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  • 1. Berge, Maria
    et al.
    Danielsson, Anna
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Klassklättring och matematik-kapital: En fallstudie2022In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 31, no 1, p. 31-49Article in journal (Refereed)
    Abstract [en]

    Breaking the class ceiling? A case study of a university mathematics student from a non-academic background. In this paper we report from a case study of a student from non-academic background, who has continued on to study mathematics in higher education. Bourdieu’s concepts of capital, habitus, and field were used to analyse the student’s trajectory into university mathematics, with a particular focus on mathematics specific capital. Data was collected through classroom observations and three semi-structured interviews, over a period of three years. The analysis showed how the student acquired mathematics capital by acting as an informal teaching assistant, thus receiving recognition from both peers and teachers for his mathematical abilities. The longitudinal interviews also demonstrated how the student has continuously been able to expand his social capital related to mathematics and science. We argue that it is important for higher education researchers and teachers to consider disciplinary specific capital, and also to provide students with opportunities to acquire such capital.

  • 2.
    Hartman, Sven
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Barnkonventionens föregångare.: Anteckningar om den polske läkaren och pedagogen Janusz Korczak.2001In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, no 2, p. 15-25Article in journal (Refereed)
  • 3.
    Hedman, Christina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Rosén, Jenny
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Modersmålsämnets legitimitet i ett förändrat politiskt landskap: En analys av svensk riksdagsdebatt under 2010-talet2020In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 29, no 3, p. 31-50Article in journal (Refereed)
    Abstract [en]

    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.

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  • 4.
    Helldin, Rolf
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Sivertun, Ulf
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Specialpedagogikens normativa betingelser2004In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 13, no 2, p. 45-75Article in journal (Refereed)
    Abstract [en]

    Discussions in political philosophy are useful for the understanding of democratic problems within and close to Special Education contexts and the liberal concept of "a school for all". The primary theroetical frames are drawn from "critical theory". This theory points out the necessity for participants in school-settings to negotiate about the normative meaning of concepts like "class-inequality", "solidarity", "fairness", "freedom" and "welfare state". The final point is that different interpretations of freedom and the possibility of happiness in a society, have something important to say about the daily work in schools and Special Education. Today school demands and favours certain forms of language, styles, life experience etc. There is a risk that in unequal situations decisions are made which support those who are in a dominant social position. Differences are thus mainly based on class, and in such a social situation, the idea of the welfare state and its care of people is necessary to promote acceptable conditions for all.

  • 5.
    Hertzberg, Fredrik
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Formaliserade möten, tidigarelagda val: Reflektioner kring gymnasieutredningens syn på övergången från skola till arbetsmarknad2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 1, p. 53-74Article in journal (Refereed)
    Abstract [en]

    Formalized encounters, earlier choices. Reflections on the Upper Secondary Schools Inquiry's view of the transition from school to work.

    This article discusses the consequences  of the proposals for an upper secondary education reform outlined in the inquiry report Framtidsvägen (Path to the future). It focuses on the effects which proposals might have for the transition from school to work for young people of immigrant descent, taking into consideration the conditions specific to them during this process, such as various forms of direct or indirect discrmination. It is argued that the scope of discriminatory demand for manpower will be reduced if the relationship between upper secondary schools and the labour market is formailzed in the way proposed in the report. On the other hand, the proposal to separate students preparing for working life from those preparing for university education at an earlier stage during their secondary schooling might have adverse effects on the overall equality of education. Taking into account how class and ethnicity intersect in the stratification processes that characterize both the education system and society at large, this may also affect the future opportunities of immigrant youth.

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  • 6.
    Hertzberg, Fredrik
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Potential, aktualitet eller utsatthet?: Betydelsen av erkännande i studie- och yrkesvägledning för nyanlända migranter2023In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 32, no 1, p. 67-94Article in journal (Refereed)
    Abstract [en]

    This article analyses the significance of recognition in career guidance counselling for newly arrived migrant youth. In line with the sociology of Herbert Blumer, the concept of recognition is employed as a sensitizing concept. In the article, several different aspects of recognition are highlighted, as recognition of prior learning, competencies, and experiences; educational and vocational aspirations; norms and values; the prospect of individual development, and the recognition of harsh and therefore noteworthy conditions for living. The study is based on an analysis of qualitative data from semi-structured interviews with fourteen career guidance counsellors that meet newly arrived migrants in the course of their daily work. The analysis draws attention to the fact that opportunities for development, as well as the recognition of particularly difficult and thus noteworthy life circumstances, are usually acknowledged without more extensive objections, but that the recognition of previously established knowledge, skills and experiences, study and career aspirations as well as norms and values can, according to the interviewees, lead to goal conflicts in study and career counselling work (although the relevance of a recognition approach is generally emphasised).

