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Biography [eng]

Maria Olson is Guest professor of Educational Work at the Department of Teacher education, Dalarna University.

In 2008, Maria defended her dissertation in Educational Work 2008 at Linköping University with the dissertation "From nation-builder to global market nomad: on citizenship in Swedish education policy during the 1990s". The dissertation highlights various civic/citizen ideals (political, economic and cultural) that prevailed in Swedish education policy from the end of World War II until the turn of the millennium 2000.

Since her doctoral degree, Maria is active at Stockholm University. Maria has also been active at the University of Skövde as a researcher and teacher educator, and has held the position of guest professor at Dalarna University since the autumn of 2018.

Maria's main areas of interest are educational policy, educational theory and educational philosophy. Her specialization includes issues that deal with the relationship between education, democracy and citizenship based on different approaches, with a special interest in the school's social science education subjects, especially social studies and religious education.

Biography [swe]

Maria Olson är gästprofessor i pedagogiskt arbete vid Institutionen för lärarutbildning, Högskolan Dalarna.

År 2008 disputerade Maria i Pedagogiskt arbete 2008 vid Linköpings universitet med avhandlingen "Från nationsbyggare till global marknadsnomad: om medborgarskap i svensk utbildningspolitik under 1990-talet". Avhandlingen lyfter fram olika medborgarideal (politiska, ekonomiska och kulturella) som varit rådande i svensk utbildningspolitik från andra världskrigets slut fram till millennieskiftet 2000.

Sedan doktorsexamen är Maria verksam vid Stockholms universitet. Maria har tidigare varit verksam vid Högskolan i Skövde som forskare och lärarutbildare, och innehar tjänsten som gästprofessor vid Högskolan Dalarna sedan hösten 2018.

Marias främsta intresseområden är utbildningspolitik, utbildningsteori och utbildningsfilosofi. Hennes specialisering innefattar frågor som handlar om relationen mellan utbildning, demokrati och medborgarskap utifrån olika praktikorienterande ansatser, med ett särskilt intresse för skolans samhällsorienterande ämnen.

Publications (10 of 82) Show all publications
Olson, M. & Mathé, N. E. (2023). 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]. Acta Didactica Norden, 17(2)
Open this publication in new window or tab >>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]
2023 (Norwegian)In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, no 2Article in journal, Editorial material (Other academic) Published
Abstract [no]

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 redaktørene

Redaksjonen 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).

Abstract [en]

Social studies in school in the Nordic countries consist of several subjects (social science, history, geography, and religious education), which together and apart are aimed at helping children and young people to participate in society in various arenas and ways, for example through work, culture and politics. But the school subjects also address students’ own lives and their Bildung. In sum, these processes concern the potential of social studies in terms of facilitating students’ opportunities to ‘be’ and to ‘act’ in the world. This special issue focuses on this being and acting, in and outside of school, related to social studies and takes inspiration from the political philosopher Hannah Arendt (2004, 2013). Arendt was concerned with the significance of the situated and experiential for a rich and qualified understanding of the world and society, which highlights the importance of the very process through which the students as unique beings give rise to their own unique understanding and formation of the world and society through social studies teaching and learning (Persson & Olson, n.d.).

Our goal with this special issue is to help gather and systematize ongoing social studies research in the Nordic countries based on various theoretical, empirical and methodological frameworks with a focus on the student as a subject. In this way, we want to contribute to advancing the social studies didactic field of knowledge in a way that facilitates continued Nordic knowledge accumulation and dialogue in the field.

Research in the Nordic context has pointed to the need for more insight into how students’ role as citizens comes through in the social studies classroom, how teachers relate the subject matter to student perspectives, and how various activities in social studies can contribute to student engagement, responsibility, historical and value-based understanding and the different ways in which these processes can matter in students’ lives in and outside of school (Björklund & Sandahl, 2020; Blanck & Lödén, 2017; Blennow, 2019; Børhaug, 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).

Possible topics may include, but are not limited to:

Focus on students’ lifeworld in the subject teachingTeacher and student perspectives on the significance of the social studies for the students’ role as citizensLinks between the social studies and students’ leisure timeStudents’ opportunities to challenge/influence teaching and the subjectsSubject didactic theory and method development related to the students as subjects in the social studiesTeacher, student and disciplinary perspectives on the role and function of social studiesThis special issue focuses on the importance of opening up to and strengthening students’ expanded opportunities to take a place in the world and society as independent, unique beings through the social studies subjects in school. Of clear relevance here is also the question of how the students bring with them academic and value-based perspectives, knowledge and skills into their lives in and outside of school.

