experimental study on deliberative teaching T2 - Journal of Social Science Education SN - 1618-5293 A1 - Andersson, Klas PY - 2020 VL - 2 IS - 19 SP - 46 EP - 59 DO - 10.4119/jsse-1957 LA - eng KW - deliberative teaching KW - field experiment KW - social studies KW - teacher change AB - © 2020, sowi-online e.V.. All rights reserved. Participation in a research study does not automatically change social studies teachers’ approach to teaching.-Information about learning outcome does not changing social studies teachers’ teaching.-Teachers’ personal beliefs about teaching are important for their teaching practice.-Teachers highly value variation in social studies teaching.-The understanding of what makes teachers change their practice needs to be developed. Purpose: This article examines teachers’ reflections during and after their participation in a teaching experiment focusing on how different teaching methods affect student learning in the social studies/civic education. Method: In the field experiment, classes and teachers were randomly assigned to a teaching syllabus based on the theoretical ideal of deliberative teaching or a conventional syllabus that served as a control. Building on Guskey’s model of teacher change (1986/2002), the participating teachers were interviewed to investigate the occurrence of possible change sequences. Findings: The results showed that the teachers were not interested in changing their teaching practices due to the result of the study. While the teachers were keen to develop the material from the experiment, they preferred to do so in their own way based on their personal beliefs about what constitutes good social studies teaching. ER - TY - JOUR T1 - Financial Literacy as Citizenship Education – a viable prospect? T2 - Journal of Social Science Education SN - 1618-5293 A1 - Björklund, Mattias A1 - Sandahl, Johan PY - 2020 VL - 3 IS - 19 SP - 4 EP - 20 DO - 10.4119/jsse-3230 LA - eng PB - : Bielefeld University KW - financial literacy KW - citizenship education KW - social studies KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - Purpose: This article aims to discuss what kind of teaching is required to enable students to critically review financial issues in a way that is in accordance with a broad citizenship education.Method: Content analysis where an assessment of students’ answers was compared and aligned with Westheimer & Kahne’s (2004) theory driven conceptions of citizenship.Findings: Findings demonstrate that students’ understandings correspond with the three conceptions and give important indications of what needs to be included in teaching in order to address financial issues as citizenship education.Implications: Focus in financial literacy education should be widened to include political and social aspects of the relation between households and the financial systems. ER - TY - JOUR T1 - Pluriversal possibilities and challenges for Global Education in Northern Europe T2 - Journal of Social Science Education SN - 1618-5293 A1 - Pashby, Karen A1 - da Costa, Marta A1 - Sund, Louise PY - 2020 VL - 4 IS - 19 SP - 45 EP - 62 DO - 10.4119/jsse-3463 LA - eng PB - : Universität Bielefeld KW - global citizenship education KW - postcolonial theory in education KW - decolonial engagements in education KW - colonialism and education KW - global issues in the classroom KW - pluriversal pedagogy KW - education AB - Purpose: This paper considers the relevance of critical and decolonial approaches to global education in northern Europe through theoretical and empirical research.Methodology: We present a case for an approach that engages the modern/colonial dynamic (Mignolo, 2000; Andreotti, 2014) and pluriversality (Mignolo & Walsh, 2018). We conducted a project involving workshops with secondary teachers in England, Finland, and Sweden centred on Andreotti’s (2012) HEADSUP tool. We recorded discussions at the workshops and individual interviews after applying the tool in practice.Findings: Teachers are both strategic and reticent in how they take up colonialism when teaching global issues. Wider political contexts and teachers’ and students’ own experiences with colonialism and racialisation are very much part of how ethical global issues are framed, unpacked, and responded to in classrooms. While there are some significant challenges evident, several teachers deepened their approach and co-produced a teacher resource supporting the application of HEADSUP to classroom practice. ER - TY - JOUR T1 - Global Citizenship Education for global citizenship?: Students’ views on learning about, through, and for human rights, peace, and sustainable development in England, India, New Zealand, South Africa, and Sweden T2 - Journal of Social Science Education SN - 1618-5293 A1 - Nygren, Thomas A1 - Kronlid, David A1 - Larsson, Esbjörn A1 - Novak, Judit A1 - Bentrovato, Denise A1 - Wasserman, Johan A1 - Welply, Oakleigh A1 - Anamika, Anamika A1 - Guath, Mona PY - 2020 VL - 4 IS - 19 SP - 63 EP - 97 DO - 10.4119/jsse-3464 LA - eng KW - education for sustainable development KW - human rights education KW - peace education KW - teaching methods KW - global citizenship education KW - curriculum studies AB - Highlights:-Education about, through and for human rights, peace and sustainability in the global north and south is investigated from students’ point of view.- Knowledge, skills, and attitudes in line with international recommendations are evidentin all national contexts.- Students may identify violations of human rights and recognise acts of violence but struggle more to identify issues linked to sustainability and strategies to solve conflicts.- Knowing how to promote human rights, peace, or sustainability is more of a challenge than identifying human rights, peace, or sustainability.- Impact from teaching is associated with local contexts and a mix of teaching methods,both student centred and teacher directed ER - TY - JOUR T1 - Preparing for Citizenship: The Value of Second Order Thinking Concepts in Social Science Education T2 - Journal of Social Science Education SN - 1618-5293 A1 - Sandahl, Johan PY - 2015 VL - 1 IS - 14 SP - 19 EP - 30 DO - 10.4119/jsse-732 LA - eng KW - social science KW - social studies KW - civics KW - second order concepts KW - second order thinking concepts KW - citizenship education KW - civic literacy KW - subject learning and teaching KW - ämnesdidaktik AB - Social Science as a school subject aims at making students knowledgeable in societal issues as well as preparing them for citizenship. Despite the strong position of Social Science in the Swedish school curricula, little research has been done in the field. Previous research has mainly concentrated on factual knowledge and conceptual learning, or the role of deliberation in class activities. Less research has focused on the role of disciplinary thinking and how that might promote learning to think like a social scientist while at the same time preparing students for citizenship. By using a conceptual framework from history didactics, Social Science education is in the following text explored in search of second order thinking concepts. Also, the relationship between these concepts and democratic socialisation is discussed. By focusing on one substantial case, this study tries to reach beyond the various topics commonly covered in Social Science education. The research was conducted by observing teaching in Social Science and interviewing six experienced teachers. Using this conceptual framework, ideas on how to organise, analyse, interpret and critically review discourses in society were constructed as six proposed second order thinking concepts of Social Science: social science causality, social science evidence and inference, social science abstraction, social science comparison and contrast, social science perspective taking and the evaluative dimension. The argument is that when students work scientifically they develop a way of thinking about society and they challenge their set opinions about different topics. Therefore, second order thinking concepts are important for learning Social Science and at the same time preparing students for a life as citizens. ER - TY - BOOK T1 - (Hidden) Normativity in Social Science Education and History Education PY - 2015 DO - 10.4119/jsse-739 LA - eng PB - Bielefeld University KW - social science education KW - history education KW - subject learning and teaching KW - ämnesdidaktik ER - TY - JOUR T1 - Leyla and Mahmood: Emotions in social science education T2 - Journal of Social Science Education SN - 1618-5293 A1 - Blennow, Katarina PY - 2018 VL - 1 IS - 17 SP - 66 EP - 70 DO - 10.4119/jsse-867 LA - eng PB - : Sowi-online AB - Purpose: The paper explores what emotions do in social science education through two specific cases and discusses the relation between emotion and politicization in the subject education. Method/approach: The cases are selected from an on-going dissertation project that uses interviews, video and observations in examining how social science education is played out in practice, with a focus on the students. Inspired by Sara Ahmed, emotion is seen as relational. Findings: Seeing emotions as relational makes it possible to capture a dynamic in the classroom that brings a complexity to a discussion on social science education. There is a relation between emotion and politicization; in the two cases, emotion signals that a subject matter or situation is contested. ER - TY - JOUR T1 - Studying Politics or Being Political? High School Students’ Assessment of the Welfare State T2 - Journal of Social Science Education SN - 1618-5293 A1 - Sandahl, Johan PY - 2019 VL - 1 IS - 18 SP - 153 EP - 171 DO - 10.4119/jsse-900 LA - eng KW - social-science education KW - politics KW - political thinking KW - intrinsic and extrinsic goals KW - welfare state KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - Purpose: This article examines high school students’ understanding of the welfare state as a political issue and discusses how it can be approached in the classroom. The study was conducted within a social-science educational context and departs from a perspective from which educational goals can be seen as intrinsic (goals closely connected to the academic disciplines) or extrinsic (goals formulated by the political sphere, e.g. students’ deliberation on political issues). These variant goals can pose a dilemma for teachers and students alike as they engage in highly political topics.Design & methodology: To explain the structure of the dilemmas of teaching issues that can be understood politically in a social-science context, this paper focuses on students’ assessment of such topics before teaching and how they generally reason different political views on the welfare state. The data consist of written documents produced by tenth-year students in response to two accounts of the best welfare state. Using a qualitative content analysis, the data were analysed to identify students’ approaches to a political issue and their normative reasoning.Findings: The results display an understanding of the welfare state that is consistent with extrinsic goals, i.e. as an issue to engage with as a political entity rather than exclusively as a social scientist. It was noted that students experience difficulty in recognising the difference between politics and the study of politics.Practical implications: The study contributes to an understanding of the influence of normativity on students’ thinking and represents an attempt to bridge the difficulty of combining intrinsic and extrinsic goals in social-science education. ER - TY - JOUR T1 - Diversity and credibility in young people’s news feeds: A foundation for teaching and learning citizenship in a digital era T2 - Journal of Social Science Education SN - 1618-5293 A1 - Nygren, Thomas A1 - Brounéus, Fredrik A1 - Svensson, Göran PY - 2019 VL - 2 IS - 18 SP - 87 EP - 109 DO - 10.4119/jsse-917 LA - eng KW - digital news literacy KW - credibility KW - democracy KW - student KW - citizen science KW - curriculum studies AB - Key points: – Citizen science approach to map young people’s digital news feeds.− Students predominately read hard news.− Digital news comes primarily from established news media sites deemed credible by students.− On social media, students mostly share news they find credible.− Students' authentic news feeds as potentials and challenges in education and democracy.Purpose: The credibility of digital news is presently a topic of debate, and curricula underline the importance of media literacy. However, the content and credibility of young people’s news feeds have not been investigated in detail in any large-scale studies. Here we explore the nature of news featured in Swedish upper secondary school students’ news feeds, how news is shared, and how credible the news is according to the students.Approach: Using citizen science and a mixed methods approach we review 2617 news from authentic news feeds.Findings: The students’ news feeds primarily contain hard news from established news media. News is predominately found on news domains, not through social media. Soft news is less common and is perceived as less credible. Boys find more sports while girls identify more entertainment and lifestyle news. The news feeds also contain some highly biased political information.Research limitations: The study was carried out in Sweden, and further international research on authentic news feeds is needed to view results in relation to society and educational practices.Research and practical implications: In education, students’ news feeds can be used to scrutinize credibility and help students navigate towards credible news domains to support democratic engagement. ER - TY - JOUR T1 - Producing and consuming the controversial: A social media perspective on political conversations in the social science classroom T2 - Journal of Social Science Education SN - 1618-5293 A1 - Andersson, Erik PY - 2016 VL - 1 IS - 15 SP - 6 EP - 16 DO - 10.4119/UNIBI/jsse-v0-i0-1487 LA - eng PB - : Bielefeld University KW - social science education KW - controversial issues KW - social media KW - agonism KW - political action KW - prosumer KW - humanities and social sciences KW - humaniora-samhällsvetenskap KW - fysisk aktivitet KW - hälsa och digital teknik KW - physical activity KW - it and health AB - Teachers find it difficult to conduct political controversial conversations in the social science classroom and due to an increased use of social media in educational settings new challenges and possibilities are raised. The use of social media causes fundamental changes to the role of the learner who becomes a producer and consumer – a prosumer – of educational content. With a social media perspective and a didactical focus on learning in democracy and political action the article discusses didactical conditions and possibilities of political controversial conversations in social science education and derives a set of didactic strategies. When approaching the classroom as a diverse ideological public space, recognising the students as political agents and using a social media perspective it is possible to balance the function of education – socialisation, qualification and subjectification – and at the same time stimulate societal engagement and political action. ER - TY - JOUR T1 - Using Transdisciplinary Interpretative Analysis to Understand the Reactions of Preschoolers to Live Classical Music T2 - Creative Education SN - 2151-4755 A1 - Horwitz, Eva Bojner A1 - Theorell, Ebba A1 - Thyrén, David A1 - Scheja, Staffan A1 - Theorell, Töres PY - 2022 VL - 8 IS - 13 SP - 2417 EP - 2432 DO - 10.4236/ce.2022.138153 LA - eng PB - : Scientific Research Publishing, Inc. KW - appassionata KW - live classical music KW - transdisciplinary research KW - pre-school children KW - self-figure drawing KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - What researchers see in pre-school children’s reactions to live classical piano music, and how this knowledge can be interpreted into a broader societal context, is the focus of this study. The specific purpose was to see how a transdisciplinary group of researchers, interpreted 32 pre-school children’s reactions when listening to a short live classical professional piano concert, Beethoven’s piano sonata No. 23, Op. 57 “Appassionata”, first movement. The children were video recorded before, during and after the piano concert and were asked to draw self-figure drawings before and after the live concert. Through body language and cognitive/verbal reactions, interviews, analyses of movements and self-figure drawings, rich data from the pre-school child- ren were analyzed and discussed. The concert affected the children in differ- ent ways and as interpreted from the narratives from the pre-school teachers; the children were absorbed and energized many days after the concert. Re- search collaborations across disciplinary boundaries are needed to deepen the knowledge of how music can contribute to children’s creativity, curiosity, physical security, and creative learning for the coming school year. We need to look deeper into the meaning of kinesthetic musicality in pre-school con- texts and more frequently ask in what ways knowledge is taught and orga- nized. ER - TY - CHAP T1 - Introduction T2 - Gender in urban Europe A1 - Cowman, Krista A1 - Koefoed, Nina Javette A1 - Karlsson Sjögren, Åsa PY - 2014 SP - 1 EP - 11 DO - 10.4324/9780203709306 LA - eng PB - New York : Routledge AB - Modern conceptions of citizenship are frequently associated with the emergence of nation states. From the mid-eighteenth-century onwards government, politics, welfare provision and particularly the military were centralised, encouraging a sense of cohesive national identity. This was strengthened through a growing personification of the nation and developed and reinforced through increasing use of cultural items such as symbols, most notably in the French example of Marianne, that aimed to shift public allegiance from the figure of the monarch to the more abstract concept of the nation. Indeed, in many parts of Europe throughout the twentieth-century, nationality became the basis on which citizenship was awarded to—or withheld from—those inhabiting the boundaries of a nation state. Yet the shift away from locally-defined citizenship comprising a reciprocal relationship of rights, duties and responsibilities passing between a city-state and its inhabitants to a new identity of citizenship that focussed on the nation was not a clear linear progression. Throughout the period covered by this volume, citizenship continued to be practised at a local level. An on-going growth in urban populations prompted an associated rise in the power and complexity of local government, making towns and cities a central site for the privileges and demands of modern citizenship. This also had important implications for how citizenship was gendered. Charles Tilly’s contention that the shift to national citizenship created a ‘sturdilyconstructed gender barrier’ that would take feminists ‘more than a century’ to dismantle appears overly pessimistic when viewed from the perspective of the local. Whilst citizenship as defined at a national level was restricted to men for much of this period, local citizenship did not follow the same pattern. As growing populations demanded more from their localities in terms of support and infrastructures, local government expanded and began to acquire the historic responsibilities of religious, philanthropic and charitable bodies such as poor relief, health and education. The administration associated with this shift from private philanthropy to elected public boards or corporations enabled the urban middle-classes to develop models of active citizenship, independent of but connected to those operating at a national level. Women’s involvement in these new elected bodies, which chronologically came later than men’s, was frequently invoked in support of arguments for a re-gendering of national citizenship. ER - TY - CHAP T1 - Inclusive Education in Sweden: Policy, Politics, and Practice T2 - Hanssen, N. B., Hansén, S.-E. & Ström, K. (eds.). Dialogues between Northern and Eastern Europe on the development of inclusion : theoretical and practical perspectives /edited by Natallia Bahdanovich Hanssen, Sven-Erik Hansén, Kristina Ström. A1 - Barow, Thomas A1 - Berhanu, Girma PY - 2021 SP - 35 EP - 51 DO - 10.4324/9780367810368-5 LA - eng PB - London : Routledge KW - education policy KW - equity KW - inclusion KW - special education needs KW - sweden AB - Swedish education policy has traditionally been underpinned by a strong philosophy of universalism, equal entitlements of citizenship, and solidarity as an instrument to promote social inclusion and equality. However, over the past decades, Sweden has undergone a dramatic transformation. The aim of this paper is to trace the development of inclusive education in Sweden from the 1990s to today. Based on research literature and sources, including statistics, the authors discuss the last three decades of Swedish education policy and practice, in which they identify a tendency towards the marginalisation and segregation of vulnerable student groups. The relevant factors are disability, gender, migration, and social background. Regarding inclusion, gaps between political intention and implementation exist. Although inclusion in education is a self-evident right, the authors conclude that this cannot be equated with inclusive education. Enormous efforts are necessary to foster inclusive learning environments that acknowledge, celebrate, and further develop the strengths of all learners. ER - TY - CHAP T1 - The Virtue of Citizenship: The Deficit of Democratic Politics in Science Education T2 - Virtues as Integral to Science Education A1 - Malmberg, Claes A1 - Urbas, Anders PY - 2020 SP - 143 EP - 158 DO - 10.4324/9780367822101-12 LA - eng PB - New York : Routledge ER - TY - CHAP T1 - Bridging 4.7 with secondary teachers: Engaging critical scholarship in education for sustainable development and global citizenship T2 - Teacher Education for Sustainable Development and Global Citizenship: Critical Perspectives on Values, Curriculum and Assessment A1 - Pashby, K. A1 - Sund, Louise PY - 2019 SP - 99 EP - 112 DO - 10.4324/9780429427053-9 LA - eng PB - : Taylor and Francis AB - This chapter draws on research conducted through a project with secondary and upper secondary teachers in England, Finland and Sweden aiming to mobilise critical and complex approaches to teaching global issues. Reviewing important scholarship criticising GCE and ESD from postcolonial theory, we propose an analytical tool, Andreotti’s (2012) HEADSUP checklist, to support ethical global issues pedagogy. We share some feedback from the participants on the tool and offer three classroom snapshots from classes where teachers volunteered to apply HEADSUP. We then discuss some challenges and possibilities emerging from our project, and suggest directions for further work in this area. ER - TY - BOOK T1 - Historical and Moral Consciousness in Education: Learning Ethics for Democratic Citizenship Education A1 - Ammert, Niklas A1 - Edling, Silvia A1 - Löfström, Jan A1 - Sharp, Heather PY - 2022 DO - 10.4324/9781003108139 LA - eng PB - Routledge KW - history education KW - historia med didaktisk inriktning KW - innovative learning AB - Historical and Moral Consciousness highlights how ethics can be understood in the context of History education. It analyses the qualitative differences in how young people respond to historical and moral dilemmas of relevance to democratic values and human rights education.Drawing on a four-year international project, the book offers nuanced discussion and new scholarly understanding of the intersections between historical consciousness and moral consciousness within research. It develops new theoretical tools for history teaching and learning that can support teachers as they endeavor to educate for democratic citizenship. The book includes a meta-analysis of research within history Didaktik and around historical events with a moral bearing, and presents a comparative study of Australian, Finnish, and Swedish high school students’ moral understandings of historical dilemmas.Raising important questions about how our learning from the past is intertwined with our present and future interpretations and judgements, this book will be of great interest to academics, scholars, teachers, and post graduate students in the fields of history education, democratic education, human rights education, and citizenship education. ER - TY - BOOK T1 - Troubling Notions of Global Citizenship and Diversity in Mathematics Education PY - 2025 DO - 10.4324/9781003130673 LA - eng PB - Routledge AB - This edited volume explores how mathematics education is re/configured in relation to its past, present, and future when the rhetoric of critical global citizenship education is being applied to diverse local settings. Drawing upon diverse theoretical and methodological traditions across the globe including countries in South America, Asia, Australia, and Europe, each chapter challenges and, eventually, troubles the wide circulation of a universal imagery of citizenship based on