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  • 7.
    Högdin, Sara
    Stockholm University, Faculty of Social Sciences, Department of Social Work.
    Skolplikten och dess befrielsegrunder: Om praktiskt tillämpning och lagstiftning2007In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, no 1, p. 9-29Article in journal (Refereed)
    Abstract [en]

    COMPULSORY SCHOOL ATTENDANCE AND THE GROUNDS FOR EXEMPTION. PRACTICALAPPLICATION AND LEGISLATION. This article examines conflicts that may arisebetween the education system and parents regarding specific elements in achild’s education. Such conflicts may stem from a divergence between familynorms and the norms of the school. Potential areas of conflict include thechild’s participation in physical education lessons or a school trip. Thearticle is divided into two parts. The first compares four different schools’attitudes concerning the possibility of children opting out of compulsoryschool activities at the family’s request. The results show that attitudestowards families vary between schools. The second part of the articleexamines the issue of compulsory school attendance in a legal sense, in thelight of the legislation on the subject and the legal literature. The law oncompulsory attendance is unclear, but court rulings show that it is notlawful to allow children to opt out of specific elements of their educationon the basis of their parents’ wishes.

  • 8.
    Irisdotter Aldenmyr, Sara
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    "Det priva livet och den gemensamma skolan. Diskursetisk diskussion kring skolans hantering av privatlivsfrågor i ett pluralistiskt, marknadiserat samhälle"2007In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, ISSN ISSN 1102-6472, Vol. 16, no 3Article in journal (Refereed)
  • 9.
    Jonsson, Rickard
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Milani, Tommaso M
    Department of Linguistics, University of Witwatersrand, Johannesburg.
    Här är alla lika!: Jämlikhetsideologi och konstruktionen av den "Andre" i media och skola2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 2, p. 67-86Article in journal (Refereed)
  • 10.
    Jonsson, Rickard
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Åhlund, Anna
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Jypp, Dompa och Jackson Pollock: Berättelser om plats, förortiska och överklass i ett innerstadsgymnasium2020In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 29, no 3, p. 5-29Article in journal (Refereed)
    Abstract [en]

    Jypp, Dompa and Jackson Pollock: Narratives on place, urbanvernaculars, and upper class at a prestigious upper secondaryschool.

    Labelling a linguistic style by appointing it to certain groupsof speakers and where they live can be a deeply problematic enterpriseas both identities, language use and space become fixed and limited. InSweden the speech style called Rinkeby Swedish (RS) has become an icon of ethnic Otherness, educational failure, and of an aggressive sexist and homophobic masculinity – ascribed to a fixed locality in the outskirtsof the big cities. In this paper we have turned our gaze towards a place that have typically not been associated with RS before: a Stockholm elite school. The analysis reveals how a group of students, illustrated by how the participant Wille, perform authenticity and indexically anchor their linguistic practices and epistemics in various linguistic contexts. In a case study, we explore how the participants talk about and use, not one but many different linguistic styles. We argue that the participants employ these styles as resources to comment on locality as well as social hierarchies in the school and the society at large.

  • 11.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Sverige.
    Från skolans medborgarbildande möjlighet till samhällskunskapsämnets - en väg framåt2020In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 29, no 2, p. 29-61Article in journal (Refereed)
    Abstract [en]

    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.

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  • 12.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    To be or not to be a (properly educated) citizen – comments on the ICCS 2009 study2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 17-27Article in journal (Refereed)
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  • 13.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University College of Skövde, Sweden.
    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 education2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 29-55Article in journal (Refereed)
    Abstract [en]

    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.

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  • 14.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan i Skövde, Sverige.
    Dahlstedt, Magnus
    Medborgarskapande för ett nytt millennium: utbildning och medborgarfostran i 2000-talets Sverige2014In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 23, no 2, p. 7-25Article in journal (Refereed)
    Abstract [sv]

    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.

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  • 15.
    Persson, Lena
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Lundegård, Iann
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Wickman, Per-Olof
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Worry becomes hope in education for sustainable development: An action research study at a secondary School2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 1, p. 123-144Article in journal (Refereed)
    Abstract [en]

    Researchers in environmental education and education for sustainable de- velopment (ESD) have discussed in what ways young people’s experience in school may contribute to their action competence. This paper illustrates how an action research study centered on students’ reflections can contribute to a change in teaching that supports their action competence in education for sustainable development (ESD). The emphasis is on a pluralistic approach to ESD in which problems concerning sustainable development are considered as open-ended where students’ voices, action competence and decision-making play an important role. The researcher together with a teacher and her Year 9 class in a suburb of Stockholm carried out the action research study. The research corpus for the study was the students’ reflections in log books and interviews. Interviews were conducted with a smaller group of five students, and an interview was also made with the teacher at the end of the project to document her experiences. The case illustrates how students’ worries were made salient through their reflections, which in turn made a change in teach- ing possible that transformed students’ worries into hope and supported their action competence. This way of working in the school practice may help teach- ers to think about ESD in new ways as well as in other areas of education.