We hereby invite contributions that focus on the relationship and potential tensions between social studies and the students’ lifeworld. By drawing attention to this, our hope is to contribute with knowledge about the potential of social studies in students’ expansion of opportunities to ‘be’ and ‘act’ in the world.

We invite contributions in Scandinavian languages or in English. If their abstract is accepted, authors should be prepared to act as peer reviewers together with external peer reviewers for another article submitted to the special issue.

About the editors

The editors of the special issue are Professor Maria Olson (Stockholm University and Dalarna University) and Associate Professor Nora E. H. Mathé (University of Oslo and member of the Acta Didactica Norden's editorial team).

Keywords
Social studies, Nordic region, subject teaching, social sciences, history, geography, religious education, the student, subject, formation, society, world, future, citizenship, Samfunnsfagene, Norden, ämnesundervisning, samfunnskunnskap, historie, geografi, religions- og livssynsfag, eleven, subjekt, danning, liv, samfunnet, verden, framtid, medborgerskap
National Category
Didactics
Research subject
Subject Learning and Teaching
Identifiers
urn:nbn:se:su:diva-219030 (URN)10.5617/adno.9168 (DOI)2-s2.0-85122823055 (Scopus ID)
Note

Redaksjonen for temanummeret av Acta Didactica Norden 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).

Available from: 2023-07-02 Created: 2023-07-02 Last updated: 2023-07-24Bibliographically approved
Andersson, A. (2023). Ett öppet klassrumsklimat är viktigt för elevers demokratilärande. Stockholm: Skolforskningsinstitutet
Open this publication in new window or tab >>Ett öppet klassrumsklimat är viktigt för elevers demokratilärande
2023 (Swedish)Other (Other (popular science, discussion, etc.))
Abstract [sv]

Skolan har ett viktigt demokratiuppdrag och undervisningens utformning påverkar elevers lärande. Ett öppet klassrumsklimat där elever bjuds in att fråga, diskutera och komma med synpunkter på ämnesinnehållet är det i särklass viktigaste för att skapa förutsättningar för demokratilärande – oavsett skolämne.

Place, publisher, year, pages
Stockholm: Skolforskningsinstitutet, 2023
Keywords
demokrati, undervisning, demokratilärande, elever, skola
National Category
Didactics
Research subject
Subject Learning and Teaching
Identifiers
urn:nbn:se:su:diva-219019 (URN)
Projects
Att lära demokrati - lärares arbetssätt i fokus
Note

Intervjuartikel i Skolforskningsportalen (2023) ”Ett öppet klassrumsklimat är viktigt för elevers demokratilärande”, med anledning av produktion av den systematiska internationella forskningssammanställningen 'Att lära demokrati – lärares arbetssätt i fokus', Skolforskningsinstitutet (2021-2022). Journalist Anna Andersson.

Publicerad: 2023-03-21

Available from: 2023-07-02 Created: 2023-07-02 Last updated: 2023-12-15Bibliographically approved
Olson, M. & Blennow, K. (2023). 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. In: Åbo Akademi University (Ed.), NOFA9 Education, knowledge and Bildung in a global world: Book of abstracts. Paper presented at NOFA9, Education, knowledge and Bildung in a global world, May 9–11, 2023, Vaasa, Finland (pp. 101-101). Vaasa: Åbo Akademi University
Open this publication in new window or tab >>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
2023 (English)In: NOFA9 Education, knowledge and Bildung in a global world: Book of abstracts / [ed] Åbo Akademi University, Vaasa: Åbo Akademi University , 2023, p. 101-101Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

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.

Place, publisher, year, edition, pages
Vaasa: Åbo Akademi University, 2023
Keywords
Social studies, Teaching, Upper secondary students, Narratives, Storytelling, Social science education
National Category
Didactics
Research subject
Teaching and Learning with Specialisation in the Social Sciences Education
Identifiers
urn:nbn:se:su:diva-219010 (URN)
Conference
NOFA9, Education, knowledge and Bildung in a global world, May 9–11, 2023, Vaasa, Finland
Available from: 2023-07-02 Created: 2023-07-02 Last updated: 2023-07-24Bibliographically approved
Wallin, P., Olson, M. & Persson, M. (2022). Arbetssätt i undervisningen som främjar elevers demokratilärande. In: Special interest group: Citizenship and Education. Paper presented at Annual conference of the Swedish Political Science Association, SWEPSA 2022, Örebro, Sweden, September 28-30, 2022.
Open this publication in new window or tab >>Arbetssätt i undervisningen som främjar elevers demokratilärande
2022 (Swedish)In: Special interest group: Citizenship and Education, 2022Conference paper, Oral presentation with published abstract (Other academic)
Abstract [sv]