mathematical competence in not only curriculum, school reforms and policy but also in teaching and learning practices. Troubling the Euro-centric and global notions of citizenship and diversity, the book foregrounds local practices in mathematics education to portray a broader picture for the current problems of equity, social justice, and democracy. The book also engages with critical discussions on how ‘citizens’ and ʼnoncitizen’ are being fabricated in the context of educational policies and specific mathematical practices. First of its kind, to trouble what is at stake when mathematics education is framed within the discourses of citizenship globally (through challenging and problematising what is understood as ʼnormal’), this book will be of relevance to scholars, academics, and researchers in the field of sociology of education, anthropology of education, philosophy of education, mathematics education, citizenship studies, and international and comparative education. ER - TY - CHAP T1 - Introduction: Rethinking citizenship enactment for mathematics education T2 - Troubling Notions of Global Citizenship and Diversity in Mathematics Education A1 - Chronaki, Anna A1 - Yolcu, Ayşe PY - 2025 SP - 1 EP - 15 DO - 10.4324/9781003130673-1 LA - eng PB - London : Routledge AB - Sophia, a humanoid robot developed by Hanson Robotics, a Hong Kong based company, is marketed as a ‘social robot’ able to learn, educate and train, mimicking cognitive and emotional behaviour. She first appeared in March 2016 in Austin, Texas. Then, she was granted citizenship by Saudi Arabia at the Future Investment Initiative conference at Riyadh in 2017, gesturing for the Kingdom’s plans for digital development. In addition, the UN recognized her as the first non-human innovation champion. Sophia, today, enjoys free mobility rights and travels around the world to business and STEM education courses interacting with the public as ambassador of posthuman digital creativity, computational thinking, mathematics, and artificial intelligence. ER - TY - CHAP T1 - Becoming citizen subject in the body politic: Antinomies of archaic, modern, and posthuman citizenship spatiotemporalities and the political of mathematics education T2 - Troubling Notions of Global Citizenship and Diversity in Mathematics Education A1 - Chronaki, Anna PY - 2025 SP - 129 EP - 150 DO - 10.4324/9781003130673-9 LA - eng PB - London : Routledge AB - Mathematics education in the body politic is commonly argued as important for citizenship, the citizen, and the subject but, often, the concepts remain unexamined. Based on Étienne Balibar’s political philosophy, the “becoming citizen subject” is traced in antiquity, modernity, and posthumanity, through strivings for democracy and its impact for mathematics education is discussed. Next to Balibar, the chapter engages with feminist theorists and philosophical readings based on Deleuze and Guattari to argue that the prevailing images of the becoming “competent”, “insurgent”, and “creative” citizen subject are haunted in antinomies with the missing human and nonhuman others acting at the margins of history and determining the political of mathematics education. ER - TY - CHAP T1 - Knowledge, Curriculum and Teaching on Matters That Concern: A Concluding Discussion T2 - Equity, Teaching Practice and the Curriculum A1 - Frank, Jeff A1 - Schmidt, Catarina A1 - Sundberg, Daniel A1 - Vogt, Bettina A1 - Wahlström, Ninni PY - 2022 SP - 141 EP - 155 DO - 10.4324/9781003218067-10 LA - eng PB - Oxon : Routledge KW - pedagogics and educational sciences KW - pedagogik och utbildningsvetenskap AB - Theoretically based conversations are not sufficient to closing the elusive performance gap between different education environments, but we believe they are a necessary part, and our hope is that the content of this book can contribute to worthwhile dialogues. A conclusion from this study is that the encounter between the teaching content, the social learning environment and the student is central to a student’s opportunity to develop new knowledge, develop a sense of citizenship and develop individual potential. The teacher’s democratic stance in the authoring of teaching content in the classroom makes a difference for what the student gets the opportunity to co-author and learn. We argue that the much-debated concept of powerful in connection with knowledge might be misleading as a basis for curricula and teaching and suggest a shift from matters of facts to matters of concern, as well as a shift from powerful knowledge to meaningful knowledge, if we really want different groups of students to direct their interest towards the teaching content and become involved in their own education. ER - TY - CHAP T1 - Pedagogical segregation from students' perspectives T2 - Equity, teaching practice and the curriculum A1 - Schmidt, Catarina PY - 2022 SP - 123 EP - 140 DO - 10.4324/9781003218067-9 LA - eng PB - Abingdon : Taylor & Francis AB - This chapter aims to explore students’ perspectives within an urban and multicultural school context that, according to statistics from the National Agency of Education, is defined as ‘low-performing.’ The methods used were 16 video-recorded lessons and seven student focus group interviews over one school year. This chapter examines the teaching factors affecting pedagogical segregation on a local level within this specific school, the student’s perspectives on this, and how this can be understood. The analysis reveals that the students’ perspectives involve not only their views of the ways the teaching is conducted, in this case, through whole-class teaching followed by individual work, but also their awareness of when they are learning or not alongside when the teaching is conducted in repetitious and non-dialogic ways, accompanied by low expectations and messy classroom situations. Also, the students express an awareness of those better teaching–learning alternatives accessible in other classrooms in their own school and in other school contexts. To conclude, the students are, to a higher or lower degree, aware of being denied equal opportunities to access upper secondary school, preparing them for citizenship. ER - TY - CHAP T1 - Children’s Empowered Inclusion in Early Childhood Education for Sustainability T2 - International Perspectives on Educating for Democracy in Early Childhood A1 - Borg, Farhana A1 - Sporre, Karin PY - 2023 SP - 260 EP - 278 DO - 10.4324/9781003229568 LA - eng PB - New York and London : Routledge AB - "This book brings together established and emerging scholars from around the globe to highlight new directions for research on young children as active, engaged citizens of classrooms. Divided into three sections, the volume draws on innovative methods to explore diverse conceptualizations of citizenship, children’s understandings, and effective practice. Rejecting traditional views of children as citizens-in-preparation, the volume explores how young children can and do live as citizens, and how early childhood educational settings serve as civic forums. Chapters discuss the child-as-citizen in relation to issues including gender, class, race, tribal status, and linguistic diversity, and ultimately illustrate how sociocultural processes in early years settings can be harnessed to promote the development of democratic dispositions and skills.This book establishes citizenship enactment in early childhood education as a robust and growing research area with the potential to shape research, policy, and practice worldwide. As such, it will appeal to researchers and academics with an interest in citizenship education, democracy, and early childhood education, as well as postgraduate students of teacher education and those working across international and comparative education more broadly." ER - TY - CHAP T1 - Children's empowered inclusion in early childhood education for sustainability T2 - International perspectives on educating for democracy in early childhood A1 - Borg, Farhana A1 - Sporre, Karin PY - 2023 SP - 260 EP - 278 DO - 10.4324/9781003229568-21 LA - eng PB - New York : Routledge KW - empowered inclusion KW - children's rights KW - preschool KW - democracy KW - citizenship KW - sustainability KW - barns rättigheter KW - lpfö 2018 KW - demokrati KW - hållbarhet KW - inkludering AB - This chapter discusses the recognition of children as citizens in education for sustainability in an early childhood education context. A crucial question is, how can the space for children's self-empowerment be expanded and their concerns become part of their education? As climate change is one of the current challenges to humanity, the presence of sustainability perspectives in education becomes most urgent – and the voices of children are needed to be included as they are the citizens of the world. Education for sustainability opens the way for emphasis on children's democratic rights, specifically their right to influence their education, their daily lives, and their preschool activities.To facilitate the development of practices where children's self-empowerment is recognized, the authors review the Swedish curriculum for preschool Lpfö 2018 and current international research on educating for sustainability in early childhood. The concept "empowered inclusion" guides the analysis. Empowered inclusion signifies the process whereby children's self-empowerment needs the recognition of others, which may be viewed as a challenge to curricula and teachers. The related concept, "deep interdependency," points to how human beings are globally linked with both one another and Earth. ER - TY - CHAP T1 - Collaborative commentary: how do teachers support children as citizens? T2 - International perspectives on educating for democracy in early childhood A1 - DeZutter, Stacy Lee A1 - Borg, Farhana A1 - Damjanovic, Victoria A1 - Henward, Allison Sterling A1 - Jones, Denisha A1 - Mathews, Sarah A. A1 - Olğun-Baytaş, Müge A1 - Reese, James A1 - Sporre, Karin A1 - Theobald, Maryanne PY - 2023 SP - 321 EP - 323 DO - 10.4324/9781003229568-24 LA - eng PB - New York : Routledge AB - This commentary traces shared themes across the six chapters of Part III of this volume. The examples of classroom practice presented in this part highlight the important role of critical dialogue and inclusive practices as foundations of global citizenship education. When classroom conversations engage students with big ideas and interrogate structural privilege and when they recognize and welcome all perspectives, children experience citizenship that works toward justice, sustainability, and democracy. Examples from the chapters also suggest that prevailing societal attitudes about children's competence may work against efforts to help children recognize their agency within classrooms. Implications for teacher preparation and future research are discussed. ER - TY - CHAP T1 - Universities as Sites of Protection: Insights from the Global South on Gender-Based Violence T2 - Emancipatory Human Rights and the University A1 - Gready, Paul A1 - Anciano, Fiona A1 - Papane, Boitemelo A1 - Mvelase, Zamantungwa A1 - Mushengyezi, Aaron PY - 2023 SP - 105 EP - 121 DO - 10.4324/9781003241447-9 LA - eng PB - London : Routledge KW - higher education KW - human rights KW - university AB - While universities and academic freedoms are under attack globally in the context of rising populism and shrinking civic and political space, universities retain some freedom to offer “protection”. Protection, in this chapter, is conceptualised along three dimensions: (1) protection as presented in human rights standards, (2) a continuum of protection derived from political science and international relations (research on gender-based violence (GBV) and neoliberal governance), and (3) understandings of the particular role of universities in protection (physical protection of people, protection of values, and protection of diverse forms of knowledge). In this chapter, we develop a multi-layered conceptualisation of universities as sites of protection that both highlight tensions and value clashes and identifies pathways that would allow universities to champion a progressive politics of protection. The chapter showcases two public universities, Makerere University in Uganda and the University of the Western Cape (UWC) in South Africa, to show how protection is both envisaged and enacted by these institutions in relation to GBV. Drawing on these three frameworks and two case studies, the chapter concludes with an overarching, if provisional, theorisation of protection, as a template to analyse the role universities play in relation to protection. ER - TY - CHAP T1 - Editors’ Conclusion: Multidimensional Issues of Agency and Relational Space for Migrants for Inclusive Systems in Education and Beyond T2 - Promoting Inclusive Systems for Migrants in Education A1 - Downes, Paul A1 - Van Praag, Lore A1 - Anderson, Jim A1 - Behtoui, Alireza PY - 2024 SP - 195 EP - 218 DO - 10.4324/9781003263999-13 LA - eng PB - London : Routledge AB - Multiple dimensions of migrants’ agency were revealed across the volume. This included loss of agency, where young migrants were funnelled into educational levels that were below their capabilities, through decisions made by others, being unfamiliar with the new education system's credentialing processes. Constructivist agency as an opportunity to choose between alternatives highlighted the active role of the migrant young person in choosing to speak with parents in different languages in the home and a recurrent pattern of serendipity in system practices emerges offering choices for migrants and teachers, where for example some migrants may choose courses by accident. A major limitation of constructivist agency is that the criteria upon which a choice is made in selecting between alternatives is itself culturally conditioned. This critique resonant with critical theory's concern with false consciousness, internalised by those in weaker positions, to adopt the system-dominant logic, thereby raising concerns with forces of assimilation. Building on a cross-cultural, critical spatial theory framework, a range of examples emerged across the volume of the need for concentric relational spaces of assumed connection to challenge diametric oppositional spaces of exclusion and closure. Different relational spaces are embedded in material, symbolic and social systems. Concentric spaces of assumed connection offer a wider circle of identification between self and others, for a global identity to underpin active citizenship in education. This contrasts with the diametric oppositional us/them spatial identity underpinning the violence of dehumanisation experienced by migrant children and their families in some country contexts. A diametric spatial splitting systemic focus on the difficulties many migrants experience in ‘navigating the system’ scrutinises how the system itself is fragmented. ER - TY - CHAP T1 - Women, gender, and the fight for gender equality in Europe T2 - Re-imagining the Teaching of European History A1 - Danielsson Malmros, Ingmarie A1 - Sjöland, Marianne PY - 2022 SP - 193 EP - 205 DO - 10.4324/9781003289470-17 LA - eng PB - London : Routledge AB - This chapter proposes the theme of the history of travel and travelers for a comprehensive approach to teaching and learning history for active citizenship education. In particular, we analyze briefly on the historical ways: itineraries, routes, and cultures. From the routes of faith to the itineraries and routes of trade to the routes of conflict (European explorations and conquests in the Americas, from the crusades to the world wars) and their participants; your travel and trade. Over the millennia, the sea has been the main vector of trade and the Mediterranean ports have been crucial places for the economy. Networks of exchanges from foodstuffs to metals, from timber to grain, spices and textiles, men, women, slaves, yesterday as still today; the journeys and mirages of forced nomads. These are contents that through an active methodology can offer a critical approach to the phenomenon of travel considered decisive for the elaboration of European societies and make students acquire a vision of the complex relationships existing between different cultures through an approach by outcomes of history. Knowing the fundamental moments and processes of the European history of time travel with glances at world history starting also from personal and local history and expounding historical knowledge by making connections and arguing one’s own reflections, we believe can develop education for democratic citizenship through critical and responsible behavior inspired by the values of freedom and solidarity at all levels of organized life (local, national, European, and world). ER - TY - CHAP T1 - Setting the scene: architectural thinking in a time of climate emergency T2 - Architectural thinking in a time of climate emergency A1 - Brown, James Benedict A1 - Pelsmakers, Sofie PY - 2025 SP - 1 EP - 11 DO - 10.4324/9781003293903-1 LA - eng PB - Abingdon, Oxon : Routledge AB - In this opening chapter, the editors of Architectural Thinking in a Time of Climate Emergency critically examine the role of architects and architecture in the era of the climate emergency, underlining how the built environment significantly contributes to environmental degradation through high carbon emissions, resource extraction, and unsustainable practices. The editors contend that traditional architectural thinking – rooted in competitive, market-driven models and narrow design paradigms – is insufficient to address the intertwined crises of climate change, biodiversity loss, and social injustice. The conventional focus of architectural practice on quantifiable metrics of environmental performance, such as carbon emissions, often neglects qualitative aspects like user well-being, ecological balance, and social equity. In light of this, an optimistic definition of architectural thinking is offered: an embodied, multi-modal process that involves both divergent and convergent modes of thought, merging creative, hands-on making with critical reflection. This vision of architectural thinking as a necessary response to the climate emergency contrasts with the normative design thinking that got us into this situation, emphasising our connectivity to historical, cultural, and professional contexts. Looking ahead to the chapters in the book, this chapter advocates for a radical transformation in both architectural practice and education, calling for a more holistic, collaborative, and inclusive approach. By learning from innovative case studies and global precedents, the editors suggest that architects must reframe their role to become proactive change-makers who can embrace a renewed, socially and environmentally responsible mode of thinking that prioritises global citizenship, ecological justice, and transformative practices.  ER - TY - CHAP T1 - The Nordic welfare city: Urban community and public services since 1850 T2 - Nordic Welfare Cities A1 - Linnarsson, Magnus PY - 2024 SP - 1 EP - 16 DO - 10.4324/9781003379232-1 LA - eng PB - New York and London : Routledge KW - welfare cities KW - urban history KW - nordic region KW - citizenship AB - This introductory chapter argues for the use of the concept of ‘welfare city’ to understand and explain the development of modern public services and welfare systems. Previous research has hitherto put too much emphasis on the welfare state and on the period after 1945. This book calls for a shift in perspective, from the national level, to the local level, as well as a focus on the decisive period 1850–1940. Urban areas and cites were of paramount importance for the establishment of public services and welfare systems. The analytical framework deployed in this book, therefore, places urban politics in front of national politics and shifts the chronological focus to an earlier period in time. This theme and its adjacent argument are explored through studies of the Nordic countries. The chapters contain various examples on welfare and public services that includes infrastructure and housing projects, but also health care, education, outdoor life and entertainment. Together, the contributing authors claims that it is necessary to analyse local politics in order to explain the discursive changes that paved the way for a wave of investments in public services and social welfare in the period.  ER - TY - BOOK T1 - Early Childhood Language Education and Literacy Practices in Ethiopia: Perspectives from Indigenous Knowledge, Gender and Instructional Practices A1 - Weldemariam, Kassahun A1 - Sandvik, Margareth A1 - Yigezu, Moges PY - 2023 DO - 10.4324/9781003424956 LA - eng PB - Routledge AB - This edited volume explores how indigenous knowledges and practices can be instrumental in improving literacy outcomes and teacher development practices in Ethiopia, aiding children’s long-term reading, and learning outcomes. The chapters present research from a collaborative project between Ethiopia and Norway and demonstrate how students can be supported to think pragmatically, learn critically and be in possession of the citizenship skills necessary to thrive in a multilingual world. The authors celebrate multilingualism and bring indigenous traditions such as oracy, storytelling, folktales to the fore revealing their positive impact on educational attainment. Addressing issues of language diversity and systematic ignorance of indigenous literacy practices, the book plays a necessary role in introducing Ethiopia’s cultural heritage to the West and, hence, bridges the cultural gaps between the global north and global south. Arguably contributing one of the first publications on early literacy in Ethiopian languages, this book will appeal to scholars, researchers and postgraduate students studying the fields of early years literacy and language, indigenous knowledge and applied linguistics more broadly. ER - TY - CHAP T1 - Positive special education: Why are teachers’ and students’ self-efficacy important? Consequences for reading instruction and civic education T2 - Positive Special Education: Theories, Applications and Inspiration A1 - Reichenberg, Monica PY - 2024 SP - 7 EP - 22 DO - 10.4324/9781003509141-2 LA - eng PB - London : Routledge AB - This chapter focuses on capability and self-efficacy as one theoretical foundation of positive special education. Beliefs about one’s capabilities are the essence of self-efficacy and departs from social cognitive theory. Self-efficacy refers to people’s belief that they are capable of coping with specific tasks. This chapter highlights the beneficial consequences of self-efficacy on teachers’ work. Teachers’ degree of self-efficacy affects the effort teachers invest in their work, and it influences their persistence in the face of setbacks. Thus, self-efficacy beliefs can influence a teacher’s choices, efforts, and persistence under difficult conditions. Next, this chapter discusses how to measure self-efficacy, what characterizes teachers with a high degree of self-efficacy and how teachers can encourage students to increase their grade of self-efficacy. Thereafter, the chapter devotes a section to the importance of self-efficacy for civic education and functional literacy. The section illustrates a pedagogical model permeated with the optimistic positive special pedagogy. This pedagogical model aims at teaching students with an intellectual disability how to travel back and forth to school every day and?is developed by Swedish teachers. ER - TY - CHAP T1 - Nurturing National Belonging: Immigrant-Background Parents’ Perspectives on Received Support in ECEC T2 - Evidence and Insights to Inform Early Years Practice A1 - Lavanti, L. A1 - Arvola, O. A1 - Lastikka, A. L. A1 - Kangas, J. A1 - Kuusisto, Arniika A1 - Harju-Luukkainen, H. PY - 2026 SP - 82 EP - 100 DO - 10.4324/9781003563433-6 LA - eng PB - : Taylor and Francis KW - curricula KW - linguistics KW - supports KW - teaching KW - contextualize KW - core curriculums KW - early childhood educations KW - ecological systems KW - finland KW - finnish KW - point of contact KW - sense of belonging KW - system models KW - ukraine KW - education AB - Immigration to Finland has increased significantly over the past two decades, reaching a new peak after the start of the war in Ukraine in 2014. The early childhood education and care (ECEC) community can serve as the first point of contact for immigrant families seeking a sense of belonging, while also facilitating identification with the broader society. This study examines the subjective encounters of parents with an immigrant background in the context of Finnish ECEC, focusing on how these experiences contribute to fostering a sense of national belonging. To contextualise the study, we first analyse the Finnish National core curriculum for ECEC, framing our discussion through the concept of citizenship to explore pathways to national belonging. Sameroff’s (2010) biopsychosocial ecological system model provides an analytical lens for categorising and interpreting the findings. Data were collected through individual and paired interviews during the spring and autumn of 2023, and the analysis was conducted using constructivist grounded theory (CGT)-informed content analysisThe findings reveal a need for enhanced support structures to promote immigrant families’ inclusion in Finnish society. Parents identified language acquisition as central to their sense of belonging, as it facilitates social interactions and community engagement. However, many families reported limited contact with other parents, with their children often serving as their primary link to Finnish society. ECEC teachers play a significant role in fostering belonging, particularly through incorporating parents’ wishes for daily language practice in educational settings. Crucially, this study draws on the Quality Use of Research Evidence (QURE) Framework to deepen the analysis of how ECEC environments can enhance immigrant families’ and children’s sense of belonging. The research findings inform how ECEC settings might be structured to better support national identification, addressing both linguistic and social dimensions of integration. Given the relatively weak sense of national identity among many immigrant families, future research should further explore how ECEC can act as a bridge to more inclusive forms of belonging.  