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  • 1.
    Andersson, Pernilla
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Equipped for Responsibility? Studies of business education for sustainability2017Conference paper (Refereed)
    Abstract [en]

    Calls for the inclusion of ‘sustainable development’ in the business curriculum have increased in the wake of financial crisis and increased concern about climate change. As a result, new initiatives are emerging and new teaching approaches are being developed with the expectation that business students will be better equipped to address environmental and social challenges. However, in relation to the business curriculum, education for sustainable development has been argued as being particularly challenging (Springett 2005). The challenges relate to assumptions underpinning orthodox business theories (Hühn 2014) and that sustainability issues often are uncertain and complex. Uncertainty and complexity is particularly challenging for predominant responsibility regimes relying on science as a source of independent, objective and reliable knowledge.

    To facilitate an analysis of the applicability of different responsibility regimes for addressing complex and uncertain sustainability issues, Pellizzoni (2004) has developed a typology of responsibility regimes. Liability regimes are based on laws and regulations and can be likened to the ‘polluter-pays-principle’. Accountability regimes are characterised by ‘good governance’ or ‘the audit society’. Care regimes are based on normative beliefs, e.g. the idea that the welfare state should take care of its citizens or, from a business perspective, the ‘good master’ taking responsibility for the needs of his workers that he knows the best. Responsiveness regimes implies taking responsibility by anticipating the needs of others without being prompted or without the need for previously established principles. Different responsibility regimes have different implications for what a responsible business person needs to know and do. These include knowing and following laws and regulations in the juridical system (liability regime), formulating and following up on self-imposed principles (accountability regime), knowing and providing for the needs of one’s workers as the good master (care regime) and listening to what stakeholders want before deciding what to do (responsiveness regime).

    When acknowledging uncertainty and complexity as a permanent condition, a rupture occurs in the linear process from scientific knowledge to legislation that industry could rely on to operate ‘safely’. This implies a deficit with regard to liability regimes, because the system requires a state that knows what to ask for and how to apply control and sanctions. This deficit can be seen as a backdrop to the development of accountability regimes. Proponents of accountability regimes emphasise the benefits of the integration of environmental concern in corporate decision-making. However, in face of uncertainty and complexity, accountability regimes suffer from the same deficit as liability regimes, in that both regimes depend on predefined principles (expressed in law or in the form of voluntary regulations). In contrast to liability and accountability regimes, care or responsiveness regimes do not rely on pre-defined principles. Either one just knows, like a mother is assumed to know the needs of her child (care regime) or one makes a judgement by listening to others needs in a given situation (responsiveness regime). In the absence of principles, personal feelings are necessary ‘tools’ when listening to the needs of others and deciding what to do. Considering the deficits of liability and accountability regimes in the face of uncertainty and complexity, Pellizzoni argues (without discarding other regimes) for an increased attention to responsibility understood as responsiveness (Pellizzoni 2007).

    Against this background, it is important to contribute with knowledge about how education for sustainable development can enhance responsible business practices. The purpose of this article is thus to contribute knowledge about the roles of a business person that are articulated in business education when the concept of sustainable development is included in the curriculum, and how these roles can make students, as future business people equipped to address uncertain and complex sustainability issues.

  • 2.
    Andersson, Pernilla
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Teaching business economics for sustainability: the roles of a business person priviledged in classroom practice2017In: DEE 2017: Abstracts, 2017Conference paper (Refereed)
    Abstract [en]

    New teaching approaches to include ‘sustainable development’ in the business curriculum are currently being developed with the expectation that students will become better equipped to address sustainability issues as budding business people. At the same time education for sustainable development has been argued as being particularly challenging in the context of business education due to assumptions underpinning orthodox business theories. This article presents a study of the roles of a business person privileged by teachers in the classroom when the concept of ‘sustainable development’ is incorporated in the subject of business economics. The empirical material, consisting of video recorded observations in five teachers’ classrooms, was collected two years after the inclusion of the concept in the upper secondary school syllabus in Sweden. The results show how different rules and conditions for doing business are foregrounded in classroom practice, which have different implications for whether a responsible business person is expected to: a) adapt to self-interest (in narrow terms), b) respond to consumers’ increasing interest for sustainable products, or c) be sensitive to stakeholders’ diverging interests. Detailed empirical examples illuminating how different classroom practices open up for different (egoistic vs altruistic) roles are provided with the aim that they should be useful for teachers (and anyone involved in design of lessons and/or educational materials) to develop a professional vision to identify when and how in educational practice ‘homo economicus’ becomes a norm as well as when and how other norms might emerge.