Skolan i Sverige har ett tydligt framskrivet demokratiuppdrag. Enligt Skollagen ska utbildningen förmedla och förankra respekt för mänskliga rättigheter och grundläggande demokratiska värderingar. Men det finns olika sätt att tolka vad skolans demokratiuppdrag innebär och hur det ska återspeglas i undervisningen. En behovsinventering visar att lärare har behov av vetenskapligt underbyggda arbetssätt för att konkret utforma undervisningen kring demokratiuppdraget. Lärare beskriver bland annat utmaningar med att ta hänsyn till mångkultur, bemöta ickedemokratiska värderingar och att stärka elever att vara självständiga. I en pågående systematisk översikt sammanställer vi forskning om vilka arbetssätt i undervisningen som främjar elevers demokratilärande. En omfattande litteratursökning i flera vetenskapliga referensdatabaser resulterade i drygt 8000 träffar som efter en granskning av två oberoende sakkunniga forskare reducerats ned till ett mindre antal studier som bedömts vara av hög relevans och vetenskaplig kvalitet för ändamålet. Arbetet med att sammanställa resultaten pågår och översikten kommer att publiceras under hösten 2022. I denna text presenteras översiktens första två kapitel. 

Keywords
demokrati, undervisning, lärande, elever, skola
National Category
Educational Sciences
Research subject
Teaching and Learning with Specialisation in the Social Sciences Education
Identifiers
urn:nbn:se:su:diva-212984 (URN)
Conference
Annual conference of the Swedish Political Science Association, SWEPSA 2022, Örebro, Sweden, September 28-30, 2022
Projects
Skolforskningsinstitutets internationella kunskapsöversikt över praktiknära demokratiforskning
Funder
Swedish Institute for Educational Research
Available from: 2022-12-19 Created: 2022-12-19 Last updated: 2023-02-13Bibliographically approved
Olson, M. (2022). Bara kunskap räcker inte!. Grundskoletidningen (3)
Open this publication in new window or tab >>Bara kunskap räcker inte!
2022 (Swedish)In: Grundskoletidningen, no 3Article in journal (Other (popular science, discussion, etc.)) Published
Keywords
demokrati, 100 år, skola, uppdrag, lärare, elever, kunskaper, känsliga frågor, våga, uthärda
National Category
Pedagogy
Research subject
Educational Science
Identifiers
urn:nbn:se:su:diva-219025 (URN)
Available from: 2023-07-02 Created: 2023-07-02 Last updated: 2023-07-24Bibliographically approved
Olson, M. (2022). Demokrati och didaktik. In: Demokrati och didaktik: . Paper presented at Föredragshållare på digital nationell konferens ”Hållbarhet och demokrati”, anordnad av Universitets- och högskolerådet/Skolverket 31 augusti 2022.
Open this publication in new window or tab >>Demokrati och didaktik
2022 (Swedish)In: Demokrati och didaktik, 2022Conference paper, Oral presentation only (Other academic)
Abstract [sv]

Två punkter i föredraget rörande demokratilärande - utifrån frågorna ”vad behöver vi?" och "vad vet vi?”

A) Omvärlds-”spaning” utifrån ett utbildningsvetenskapligt utkikstorn på relationen mellan demokrati och didaktik

B) Presentation av pågående arbete med systematisk internationell kunskapsöversikt över praktiknära forskning om lärares arbetssätt för att främja elevers demokratilärande

Keywords
demokrati, hållbarhet, undervisning, lärare, arbetssätt, elever, lärande, störa, våga, uthärda, vilja
National Category
Didactics
Research subject
Subject Learning and Teaching
Identifiers
urn:nbn:se:su:diva-219024 (URN)
Conference
Föredragshållare på digital nationell konferens ”Hållbarhet och demokrati”, anordnad av Universitets- och högskolerådet/Skolverket 31 augusti 2022
Available from: 2023-07-02 Created: 2023-07-02 Last updated: 2023-07-24Bibliographically approved
Wallin, P., Olson, M. & Persson, M. (2022). Demokratilärande på vetenskaplig grund. Stockholm
Open this publication in new window or tab >>Demokratilärande på vetenskaplig grund
2022 (Swedish)Other (Other (popular science, discussion, etc.))
Abstract [sv]

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.