ER - TY - CHAP T1 - Why Should We Educate Secondary School Students in Financial Citizenship Education? T2 - Holistic Financial Literacy Education A1 - Björklund, Mattias PY - 2026 SP - 50 EP - 66 DO - 10.4324/9781003590590-5 LA - eng PB - New York : Routledge KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - Financial literacy education (FLE) has struggled with undeveloped teaching means and weak results despite the fact that financial literacy (FL) already is integrated in many educational systems. This chapter aims to discuss an elaborated FLE that utilizes epistemic concepts and structures to establish FL as a Financial Citizenship Education (FCE). Furthermore, the questions regarding why FL should be framed as an FCE will be related to the challenging questions of what and how to teach FL as FCE. By framing and building an FCE curriculum as an Inquiry Design Model, financial issues can be related to financial, economic, and societal structures, including societal entities where individuals are included. Students are thus invited to learn more about the ideas behind financial concepts and relations, as well as to the fact that financial structures are highly political and therefore possible to change. Both benefits and challenges regarding FCE teaching are discussed with a special focus on critical thinking. ER - TY - CHAP T1 - Literacy Foundations in June King McFee’s Art Education Philosophy T2 - Connecting Visual Literacy to Theory Revisiting the Disruptions of Visual Thinkers in Education and Beyond A1 - Häggström, Margaretha PY - 2024 DO - 10.4324/9781032651781-6 LA - eng PB - New York : Routledge KW - art culture KW - communication KW - social interactions KW - visual art education KW - interdisciplinary studies. AB - This chapter presents the work of June McFee, Professor and Head of the Department of Art Education at the University of Oregon from 1965 to1983, where she is known as the founder of the doctoral program in art education. McFee devoted her work to defining art education, its cultural function and role in education from a compound theoretical perspective. Her theory was rooted in cultural pluralism and she emphasized the role of art in society. As such, visual literacy is developed through social interactions and can be guided and mediated through social processes. Clearly, her theory is in line with Vygotsky’s sociocultural theories of cognitive development. While Vygotsky claims that language is the root of all learning, McFee stresses that visual art is a way to express oneself and to communicate, thus visual art can be viewed as language. Consequently, visual literacy is an important part of an individual’s communicative development. To McFee, the role of visual literacy is connected to human rights, democracy, and citizenship. To be visual literate is to be part of a specific context, and to be able to understand this context. “Art is one of man’s basic means of communication—sharing the essence of experience from man to man and from generation to generation” (McFee, 1998). ER - TY - CHAP T1 - Sports Participation in Sweden T2 - Sport in scandinavia and the nordic countries A1 - Fahlén, Josef A1 - Ferry, B. Magnus PY - 2018 SP - 136 EP - 172 DO - 10.4324/9781315167978-7 LA - eng PB - London : Routledge AB - This chapter provides an understanding of sports participation in Sweden by placing it in a socio-political context. It shows how substantial financial support, together with civic engagement and enthusiasm, has been turned into participation in sport and exercise in Sweden. Voluntary and membership-based club sport is characteristic of the Nordic region as well as an integral part of Swedish society. The defining characteristic of, and main organising principle for, contemporary club sport in Sweden is that of individuals forming and/or taking part as voluntary members of sports clubs. The representative democracy is described as the cornerstone of Swedish club sport as well as a significant contributory factor in the civic education of Swedish citizens. While focusing primarily on who does what and how, how much and where, the chapter also sketches the context surrounding these activities in terms of organisation, politics, culture and commerce, before concluding with an outline of issues in, and prognoses for, future sports participation in Sweden. ER - TY - CHAP T1 - Feminist Republicanism T2 - The Wollstonecraftian Mind A1 - Halldenius, Lena PY - 2019 SP - 404 EP - 416 DO - 10.4324/9781315186788 LA - eng PB - Abingdon, Oxon : Routledge AB - In this chapter it is argued that Mary Wollstonecraft’s political is best characterized as ‘feminist republicanism’. Wollstonecraft’s feminism challenges republicanism from within. The republican movement used the language of rights and liberty in arguments for popular sovereignty and against despotic and aristocratic privilege. Wollstonecraft articulated her feminism within and against this movement, which argued for the rights of all while taking for granted that ‘all’ is properly represented by white men with property. Her feminism requires the dismantling of all hierarchies, for the sake of freedom and virtue. Many have read Wollstonecraft as a liberal. If by liberal one simply means a philosophy based on natural rights and a principle of individual liberty, then Wollstonecraft was a liberal, but we do not gain any understanding of the particulars of her thinking in that way. The republican conception of personal freedom – independence or freedom from arbitrary rule – is an organising principle in Wollstonecraft’s thought. This conception of freedom feeds her feminist critique of republicanism: the sexism of republicanism is found in the definitional association of liberty and virtue with maleness. Of equal importance is her critical take on the civic humanist discourse of virtue as a way of living freely in society. Virtue is not a set of rules; it is the learnt habit of a resolute and independent personal character. This in turn requires that a person receives rational education and is treated with equal respect. Women are deliberately kept out of this sphere of moral progress. When Wollstonecraft ironically notes that ‘truth, fortitude and humanity’ are seen to be ‘manly morals’ she attacks, from within, the republican language that makes virtue into a male domain. ER - TY - CHAP T1 - The cultural short-cut: a road to exclusion? Notes on identity politics in the european union T2 - Intercultural Europe A1 - Hansen, Peo PY - 2000 SP - 93 EP - 109 DO - 10.4324/9781315200385-6 LA - eng PB - London : Routledge AB - This chapter discusses some theoretical issues related to the politics of identity at the level of the European Union and examines some concrete examples from EU policies on culture, education and citizenship, hinting at the types of representations of ‘Europe’ that the EU deems appropriate as sources of identification. It seeks to situate the identity politics under study in the context of the crisis of legitimacy facing the European Union. Education takes on the role of passing on an official and highly selective version of European culture, its roots and what it means to be a ‘European’ which resembles much of the traditional roles assigned to education when Western nation states made nationals of the majority of their inhabitants. Since the end of the 1980s much has been written on the issue of ‘European identity’ and the different processes of identity formation taking place inside the European Union. ER - TY - BOOK T1 - Toward an imperfect education: Facing humanity, rethinking cosmopolitanism A1 - Todd, Sharon PY - 2015 DO - 10.4324/9781315631509 LA - eng PB - Taylor and Francis AB - The theory of cosmopolitanism is built on a paradoxical commitment to a universal idea of humanity and to a respect for human pluralism. Toward an Imperfect Education critiques the assumed "goodness" of humans that underwrites the idea of humanity and explores how antagonistic human interactions such as conflict, violence, and suffering are a fundamental aspect of life in a pluralistic world. This book proposes that the inescapable difference between humans compels our ethical and political observations in education. Todd persuasively argues that facing humanity in all its complexity and imperfection ought to be a central element of the cosmopolitan project to create a more just and humane education. Informed primarily by poststructural philosophy and feminist theory, she focuses on how sexual, cultural, and religious difference intersect with universal claims made in the name of humanity. Individual chapters develop a novel framework for dealing with antagonism in relation to human rights, democracy, citizenship, and cross-cultural understanding. © 2009, Taylor & Francis. All rights reserved. ER - TY - CHAP T1 - Conflicting Agendas in Swedish Adult Second Language Education T2 - Entangled discourses A1 - Lindberg, Inger A1 - Sandwall, Karin PY - 2017 SP - 119 EP - 136 DO - 10.4324/9781315640006-10 LA - eng PB - New York : Routledge KW - swedish as a second language KW - adult education KW - identities KW - tvåspråkighet KW - bilingualism AB - This chapter describes margins as a lens through which to interrogate some forms of political emancipation of marginal(ized) individuals and groups through voice and visibility. It concentrates on some instances of activism on issues of sexual politics in South Africa. The chapter seeks to contribute to theoretical discussions around Christopher Stroud's linguistic citizenship approach, itself grounded on Nancy Fraser's (1995) distinction between affirmation and transformation as tools of social justice. Quite the contrary, colonies and metropoles were mutually constitutive, creating entangled relations of social, cultural, economic, and epistemological interdependency. In contrast, transformative strategies redress inequities by unsettling and dismantling the very structures that underpin social and economic divisions. As post-structuralism taught that dyadic thinking is intrinsically reductionist for several reason. It is bound up with processes of epistemological power whereby one element of the binary is recast as better, more suitable, or academically 'cooler' than the other. ER - TY - CHAP T1 - Opening discourses of citizenship education: A theorization with Foucault T2 - Michel Foucault and Education Policy Analysis A1 - Nicoll, Kathrine A1 - Fejes, Andreas A1 - Olson, Maria A1 - Dahlstedt, Magnus A1 - Biesta, Gert PY - 2016 DO - 10.4324/9781315647258-22 LA - eng PB - London : Routledge KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education ER - TY - BOOK T1 - Adult Education and the Formation of Citizens: A critical Interrogation A1 - Fejes, Andreas A1 - Dahlstedt, Magnus A1 - Olson, Maria A1 - Sandberg, Fredrik PY - 2018 DO - 10.4324/9781351111355 LA - eng PB - Routledge KW - adult education KW - citizenship KW - subject learning and teaching KW - ämnesdidaktik AB - Adult Education and the Formation of Citizens turns attention towards normative claims about who adults should become through education, and what capacities and skills adults need to develop to become included in society as ‘full’ citizens. Through these debates, adults are construed as not yet citizens, despite already being citizens in a formal sense; this book problematises such regimes of truth and their related notions of the possibilities and impossibilities of adult education and citizenship.Drawing on empirical examples from the two main adult education institutions in Sweden, folk high schools and municipal adult education, it argues that, through current regimes of truth, these institutions become spaces for the re-shaping of the "abnormal" citizen. The book suggests that only certain futures of citizenship and its educational provision are made possible, while other futures are ignored or even made impossible to imagine. Offering a unique focus on critically problematising the role of adult education in relation to the fostering and shaping of citizens, the book addresses the important contemporary challenges of the role of adult education in a time of migration.Adult Education and the Formation of Citizens will be of great interest to academics, researchers and postgraduate students in the fields of adult education, lifelong learning and education. ER - TY - JOUR T1 - Opportunities for and barriers to cooperation between employers and employment offices in the Czech Republic: employers’ perspective T2 - Lex Localis SN - 1581-5374 A1 - Klimplová, Lenka PY - 2011 VL - 2 IS - 9 SP - 123 EP - 144 DO - 10.4335/9.2.123-144(2011) LA - eng PB - Maribor : Institut za lokalno samoupravo in javna narocila KW - cooperation KW - public-private partnership KW - opportunities KW - barriers KW - employment office KW - employers KW - the czech republic KW - complex systems – microdata analysis KW - komplexa system - mikrodataanalys AB - The aim of this paper is to present and analyze opportunities for and barriers to cooperation between private employers and public employment offices in the Czech Republic, from the employers’ perspective. Based on research results, opportunities for cooperation can be seen in attitudes of employment officers towards employers, individualization and differentiation of approaches, better mutual awareness etc., but also in successive changes of some legislative and institutional factors. The barriers to cooperation, on the other hand, can be seen in hardly removable structural factors, such as the structure and characteristics of jobseekers, divergence of goals and lack of mutual interdependence. ER - TY - CHAP T1 - Corruption and political trust: how the effect of societal cleavages on trust depend on the corruption context T2 - Handbook on Trust in Public Governance A1 - Bauhr, Monika A1 - Charron, Nicholas PY - 2025 SP - 292 EP - 307 DO - 10.4337/9781802201406.00025 LA - eng KW - political trust KW - corruption KW - europe KW - polarisation KW - quality of government KW - electoral accountability AB - This chapter reviews the literature on how the exercise of government power, and in particular the level of corruption, influences citizens’ political trust. We find that macro-level studies suggest that corruption, and institutional performance more broadly, is a highly salient factor in predicting trust levels, particularly in liberal democracies. We also review micro-level evidence for the important feedback loops where citizens’ lack of political trust also contributes to maintaining corrupt politicians in power, particularly since it undermines civic and electoral engagement and produces a general disenchantment with democratic institutions. This literature suggests that citizens with lower trust tend to abstain from voting altogether, which helps perpetuate a ‘vicious cycle’ of corruption. Finally, we demonstrate how variations in corruption and quality of government across Europe can explain why traditional predictors of trust, such as education levels, political ideology, and partisanship, influence trust levels in some contexts as opposed to others. ER - TY - CHAP T1 - Which teaching practices promote students’ democracy learning?: A systematic review T2 - Research Handbook on Education and Democracy A1 - Wallin, Pontus A1 - Olson, Maria A1 - Persson, Mikael PY - 2025 SP - 239 EP - 258 DO - 10.4337/9781803928111 LA - eng PB - Cheltenham and Massachusetts : Edward Elgar Publishing KW - systematic review KW - democracy KW - teaching KW - school KW - students KW - educational science KW - pedagogik med inriktning mot utbildningsvetenskap AB - INTRODUCTIONIn this systematic review, we provide an overview of research regarding the question: Which teaching practices promote students’ democracy learning? We utilized a rigorous approach to thoroughly survey the literature and report research findings. The studies chosen focused on teaching practices, with the explicit goal of enhancing students’ democracy learning in school; that is, knowledge, skills, attitudes, or values related to democracy. This review encompasses both intervention studies, which investigate the hypothesized causal relationship between specific teaching methods and students’ democracy learning, and correlational studies, which examine the connection between the classroom environment and students’ democracy learning. The studies indicate that teaching methods involving a high degree of student participation, such as discussions, group work, role-playing, simulations, and student involvement in decision-making, effectively foster democracy learning. Furthermore, the studies suggest that an open and positive classroom environment, along with teacher engagement, leadership, and attitudes, are crucial factors in promoting students’ democracy learning.There are previous systematic reviews on related areas, but only a few focus on how teachers can design teaching to promote democracy learning. The review that most closely resembles this one is a recently published systematic review by Teegelbeckers et al. (2023). One of their most important conclusions is that teaching has differential effects on democratic competences. Considering these differential effects, the authors concluded that some practices have general positive effects. Among these are instruction with classroom discussion, small-group work, application assignments, civic projects, and practicing democratic decision-making in simulations or school decision-making programs. However, the focus of the review was on citizenship education more broadly, albeit with an ambition to narrow it down to citizenship education related to liberal democracy. The scope of the search was also limited to studies published between 2010 and 2020. Their review also included studies of higher education at universities and colleges. This review serves an important purpose to give a comprehensive overview of empirical research focusing on students’ democracy learning in pre-college education. The text draws in part on a research review written in Swedish funded by Swedish Institute for Educational Research. Att lära demokrati – lärares arbetssätt i fokus. Systematisk forskningssammanställning 2022:03. Solna: Skolforskningsinstitutet. ISBN 978-91-985317-9-4. ER - TY - CHAP T1 - Educational reforms as natural experiments for studying the effects of education on political participation, civic skills and civic values T2 - Research Handbook on Education and Democracy A1 - Österman, Marcus PY - 2025 SP - 446 EP - 466 DO - 10.4337/9781803928111.00035 LA - eng PB - Cheltenham; Northampton : Edward Elgar Publishing KW - education KW - education reform KW - causal inference KW - political participation KW - civic values KW - literature review KW - statskunskap AB - Causal effects of education are notoriously challenging to establish, as is discussed in many of the contributions in this Handbook. These challenges relate to the effects of education on the individual level as well as to the effects of macro-level educational institutions. Against this backdrop, educational reforms represent an attractive approach for more reliably identifying the causal effects of education. By comparing individuals who are affected and unaffected by an educational reform in a country, many of the typical confounders of education can be kept constant, for example, family background on the individual level, but also country-level factors such as democratic institutions. Reforms may involve, for instance, prolonging compulsory schooling or altering tracking institutions. Research exploiting educational reforms has recently made substantial progress. This chapter discusses the strengths and weaknesses of the reform approach, offers advice for how to exploit reforms empirically, and reviews the state of scholarship relying on educational reforms for studying educational effects on democratic dispositions. The chapter covers effects on outcomes such as political participation, support for democratic values, tolerance and trust in people and political institutions. The literature review separates studies of reforms inducing prolonged education in democracies, studies of institutional reforms in democracies, and studies of autocratic reforms. ER - TY - CHAP T1 - Digital Technologies and Citizen Agency During Crises: Democratic Engagement in Ukraine and Belarus T2 - Rethinking citizenship in central and eastern europe A1 - Navumau, Vasil A1 - Gustafsson, Mariana S. A1 - Matveieva, Olga PY - 2025 SP - 109 EP - 137 DO - 10.46692/9781529240818.007 LA - eng PB - Bristol : Bristol University Press AB - Regional conflicts in Central and Eastern Europe (CEE), including the Belarusian political crisis in 2020 and the full-scale Russian war in Ukraine in 2022, have exposed the new potential of digital technology use for the engagement of society in all forms of service production, resistance, and mobilization. Against the background of digitalization reforms and increased general digital literacy of the population, the West's support for civic education in the region has contributed to the formation of a new generation of activists familiar with digital tools and platforms and, in general, to the creation of a favourable environment for the development of civic initiatives using digital technologies. This can be seen in the emergence of online platforms and digital tools which facilitate civic engagement and allow a wider audience to participate in the democratic process. For example, online petitions, social media campaigns, and digital activism have become increasingly prevalent, particularly among young people, in Belarus (see Astapova et al, 2022; Titarenko, 2022) and in Ukraine (Diuk, 2012; Bohdanova, 2014). Specifically, as Pospieszna and Galus (2020) note, the evaluation of a long-term civic education programme for young people from post-Soviet countries suggests that training experiences can lead to changes in line with democratic values and practices. Investment in social and human capital by Western donors, particularly in Belarus and Ukraine (Pospieszna and Galus, 2020; Pospieszna et al, 2023), has been of particular importance for fostering a vibrant civil society as a key element in promoting democratic change (see Chapter 2, this volume) ER - TY - JOUR T1 - Teaching as a dance with and towards dignity: Recognizing dignity in educational relationships T2 - ACCESS: Contemporary Issues in Education SN - 0111-8889 A1 - Bahizi, Lia PY - 2024 VL - 2 IS - 44 SP - 35 EP - 48 DO - 10.46786/ac24.3041 LA - eng PB - : Philosophy of Education Society of Australasia KW - dignity KW - educational relationships KW - teaching KW - biesta KW - levinas KW - todd KW - education AB - In educational research there is a plethora of propositions on different ways to address the problem of too narrow and merely/mainly extrinsic and futureoriented aims of education such as the one of producing citizens who can contribute to national competitiveness in a global capitalist market system.Several approaches counterbalance such narrow aims by offering more holistic aims such as cosmopolitan, democratic citizenship, flourishing and liberation.However, in addition to broadening the range of possible aims of education, there is also a need to address the underlying ethical and relational problem of how aims in themselves, even though holistic, still always run the risk of becoming stagnant and reified. In this paper, I argue together with Gert Biesta and Sharon Todd that the unavoidable fact of educational aims involving the risk of becoming stagnant can have detrimental effects on relationships in classrooms. However, I re-frame the problem from an ethical viewpoint. I propose dignity-awareness as a practice of ethical relational attunement to educational aims where these are left open for renewal and dynamic coexistence, not merely through a process of strenuous self-reflection and pedagogic dialogue, but through artfulness and playfulness. I suggest dance as a metaphor for an ethical awareness/interaction in which the relative importance of educational aims is acknowledged and appreciated. ER - TY - JOUR T1 - Academic citizenship through the bundle of academic