  • 3.
    Andersson, Pernilla
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Teaching business economics for sustainability with different interests in focus2017Conference paper (Refereed)
    Abstract [en]

    Paper presented at 2nd ARTEM Organizational Creativity and Sustainability International Conference, 14th-16th September 2017, Nancy, France

     

    Teaching business economics for sustainability with different interests in focus

    Author: Pernilla Andersson

    (for full abstract (including textboxes and table 1) see attachment)

    Introduction

    Calls for the inclusion of ‘sustainable development’ in the business curriculum has increased significantly in the wake of financial crisis and increased concern about climate change. New teaching approaches are being developed with the expectation that students will be better equipped to address environmental and social challenges.  However, there is also a concern that the concept of ‘sustainable development’ has lost the potential to address environmental and social challenges. It has been described as having become a wolf in sheep’s clothing that merely provides superficial solutions and supports the status quo, thereby taking the wind out of the sails of ‘the real’ environmentalists (Blühdorn, 2007; Fergus & Rowney, 2005). In relation to the business curriculum, education for sustainable development has been argued as being particularly challenging (Springett, 2005). The challenge is in part related to assumptions underpinning orthodox business theories. In short, the argument is that the assumption that all humans are driven by self-interest has a detrimental effect for societies by creating the assumed selfish behaviour. Research show that economists and students in economics indeed act more egoistically (Cohn, Fehr, & Marechal, 2014), although there is a disagreement regarding the effect of education, mainly because of the potential selection effect (Etzioni, 2015). I here seek to make a contribution to this field, not by adding an answer to this particular debate but by a study of educational practice in situ.  Several studies show different kinds of socialisation effects (Wang, Malhotra, & Murnighan, 2011). However, there is a lack of empirical research focusing the particular aspects of economics education that could have these socialisation effects. In this paper, I will therefore illuminate situations in educational practice where certain perceptions of appropriate actions emerge, are reproduced or challenged. Considering the current development of new teaching approaches to include sustainability in the business curriculum and the potentially detrimental effect of the homo economicus assumption, it is relevant to pay attention to the roles of a business person that are privileged when ‘sustainable development’ is integrated in business education. The purpose of this paper is therefore to contribute with knowledge about the roles of a business person that are privileged in business education when the concept sustainable development is integrated in classroom practice, and how different parts of the subject matter and/or particular classroom practices open up for different roles.

     

    Methodological approach

    In order to allow empirical openness regarding the role of business privileged in educational practice I draw on antiessentialist and poststructuralist discourse theory (Glynos & Howarth, 2007; Laclau & Mouffe, 1985/2001), which implies regarding the role of a responsible business person as a social construct. From this theoretical perspective, the places and processes (for instance classroom practice) in which the meaning of ‘the role of a responsible business person’ is made are important study objects. This poststructuralist approach to educational research is also inspired by the work of Cherryholmes (1988) who argue that educational researchers should facilitate teachers’ and students’ critical reflection by making discourses, and the rules, presuppositions and assumptions on which they rest, visible. In the context of this study, this is considered important for teachers or anyone involved in the design of educational activities and/or materials to identify, handle or avoid the kind of situations where ‘homo economicus’ ceases to be a theoretical assumption, is talked about as a fact and thereby (risks) ‘becoming real’. The analytical concept of a logic (Glynos & Howarth, 2007) is used to analyse the roles of a responsible business person privileged by teachers in classroom practice. Thus, analysing the logic that is articulated in a classroom is a way of capturing the social construction of the role of business in a specific situation.

     

    The empirical material

    The empirical material was collected in five teachers’ classrooms, two years after a curriculum reform that included integrating the concept of sustainable development into the business economics syllabus at upper secondary level. The empirical material consisted of field notes, 20 video and audio-recorded lessons (transcribed in detail), images of the teachers’ notes and written instructions on the whiteboard and the texts used in the lessons. The process of collecting the empirical material, including the kind of ethical considerations that were made is in part previously published (Andersson, 2016) and is further elaborated in the full paper. The different aspects of the subject matter involved an analysis of a business annual report/financial performance indicators, marketing/eco-labelling, branding, running a business and the social responsibilities of a business. The teaching methods included lecturing, leading group discussions and value exercises, supervising individual assignments and leading discussions after watching documentaries about the consequences of unsustainable business practices.