Place, publisher, year, pages
Stockholm: , 2022
Keywords
demokrati, undervisning, demokratilärande, elever, skola
National Category
Didactics
Identifiers
urn:nbn:se:su:diva-212980 (URN)
Available from: 2022-12-18 Created: 2022-12-18 Last updated: 2022-12-19Bibliographically approved
Olson, M. (2022). Demokratin och jag – skolan igår, idag och imorgon. Umeå: Länsstyrelsen Västerbotten
Open this publication in new window or tab >>Demokratin och jag – skolan igår, idag och imorgon
2022 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Umeå: Länsstyrelsen Västerbotten, 2022
Series
Rättighetsmorgon
Keywords
demokrati, mänskliga rättigheter, funktionsnedsatta, avvikande, normalitet, skola, historia
National Category
Pedagogy
Research subject
Educational Science
Identifiers
urn:nbn:se:su:diva-219026 (URN)
Note

Anförande 'Demokratin och jag – skolan igår, idag och imorgon', på temat "'Mitt val”'- om demokrati, val och funktionsnedsatta”. I ”Rättighetsmorgon”, podd/digitala morgonföreläsningar kring sakområdet Mänskliga rättigheter, inför kommande riksdagsvalet 2022. Länsstyrelsen Västerbotten (3 mars 2022)

Available from: 2023-07-02 Created: 2023-07-02 Last updated: 2023-07-24Bibliographically approved
Nørgaard Kristensen, N., Denk, T., Olson, M. & Solhaug, T. (2022). Introduction. In: Niels Norgaard Kristensen; Thomas Denk; Maria Olson; Trond Solhaug (Ed.), Perspectives on Political Awareness: Conceptual, Theoretical and Methodological Issues (pp. 1-12). Springer Nature
Open this publication in new window or tab >>Introduction
2022 (English)In: Perspectives on Political Awareness: Conceptual, Theoretical and Methodological Issues / [ed] Niels Norgaard Kristensen; Thomas Denk; Maria Olson; Trond Solhaug, Springer Nature, 2022, p. 1-12Chapter in book (Other academic)
Abstract [en]

This interdisciplinary volume presents a comprehensive framework to understand political awareness. Political awareness has become an important part of research on political attitudes and political behavior since the publication of John Zaller's work on political opinion. The authors elaborate on his theory and present a new conceptualization, which stipulates that political awareness is the attentiveness, knowledge, and understanding of politics. Hence, the book discusses different aspects, such as the concept of political awareness, its formation, significance, measurement, and exploration. The result is a new framework that addresses conceptual, theoretical, and methodological questions, such as: What does the concept mean? How to study political awareness? How is it connected to other orientations? How do children and youth develop political awareness? Addressing researchers and graduate students, as well as scholars in political science, sociology, and education, this book is a must-read for everybody interested in a better understanding of political awareness.

Place, publisher, year, edition, pages
Springer Nature, 2022
Keywords
political awareness, Zaller, conceptual, theoretical, methodological
National Category
Political Science
Research subject
Teaching and Learning with Specialisation in the Social Sciences Education
Identifiers
urn:nbn:se:su:diva-207808 (URN)10.1007/978-3-030-90394-7_1 (DOI)978-3-030-90393-0 (ISBN)978-3-030-90394-7 (ISBN)
Funder
Nordic Council of Ministers
Available from: 2022-08-12 Created: 2022-08-12 Last updated: 2022-08-15Bibliographically approved
Nørgaard Kristensen, N., Denk, T., Olson, M. & Solhaug, T. (Eds.). (2022). Perspectives on Political Awareness: Conceptual, Theoretical and Methodological Issues. Cham: Springer Nature
Open this publication in new window or tab >>Perspectives on Political Awareness: Conceptual, Theoretical and Methodological Issues
2022 (English)Collection (editor) (Other academic)
Abstract [en]

This interdisciplinary volume presents a comprehensive framework to understand political awareness. Political awareness has become an important part of research on political attitudes and political behavior since the publication of John Zaller's work on political opinion. The authors elaborate on his theory and present a new conceptualization, which stipulates that political awareness is the attentiveness, knowledge, and understanding of politics. 

Hence, the book discusses different aspects, such as the concept of political awareness, its formation, significance, measurement, and exploration. The result is a new framework that addresses conceptual, theoretical, and methodological questions, such as: What does the concept mean? How to study political awareness? How is it connected to other orientations? How do children and youth develop political awareness? 

Addressing researchers and graduate students, as well as scholars in political science, sociology, and education, this book is a must-read for everybody interested in a better understanding of political awareness.

Place, publisher, year, edition, pages
Cham: Springer Nature, 2022. p. 150
Keywords
Political identity, Democratic engagement, John R. Zaller, Complex societal matters, Climate change
National Category
Political Science (excluding Public Administration Studies and Globalisation Studies)
Research subject
Political Science
Identifiers
urn:nbn:se:su:diva-219018 (URN)10.1007/978-3-030-90394-7 (DOI)978-3-030-90394-7 (ISBN)978-3-030-90393-0 (ISBN)
Available from: 2023-07-02 Created: 2023-07-02 Last updated: 2023-10-13Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1776-478X

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