roles T2 - Journal of Praxis in Higher Education SN - 2003-3605 A1 - Fremstad, Ester A1 - Ewins, Kristin PY - 2024 VL - 2 IS - 6 SP - 42 EP - 54 DO - 10.47989/kpdc488 LA - eng PB - : University of Borås, Sweden KW - co-production of science and society KW - critical-constructive knowledge KW - agency KW - communities of discourse AB - As academic developers and higher education researchers, we, the authors, have pondered why engaging in public discourse is often found to be difficult by academics and how we can conceptualise and help prepare for the role of academic citizen in general and in more discipline-specific terms. Rather than approaching citizenship as an extraordinary task or role for the academic, we find that it may be best understood and approached as integral to being a researcher and teacher. We use perspectives on the knowledge society and the concept of co-production of science and society to suggest some conceptual inroads for understanding what shape the task of academic citizenship might take. ER - TY - JOUR T1 - What counts as young people’s civic engagement in times of accountability?: On the importance of maintaining openness about young people’s civic engagement in education T2 - Utbildning och Demokrati SN - 1102-6472 A1 - Olson, Maria PY - 2012 VL - 1 IS - 21 SP - 29 EP - 55 DO - 10.48059/uod.v21i1.963 LA - eng PB - Örebro : Orebro University KW - iccs KW - young people KW - civic engagement KW - education KW - humanities and social sciences AB - One aspect of the ICCS study's measurement of young people's citizen competence is 'civic engagement'. In this article it is argued that even though the study's assessment captures important aspects of young people's civic engagement, too strong educational reliance on it may contribute to meagreness in the educaitonal assignment to see to an engaged citizenry. By providing deeper insight into the ICCS study's assessment rationale, and by presenting qualitatively derived examples of young people's civic engagement, it is suggested that in order to see to fruitful ways of approaching the educational task of providing for young people's civic engagement, we need to maintain openness to different depictions of civic engagement. Among them those that matter as such for the young people themselves in and through the social and material practices they take part in. ER - TY - JOUR T1 - Medborgarskapande för ett nytt millennium: utbildning och medborgarfostran i 2000-talets Sverige T2 - Utbildning och Demokrati SN - 1102-6472 A1 - Dahlstedt, Magnus A1 - Olson, Maria PY - 2014 VL - 2 IS - 23 SP - 7 EP - 25 DO - 10.48059/uod.v23i2.1015 LA - swe PB - : Örebro Universitet KW - citizenship KW - citizenship formation KW - education KW - democracy KW - apolitical KW - humaniora-samhällsvetenskap KW - humanities and social sciences KW - woman KW - child and family (womfam) KW - kvinna KW - barn och familj (womfam) KW - subject learning and teaching AB - Citizenship in the making for a new millenium – education and citizen formation in 21st century Sweden. The aim of this article is to analyse citizenship formation in Swedish education. In highlighting trends regarding the assignment of the educational system to provide for democratic citizenship there are certain depictions of citizenship prevail- ing. The first stresses an inward-looking and inward-feeling citizenship, characterizing the citizen as deliberative and emotional. The second stresses an inward-looking and outward-making citizenship, characterizing the citizen as entrepreneurial and willing. Here, democracy is portrayed as already achieved. This, we argue, is hazardous as society risk being pictured as apolitical and democratically ‘saturated’. This situation does not open up for democratic change to come into question as desirable or even possible. Put differently, it leaves us with the notion that things have to be as they are, as we are living in the best of worlds. ER - TY - JOUR T1 - Från skolans medborgarbildande möjlighet till samhällskunskapsämnets - en väg framåt T2 - Utbildning och Demokrati SN - 1102-6472 A1 - Olson, Maria PY - 2020 VL - 2 IS - 29 SP - 29 EP - 61 DO - 10.48059/uod.v29i2.1142 LA - swe PB - : Orebro University KW - citizenship education KW - social studies KW - society KW - citizenship KW - subject-specific dimensions KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - utbildning och lärande AB - From the citizenship education potential of schools to that of social studies as a subject – a way forward? What is good citizen-ship, and how can schools help to promote and shape it? This text seeks to define a possible path for citizenship-oriented social studies education that is able to respond to this question in a satisfactory way. To that end, I pursue two different lines of inquiry. On the one hand, I proceed from an idea of citizenship drawn from established political theory with a focus on citizenship, specifically the work of Joel Westheimer and Joseph Kahne (2004). On the other, I undertake a far from complete, but nevertheless pertinent, review of research into the subject didactics of social studies – the what, how and why of teaching and learning the subject – in the light of the question of what invitations to citizenship can be traced in that research. Based on these two lines of inquiry, four subject-specific dimensions are distinguished that seem to be necessary points of reference for social studies as a school subject if the aim is to promote citizenship education: a social, a knowledge-related, a personal and an explicitly normative dimension. ER - TY - JOUR T1 - Modersmålsämnets legitimitet i ett förändrat politiskt landskap: En analys av svensk riksdagsdebatt under 2010-talet T2 - Utbildning och Demokrati SN - 1102-6472 A1 - Hedman, Christina A1 - Rosén, Jenny PY - 2021 VL - 3 IS - 29 SP - 31 EP - 50 DO - 10.48059/uod.v29i3.1542 LA - swe PB - : Orebro University KW - integration KW - migration KW - mother tongue instruction KW - multilingualism KW - political discourse KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik KW - språkdidaktik KW - language education AB - The legitimacy of the mother tongue subject in a changing political landscape: An analysis of Swedish parliamentary debate in thetwenty-tens.This paper highlights and discusses the arguments in favor of, or against Mother Tongue Instruction (MTI) in Swedish parliamentary debate between 2010 and 2020. New to this decade is the entrance of yet another nationalist and populist party with the abolishment of MTI on its political agenda. Building on a critical discourse analytical frame and argumentation analysis, we discuss this party’s rhetoric on MTI – based in an Othering discourse and the construction of MTI as a path to alienation – and the parliamentary counter-voices. The latter mainly concern the role of MTI for development of Swedish and learning in other school subjects, implying that MTI in its own right is subordinated. We argue that this counter-discourse represents a shift in how MTI is legitimized – and in fact plays into assimilationists’ hands – compared to the pluralistic ideology that initially made way for MTI. The importance of scrutinizing political rhetoric is stressed to anticipate political action. ER - TY - JOUR T1 - The governing of inclusion: Policy in Swedish school regulations and mathematics education T2 - Utbildning och Demokrati SN - 1102-6472 A1 - Roos, Helena PY - 2021 VL - 1 IS - 30 SP - 75 EP - 95 DO - 10.48059/uod.v30i1.1552 LA - eng PB - Örebro : Örebro Universitet KW - discourse analysis inclusion mathematics education school regulations KW - matematikens didaktik KW - mathematics education KW - mathematical education AB - In this study Swedish school regulations are investigated concerning inclusion and mathematics education. The texts are seen as socially produced written language. Discourse analysis is used focusing social interaction in the texts. The research question is, what in the regulation texts denotes and connotes inclusion, and how does this influence and govern inclusion in the case of mathematics education? Four Discourses were construed: the discourses of democracy and citizenship, of equity, of possibilities for participation and access, and of knowledge and assessment in mathematics. These Discourses make governing functions of inclusion visible. The functions are mostly ideological, and there appears to be a gap to how to actually do inclusion in the education. How this gap can be bridged needs to be considered by principals and teachers in their work for inclusion. Also, there are contradictions in the regulations. This implies that how in(ex)clusion in mathematics education is produced needs to be reconsidered by policy makers. ER - TY - JOUR T1 - Kritiskt tänkande och utvecklingen av kritiskt omdöme genom undervisningen i samhällskunskap T2 - Utbildning och Demokrati SN - 1102-6472 A1 - Englund, Tomas PY - 1970 VL - 3 IS - 30 SP - 99 EP - 112 DO - 10.48059/uod.v30i3.1588 LA - swe PB - : Örebro University ER - TY - JOUR T1 - Kontroversiella frågor och didaktiska svar T2 - Utbildning och Demokrati SN - 1102-6472 A1 - Tryggvason, Ásgeir PY - 2022 VL - 1 IS - 31 SP - 83 EP - 88 DO - 10.48059/uod.v31i1.1869 LA - swe PB - : Örebro universitet KW - kontroversiella frågor KW - demokrati KW - samhällskunskap KW - education ER - TY - JOUR T1 - Blir du ensam, lille vän?: En läroplansteoretisk studie om medborgarideal i den svenska förskolan T2 - Utbildning och Demokrati SN - 1102-6472 A1 - Nilsson, Jenni PY - 2024 VL - 2 IS - 32 SP - 51 EP - 78 DO - 10.48059/uod.v32i2.2203 LA - swe PB - Örebro : Orebro University KW - förskola KW - läroplan KW - demokrati KW - medborgarideal KW - education AB - The lonely ones? Citizenship ideals in Swedish early childhood education policy. The aim of this article is to discuss the democratic function of education by exploring and comparing the citizenship ideals expressed in Swedish early childhood education policy in 1987 and 2018. The study shows that citizenship that was previously foremost emphasiz-ing the horizontal relationship within a community has shifted towards an emphasis on the vertical relationship between the individual and the state. The ideal has thus shifted from a lived citizenship emphasizing community and belonging to citizenship as an individual status based on ownership of rights. The article concludes that the empowerment of children regarding their formal rights in a context characterized by increased focus on individual learning and freedom may contribute to reducing other aspects of democracy such as community, belonging and care, therefore significantly altering the societal task of education. ER - TY - JOUR T1 - Technological Excellence Requires Human and Social Context A1 - Palmås, Karl A1 - Benner, Mats A1 - Billger, Monica A1 - Clarke, Ben A1 - Feifel, Raimund A1 - Fernandez-Rodriguez, Julia A1 - Foka, Anna A1 - Griffié, Juliette A1 - Gustafsson, Claes M A1 - Hamilton, Kerstin A1 - Holmén, Johan A1 - Lindström, Kristina A1 - Olofsson, Tobias A1 - Pereira, Joana B. A1 - Ponti, Marisa A1 - Ravanis, Julia A1 - Shashkova, Sviatlana A1 - Sparr, Emma A1 - Strimling, Pontus A1 - Höök, Fredrik A1 - Volpe, Giovanni PY - 2026 DO - 10.48550/arXiv.2603.10653 LA - eng AB - Breakthrough technologies increasingly shape social institutions, economic systems, and political futures. Yet models of research excellence associated with such technologies often prioritize technical performance, scalability, and short-term innovation metrics while treating ethical, social, and cultural dimensions as secondary considerations. This perspective article argues that such separation is no longer tenable. We propose a broader understanding of excellence that combines technical rigor with ethical robustness, social intelligibility, and long-term relevance. The rapid emergence of generative and agentic artificial intelligence further underscores this argument. As technological systems increasingly operate through language, interpretation, and normative alignment, expertise traditionally cultivated in the humanities and social sciences becomes integral to the design, governance, and responsible deployment of such systems. Drawing on historical examples and contemporary research practices, this article examines five interconnected domains where the humanities and social sciences, treated as integrated dimensions of research practice, can strengthen technological development: (1) ethical, legal, and social integration in agenda-setting and research design; (2) plural and reflexive foresight practices that shape technological futures; (3) graduate education as a leverage point for cross-disciplinary literacy; (4) visualization and communication as epistemic and civic practices; and (5) institutional frameworks that move beyond rigid distinctions between basic and applied research. Across these dimensions, we propose practical strategies for embedding interdisciplinary collaboration structurally rather than symbolically. ER - TY - JOUR T1 - Religionspedagogik - ett forskningsfält i tiden T2 - Tidsskrift for praktisk teologi SN - 1893-4773 A1 - Gustavsson, Caroline PY - 2020 VL - 1 IS - 37 SP - 78 EP - 89 DO - 10.48626/tpt.v37i1.5307 LA - swe KW - religious education KW - religionspedagogik KW - religionsdidaktik KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - The aim with the article is twofold: first to present religious education in a Nordic but foremost Swedish context, second to argue for a broad understanding of the research field. Through the examples given in the article the author argue that religious education give space for reflections about teaching and learning about/of/in religious phenomena, themes and other expressions of meaning-making and the conditions for them all in religious but also non-religious settings.The article presents a historic background to the emergence of religious education in a Nordic context. Thereafter research will be presented as representing four different but relating themes: content, performer, aim and method.It is argued that religious education is a research field that contributes to a deeper reflection on the opportunities and challenges that can be seen in relation to learning in religious environments and in relation to religious, and existential themes. Religious education contributes to a deeper understanding of the meaning-making that all people share and it is therefore a topic that finds great relevance and a clear justification in our time and in a globalized world. ER - TY - CHAP T1 - Decolonizing Higher Education: Multilingualism, Linguistic Citizenship and Epistemic Justice T2 - Language and Decoloniality in Higher Education A1 - Stroud, Christopher A1 - Kerfoot, Caroline PY - 2021 SP - 19 EP - 46 DO - 10.5040/9781350049109.ch-002 LA - eng PB - London : Bloomsbury Academic KW - linguistics KW - lingvistik KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik ER - TY - CHAP T1 - Teaching Practices in Transformation in Connected Social Science Swedish Classrooms T2 - International Perspectives on Knowledge and Curriculum A1 - Nilsberth, Marie A1 - Olin-Scheller, Christina A1 - Kristiansson, Martin PY - 2022 SP - 115 EP - 136 DO - 10.5040/9781350167124.ch-007 LA - eng PB - : Bloomsbury Academic KW - comparative literature KW - samhällskunskap AB - Through a wide range of international and national policies (cf. Redecker 2017; Unesco 2018) , education in Sweden and many other countries today faces strong demands to become digitalized. Hence, teachers are under pressure to implement digital resources in instruction (Player-Koro, Bergviken Rensfeldt and Selwyn 2017) . This has been shown to profoundly reframe the classroom as a learning space. A general change that the digitalization of the school seems to contribute to is a movement from collective forms of work to a greater individualization (Selwyn 2016) . While ‘one-to-one’ approaches that equip each student with digital resources seem to provide many practical benefits for teaching, the school is less able to prepare students to participate in a more critical approach to the digitalized society (Davies 2017) . New technologies are often subordinated to traditional classroom teaching practices and negotiated away when the new... ER - TY - BOOK T1 - Women and the informal economy in urban Africa: from the margins to the centre A1 - Kinyanjui, Mary Njeri PY - 2014 DO - 10.5040/9781350224032 LA - eng PB - Zed Books ; Nordiska Afrikainstitutet KW - towns KW - informal sector KW - women's role KW - women's participation KW - social movements KW - gender analysis KW - hidden economy KW - urbanization KW - urban planning KW - case studies KW - africa KW - kenya KW - nairobi KW - women in development AB - In this highly original work, Mary Njeri Kinyanjui explores the trajectory of women's movement from the margins of urbanization into the centres of business activities in Nairobi and its accompanying implications for urban planning.While women in much of Africa have struggled to gain urban citizenship and continue to be weighed down by poor education, low income and confinement to domestic responsibilities due to patriarchic norms, a new form of urban dynamism - partly informed by the informal economy - is now enabling them to manage poverty, create jobs and link to the circuits of capital and labour. Relying on social ties, reciprocity, sharing and collaboration, women's informal 'solidarity entrepreneurialism' is taking them away from the margins of business activity and catapulting them into the centre.Bringing together key issues of gender, economic informality and urban planning in Africa, Kinyanjui demonstrates that women have become a critical factor in the making of a postcolonial city. ER - TY - JOUR T1 - Divergent incomes, divergent lives? A multidimensional assessment of disparities in the level of living during Sweden’s income equality U-turn, 1968-2010 T2 - Mens en Maatschappij SN - 0025-9454 A1 - Mood, Carina A1 - Kjellsson, Sara PY - 2025 VL - 2 IS - 100 SP - 179 EP - 200 DO - 10.5117/MEM2025.2.004.MOOD LA - eng KW - dispersion KW - inequality KW - level of living KW - problem concentration KW - welfare problems AB - Income inequality typically measures dispersion across populations, while analyses of other welfare dimensions focus on group differences. This study applies population-wide dispersion analysis to non-income dimensions of the level of living, comparing their trends with income inequality patterns. Using Sweden’s Level-of-Living survey data from 1968-2010, we analyzed inequalities in health, education, social relationships, civic participation, victimization, and residential space using mean average difference (MAD), relative mean average difference (RMAD) and concentration measures. Our findings challenge the assumption that non-income inequalities mirror income inequality trends. Only social relationships and participation showed partial alignment, with absolute gaps smallest during periods of low income inequality. Our results suggest that income inequality trends should not be automatically considered indicative of broader societal inequalities. ER - TY - CONF T1 - DataScEd4CiEn: Integrating data science into STEAM education for civic engagement and social justice – A case from Greece A1 - Bakogianni, Dionysia A1 - Malafekas, Ioannis PY - 2026 DO - 10.52041/iase25.132 LA - eng KW - data science KW - steam approach KW - students' civic engagement KW - teachers' design KW - education AB - This paper explores the implementation of a data science activity within a STEAM scenario on food waste and sustainability, carried out in a Greek lower secondary school as part of the Erasmus+ project DataScEd4CiEn. The Greek case offers a unique lens due to the traditionally formal and discipline-bound structure of the national curriculum, where data literacy and interdisciplinary approaches are still emerging and not yet systematically embedded. Through an iterative design process, students engaged with real-world datasets to explore social issues and propose civic actions. The findings reveal both the emergence of key data science practices as well as the challenges involved in supporting open-ended inquiry and integrating data insights into civic messaging. The paper also highlights broader pedagogical tensions in teaching data science in schools and emphasizes the strong potential of STEAM scenarios to promote social engagement through data-driven inquiry. ER - TY - JOUR T1 - Students' historicisation of the environmental crisis: A narrative of industrialisation, ignorance and greed T2 - Historical Encounters SN - 2203-7543 A1 - Sönnergren Gripe, Albin A1 - Sandahl, Johan PY - 2024 VL - 1 IS - 11 SP - 1 EP - 17 DO - 10.52289/hej11.101 LA - eng PB - : HERMES History Education Research Network KW - history education KW - anthropocene KW - historical consciousness KW - historical thinking KW - public narratives KW - environmental and sustanability education KW - teaching and learning with specialisation in the humanities education KW - ämnesdidaktik med inriktning mot de humanistiska ämnenas didaktik AB - As the field of history education begins to acknowledge the need to respond to the challenges of the Anthropocene, questions arise concerning students' ability to use history to make sense of pressing environmental issues. To address this, 67 Swedish upper secondary school students were asked to historicise issues like global warming and share their ideas concerning the present and the future. Within the framework of Jörn Rüsen's narrative theory, this article analyses how and to what extent these students experienced and interpreted the past and used history to orient themselves in relation to such issues. It also develops on the outcome of this process. While most students historicised the situation, many students made limited use of history. Their typical narrative can be described as a linear story of historical industrialisation driven by the hunger for progression and wealth and facilitated by ignorance. It was told with little detail or reference to evidence and in a way that generally seemed unsupported by historical thinking. Moreover, their typical narrative mostly aligned with the standard science-based Anthropocene narrative, lacking cultural and political perspectives. Although their orientations varied, students focused on technical solutions and lifestyle adjustments rather than civic engagement and politics. Students were worried about the future. However, the narrative of technological and scientific progression and the belief that people in the past lacked awareness and technological alternatives gave students hope. On the other hand, viewing them as informed or inherently selfish contributed to pessimism. Supported by theoretical work, the findings indicate ways school history may support students' ability to deal with Anthropocene issues, helping them to experience and interpret the past and the present in a more nuanced and elaborate way. They also highlight the need for content that aids students' ability to anticipate Anthropocene scenarios and reflect on strategies for engagement. ER - TY - JOUR T1 - Bridging historical consciousness and moral consciousness: promises and Challenges T2 - Historical Encounters SN - 2203-7543 A1 - Ammert, Niklas A1 - Edling, Silvia A1 - Löfström, Jan A1 - Sharp, Heather PY - 2017 VL - 1 IS - 4 SP - 1 EP - 13 DO - 10.52289/hej4.100 LA - eng PB - Newcastle : HERMES History Education Research Network KW - historical consciousness KW - moral consciousness KW - controversial history KW - history teaching KW - moral dilemmas KW - intersection KW - innovative learning KW - innovativt lärande KW - engelska med didaktisk inriktning AB - This special issue is the result of the workshop, Towards an integrated theory ofhistorical and moral consciousness, supported by Riksbankens Jubileumsfond (The SwedishFoundation for Humanities and Social Sciences) and Suomen kasvatuksen ja koulutuksen historianseura (The Finnish Society for the History of Education) and held at the University of Helsinki, in2015. History teaching and social studies education are increasingly expected to develop, amongother things, students’ historical consciousness. This goal is highly relevant for students’ ability todeal constructively with controversial issues of history which is an important civic competence inthe situation where in many societies’ political arguments concerning, for example, citizenshiprights, ethnic and cultural diversity, and democracy are only too often fuelled by simplistic narrativesof historical change and continuity. However, there is a blank spot in the existing research onhistorical consciousness in that intersections between historical and moral consciousness remainvery much unexplored. This special issue seeks to identify promising theoretical and conceptualpoints of convergence for future interdisciplinary studies of historical and moral consciousness.Contributors are from the fields of history, educational research, social psychology, and philosophy. ER - TY - JOUR T1 - Perspectives on History and Moral Encounters T2 - Historical Encounters SN - 2203-7543 A1 - Ammert, Niklas A1 - Sharp, Heather A1 - Edling, Silvia A1 - Löfström, Jan PY - 2022 VL - 2 IS - 9 SP - 1 EP - 6 DO - 10.52289/hej9.201 