     

     

     

    Analytical procedure

    As a first step I identified and described all the teachers’ actions that involved a depiction of what could be regarded as unsustainable, a description of other actors in relation to a business, a description of the conditions of doing business, or indications of what a business can or should do. Repeated actions, such as when a teacher asked a different student a similar question, were excluded in order to provide dense lists of teachers’ actions for each set of lessons. The teachers’ actions were listed in chronological order to facilitate an analysis of each action in the context of the lessons’ dramaturgy.

    Second, in order to identify the logic or logics that emerged, the teachers’ actions were analysed in terms of how they, explicitly and implicitly, presented the rules and conditions of doing business and the role of a business person in the context of talking about sustainable development. As a result, I identified three logics of doing business sustainably, each positioning the role of a business person differently. 

     

    The roles of a responsible business person in classroom practice

    In this section, three different roles of a business person that were privileged by teachers in classroom practice are presented. The full paper also includes detailed examples from classroom practice and general descriptions of the lessons in which the specific logic was identified to contextualise the examples. In this short paper the titles of textboxes 1-11 are provided to indicate where more detailed examples will be added, and one detailed example is provided under the presentation of the first role (adapt to self-interest) as a demonstration of the level of detail provided in the full paper. A comparison of the logics is provided in Table 1.

     

    Adapt to self-interest (in narrow terms)

    The first role of a business person can in short be described as one who should have control of the business from a ‘sustainability’ point of view, but who at the same time must be prepared to put personal feelings about sustainability aside when financial performance indicators ‘say so’. This role is positioned by the ‘logic of self-interest’ that was identified in three lessons devoted to analysing a business annual report, which also included sustainability reporting.

     

    In short, the logic comes into play when a teacher, a) challenges (3.1.2) a student’s response that a business should take responsibility for the entire supply chain and argues  that extra costs need to be taken into account and that the lack of demand for Swedish pork proves that consumers are not prepared to pay more for its control (3.1.3), b) describes the problem of acting in a competitive market (3.1.3), c) explains that shareholders will invest elsewhere if the profits are too low (3.1.4), d) explains that financial performance indicators are used when making business decisions in order to avoid a lack of profit and in their individual assignments instructs the students to use financial indicators to determine whether or not the business should prioritise sustainability work (3.1.4). Taken together, these actions depict consumers and owners as self-interested and as preventing sustainable business.

     

    Textbox 1 – Customers driven by self-interest

    Textbox 2 – Recycling organisations driven by self-interest

    Textbox 3 – Self-interest as an obstacle to doing business sustainably

     

     

    Respond to consumers’ increasing interest for sustainable products

    The second role of a business person can in short be described as one who should work for sustainability by responding to consumers’ interests for sustainable products.

     

    Textbox 4 – Addressing external demands for sustainability

    Textbox 5 – Sustainability sells

    Textbox 6: Organic farmers are successful

     

    Be sensitive to stakeholders’ diverging interests

    The third role of a business person can in short be described as one who should be sensitive to stakeholders’ diverging interests and when making business decisions and thereby work for sustainability.

     

    Textbox 7: Business owners with power to make changes for sustainability

    Textbox 8: Running a business more sustainably

    Textbox 9: Distributing profit

    Textbox 10: Act in accordance with your feelings relating to sustainability

     

    Table 1: Roles of a responsible business person

     

    In relation to the question whether the ‘homo economicus’-assumption has a ‘productive’ function by creating the assumed behaviour the results above show that when the logic of self-interest comes into play, the assumption (self-interest understood in a narrow sense) is ‘naturalised’ or taken for real, when the logic of conscious consumers comes into play the assumption is challenged by the foregrounding of consumers’ altruistic interests (or self-interest understood in its broadest sense) and, when the logic of stakeholders’ interests comes into play the assumption is pushed aside.

     

    Discussion

    The results presented in this paper shows how different aspects of subject matter and/or classroom practices when teaching ‘business education for sustainability’ opened up for different business roles with different interests in focus.  Accounts analysis opened up for adapting to self-interest, marketing and running a business opened up for responding to conscious consumers’ interests for sustainability, and branding and the stakeholder model opened up for being sensitive to stakeholders’ diverging interests.