  • 16.
    Qvarsell, Birgitta
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Juridik och politik i barnpedagogiken - om FN-konventionens dilemman2001In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 10, no 2, p. 51-63Article in journal (Refereed)
    Abstract [en]

    A new paradigm has emerged within childhood research during the last decades. Children’s own activities and perspectives, their perceptions of time and space and ways of seeing their life conditions have come in focus. With such an interest the children themselves, as psychological phenomena, are not the focus for research, but rather their life and learning conditions from their perspectives. The children become informants rather than objects in research. In this article examples of research within this new trend, connected to the UN convention and some of its dilemmas, are discussed, with special attention on working children and street children. What is the best interest of the child is an overall question and problem, treated in different ways due to how laws and politics are considered related to the educational aspects of childhood. In the discussion attention is also given to the distinction between children’s needs, their rights and their perspectives on essential contextual and cultural conditions.

  • 17.
    Roth, Hans Ingvar
    Stockholm University, Faculty of Humanities, Department of Asian, Middle Eastern and Turkish Studies.
    Det sena genombrottet för mänsklig rättighetsutbildning2015In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, no 1, p. 29-49Article in journal (Refereed)
    Abstract [en]

    The late breakthrough of human rights educaton. Human Rights as they are formulated in the UN Declaration of Human Rights from 1948 have become a moral lingua franca in the words of the Canadian scholar Michael Ignatieff. We have also witnessed a so-called Human Rights Revolution in the post war period with more declarations and conventions concerning vulnerable groups such as children, women, indigenous populations and disabled people. Stronger mechanisms for implementations such as Human Rights Courts for example the European Court of Human Rights in Strasbourg and the International Criminal Court in the Hague have been introduced. In spite of this “human rights revolution”, human rights education – both at school and university level, has lagged behind. It is only in the later decades that serious attempts have been made to introduce human rights in curricula and in various subjects in the schools in several countries around the world. The same general phenomenon applies to many universities. This article analyzes human rights education from a global perspective and presents an explanation why the processes of formulating and implementing such an education have been so slow. A further question that will be addressed is how a human rights education can be defined and practiced - especially at various levels in schools. 

  • 18.
    Runfors, Ann
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies, Department of Ethnology.
    Modersmålssvenskar och vi andra: Ungas språk och identifikationer i ljuset av nynationalism2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 2, p. 105-126Article in journal (Refereed)
    Abstract [en]

    In Sweden multilingualism is regarded as a highly valued asset. This endorsement of multilingualism is often overshadowed by promotion of the Swedish language, though. Using an ethnographic study of ethnically mixed schools in Sweden, the present article discusses this tendency and argues that it can be understood in the light of neo-nationalism and culturalism. With this discussion as a background and a study with former pupils as a starting point, the implications of such culturalism for young descendants of migrants in Sweden today is examined. The article shows how young descendants are placed in different, polarised culturalist positions and how their perspectives on language and self vary in accordance with these. It demonstrates how such positioning create shared conditions across ethnic and gender boundaries and illustrates how these conditions contribute in shaping shared attitudes towards language as well as shared identifications among young of different background and sex.

  • 19.
    Ryther, Cathrine
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Levande Ordning2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 3, p. 73-90Article in journal (Refereed)
    Abstract [en]

    Living Order. The article opens with a student teacher and female student who fail to appreciate each other as unique and living beings, or unique existents. Starting from the premise that such failure is a common aspect of the everyday order of life, I reread the encounter through the work of Moira von Wright, Kelly Oliver, Gert Biesta and Adriana Cavarero, asking three questions. What is the interpersonal cost of a relationship which fails to recognize lived human uniqueness? Does it make a difference for the politics of schooling whether interpersonal relationships exclude or leave space for those involved in them to appreciate each other as unique, living beings? What difficulties and opportunities exist for the possibility of appearing and appreciating oneself and others as unique existents within a student-teacher relation that is experienced as specific, embodied and altruistic? I argue that attending sensually to the other can open and safeguard a relational space for the appearance of uniqueness.

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