LA - eng PB - Newcastle : HERMES Research Group, University of Newcastle KW - historical consciousness KW - moral consciousness KW - historical perspectives KW - history education KW - moral reflection KW - democratic citizenship KW - historia med didaktisk inriktning AB - We are at a time in world political history that seems to be on a precipice. Over the past decade, it is difficult to ignore the global growth in popularity for autocratic governments, also in some countries which for decades were either strong democracies or moving towards stable democratic governance. The current Russian attack on Ukraine brings into stark focus the political instability many citizens are facing—historical problems are causing, or used as a pretext for, current conflicts. History educators across many sectors—primary, secondary, university, and in public spaces such as museums and galleries – are curious about how these and other current events and issues can and should be approached. The events raise anew the questions of whether and how we can learn from the past, what we value as good and bad in the past, and how these insights might affect our present and future judgements. In relation to this it becomes vital to ponder how educators and members of the public can communicate the situation in Ukraine and similar events to others, while avoiding the bias that presentism can bring. ER - TY - CONF T1 - Higher VET in Sweden: A new approach to curricular formation T2 - Pedagogical concerns and market demands in VET: Proceedings of the 3rd Crossing Boundaries in VET conference, Vocational Education and Training Network (VETNET) A1 - Köpsén, Johanna PY - 2019 SP - 112 EP - 116 DO - 10.5281/zenodo.2641740 LA - eng KW - higher vocational education KW - curriculum KW - labour market relevance KW - educational policy AB - This paper concerns a study on policy on Swedish Higher Vocational Education (HVE). It’s focus is on how policy define what knowledge should form curricula in HVE. Documents have been thematically analysed using Bernsteinian theory of recontextualization and concep- tualisation of knowledge as either horizontal or vertical. Findings show that the creation of curricula has been positioned away from the national public context and positioned in the lo- cal contexts of programme provision. It is also found that knowledge in HVE programmes should be generated in the production of goods and services and is considered legitimate if selected by employers. The paper discusses how HVE reproduces existing social divisions and students’ positions in social hierarchy as wage labour workers and that the definition of knowledge is based on employers’ demands, neglecting knowledge forming autonomous workers and individuals with full democratic inclusion and participation in civic practice. ER - TY - JOUR T1 - Cultural Citizenship through aesthetic communication in Swedish schools: democracy, inclusion and equality in the face of assessment policies T2 - European Journal of Philosophy in Arts Education SN - 2002-4665 A1 - Ferm-Almqvist, Cecilia PY - 2016 VL - 1 IS - 1 SP - 68 EP - 95 DO - 10.5281/zenodo.3384904 LA - eng KW - musikpedagogik KW - music education AB - In the current Swedish society differences are growing regarding who has the right to learn and use artistic forms of expression. Where a citizen comes from, socially and geographically, more and more determines her tools for handling life. A variety of steering documents state that all Swedish youths should have the right to learn and use artistic forms of expression. At the same time the demands on equal assessment and grading are growing stronger in Sweden, which force teachers to put efforts on documentation and grading, instead of musical learning. The aim of this article is to present and discuss possibilities for pupils to develop Cultural Citizenship through music in the school situation where different views of equality are competing. This article discusses to what extent it is possible to conduct democratic inclusive music education towards Cultural Citizenship in the current time of increased demands of documentation, assessment and grading. To come close to the phenomena of Cultural Citizenship in music educational settings, and to offer theoretical tools for understanding and reflection, the to some extent contradictory political and educational philosophies of Hannah Arendt was used. The philosophical exploration implies a need of teachers’ authority and responsibility when it comes to an agreed upon view of the musical world, and ways to organize meetings with that world in inclusive ways in schools towards a functional Cultural Citizenship. ER - TY - RPRT T1 - Integration Policies, Practices and Experiences – Turkey Country Report A1 - Rottmann, Susan Beth PY - 2020 DO - 10.5281/zenodo.3865824 LA - eng KW - immigrant integration KW - migration governance KW - labour market integration KW - citizenship KW - belonging KW - spatial integration KW - public mental health KW - statskunskap AB - This Integration in Turkey Country Report focuses on integration policies, practices and responses to refugee immigration between 2011 and 2019. The report is composed of two main parts. First, the report defines integration according to EU guidelines and specifically as “differential inclusion” (Cases-Cortes et al 2015, p. 79-80). It provides an overview of Turkey’s integration policy discourses, in particular the evolution of “guest,” “charity,” “hospitality” and “social harmony” discourses prominent in the country. The report reviews the actions of the major integration governance actors, from the national and municipal levels to international, national and local organizations. It also points out that refugees and members of local communities are themselves major actors, not to be overlooked in our drive to measure official responses. Their perceptions are important for understanding cultural and religious dynamics and on-the-ground realities. Second, the report goes into detail for each of the major integration areas identified by the EU and scholars, namely, labor market, education, housing and space, health and citizenship. ER - TY - RPRT T1 - Integration Policies, Practices and Experiences – Germany Country Report A1 - Chemin, J. Eduardo A1 - Nagel, Alexander K. PY - 2020 DO - 10.5281/zenodo.3874426 LA - eng KW - immigrant integration KW - migration governance KW - labour market integration KW - spatial integration KW - citizenship KW - belonging KW - public mental health KW - statskunskap AB - This report is about Germany's integration system. Germany is a “reluctant” immigration country. Despite its post-World-War-II history of immigration, Germany has never adopted a coherent strategy or policy of integration. Immigration was considered a transitory phenomenon as the notorious term “guest workers” suggests. Considering the expected return of immigrants to their countries of origin, integration policy making has long remained implicit. Recent processes of refugee immigration have opened a policy window for a more proactive approach to immigration and integration. However, the formulation and implementation of integration policies are situated in a setting of double complexity. First, integration is a crosscutting policy issue which connects to the responsibilities of various federal ministries. Second, it is a multi-level system in which policy making and monitoring largely take place on the federal level. However, the actual implementation is mainly realized on the level of regional states and municipalities.At least since 2016, integration measures (as those stipulated on Asylum Package II for example), point to the competing and paternalistic logic of retaining control over refugees. This is accomplished by the imposition of restrictions on movement and the expansion of value education as part of the integration courses. It is also supported by a logic of human capital, which privileges refugees as to their economic value whilst restricting basic rights, such as the freedom of movement. Individuals applying for asylum in Germany live highly restricted lives subject to accountability, compliance and punitive measures.While the “Asylum Packages” and the “Integration Act” have mainly focused on structural integration through labour market inclusion, the “Migration Masterplan” has emphasized sociocultural aspects, such as identification and acculturation. It’s obvious that most initiatives respond to an alleged public expectation of refugees smoothly fitting in the society rather than to the actual demands of support and participation which they may have. ER - TY - RPRT T1 - Integration Policies, Practices and Experiences – Italy Country Report A1 - Ibrido, Renato A1 - Marchese, Claudia PY - 2020 DO - 10.5281/zenodo.3894103 LA - eng KW - immigrant integration KW - migration governance KW - spatial integration KW - labour market integration KW - citizenship KW - belonging KW - statskunskap AB - The Italian case is characterised by a considerable delay in the development of a model of integration. Indeed, with a long tradition as a country of emigration, Italy has been culturally less well equipped to face the challenges of a multicultural society. Moreover, the country’s geographical position – which impedes an efficient control of the borders – has incentivised policies to contain the arrivals rather than to promote integration. Against this background, the present report analyses how policy-makers, migrants, public and private institutions and other stakeholders – notwithstanding these difficulties – have interacted in the development of integration policies and, more in general, Italian governance of integration processes.The report is structured as follows. The first section assesses integration policy by looking at the legal, political and institutional framework, also in light of an analysis of the recent developments in the field of integration. The report subsequently explores 5 thematic topics: (i) labour market; (ii) education; (iii) housing and spatial integration; (iv) psychosocial health; (v) citizenship, belonging and civic participation. ER - TY - RPRT T1 - Integration Policies, Practices and Experiences – United Kingdom Country Report A1 - Atto, Naures A1 - Hirst, Catherine A1 - Hall, Victoria PY - 2020 DO - 10.5281/zenodo.3945509 LA - eng KW - immigrant integration KW - labour market integration KW - spatial integration KW - marginalisation KW - citizenship and belonging KW - statskunskap KW - genusvetenskap AB - This report provides an overview of the legal and policy framework of integration policies in the UK and explains the main contours of immigrant integration. The report looks into policies (macro-level), practices of stakeholders (meso-level) and experiences of immigrants (microlevel) in five thematic fields: a) labour market, b) education, c) housing and spatial integration, d) psychosocial health and e) citizenship and belonging. The report draws on interviews with asylum seekers and refugees at the micro level, and with stakeholders from NGOs and local authorities who are involved in the implementation of integration policies at the meso level.The main contribution of this study lies in its micro empirical focus by bringing in ethnographic insights from the perspective of asylum seekers and refugees based on their experiences vis-à-vis migration and integration policies. These individual accounts show us how asylum seekers and refugees are struggling to establish a new home in the UK and at a different level, in developing a belonging to a new place of living, while expressing their frustrations and hopes, their secondary traumas and resilience. In other words, they inform us about their integration experiences in society. ER - TY - RPRT T1 - Integration Policies, Practices and Experiences – Sweden Country Report A1 - Cetrez, Önver A1 - DeMarinis, Valerie A1 - Pettersson, Johanna A1 - Shakra, Mudar PY - 2020 DO - 10.5281/zenodo.3951714 LA - eng KW - migration governance KW - immigrant integration KW - labour market integration KW - spatial integration KW - public mental health KW - citizenship and belonging KW - statskunskap KW - religionspsykologi KW - psychology of religion AB - This report explores the Swedish integration policies and practices as well as their implementation as experienced by newcomers. Integration refers to the permanent settlement period that sets in after the acquisition of a permanent residence permit, or when one starts mentally adapting to the host society. Through a multilevel governance approach, it highlights how legal, political, and institutional integration frameworks in Sweden affect integration outcomes. The latter refers specifically to the way newcomers establish themselves in the new society and negotiate their new social positions.The report compiles data from different sources (academic literature, research reports, official texts, policies and other relevant texts, interviews conducted both at micro and meso level) in order to provide comprehensive insights into regulations, policies, practices and experiences of integration in Sweden. Thus, the report aims to paint an integrated picture of how different components interact and affect migrant populations. The results are also relevant for future research that will specifically include host populations. The report specifically highlights the effects of a post-migration context on mental health and psychosocial integration, while emphasizing that all areas of daily functioning, namely housing, access to education and the labour market, as well as access to citizenship and a general feeling of belonging, are interconnected and combine in a comprehensive view. ER - TY - RPRT T1 - Integration Policies, Practices and Experiences – Poland Country Report A1 - Sobczak-Szelc, Karolina A1 - Pachocka, Marta A1 - Pędziwiatr, Konrad A1 - Szałańska, Justyna PY - 2020 DO - 10.5281/zenodo.4008666 LA - eng KW - immigrant integration KW - labour market integration KW - settlement KW - citizenship and belonging KW - statskunskap AB - This report focuses on integration policies towards beneficiaries of international protection in Poland in the period of 2011-2019. It also sheds light on the experiences of integration of the beneficiaries of such protection. The findings of our research indicate that the case of Poland is characterised by lack of official integration strategy. Several legal acts deal with different aspects of integration policy (narrowed to those concerning the beneficiaries of international protection) yet to a varying degree and not specifically devoted to it. In general, beneficiaries of international protection are granted equal rights with Polish citizens in the areas of access to labour market, education, healthcare, and housing.  The Individual Integration Programs (IIPs) entitle refugees to cooperate with social workers from family support centres, who assist them in coordinating communication with various institutions. Beneficiaries of international protection who were interviewed for the purpose of this report mostly gave positive feedback regarding support received from social workers.  With regard to education of refugee adults, the most important challenges appeared to be learning of Polish language and recognition of education and experience obtained in the countries of origin. ER - TY - RPRT T1 - Integration Policies, Practices and Experiences – Iraq Country Report A1 - Warda, William Kh A1 - Almaffraji, Hamed Shihad PY - 2020 DO - 10.5281/zenodo.4019804 LA - eng KW - migration governance KW - labour market integration KW - citizenship KW - belonging KW - displaced populations KW - statskunskap AB - This report focuses on a less-researched topic, namely the integration of refugees and displaced populations in Iraq in the period 2011-2017. It elaborates on the extent to which policies, programs and practices at various local, regional and national levels are consistent with the country's general policy and integration plans and are compatible with the norms of international law concerning integration and human rights standards. The report also highlights the factors and reasons that impede the social integration of refugees and displaced populations into Iraqi society, and reflects the prevailing understanding of “integration” among decision-makers, local and regional stakeholders, and refugees.  The report discusses the topic of integration in labour market, education, housing, mental health, citizenship, and civic participation based on a field work conducted in 2018 and 2019. The empirical material includes interviews with refugees and displaced populations, interviews with governmental officals, local decision makers, practitioners, and representatives of NGOs ER - TY - RPRT T1 - Integration Policies – Trends, Problems and Challenges: An Integrated Report of 9 Country Cases A1 - Barthoma, Soner A1 - Gökalp-Aras, N. Ela A1 - Sahin Mencütek, Zeynep A1 - Cetrez, Önver A1 - Atto, Naures PY - 2020 DO - 10.5281/zenodo.4269163 LA - eng PB - RESPOND KW - immigrant integration KW - labour market integration KW - citizenship KW - housing and spatial integration KW - educational integration KW - psychosocial health and wellbeing KW - statskunskap AB - This report provides a snapshot for some of the primary findings, trends and challenges with regard to immigrant integration that have been studied in nine country cases, based on research conducted within the framework of the Horizon2020 RESPOND project. These countries are Sweden, Germany, Italy, Greece, Austria, Poland, the UK, Turkey and Iraq. All nine country reports study integration in five thematic domains (labour market, education, housing, psychosocial health and citizenship) by looking at policies (macro level), practices (meso) and experiences of refugees and asylum seekers (micro level). This integrated report relies on data discussed in the macro sections of these country reports, and systematically analyses the same thematic fields in each country by looking at:a) Legal and institutional frameworks for each thematic field (labour market, education, housing, psychosocial health, and citizenship);b) The main trends in these domains, andc) Problems and challenges that refugees face (based on the interview material at micro and meso levels).Each section ends with an informative summative table. Overall, the integrated report provides a rich overview of country cases, and thus, can be read either as a whole or as separate sections. ER - TY - JOUR T1 - It’s critical: The role of critical thinking in media and information literacy T2 - Media Educational Research Journal (MERJ) SN - 2040-4530 A1 - Andersson, Linus PY - 2021 VL - 1 IS - 10 EP - 2 DO - 10.5281/zenodo.5763719 LA - eng PB - Leighton Buzzard : Auteur Publishing KW - critical thinking KW - education KW - media education KW - media literacy AB - This article explores what critical thinking might mean in a media and information literacy (MIL) context by investigating how critical thinking is expressed in three reports that relate MIL to radicalization awareness and counter extremism. The purpose is to engage with recent debates about MIL and research on critical thinking and contribute to a grounded and theoretically informed foundation for discussing MIL competence. Findings indicate a primitive use of the term critical thinking, often bundled up with concepts such as democracy, creativity, and citizenship. More detailed and concrete descriptions about what to expect from critical thinking in a MIL framework display what can be described as a Gnostic impulse: critical thinking as a skill to reveal hidden meanings, to see through propaganda and flawed arguments. In other words, a critical thinking that asks people to doubt what they see. This notion is problematized in relation to writings on media literacy and critical thinking, focusing on the importance of acknowledging reflexivity and identity in the definition of critical thinking. ER - TY - JOUR T1 - Citizenship education from a Swedish perspective T2 - Journal of Studies in Education SN - 2162-6952 A1 - Lindström, Lisbeth PY - 2013 VL - 2 IS - 3 SP - 20 EP - 39 DO - 10.5296/jse.v3i2.3321 LA - eng PB - : Macrothink Institute, Inc. KW - education AB - The purpose of this article is to highlight some of the international research conducted in the field of citizenship education, and discuss the contents of people’s citizenship that are visible in the steering instruments of the Swedish compulsory- and upper secondary schools such as the school law, curriculum and syllabi. Of interest has been the study on how these control instruments describe and illustrate the concept of citizenship and the related concepts. The study highlights the content that is expected to be taught compared with the actual experiences from citizenship education research.In this research, textual analysis is used as a method to review the structure of the text and to scrutinize the content. From the analysis of the national steering documents, it is possible to argue that young people in Sweden have the opportunity to both learn about democracy and be active citizens. It can also be argued that students have the opportunity to be a part of the democratic working framework in practice, which can prepare them for active participation in society later in life. However, this research does not give any answer to whether what is political rhetoric in documents is also the educational outcome of the pedagogical practice. ER - TY - JOUR T1 - Elementos da cultura digital para o ensino de filosofia no Ensino Médio: o que dizem as pesquisas?: Elements Of Digital Culture For Teaching Philosophy In Highschool: What Does The Research Say? T2 - Educação em Análise SN - 2448-0320 A1 - da Silva, Madalena A1 - Bonin, Joel Cezar A1 - Garrote Jurado, Ramon PY - 2023 VL - 1 IS - 8 EP - 1 DO - 10.5433/1984-7939.2023v8n1p62 LA - por PB - : Universidade Estadual de Londrina KW - philosophy digital culture high school digital technologies KW - library and information science AB - Digital culture refers to the practices, habits, and values that emerge from people'sinteractions with digital technologies, such as the Internet, social networks, and mobile apps,among others. In the curriculum of basic education, it is necessary to work with elements of DigitalCulture so that students can exercise digital citizenship in a critical and reflective way. However,research indicates that teachers, many of them digital immigrants, do not have appropriateresources from the Digital Culture to teach their classes while students, digital natives, observe theidiosyncratic logic and dynamics of school with their reality and notice a great mismatch. Based onthis context, the question is: what are the elements of digital culture that contribute to the reflectionand criticality of students in the teaching of Philosophy in high school? The aim of this text is tohighlight the resources of digital culture that contribute to the reflection and criticality of studentsin the teaching of Philosophy in high school. The methodology is a qualitative bibliographicapproach. As a result, it was observed, in existing research, that the digital resources adopted inpedagogical practices contribute to the teaching of Philosophy and that, depen ding on the resourceused, they allow: illustrating philosophical concepts and theories in a concrete way; stimulatephilosophical and critical reflection; develop critical skills; stimulate debate; share ideas andopinions on philosophical topics; democra tize access to illustrative, representative and interactivephilosophical content; offer different perspectives according to the context and pedagogicalintentions. ER - TY - JOUR T1 - Citizenship, leisure and gender equality T2 - International Education Studies SN - 1913-9020 A1 - Lindström, Lisbeth PY - 2012 VL - 5 IS - 5 SP - 57 EP - 68 DO - 10.5539/ies.v5n5p57 LA - eng PB - : Canadian Center of Science and Education KW - education AB - This article explores the relationship between gender, citizenship and leisure activities for youth. The purpose with the article is to describe, explore and discuss whether meeting places for youth such as youth clubs support their citizenship. Based on a case study of young people place, space and activities are explored and discussed from a gender perspective. To collect data, several study visits have been done during a six month period, involving visiting all of the youth clubs and similar meeting places as part of the case study. As a research method textual analysis of daily diaries written by youth leaders were used. The result of the case study shows firstly that these places are more attractive to boys than to girls. Secondly, they can be places for the development of youth citizenship. Thirdly, visitors are offered the opportunity of taking an active role in their own transition to citizenship ER - TY - JOUR T1 - What do children learn at Swedish Preschools? T2 - International Education Studies SN - 1913-9020 A1 - Lindström, Lisbeth PY - 2013 VL - 4 IS - 6 SP - 236 EP - 250 DO - 10.5539/ies.v6n4p236 LA - eng PB - : Canadian Center of Science and Education KW - education AB - The purposes of this research are, first, to make visible, examine, and illuminate preschool teachers’ perception of what children enrolled in preschools learn and how they learn it; and second, to highlight and illuminate what abilities preschool teachers perceive that children can develop during their stay at preschools. As a theoretical framework, theories of entrepreneurship education and citizenship education are used. The research was conducted using a questionnaire sent out to thirteen local municipalities in the county of Norrbotten in the north of Sweden. The results showed a thoroughgoing positive response from the respondents to almost all of the statements presented in the questionnaire. The positive responses that the preschool teachers and other staff gave to the statements in the questionnaire can be an important platform for the development of active citizenship, although these positive responses still need to be critically analysed and further investigated.Based on the research results, it is argued that the relationship between entrepreneurship education and citizenship education is a close one and that it is possible for one to lend itself to the other and strengthen the development of individual´s skills for inclusion in society from very early ages. ER - TY - JOUR T1 - I learn nothing!: Voices of visitors at Youth Clubs in Sweden T2 - Journal of Education and Learning SN - 1927-5269 A1 - Lindström, Lisbeth PY - 2012 VL - 1 IS - 1 SP - 84 EP - 98 DO - 10.5539/jel.v1n1p84 LA - eng PB - : Canadian Center of Science and Education KW - education AB - The purpose of this article is first to make visible, examine, and illuminate the young generation’s perception of what they learn and how they learn during their visits to youth clubs and similar meeting places; second, through visitors’ own comments, interviews with visitors, and analysis of staff’s diaries, to reflect on and analyze the unconscious learning that might have been visible; and third, to discuss how these particular contexts contribute to learning. The research was conducted using two questionnaires, staff daily notes in diaries, and through interviews with young people visiting youth clubs and similar meeting places. The results of the empirical study show that there is a gap between the youngsters’ perception of what they learn or verbalize with the help of youth leaders and what they actually learn. To conclude, these meeting places can have a compensatory function to schools; a sort of expanded learning to help young people develop their citizenship. However, I shall take a critical view and argue that youth clubs and similar meeting places lack in making visible what young visitors actually can learn from their visits. To make it possible I suggest that the learning situations must be verbalized, discussed and made visible together with the youth leaders and the group of visitors or the individual visitors. ER - TY - JOUR T1 - The Swedish Schools Inspectorate’s View of Swedish Schools T2 - Journal of Education and Learning SN - 1927-5250 A1 - Lindström, Lisbeth A1 - Perdahl, Solange PY - 2014 VL - 3 IS - 3 SP - 15 EP - 32 DO - 10.5539/jel.v3n3p15 LA - eng PB - : Canadian Center of Science and Education KW - swedish schools inspectorate KW - curricula KW - npm KW - sweden KW - quality audit reports KW - education AB - The purpose of this article is to shed some light on and give some examples of how the Swedish schools have interpreted their mission of educating young people and preparing them for the role of active citizens. More specifically, we are interested in how the “good” or “aspirational” school is presented in the reports published by the Swedish Schools Inspectorate. Our departure point will be the inspection work conducted by the Swedish Schools Inspectorate between 2009 and 2012. The selection of data is based on our wish to highlight supervisory reports, quality audit reports and targeted inspection reports. Another selection principle has been that not only municipal schools, but also independent schools, had to be represented among the analysed documents. Five of the reports are quality audit reports, two are the result of targeted inspections, and finally we have analysed one supervisory report. The results indicate that the aim of improving the pupils’ knowledge results is a high priority for the Inspectorate, as is the goal to ensure all children and pupils’ equal rights to a good education in a safe and stimulating environment, and to develop their civic skills. The analysed reports show that the inspections have revealed inadequate fulfilment of all these goals. Whether school inspections can functionally contribute to fulfilling the goal of educational equality, improving the knowledge of Swedish pupils and helping them develop into good citizens is debatable. On the one hand, the auditing function in itself constitutes a threat to the school operations developing a sense of judgement that would allow for reflections beyond the concept of effectiveness, and on the other hand the audits may, paradoxically enough, liberate the strength to question the discursive dominance of the Swedish Schools Inspectorate, shaped by systemic world logic, and thereby achieve an independent development. ER - TY - JOUR T1 - Eleven som subjekt i samfunnsfagene og samfunnsfagenes potensial i elevers liv: [The student as the subject in social studies and the potential of social studies in students’ lives] T2 - Acta Didactica Norden SN - 2535-8219 A1 - Olson, Maria A1 - Mathé, Nora Elise Hesby PY - 2023 VL - 2 IS - 17 EP - 2 DO - 10.5617/adno.10211 LA - nor PB - : University of Oslo Library KW - social studies KW - nordic region KW - subject teaching KW - geography KW - religious education KW - the student KW - subject KW - formation KW - society KW - world KW - future KW - citizenship KW - samfunnsfagene KW - norden KW - ämnesundervisning KW - samfunnskunnskap KW - historie KW - geografi KW - religions- og livssynsfag KW - eleven KW - subjekt KW - danning KW - liv KW - samfunnet KW - verden KW - framtid KW - medborgerskap KW - subject learning and teaching KW - ämnesdidaktik AB - Samfunnsfagene i de nordiske landene består av flere fag (samfunnskunnskap, historie, geografi og religions- og livssynsfag) som sammen og hver for seg skal hjelpe barn og unge med å delta i samfunnet på ulike arenaer og måter, for eksempel i arbeidslivet, i kulturlivet og i det politiske liv. Men fagene tematiserer også elevenes eget liv og danning. Samlet sett handler dette om samfunnsfagenes potensial når det gjelder å legge til rette for elevenes muligheter til å ‘være’ og ‘handle’ i verden. Det å sette elevenes muligheter til å ‘være’ og ‘handle’ i og utenfor skolen i sentrum når det gjelder skolens samfunnsfagundervisning, er inspirert av filosofen Hannah Arendt (2004, 2013). Arendt var opptatt av betydningen av det situerte og erfaringsnære for en rik og kvalifisert forståelse av verden og samfunnet, noe som peker mot betydningen av eleven som unikt subjekt i utviklingen av egen fag- og virkelighetsforståelse gjennom skolens samfunnsorienterte undervisning (Persson & Olson, n.d.). I samfunnsfagene er disse prosessene tett koblet til det som skjer i samfunnet og verden både nå og i framtiden.Vårt mål med dette temanummeret er å bidra til å samle og systematisere pågående samfunnsfagdidaktisk forskning i Norden ut fra ulike teoretiske, empiriske og metodologiske innramminger med fokus på eleven som subjekt. Slik ønsker vi å bidra til å bringe det samfunnsfagdidaktiske kunnskapsfeltet videre på en måte som skaper forutsetninger for en fortsatt nordisk kunnskapsutvikling og dialog på feltet.Aktuell forskning i den nordiske konteksten har pekt på behovet for mer kunnskap om hvordan elevenes medborgerskap og rolle som samfunns- og verdensborgere spiller inn i undervisningen, hvordan læreren kobler fagstoffet til elevenes perspektiver og hvordan ulike aktiviteter og arbeidsformer i fag kan bidra til å støtte opp under elevenes eget engasjement, ansvarstagende, historiske og verdimessige forståelse og de ulike formene dette kan ta i elevens liv i og utenfor skolen (Björklund & Sandahl, 2020; Blanck & Lödén, 2017; Blennow, 2019; Börhaug, 2017; Christensen, 2011; Deldén & Törnegren, 2020; Dessen Jankell & Örbring, 2020; Edling, Sharp, Löfström & Ammert, 2020; Ledman, 2019; Mathé, 2018; Olson, 2020; Persson & Thorp, 2017; Sandahl, 2015; Sandahl & Olson, n.d.; Solhaug, 2021; Tväråna, 2019).Mulige temaer kan være, men er ikke begrenset til:Fokus på elevenes livsverden i fagundervisningenLærer- og elevperspektiver på samfunnsfagenes betydning for elevenes rolle som samfunnsborgereKoblinger mellom samfunnsfagene og elevers fritidElevenes muligheter til å utfordre/påvirke undervisning og fagFagdidaktisk teori- og metodeutvikling knyttet til elever som subjekt i samfunnsfageneLærer-, elev- og disiplinære perspektiver på samfunnsfagenes rolle og funksjonDette temanummeret retter fokus mot betydningen av å åpne for og styrke elevers muligheter til å ta plass i verden og samfunnet som selvstendige, unike personer gjennom samfunnsfagene i skolen. Av klar relevans her er også spørsmålet om hvordan elevene tar med seg faglige og verdimessig begrunnede perspektiver, kunnskap og ferdigheter videre i sine liv i og utenfor skolen.I dette temanummeret inviterer vi bidrag som setter fokus på samspill og potensielle spenninger mellom samfunnsfagundervisning og elevenes livsverden. Ved å rette oppmerksomheten mot dette samspillet og disse spenningene, er vår forhåpning å utvikle kunnskap om samfunnsfagenes potensial i å bidra til elevers utvidede muligheter til å ‘være’ og ‘handle’ i verden.Vi ønsker bidrag på skandinaviske språk eller på engelsk. Forfatterne må være innstilt på at aksepterte abstract til temanummeret medfører en forpliktelse til å være fagfelle for en av de andre artiklene sammen med eksterne fagfeller.Om redaktøreneRedaksjonen for temanummeret består av professor Maria Olson (Stockholms universitet og Högskolan Dalarna) og førsteamanuensis Nora E. H. Mathé (Universitetet i Oslo og medlem av redaksjonen i Acta Didactica Norden). ER - TY - JOUR T1 - Samhällsfrågor bortom punkterna - elevers resonerande utifrån punktdiagram i samhällskunskap T2 - Acta Didactica Norden SN - 2535-8219 A1 - Jägerskog, Ann-Sofie A1 - Tväråna, Malin A1 - Björklund, Mattias A1 - Strandberg, Max A1 - Carlberg, Sara A1 - Gottfridsson, Patrik A1 - Juthberg, Therese A1 - Kenndal, Robert A1 - Kåks, Bodil A1 - Losciale, Marie A1 - Sahlström, Per PY - 2024 VL - 2 IS - 18 EP - 2 DO - 10.5617/adno.11369 LA - swe PB - : University of Oslo Library KW - visual literacy KW - social science education KW - teaching KW - graph KW - plot diagram KW - visuell literacitet KW - samhällskunskap KW - undervisning KW - grafer KW - punktdiagram KW - education KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik AB - Samhällsfrågor utmärks av samband som ofta är svåra för elever att få grepp om. I samhällskunskapsundervisningen används ofta visuella modeller, såsom grafer, för att hjälpa elever med detta. Läsning av grafer är dock inte intuitiv, utan ett kunnande som elever behöver utveckla. En utmaning är att grafen kan öppna upp för kvalificerade resonemang om olika samhällsfrågor, samtidigt som den riskerar att skymma samhällsfrågornas dynamiska karaktär. Syftet med artikeln är att utveckla förståelse för vad som behöver synliggöras i samhällskunskapsundervisningen för att skapa förutsättningar för elever att utifrån grafer (mer specifikt punktdiagram) föra kvalificerade resonemang om relationen mellan olika faktorer kopplade till en samhällsfråga. I ett större perspektiv diskuteras också relationen mellan visuell litteracitet och undervisning och lärande i samhällskunskap. Empirin består av 72 inspelade och transkriberade gruppdiskussioner där elever i åldrarna 12-17, utifrån två punktdiagram, diskuterar relationen mellan BNP per capita och utsläppsnivå av koldioxid per capita i olika länder, respektive födelsetal per kvinna och flickors utbildningsnivå i olika länder. Empirin analyserades fenomenografiskt för att identifiera kvalitativt skilda sätt att erfara samhällsvetenskapliga punktdiagram samt vilka aspekter som tycks vara kritiska för elever att urskilja för att utveckla mer kvalificerade erfaranden. Fem erfaranden identifierades och fyra kritiska aspekter: att identifiera punktdiagrammets övergripande mönster, dess avvikelser, bakomliggande faktorer till mönstret, samt grafens och därmed den illustrerade samhällsfrågans dynamiska karaktär. En diskussion förs om vikten av att i undervisningen ge elever förutsättningar att diskutera “bortom” grafen och därmed utveckla förmågan att föra kvalificerade resonemang om relationen mellan olika faktorer kopplade till en samhällsfråga. ER - TY - JOUR T1 - Underordnat, undanskymt och otydligt: om samhällskunskapsämnets relationsproblem inom SO-gruppen på svenskt mellanstadium T2 - Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge SN - 1504-9922 A1 - Kristiansson, Martin PY - 2017 VL - 1 IS - 11 SP - 1 EP - 20 DO - 10.5617/adno.2547 LA - swe PB - Oslo : Universitetet i Oslo KW - samhällskunskap KW - samhällsorienterande ämnen KW - ämnesmarkörer KW - ämnesväxlingar KW - ämnesöverlappningar AB - I artikeln diskuteras en lärarstudie om vad som utmärker samhällskunskaps-ämnet på svenskt mellanstadium. Det sker mot bakgrund av en skandinavisk ämnesdidaktisk diskussion om ämnets tydlighet med fokus riktad mot svenska förhållanden. Här har ämnet beskrivits som otydligt i läroplans- och läroboks-forskning medan det framträder som mer tydligt i lärarforskning. Denna lärarforskning har dock oftast studerat grundskolans högstadium och gymnasium. Studier på mellanstadiet saknas och min studie visar, till skillnad från dessa studier, att ämnet är otydligt när lärarna talar om det. Det är ett stadie som också skiljer sig från högstadiets och gymnasiets ämnescentrerade ämneslärarkultur genom att det är mer elevcentrerat och klasslärarbundet med högre grad av ämnesintegration. Artikeln fokuserar därför samhällskunskapsämnets relationer till övriga samhällsorienterande (SO) ämnen – geografi, historia och religionskunskap – och vad det innebär för ämnets otydlighet. Genom intervjuer med lärare om deras SO-undervisning och samhällskunskapsämnets del i den, illustrerat med hjälp av begreppen ”ämnesmarkörer”, ”ämnesväxlingar” och ”ämnesöverlappningar”, framträder ämnet som underordnat och undanskymt i relation till särskilt geografi och historia. De har en dominerande position inom gruppen och bidrar till att samhällskunskapsämnet förblir otydligt. I artikelns konklusion och diskussion argumenteras för betydelsen av en rekonstruktion av relationerna inom gruppen, inte endast för att göra samhällskunskapsämnet tydligare, utan för att också övriga ämnen skall ge ett starkare bidrag till elevers lärande om samhället och dess frågor både som enskilda ämnen och tillsammans.Nyckelord: samhällskunskap, samhällsorienterande ämnen, ämnesmarkörer, ämnesväxlingar, ämnesöverlappningarAbstractThis article reports on a practice-related study of the characteristic features of the civics subject in Swedish upper primary education. The discussion takes place against the background of a Scandinavian subject-specific pedagogical debate on the lack of clarity in the civics subject in relation to the other social studies subjects. In Sweden, curriculum and textbook research has pointed out that civics seems to have a vague and unspecified role in primary education, while it seems to have a more prominent role in practice-related research. However, the latter research has often focused on lower and upper secondary education, and so far there have been no studies of the role of civics in primary education. In contrast to the studies of civics in secondary education, my study shows that civics in primary education emerges as very obscure in teachers’ talk about it. At this stage of education, civics is not as subject-centred as it is in the subject-teaching culture of secondary education, but rather a pupil-centred subject with a high degree of integration with other subjects. The article has a focus on civics in relation to the other social studies subjects (SO), namely geography, history and religious studies, and on how the interrelations affect the perception of civics. The study is based on interviews with teachers on their SO teaching and the role of civics with the help of the concepts of ”subject marker”, ”subject-switching”, and ”subject-overlapping”. The result of the analysis is that civics emerges as a subordinated and inconspicuous subject in relation to geography and history, in particular. These two subjects have a dominant position in the subject cluster and contribute to relegating civics to a vague and unclear backseat. In conclusion, the article argues for the need of reconstructing the interrelations in the subject cluster, not only for the sake of clarifying the role and content of civics, but also to ensure that the other subjects can also contribute more to pupils’ learning about community and citizenship issues, as separate subjects and together.Keywords: civics, social studies subjects, subjects, subject marker, subject-switching, subject-overlapping ER - TY - JOUR T1 - Det första nationella provet i samhällskunskap - en studie i bedömarsamstämmighet T2 - Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge SN - 1504-9922 A1 - Löfstedt, Arne PY - 2018 VL - 4 IS - 12 EP - 4 DO - 10.5617/adno.6283 LA - swe PB - : University of Oslo Library KW - samhällskunskap KW - nationella prov KW - interbedömarreliabilitet KW - intraclass correlation AB - Skolämnet samhällskunskap som eget ämne existerar i princip enbart i de nordiska länderna. I många andra länder delar flera skolämnen på ämnesinnehållet, till exempel geografi och civics. Ämnesinnehållet är stort och genomgår ständig förändring. År 2013 genomfördes de första nationella proven i samhällskunskap i Sverige för årskurs 9. Med tanke på ämnets karaktär kan det vara speciellt viktigt att undersöka om dessa prov är ”rättvisa.” Avsikten med denna studie är att undersöka en aspekt av denna ”rättvisa”, nämligen interbedömarstabilitet, dvs om samma elevsvar ger upphov till samma bedömning oavsett bedömare. Skolverket i Sverige genomförde 2009 en större studie av de ämnen som då genomförde nationella prov och föreliggande studie försöker dels efterlikna och dels bygga ut upplägget från Skolverket. Studien genomfördes på de första nationella proven i samhällskunskap 2013. Genom att pröva olika reliabilitetsmått inom kategorierna ”consensus estimates”, och ”consistency estimates” analyseras resultaten, bland annat diskuteras måttet intraclass correlation. Syftet är också, då detta var de första proven, att skapa en ram för återkommande studier av Interbedömarreliabilitet. Upplägget med en större mängd lärare som genomför totalt tre bedömningar av de utvalda hela proven försöker också efterlikna bedömningssituationen ute på skolorna såtillvida att det var relativt många lärare med i studien, och de kom från olika skolor spridda över Sverige. Genom detta testas också bedömningsanvisningarnas stabilitet. Själva genomförandet var omfattande och tog två hela dagar. Resultaten pekar på en god överensstämmelse för provbetyget, det sammanfattande omdöme eleverna får. Studien avses att återupprepas under kommande år. ER - TY - JOUR T1 - Ämnesövergripande undervisning i samhällsorienterande ämnen i svensk grundskola: vad säger lärarna?: [Subject-integrated teaching in the social studies subjects in Swedish compulsory school: what do the teachers say?] T2 - Acta Didactica Norden SN - 2535-8219 A1 - Olovsson, Tord Göran PY - 2020 VL - 3 IS - 14 EP - 3 DO - 10.5617/adno.7920 LA - swe PB - Oslo : UiO University Library KW - subject-integrated teaching KW - social studies subjects KW - synthesized knowledge KW - assessment KW - knowledge requirements KW - ämnesövergripande undervisning KW - so-ämnen KW - synteskunskaper KW - bedömning KW - kunskapskrav KW - education AB - Det har från statligt håll under många år funnits en ämnesövergripande ambition för undervisningen i SO i årskurs 4–6 i svensk grundskola. I och med införandet av den nuvarande läroplanen (Lgr 11) fick dock de enskilda SO-ämnena (geografi, historia, religionskunskap och samhällskunskap) en mera framträdande roll i kursplanerna. Lgr 11 innebar också att betyg infördes från årskurs 6, med kunskapskrav för varje SO-ämne. Lgr 11 föreskriver dock också att eleverna ska ges möjligheter att arbeta ämnes-övergripande. Det finns dock indikationer på att undervisningen i SO i årskurs 4–6 på många skolor, inte sker ämnesövergripande. Studiens syfte är att beskriva och analysera möjligheter och utmaningar som lärare i årskurs 4–6 ser med ämnesövergripande undervisning i SO. Det empiriska materialet består av semi-strukturerade intervjuer med sex lärare. Resultaten, analyserade främst i relation till Blanck (2014), Ross (2006a) samt Carlgren (2016) visar att möjligheter som lärarna anger med ämnesövergripande undervisning i SO är att det kan ge eleverna helhetsförståelse och sammanhang, utifrån lärarnas beskrivningar av vad som är gemensamt för SO-ämnena. Utmaningar för ämnesövergripande undervisning gäller främst bedömning och betygsättning i förhållande till kunskapskraven i varje SO-ämne. Lgr 11:s summativa bedömningsfokus avspeglar sig i lärarnas resonemang, och påverkar även deras undervisningspraktik, främst på så sätt att det försvårar elevers utveckling av de mer komplexa kunskaper som ämnesövergripande undervisning kan ge. ER - TY - JOUR T1 - Dealing with and teaching controversial issues: Teachers’ pedagogical approaches to controversial issues in Religious Education and Social Studies T2 - Acta Didactica Norden SN - 2535-8219 A1 - Flensner, Karin K PY - 2020 VL - 4 IS - 14 SP - 1 EP - 21 DO - 10.5617/adno.8347 LA - eng PB - : University of Oslo Library KW - controversial issues KW - teaching strategies KW - religious education KW - social studies KW - classroom observations KW - kontroversiella frågor KW - undervisningsstrategier KW - religionskunskap KW - samhällskunskap KW - klassrumsobservationer AB - What strategies do teachers use, in classroom practice, to handle issues highly contested in society?This article focuses on how the various Middle Eastern conflicts and related topics, theoretically framed as controversial issues, are dealt with in religious education and social studies classes.The aim is to analyse pedagogical approaches teachers applied in situations where topics associated with regional, cultural, and/or religious conflicts (e.g., migration, terrorism, radicalisation, xenophobia, anti-Semitism, and Islamophobia) were part of the teaching. What approaches were distinguishable in classroom practice? How did teachers reflect on this teaching? To examine these issues, ethnographic observations were made of religious education and civics classes at upper secondary schools in Sweden; follow-up interviews with teachers and students were also conducted to discuss the classroom situations.The approaches to teaching such difficult subject matter, as distinguishable in the classroom, were avoidance, denial of the controversy, provocation, representing/considering various perspectives, and eliciting empathy. There was a division between approaches that endeavoured to tone down the controversy versus those aimed at making the controversy more apparent. This difference can be understood as dealing with controversial issues as opposed to teaching controversial issues, which is a fundamental difference in pedagogic approaches. ER - TY - JOUR T1 - Opening up the echo chamber: Perspective taking in social science education T2 - Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge SN - 1504-9922 A1 - Sandahl, Johan PY - 2020 VL - 4 IS - 14 EP - 4 DO - 10.5617/adno.8350 LA - eng PB - : University of Oslo Library KW - social science education KW - perspective taking KW - controversial issues KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - Public discourse is increasingly polarised when it comes to contemporary political and controversial issues. The debating climate has been described as an “echo chamber” where we tend to find arguments supporting our own established truths rather than having our horizons broadened. Consequently, the challenge of taking the perspectives of others can be seen in classrooms when political discussions and topics surface within social science education. Teaching offers important arenas for deliberation, but class-rooms can be as homogeneous as online filter bubbles, particularly in highly segregated urban school settings. One way of challenging students’ one-sided views is to engage in, and practise, social perspective taking (SPT), a second-order concept engaging with different cultural and ideological understandings of political issues. This study examines two classroom interventions in an upper secondary school with the aim of contributing with empirical data about the components of SPT and how perspective taking can help students broaden their views on political issues. With a starting point in theory on SPT,students’ interactions and reflections in the classroom, collected in written students’ logs and follow-up interviews, are analysed. The results suggest that SPT segments can influence students’ understanding of standpoints other than their own and increase their engagement in class, but that contextualisation is specifically important in this process. ER - TY - JOUR T1 - Teaching about migration on a scientific base: Teachers’ knowledge-building in social studies in Swedish upper elementary school T2 - Acta Didactica Norden SN - 2535-8219 A1 - Jakobsson, Martin A1 - Randahl, Ann-Christin PY - 2023 VL - 3 IS - 17 EP - 3 DO - 10.5617/adno.9149 LA - eng PB - : Universitetet i Oslo KW - educational design research KW - practice developing research KW - scientific basis KW - semantic analysis KW - social studies teaching KW - specialised knowledge KW - samhällskunskap AB - This article examines two conversations in a study-circle on migration. The conversations are part of the first phase of a subject didactic project between social studies teachers at upper elementary school and researchers at a university in Sweden. In the conversations, which are moderated by two researchers, the teachers are expected to build their own knowledge about migration and how teaching about migration can be carried out. Previous research on social studies teaching in the earlier school years has shown that the connection to substantive scientific knowledge is weak. Through deeper theoretical knowledge and an increased didactic repertoire, teachers can in turn give students access to specialised knowledge, i.e. knowledge that helps them deal with society's major issues. The article aims to investigate how the teachers' knowledge building can be made visible and understood, as well as what function the researchers fulfill in the conversations. Both conversations have been analyzed semantically with tools from Legitimation Code Theory. Through the analysis, we follow how scientific substantive knowledge about migration is transformed and linked to teachers' experiences and more general everyday understanding of the phenomenon. The analysis shows that there is a connection between an everyday understanding and a scientific understanding in the part of the conversation where the teachers build their own knowledge about migration, but that it is more difficult to achieve a connection between scientific knowledge and developing the teaching content. Here, a focus on the content, on what should be taught and why, seems to make it easier for teachers to make connections to specialized knowledge, while a focus on how-to questions and who should be taught does not do so to the same extent. ER - TY - JOUR T1 - Det oväntade subjektet: Konturer av en arendtsk samhällskunskapsdidaktik T2 - Acta Didactica Norden SN - 2535-8219 A1 - Tryggvason, Ásgeir PY - 2023 VL - 2 IS - 17 EP - 2 DO - 10.5617/adno.9187 LA - swe PB - : Acta Didactica Norden KW - social science education KW - democracy KW - arendt KW - citizenship KW - samhällskunskap KW - demokrati KW - medborgarskap KW - education AB - När en känslomässigt laddad diskussion blossar upp i samhällskunskapsundervisningen kan det leda läraren och eleverna in i ett ämne eller en fråga som ingen av dem hade förväntat sig. Inom samhällskunskapsdidaktisk forskning finns ett tilltagande intresse för att utforska sådana oväntade undervisningssituationer. Syftet med den här teoretiska artikeln är att vidareutveckla samhällskunskapsdidaktisk teori om det oväntade med specifikt fokus vid den didaktiska varför-frågan. I artikeln skisseras ett perspektiv på det oväntade som utgår från Hannah Arendts teori om handling och subjektivitet. Utifrån denna teori förstås elevers handlande som ett politiskt ”ådagaläggande” av individen som alltid är unikt, oväntat och riskfyllt. Detta arendtska perspektiv ställer jag sedan i relation till medborgaridealet ”den reflekterande åskådaren” som har formulerats inom det samhällskunskapsdidaktiska forskningsfältet. Artikeln avslutas med en diskussion om hur konflikten mellan olika medborgarideal inom forskningsfältet kan förstås. ER - TY - JOUR T1 - Mellan mål och mening: Elev-emancipatoriska eftersträvanden i lärares skildringar av den egna bedömningspraktiken i samhällskunskap och historia T2 - Acta Didactica Norden SN - 2535-8219 A1 - Persson, Anders PY - 2023 VL - 2 IS - 17 EP - 2 DO - 10.5617/adno.9223 LA - swe PB - : University of Oslo Library KW - emancipation KW - bedömning KW - subjektifiering KW - existentialisation KW - samhällskunskap AB - Tidigare studier av bedömning i historia och samhällskunskap i den svenska skolan har företrädelsevis handlat om vad lärare bedömer, eller vad elever presterar (Berg & Persson, 2020). I den här artikeln är syftet istället att undersöka hur olika förståelser av dessa båda skolämnens elev-emancipatoriska potential aktualiserar olika typer av ut­maningar och möjligheter i lärares bedömningsuppdrag. Datainsamlingen bygger på åtta timmeslånga intervjuer med lärare som undervisar på gymnasiet i ett mellansvenskt län.Diskussionen om vad som skapar förutsättningar för en ny generation att förstå och kanske förändra sin egen och andras situation framstår ofta som polemisk. Medan vissa betonat betydelsen av vilken (redan etablerad) kunskap som förmedlas (jfr Young, 2013), har andra framhållit värdet av att låta undervisningen utgå från den enskilde elevens eller samhällsgruppens unikt situerade intressen, frågor och behov (jfr t.ex. De Lissovoy, 2010; Tur Porres et al., 2014).I de åtta lärarsamtalen framträder denna avvägning mellan det på förhand givna och det situerade, emellertid i mindre grad som ett antingen/eller. I den lärarprofessionella bedömningspraktiken tycks avpassningen snarare ta dialektisk form i mötet mellan ämnesinnehåll och elev. Samme lärare kan både ge uttryck för anspråk som aktiverar utmaningar förknippade med förutsägbarhet, och rymma skildringar av en strävan att låta bedömningsprocessen bli så öppen som möjlig (jfr Biesta, 2009). Det sätt som eleven visar sig och träder fram i ämnet tycks sätta avtryck i, men är inte ensamt av­görande för, frågan om vad undervisningen ges för innehåll. ER - TY - JOUR T1 - Begreppstungt och viktigt: sex lärares didaktiska reflektioner om läsande i samhällskunskap i årskurs 5 och 8 T2 - Acta Didactica Norden SN - 2535-8219 A1 - Raattamaa Visén, Pia A1 - Hallesson, Yvonne A1 - Folkeryd, Jenny W. A1 - af Geijerstam, Åsa PY - 2024 VL - 1 IS - 18 EP - 1 DO - 10.5617/adno.9714 LA - swe PB - : University of Oslo Library KW - lärares didaktiska reflektioner KW - samhällskunskap KW - ämneslitteracitet KW - läsande KW - undervisningens syfte KW - språkdidaktik KW - language education AB - Artikeln undersöker lärares didaktiska reflektioner genom tematiska analyser av semi-strukturerade intervjuer. Deltagarurvalet består av sex lärare i årskurs 5 och 8 som i sin undervisning utgår från tre olika sätt att arbeta med texter och läsande: Reading to Learn, Läslyftet, respektive inte utgår från någon uttalad modell. Syftet är att få en fördjupad kunskap om lärares didaktiska reflektioner rörande ämneslitteracitet i samhällskunskap med fokus på läsande, samt om och i så fall hur dessa didaktiska reflektioner relaterar till undervisning. Studien fokuserar: Vilka syften med undervisningen sätter lärarna i förgrund? Vilka aspekter av ämneslitteracitet med fokus på läsande framträder? Vilka aspekter av ämneslitteracitet med fokus på begrepp framträder? Hur relaterar lärarnas didaktiska reflektioner om ämneslitteracitet med fokus på begrepp till undervisningen under introduktionslektionen av momentet ”Rättigheter och rättsskipning”? Teoretiskt ansluter sig studien till forskningsfältet Disciplinary literacy (Fang & Coatoam, 2013). Resultaten visar att alla lärarna förgrundar ett kvalificerande syfte med undervisningen, medan socialiserande och subjektifierande syften framträder på olika sätt hos lärarna (jfr Biesta, 2015). Vidare visar resultaten att lärarna reflekterar över arbetssätt och stöttning av elevers ämneslitteracitet, elevers varierande förutsättningar i relation till ämneslitteracitet, samt samhällskunskapens ämnesspecifika texter, språk och skriftbruk. Lärarna lyfter även särskilt fram samhällskunskapsbegreppens funktion och kom-plexitet, samt begreppsutvecklande arbetssätt. Studien visar att ett mer varierat arbete ges uttryck för och framträder i undervisning hos de lärare som arbetar utifrån de lässtöttande förhållningssätt som Reading to Learn samt Läslyftet erbjuder. ER - TY - JOUR T1 - Students’ narrative action in social science teaching in Swedish upper secondary school: Limitations and openings [Samhällskunskapsnarrativ: En studie av samhällskunskaps-undervisning som en väv av berättelser] T2 - Acta Didactica Norden SN - 2535-8219 A1 - Blennow, Katarina A1 - Olson, Maria PY - 2023 VL - 2 IS - 17 EP - 2 DO - 10.5617/adno.9744 LA - eng PB - : University of Oslo Library KW - social science KW - teaching KW - narratives KW - students KW - swedish upper secondary school KW - social science education KW - samhällskunskap KW - undervisning KW - narrativ KW - elever KW - svensk gymnasieskola KW - ämnesdidaktik med inriktning mot de samhällsvetenskapliga ämnenas didaktik KW - teaching and learning with specialisation in the social sciences education AB - In this article, we undertake a narrative analysis of social science teaching in Swedish upper secondary school as a case study. In doing so, we want to stress the need to pay attention to the contextual and situated limits and openings of the conceivable repertoire of legitimate stories of social science in the Swedish context and its related research. The students’ attempts at sense making and action in encounters with the subject matter content, approached in terms of emplotments, render visible to what extent and in what ways the students insert cultural narratives into the subject matter teaching repertoire through their own subject storytelling. Furthermore, it indicates the limits and openings of social science teaching as predetermined “truth telling”, that is, as already-established socio-political knowledge repertoires.In focusing on students’ unique, situated and collective interweaving of their “own” experiences with established cultural and political knowledge repertoires, we wish to make a case for the potential to renew society and students’ ways of acting and being in this storytelling. If meagre attention is provided to this interweaving, we argue that there is a danger that the renewal of society and of social science education will get lost, or at least disturbed, in an undesirable way. ER - TY - JOUR T1 - Students’ narrative action in social science teaching in Swedish upper secondary school: Limitations and openings T2 - Acta Didactica Norden SN - 2535-8219 A1 - Blennow, Katarina A1 - Olson, Maria PY - 2023 VL - 2 IS - 17 SP - 1 EP - 24 DO - 10.5617/adno.9744 LA - eng PB - Oslo : University of Oslo Library KW - social science KW - teaching KW - narratives KW - students KW - swedish upper secondary school KW - social science education KW - samhällskunskap KW - undervisning KW - narrativ KW - elever KW - svensk gymnasieskola AB - In this article, we undertake a narrative analysis of social science teaching in Swedish upper secondary school as a case study. In doing so, we want to stress the need to pay attention to the contextual and situated limits and openings of the conceivable repertoire of legitimate stories of social science in the Swedish context and its related research. The students’ attempts at sense making and action in encounters with the subject matter content, approached in terms of emplotments, render visible to what extent and in what ways the students insert cultural narratives into the subject matter teaching repertoire through their own subject storytelling. Furthermore, it indicates the limits and openings of social science teaching as predetermined “truth telling”, that is, as already-established socio-political knowledge repertoires.In focusing on students’ unique, situated and collective interweaving of their “own” experiences with established cultural and political knowledge repertoires, we wish to make a case for the potential to renew society and students’ ways of acting and being in this storytelling. If meagre attention is provided to this interweaving, we argue that there is a danger that the renewal of society and of social science education will get lost, or at least disturbed, in an undesirable way. ER - TY - JOUR T1 - Undervisning för hållbarhet i förskolan: en handlingsorienterad didaktisk modell T2 - NorDiNa SN - 1504-4556 A1 - Caiman, Cecilia A1 - Ottander, Christina A1 - Hedefalk, Maria PY - 2025 VL - 1 IS - 21 SP - 53 EP - 69 DO - 10.5617/nordina.10382 LA - swe PB - : Universitetet i Oslo KW - didaktisk modellering KW - förskola KW - undervisning KW - hållbar utveckling KW - curriculum studies AB - To empower the young generation to bring about sustainability change is imperative. Living in Anthropocene requires new forms of teaching for sustainability in order to achieve such paradigm shift in regard to sustainability. We build on John Dewey’s educational idea ‘democracy as a way of life’, a pragmatic orientation which is in alignment with civic education conceptualized as ‘learning as participation’. The research project makes use of didactic modelling, a cyclical process where empirical results and theoretical knowledge have been processed by preschool teachers, principals, and researchers, in close collaboration. A new action-oriented model for teaching sustainability was developed and contains the following: A purpose continuous with an authentic sustainability problem; Children participating in processes that include creativity, deliberation and critical evaluation. These aspects are all embedded in an approach of preschool didactics. In addition, by incorporating children’s voices all along the course of action, an agency process is formed, and consequently, an expanded action repertoire for sustainability is achieved. ER - TY - JOUR T1 - Undervisning för hållbarhet i förskolan – en handlingsorienterad didaktisk modell: [Teaching for Sustainability in  preschool - an action-oriented model] T2 - NorDiNa SN - 1504-4556 A1 - Caiman, Cecilia A1 - Ottander, Christina A1 - Hedefalk, Maria PY - 2025 VL - 1 IS - 21 SP - 53 EP - 69 DO - 10.5617/nordina.10382 LA - swe PB - : Universitetet i Oslo KW - didactics of natural science KW - naturvetenskapens didaktik AB - To empower the young generation to bring about sustainability change is imperative. Living in Anthropocene requires new forms of teaching for sustainability in order to achieve such paradigm shift in regard to sustainability. We build on John Dewey’s educational idea ‘democracy as a way of life’, a pragmatic orientation which is in alignment with civic education conceptualized as ‘learning as participation’. The research project makes use of didactic modelling, a cyclical process where empirical results and theoretical knowledge have been processed by preschool teachers, principals, and researchers, in close collaboration. A new action-oriented model for teaching sustainability was developed and contains the following: A purpose continuous with an authentic sustainability problem; Children participating in processes that include creativity, deliberation and critical evaluation. These aspects are all embedded in an approach of preschool didactics. In addition, by incorporating children’s voices all along the course of action, an agency process is formed, and consequently, an expanded action repertoire for sustainability is achieved. ER - TY - JOUR T1 - Didactic modelling of complex sustainability issues in chemistry education T2 - NorDiNa SN - 1504-4556 A1 - Dudas, Cecilia A1 - Rundgren, Carl-Johan A1 - Lundegård, Iann PY - 2018 VL - 3 IS - 14 SP - 267 EP - 284 DO - 10.5617/nordina.5871 LA - swe PB - : University of Oslo Library KW - socio scientific issue KW - upper secondary school KW - didactic modeling KW - kemiundervisning på gymnasiet KW - didaktisk modellering AB - To meet future challenges regarding sustainability issues, science education needs to address how to educate scientifically literate and responsible citizens. One aspect of this is how to draw students’ attention to the complexity in sustainability issues. Therefore, this study analyses how complexity can become visible in students’ deliberations. The study has been conducted as an in-situ study at two upper secondary schools. The data was analysed using Practical Epistemological Analysis (PEA) and Deliberative Educational Questions (DEQ). The results show that four different kinds of considerations were used to visualise complexity. Those considerations regarded facts and values in relation to known and unknown facts. The considerations were used to develop a didactic model. Design principles were also developed, which together with the model can support teachers in didactic analyses regarding complex sustainability issues in chemistry education. Furthermore, the study shows that chemistry education can contribute to development of Bildung and democratic citizenship. ER - TY - JOUR T1 - Semantiska vågor i undervisningen: Likheter och skillnader i skolämnena matematik och samhällskunskap T2 - Utbildning och lärande SN - 1653-0594 A1 - Jakobsson, Martin A1 - van Bommel, Jorryt A1 - Randahl, Ann-Christin A1 - Modig, Niclas PY - 2023 VL - 2 IS - 17 SP - 59 EP - 78 DO - 10.58714/ul.v17i2.15853 LA - swe PB - : Dalarna University KW - knowledge building KW - legitimation code theory KW - semantic waves KW - mathematics and social science education KW - matematikdidaktik KW - mathematics didactics KW - samhällskunskap AB - If students are to build knowledge, it is important to connect disciplinary knowledge to students’ everyday knowledge when teaching. In this study, the relationship between disciplinary- and everyday knowledge in subject-teaching is analysed, based on the semantic dimensions used in Legitimation Code Theory. Un-packing disciplinary concepts through concrete examples implies a shift towards a context-dependent everyday knowledge, while re-packing them entails a shift towards disciplinary abstractions and context-independent generalizations. Over time these shifts constitute so-called semantic waves argued to facilitate students´ knowledge building. Earlier research suggest that the form of these semantic waves can differ between school-subjects. Therefore, this article examines semantic waves in two contrasting subjects – Mathematics and Social Science Education, aiming at a better understanding of how and why semantic waves differ. The results reveal that the forms of semantic waves differ between the two subjects. In Mathematics, when teaching different geometrical concepts, the semantic shifts through un-packing and re-packing were frequent and evenly distributed. When teaching about pricing and household in Social Science, un-packing activities dominated, making shifts biased towards everyday knowledge. These differences are discussed in terms of semantic waves constituting a different pulse when making knowledge-building possible in Mathematics and Social Science. ER - TY - JOUR T1 - Fotosyntesundervisning 2.0: Kraftfull kunskap och en vidgad syn på fotosyntesundervisning T2 - Utbildning och lärande SN - 1653-0594 A1 - Eriksson, Anders A1 - Gericke, Niklas A1 - Olsson, Daniel PY - 2023 VL - 2 IS - 17 SP - 79 EP - 97 DO - 10.58714/ul.v17i2.15856 LA - swe PB - Falun : Högskolan Dalarna KW - photosynthesis education KW - scientific literacy KW - powerful knowledge KW - sustainability education KW - lower secondary school KW - fotosyntesundervisning KW - kraftfull kunskap KW - hållbar utveckling KW - högstideundervisning KW - subject-specific education KW - ämnesdidaktik KW - biology AB - This article argues for a broader and more socially relevant photosynthesis instruction in compulsory science education. Presently, the predominant practice is traditional instruction, focusing on students' conceptual understanding of photosynthesis based on molecular and energy-related principles. Views of what is referred to as scientific literacy change in line with the new values and demands of a globalised society. Scientific literacy has evolved from a narrow conception of natural sciences to a broader teaching approach, addressing science from a whole society perspective. The article discusses how photosynthesis instruction can be redirected tofuture issues such as societal and sustainability and argues for a wider approach to scientific literacy involving active citizenship to address present and future sustainability challenges. A scientific literacy model is presented, along with its relation to the concept of powerful knowledge, defined as the kind of knowledge students need to have control and agency in their own lives. Powerful knowledge is discussed in terms of how photosynthesis instruction could be used to address societal and sustainability issues such as climate change, food chains, energy issues and food production. The need for a new and updated photosynthesis education 2.0 is presented. ER - TY - JOUR T1 - Medie- och informationskunnighet är mer än bara källkritik och tekniskt kunnande. Vilka behov är det som behöver mötas och hur? T2 - Utbildning och Lärande / Education and Learning SN - 2001-4554 A1 - Stub Nybelius, Marit PY - 2024 VL - 3 IS - 17 SP - 77 EP - 89 DO - 10.58714/ul.v17i3.13609 LA - swe PB - : Dalarna University KW - mediatization KW - social science KW - digitalization KW - criticism of the sources KW - de samhällsorienterande ämnenas didaktik AB - The same day as the invasion of Ukraine started, the two biggest TVnews channels in Sweden and the prime minister pointed out the problem with source criticism of media and that it is difficult to know what a reliable source is and why it is very important to be critical (SVT, 2022; TV4, 2022). This article dwells on source criticism in mainly digital media within the school subject of civics, both as a problematizing text and as a discussion. The discussion has its basis in two studies. One is a study from the Swedish Schools Inspectorate that originates from an audit of the teaching of source criticism within civics classes, mainly in regards to digital media and where there is a criticism towards the content and teaching of the subject. The other study is a study from the Organisation for Economic Co-operation and Development (OECD) that was published in May 2021. It is a PISA study where it was noted that 15 year old pupils all over the world had difficulties in sorting facts from opinions in digital media. The Nordic Countries were ranked high, despite only around 50 percent of the pupils managing to differ between fact and opinion. The two studies are then brought up in conjunction with previous research, which mainly focuses on the teaching of source criticism within civic classes and the mediatization process that is ongoing in society, and which forms the basis for the discussion. Based on the problematization it is evident that there is a strong need to increase the knowledge of media and information among pupils, if they are to be brought up as citizens in a democracy. The three main questions are therefore, what kind of MIL do the pupils have and do the teachers in the schools have the opportunity to further their education to a required level and is it reasonable that student teachers in the subjects they are training for should also have time to educate themselves sufficiently in Media and information literacy to be able to strengthen the pupils MIK?  ER - TY - GEN T1 - Dataset: Hållbarhetsmål i Svenska gymnasieskolans läroplan och ämnesplaner A1 - Miyatani, Johan A1 - Söderberg, Charlotta PY - 2025 DO - 10.5878/tddg-wm38 LA - swe KW - sekundärutbildning KW - utbildningspolitik KW - utbildningsmål KW - hållbar utveckling KW - secondary education KW - educational policy KW - educational objectives KW - sustainability AB - These datasets are compilations of all sustainability objectives found in the Swedish national curriculum for upper-secondary levels (Läroplan för Gymnasiekolan), and the sustainability objectives found in the Swedish upper-secondary common-subjects – these being social studies (Samhällskunskap), Religion (Religionskunskap), Swedish (Svenska), Swedish as a second language (Svenska som andraspråk), English (Engelska), Mathematics (Matematik), History (Historia), Science (Naturkunskap), and Sports & Health (Idrott och Hälsa). For the subject syllabi, both the outgoing (2011 versions) and new (to be implemented 2025) versions of these documents have been analyzed for sustainability objectives. When it comes to the national curriculum, a new and revised version was released in late 2024, to be implemented in 2025. A careful comparison between this new version of the curriculum and the old one was performed. This comparison revealed that no sustainability goals were removed or added in this latest version. The new version only made minor revisions, such as removing certain goals about using digitalized teaching methods and changing the word “course” to “subject” since the 2025 school reform has the goal of lessening the importance of individual courses and creating a more subject-centered view of education by, for example, introducing subject grades comprised of an average of all subject courses. Hence, only one coding scheme is presented here as the coding schemes for the 2011 and 2025 versions are identical. ER - TY - THES T1 - Kraftfull kunskap om fotosyntes transformerad till undervisningsinnehåll via ett ramverk för fotosynteslitteracitet A1 - Eriksson, Anders PY - 2025 DO - 10.59217/bmif1901 LA - swe PB - Karlstads universitet KW - photosynthesis literacy KW - photosynthesis teachings KW - powerful knowledge KW - didactic analysis KW - transformations KW - sustainability education KW - fotosyntesundervisning KW - kraftfull kunskap KW - didaktisk analys KW - hållbarhet KW - transformation KW - lektionsplanering KW - biology AB - Photosynthesis is a fundamental biochemical process that converts light into chemical energy stored in carbohydrates, forming the basis of all complex life. Despite its importance, traditional teaching methods often present photosynthesis as a context-free biochemical mechanism, which many students find too abstract to be engaging. This perception can reduce motivation and increase the risk of misconceptions. Teachers also report difficulties in teaching the topic. This thesis proposes that linking photosynthesis instruction to societal and sustainability contexts can make learning more meaningful and address common misunderstandings. The goal is to develop a scientifically grounded teaching design that fosters photosynthesis literacy: a form of scientific literacy that equips students with powerful photosynthesis knowledge for a well informed citizenship.The thesis comprises four sub-studies. The first develops a theoretical model for photosynthesis literacy, drawing on three conceptualisations of scientific literacy. It argues that integrating elements from all three is essential for cultivating students’ deep understanding. The second sub-study, a Delphi study, translates this model into a framework of 25 content areas with corresponding learning objectives. This framework incorporates both conceptual clarity and contextual relevance. In the third sub-study, a design study conducted with two biology teachers transforms the framework into a ten-lesson teaching design. The fourth sub-study evaluates the impact of this design through a quasi-experiment using a custom questionnaire aligned with the framework’s objectives. Students who participated in the new teaching design performed significantly better than those in the control group.Qualitative data from interviews and classroom observations identified four potential success factors of the teaching design explaining the positive results: authentic experiences, fascination and wonder, student-centred learning, and collaborative engagement.The thesis demonstrates that a systematic transformation of an academic discipline content into student-adapted pedagogy can enhance learning outcomes and shape powerful knowledge, in this case about photosynthesis. ER - TY - THES T1 - Samhällskunskap i antropocen: Om lärares transformation och politiskt innehåll i undervisning om klimatförändringar A1 - Mörk, Emil PY - 2026 DO - 10.59217/lihb4593 LA - swe PB - Karlstads universitet KW - klimatförändringar KW - antropocen KW - politik KW - politisk utbildning KW - teacher thinking AB - Hur undervisar samhällskunskapslärare om klimatförändringar i svensk gymnasieskola – och vilken politisk förståelse erbjuds eleverna? I denna licentiatuppsats undersöks hur samhällskunskapslärare arbetar med klimatförändringar i en tid som präglas av antropocen, där människans påverkan på planeten skapar nya politiska förutsättningar.Med utgångspunkt i intervjuer med gymnasielärare och analyser av undervisningsmaterial synliggörs hur klimatförändringar främst behandlas informellt, exempelvis genom arbete med aktuella nyheter, medan mer strukturerad undervisning ofta begränsas till senare kurser och rollspel om internationella förhandlingar. Studien visar att undervisningen i hög grad fokuserar på internationella aktörer såsom FN och EU, medan frågor om medborgarskap, politiskt ansvar och möjligheter till ansvarsutkrävande ges mindre utrymme.Resultaten pekar på en spänning mellan lärares ambition att fostra aktiva och deltagande medborgare och det faktiska innehållet i undervisningen om klimatförändringar. Avhandlingen argumenterar för att samhällskunskapsundervisningen behöver tydligare adressera politiska konflikter kring resursfördelning och medborgarnas centrala roll i att påverka och hålla det politiska systemet ansvarigt. ER - TY - JOUR T1 - A didactic model for teaching social studies: Contributing to rich tasks T2 - Nordidactica SN - 2000-9879 A1 - Halse, Rolf PY - 2025 VL - 2025 IS - 15 SP - 1 EP - 26 DO - 10.62902/nordidactica.v15i2025:1.26479 LA - eng PB - Karlstad : CSD Karlstad KW - bildung KW - social studies education KW - didactic analysis KW - rich tasks KW - didactic triangle KW - didactic models KW - subject-specific education KW - ämnesdidaktik AB - This article proposes a didactic model for teaching social studies, presenting selected didactic categories that support teaching rich tasks. Rich tasks exhibit characteristics such as purposeful connections to the world beyond the classroom and offer diverse opportunities to cater to the different needs of students (Aubusson et al., 2014). The model is developed using a semantic theoretical approach (Kvernbekk, 2005). The didactic relation model for lesson planning (Hiim & Hippe, 1998; 2006) serves as a framework offering tools for planning and reflection on teaching to facilitate students’ learning and studying. Drawing on Klafki’s theory of categorical Bildung and didactics (Klafki, 1963; 2000) the new model aims to explore how rich tasks can be merged with categorical Bildung in teaching. It emphasizes how ‘why’ questions related to the educator’s ability to analyse subject content can be related to the students’ lifeworld. Additionally, the article outlines and discusses key didactic categories applicable to teaching rich tasks in social studies. ER - TY - JOUR T1 - Investigating DIF: The role of response format for students following the syllabus for Swedish as a second language– Experiences from the Swedish National Tests in Social Studies T2 - Nordidactica SN - 2000-9879 A1 - Löfstedt, Arne A1 - Bergh, Daniel PY - 2025 VL - 2025 IS - 15 SP - 73 EP - 98 DO - 10.62902/nordidactica.v15i2025:2.26762 LA - eng PB - Karlstad : CSD Karlstad KW - civics KW - differential item functioning KW - national tests KW - psychometric analysis KW - response formats KW - social studies KW - subject-specific education KW - swedish as a second language KW - ämnesdidaktik AB - In developing the national tests in Social Studies, a critical issue is ensuring that the items work in the same way for subgroups of students, i.e., the test is fair and shows no signs of severe Differential Item Functioning (DIF). In Sweden, the nationaltests will be digitalized, but items with a selected response format (SR) is also intended to increase. This study aims to analyze how different items (defined by varying formats and contents) function for students following the syllabus of Swedish as a second language (SvA) compared to the general student population. The study is based on data from the Swedish national tests in Social Studies in 2018, 2019, 2022, and 2023. The results reveal that there are DIF between the two syllabus groups: Students following the SvA syllabus have more difficulties compared to Sv students, with SR items. However, SvA students perform significantly better on some constructed response items where they are asked to describe, analyze, and elaborate on a topic using their ownlanguage. As this study shows that the SvA group has significantly more difficulties compared to the general student group with the SR items that are intended to increase due to digitalization, there seems to be an obvious risk for this group to be disadvantaged. ER - TY - JOUR T1 - ”Intressant, relevant och medborgarbildande!” Ämneslärarstudenter i samhällskunskap om sitt ämne när de påbörjar sina studier T2 - Nordidactica SN - 2000-9879 A1 - Florin Sädbom, Rebecka A1 - Öberg, Joakim PY - 2025 VL - 2025 IS - 15 SP - 28 EP - 61 DO - 10.62902/nordidactica.v15i2025:3.26369 LA - swe PB - Karlstad : CSD Karlstad KW - social studies KW - civics KW - subject teacher education KW - pre-service teacher KW - subject-specific education KW - ämnesdidaktik AB - The aim of the study is to explore pre-service teachers' subject knowledge in social studies prior to becoming enrolled in teacher education. Pre-service teachers from five different cohorts spanning the years 2017–2021 were invited to fill out a questionnaire regarding their subject knowledge of social studies. A total of 69 out of 78 (88,5 %) students responded to the questionnaire and the results are presented thematically. It becomes apparent that most students have a basic understanding of the academic content of the social studies subject based on the sub-disciplines that the subject is commonly said to consist of, as well as the ranking of which sub-disciplines are considered more central based on previous research. However, based on the responses, it also appears that a non-negligible portion of students seem to have a rather vague preunderstanding of what the social studies subject is or can be. On a collective level, the knowledge mission, with all its dimensions as previously identified in research, predominantly shapes how students recognize the subject. What also emerges from the results is that subject teacher education students, like previous research, demonstrate that they are driven by internal motivational factors with altruistic characteristics. The study thus contributes to an understanding of where university studies in social studies needs to begin to build on students' current understanding of the subject they are about to pursue in their education and, subsequently, in their professional careers as subject teachers. ER - TY - JOUR T1 - Flerspråkighet som mål och medel i ämnesundervisning på språkintroduktionsprogrammet T2 - Pedagogisk forskning i Sverige SN - 1401-6788 A1 - Juvonen, Päivi A1 - Lööw, Tobias PY - 2025 VL - 1 IS - 30 SP - 30 EP - 57 DO - 10.63843/pfs.v30i1-2.53843 LA - swe PB - : Swedish Educational Research Association KW - svenska som andraspråk KW - swedish as a second language AB - I artikeln undersöks hur två ämneslärare som undervisar nyanlända elever på gymnasieskolans språkintroduktionsprogram i ämnena matematik och samhällskunskap talar om och arbetar språk- och kunskapsutvecklande för att stärka elevers lärande. Ett inkluderande av elevers samlade språkliga resurser i undervisningen står i fokus. Utifrån Ruiz (1984) tre ideologiska förhållningssätt till språk och språkanvändning i samhället, språk-som-problem, språk-som-rättighet och språk-som-resurs, analyserar vi hur lärarna under ett semi-strukturerat samtal dem emellan talar om språk och språkanvändning och undervisning av nyanlända elever i sina klassrum. Vidare analyserar vi, med kvalitativ tematisk analys, hur elevers språkliga resurser synliggörs och används vid fyra observerade och inspelade undervisningstillfällen var i matematik respektive samhällskunskap. Vi studerar således även hur lärarna iscensätter sina tankar i praktiken.Våra resultat synliggör ett generellt resursorienterat förhållningsätt hos lärarna, som också åtföljs av att lärarna erbjuder eleverna tillfällen och medel för att använda sina samlade språkliga resurser för lärande under de observerade lektionerna, men kanske framför allt utanför klassrummet. Elevernas bristande kunskaper i undervisningsspråket svenska lyfts av båda lärarna fram som ett problem, vilket gör att användningen av elevernas språkliga resurser främst framställs som ett transportmedel mot svenska snarare än att se resurserna som viktiga i sig själva och som medel för att stärka elevernas flerspråkiga identitet1. ER - TY - JOUR T1 - Fremtidskartoflen gennem kriserne T2 - Kulturstudier SN - 1904-5352 A1 - Sarkez, Josefine PY - 2024 VL - 2 IS - 15 SP - 177 EP - 195 DO - 10.7146/ks.v14i2.152398 LA - dan PB - : Dansk Historisk Fællesråd AB - This article examines how the potato is used as a crisis strategy and future practice by a group of actors from a youth education center in Skåne, with connections to alternative agricultural movements, hereunder among others the permaculture movement and the grassroots movement Potatisuppropet. The article is a derivative effect of the dissertation project, Living Alternative Futures: Mobilising through permaculture in times of crises, and is concerned with investigating how a group of civic actors in Sweden relate to the crises and conditions characterised in the Anthropocene, and the future perspectives and practices that follow from it. ER - TY - JOUR T1 - From a Marxist Aesthetic to a Critical-Aesthetic Citizen Subject T2 - Nordic Journal of Aesthetics SN - 2000-1452 A1 - Wikström, Josefine PY - 2025 VL - 70 SP - 159 EP - 173 DO - 10.7146/nja.v34i70.163575 LA - eng KW - citizen subject KW - intense universality KW - social form KW - art AB - This article proposes a shift away from the pursuit of a unified Marxist aesthetics towards an understanding of aesthetics as a constitutive dimension of modern subjectivity, specifically through Étienne Balibar’s concept of the “citizen subject.” Rather than deriving Marxist aesthetics from positive criteria, the argument proceeds in two movements. First, it reconstructs Kant’s transcendental aesthetic subject, in which aesthetics functions not as a theory of taste but as the a priori conditions of sensibility that ground experience and cognition. Second, it examines Balibar’s historicization of this subject, showing how the modern subject emerges as a contradictory “citizen subject,” simultaneously free and subjected, shaped by the political rupture of the French Revolution and the universalist paradoxes it inaugurated. Through close engagement with Balibar’s critique of several misreadings of Descartes (from Heidegger onwards) and with his account of the emergence of modern citizenship, the article argues that the transcendental aesthetic subject embodies what Balibar calls an “intense universality” marked by continual political struggle and indeterminacy. In conclusion, the article reflects on the implications of this figure for Marxist aesthetics today. Ultimately the article suggests that any Marxist aesthetics must take as its point of departure a historically constituted, dialectically split, critical–aesthetic citizen subject capable of a reflexive and sensuous critique of contemporary social forms, such as art, culture, and education. ER - TY - JOUR T1 - Leading and Organising Education for Citizenship of the World: Through Technocratic Homogenisation or Communicative Diversity? T2 - Nordic Journal of Comparative and International Education (NJCIE) SN - 2535-4051 A1 - Moos, Lejf A1 - Nihlfors, Elisabet A1 - Paulsen, Jan Merok PY - 2018 VL - 2 IS - 2 SP - 1 EP - 6 DO - 10.7577/njcie.2891 LA - eng PB - Oslo : NJCIE KW - leading KW - organising KW - citizenship KW - technocracy KW - communication KW - education AB - This special issue discusses governance, leadership and education in the light of Nordic ideas about general education and citizenship of the world. Particular focus is placed on the battle between two very different discourses in contemporary educational policy and practice: an outcomes/standard-based discourse, and a general education-based discourse of citizenship of the world.Our point of departure is that we need to analyse the close relations between the core and purpose of schooling (the democratic Bildung of students) and the leadership of schools and relations to the outer world. On the one hand, society produces a discourse based on outcomes, with a focus on the marketplace, governance, bureaucracies, account-ability and technocratic homogenisation. On the other hand, society focuses on culture in the arts, language, history, relations and communication, producing a discourse based on democratic Bildung and citizenship of the world. ER - TY - JOUR T1 - Decolonial options and challenges for ethical global issues pedagogy in Northern Europe secondary classrooms T2 - Nordic Journal of Comparative and International Education SN - 2535-4051 A1 - Pashby, Karen A1 - Sund, Louise PY - 2020 VL - 1 IS - 4 SP - 66 EP - 83 DO - 10.7577/njcie.3554 LA - eng PB - Oslo : Høgskolen i Oslo og Akershus KW - global citizenship education KW - decoloniality KW - education for sustainable development KW - teacher pedagogy KW - education AB - This article builds from scholarship in Environmental and Sustainability Education and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power (Mignolo, 2018). It reports on findings from a small exploratory study with sec-ondary and upper secondary school teachers in England, Finland, and Sweden who participated in work-shops drawing on the HEADSUP (Andreotti, 2012) tool. HEADSUP specifies seven repeated and inter-secting historical patterns of oppression often reproduced through global learning initiatives. Teachers dis-cussed the tool and considered how it might be applied in their practice. The paper reviews two of the key findings from their discussions: a) the mediation of charity discourses and global-local relations and b) emerging evidence of how national policy culture and context influence teachers’ perceptions in somewhat surprising ways. ER - TY - JOUR T1 - Navigating the market of welfare services: The choice of upper secondary school in Sweden T2 - Nordic Journal of Social Research SN - 1892-2783 A1 - Hjort, Torbjörn A1 - Panican, Alexandru PY - 2014 VL - 1 IS - 5 SP - 55 EP - 79 DO - 10.7577/njsr.2075 LA - eng PB - : Høgskolen i Innlandet KW - citizenship KW - deregulation KW - freedom of choice KW - education KW - welfare services AB - Due to increased market orientation and deregulation, welfare services in Sweden have taken on the form of market-based services. The body of research on deregulation and privatization is quite substantial regarding the implications of this kind of development.However, studies of the actual process of how choices are made are less common. This article discusses the implications of greater freedom of choice for Swedish citizens in diverse socioeconomic situations, focusing on factors that limit opportunities for choice. Deregulation and the increasing number of alternatives affect the relationship between the citizen and the welfare state in several ways.The Swedish school system is used here as an example of an empirical field. The analytical focus of the article consists of two different kinds of restrictions on choice: structure-based and agency-based. One conclusion is that both affluent and underprivileged citizens have limited choices. Another conclusion is that social citizenship, when freedom of choice is stimulated, can reproduce and even increase social and ethnic segregation. An additional potential consequence is that, when we consider social rights in their tangible form, the development of greater freedom of choice is focused increasingly on the consumer’s range of choices and less on the quality of the service offered. ER - TY - JOUR T1 - “Back to the future”: Socio-technical imaginaries in 50 years of school digitalization curriculum reforms T2 - Seminar.net SN - 1504-4831 A1 - Bergviken Rensfeldt, Annika A1 - Player-Koro, Catarina PY - 2020 VL - 2 IS - 16 EP - 2 DO - 10.7577/seminar.4048 LA - eng PB - : OsloMet - Oslo Metropolitan University KW - it networks KW - curriculum reform KW - governance transformation KW - infrastructure KW - learning platforms KW - school computers KW - school digitalization KW - socio-technical imaginary KW - teacher education and education work KW - lärarutbildning och pedagogisk yrkesverksamhet AB - This paper examines major Swedish school digitalization curriculum reforms over the past 50 years by analyzing similarities and differences between the late 1960s, mid-1990s, and early 2010s curricular reforms. By drawing on Jasanoff’s (2015) socio-technical imaginary concept, we examine how digitalization reforms are constituted discursively and materially in struggles over curricular knowledge content, preferred citizenship roles, and infrastructural investments and especially by relating curricular reforms to governance transformations. One recurrent strategy of reform is what we call the back to the future argument, where curricula address an ideal citizenship of future societies, politically used to support change. We suggest that in the more than 50 years of school digitalization issues, it has been surrounded by strong and shifting struggles over the curriculum content and governance transformations. This pendulum movement (Englund, 2012) has taken place partly through central, state-led or new monopolized technology governance and infrastructures and partly through decentralized forms of governing (e.g., in municipal contexts and via IT-supported networks). ER - TY - JOUR T1 - Sy ihop: Kommunikativa resurser i olika (slöjd)bedömningshandlingar T2 - Techne series SN - 1238-9501 A1 - Gåfvels, Camilla A1 - Lindberg, Viveca A1 - Skarelius, Hanna PY - 2024 VL - 1 IS - 31 SP - 82 EP - 100 DO - 10.7577/technea.5334 LA - swe PB - : OsloMet - Oslo Metropolitan University KW - assessment actions KW - formative assessment KW - sloydteaching KW - authoritative guiding KW - sociomateriality KW - communicative resources KW - humanities and social science education KW - de estetiska KW - humanistiska och samhällsvetenskapliga ämnenas didaktik AB - This article explores assessment actions –as an aspect of classroom communication –and how they are expressed in sloyd teaching; with a formative aim centering on pupils’ learning and (the teacher’s) own teaching practice, respectively. In this context, the teacher holds a central role, mediating sloyd knowing through (communicative) verbal and physical actions, acting as an authoritative guidefor pupils’ learning, by making perceptually tacit knowing discernable thanks to pre-established confidence for the teacher in question. Besides authoritative guiding, another theoretical starting point of the article is sociomateriality; a perspective considering physical objects as resulting from connections and activity, hence influencing on the (more) social sphere of actions and activity. The method used is multimodal interaction analysis of three video-recorded sequences of teacher/pupil interaction in a sloyd-classroom setting. To sum up, the findings of the article display how formative assessment in the sloyd context consists of the teacher adapting questions posed to ascertain the knowing of the pupil, then waiting to see how/what/if the pupil performs, whilst being provided –gentle but ample –authoritative guiding to help in the process. The main contribution of the study is establishing the role of formative assessment within sloyd education. The research project has been conducted within the framework of Stockholm Teaching and Learning Studies (STLS), entailing the active involvement of the teacher in question as co-author of the article. ER - TY - CHAP T1 - Lifelong Learning: Challenges and Principles T2 - Current Research in Language, Literature and Education Vol. 1 A1 - Cronholm, Stefan PY - 2021 DO - 10.9734/bpi/crlle/v1/13966D LA - eng PB - : B P International KW - lifelong learning KW - design principles KW - development of study programs KW - academy-industry collaboration KW - challenges for lifelong learning KW - action design research KW - handel och it KW - business and it AB - Aim/Purpose: The concept of lifelong learning has attracted a lot of interest for several years. One reason is the rapid development of digital technology. The purpose of this paper is to create knowledge supporting the development of education for lifelong learning. Background: On meeting the growing demand for lifelong learning, universities face several challenges. One challenge is that the curriculum seldom is designed for lifelong learning. At the same time, several universities want to be attractive education partners for adult students with work experiences. There is a lack of normative and prescriptive support that can guide the development of education concerning lifelong learning.Methodology: Design science research, interviews, grounded theory and root-cause analysis.Contribution: Contribution to practice: A master program in Information Systems that supports lifelong learning. Contribution to theory: Advancements on design knowledge that can guide the development of education programs concerning rapid advancements in digital technology.Findings: Five design principles: consider rapid development of digital technology, balance time-consuming bureaucratic procedures with companies’ demands for speedy access to new modern courses, simplify procedures for students applying with work experience qualifications, implement plans for competence development of teachers, and base courses on rigour and relevance. The main conclusion is that the rapid technological development causes universities to face a strategic imperative to broaden access to lifelong learning. We can also conclude that close academic-practitioner collaboration will support the design of lifelong learning.Impact on Society: Lifelong learning improves social inclusion, active citizenship, personal development, competitiveness, and employability.Future Research: Further validation of the design principles in order to create knowledge that can support the development of education for lifelong learning. ER -