    The detailed empirical examples from educational practice could be useful for lecturers and teachers to identify when and how in educational practice ‘homo economicus’ becomes a norm as well as when and how other norms might emerge. In this way, the results are regarded as analytically generalizable to other business education-contexts.

    In relation to the expectation that the integration of sustainability in the business curriculum should make the students better equipped to address these issues, the results illuminate how different assumptions of human behaviour here can hinder (self-interest), facilitate (conscious consumers’ interests) or suggest a route (stakeholders’ interests) for doing business sustainably. In this way, the examples could also be useful as a starting point for reflection of how education, by including a wide range of human motivations,  could expand rather than limit the ‘toolbox’ with which sustainability issues could be addressed.

     

    REFERENCES

    Andersson, P. 2016. The Responsible Business Person - Studies of Business Education for Sustainability. Södertörn University, Huddinge.

    Blühdorn, I. 2007. Sustaining the unsustainable: Symbolic politics and the politics of simulation. Environmental Politics, 16(2): 251-275.

    Cherryholmes, C. H. 1988. Power and criticism : poststructural investigations in education. New York: Teachers College P.

    Cohn, A., Fehr, E., & Marechal, M. A. 2014. Business culture and dishonesty in the banking industry. Nature, 516(7529): 86-89.

    Etzioni, A. 2015. The Moral Effects of Economic Teaching. Sociological Forum, 30(1): 228-233.

    Fergus, A. H. T., & Rowney, J. I. A. 2005. Sustainable Development: Lost Meaning and Opportunity? Journal of Business Ethics, 60(1): 17-27.

    Glynos, J., & Howarth, D. 2007. Logics of critical explanation in social and political theory. London: Routledge.

    Laclau, E., & Mouffe, C. 1985/2001. Hegemony and socialist strategy : towards a radical democratic politics. London: Verso.

    Springett, D. 2005. ‘Education for sustainability’ in the business studies curriculum: a call for a critical agenda. Business Strategy and the Environment, 14(3): 146-159.

    Wang, L., Malhotra, D., & Murnighan, J. K. 2011. Economics education and greed. Academy of Management Learning & Education, 10(4): 643-660.

     

     

  • 4.
    Balic, Sofia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Rösträtts värdegrund2014In: Rösträtt: musik på barns villkor / [ed] Ylva Holmberg, Stockholm: Gehrmans , 2014Chapter in book (Other (popular science, discussion, etc.))
  • 5.
    Balic, Sofia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Scenrum/Klassrum eller Like a bridge over troubled waters: När konstnärer, lärare och dramapedagoger samverkar2015Conference paper (Other (popular science, discussion, etc.))
  • 6.
    Balic, Sofia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Chester, UK.
    Three craftsmen: Skills and handling of teaching, artistry and drama2015Conference paper (Other academic)
    Abstract [en]

    To practice and master a craft, to possess a craftsmanship, is about managing materials, tools and specific techniques in a creative process that leads to a product. During the process the craftsman make interpretations and assessments based on knowledge, experience and skill, which gives a certain quality in the result. But what if the craftsman is a teacher, an artist, or a drama pedagogue? The attempt of the paper is to describe the characteristics of these professions in relation to craftsmanship.

    In the paper theories of practical knowledge, craftsmanship and tacit knowledge are presented. The concept of a subject’s professional object is explained as something that the profession possess special knowledge of, the task the profession is to achieve (Carlgen & Marton, 2005). The professional object is staged performance for actors, learning for teachers and suggestively altered understanding through impersonation for drama pedagogues. The other components connected to the craftsmanship of the three professions are discussed and then summarized in a table. 

    The actors and the teacher’s craftsmanship differ quite a lot. The professional object, the material and the product are completely different from each other. The skills of the drama pedagogue are similar to both the teacher and the actor. Common to all professions is that the process is about action, though the teacher’s action is pedagogical and the actor’s action is creative.

    The paper is part of the dissertation work "Professional encounters in art and learning". The focus is on collaborative projects where schools and Art institutions work together, using drama as part of the process. 

  • 7.
    Berge Birath, Malin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Att göra en analys: Elevers uppfattningar om uppgiften att göra en jämförande analys2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien söker att besvara frågan vad elever gör när de ombeds att göra en jämförande analys. I studien används fenomenografisk analys för att kategorisera en elevgrupps uppfattningar om vad de förväntas göra när de gör en jämförande analys. Efter kategoriseringen och i enlighet med variationsteorin, så identifieras de kritiska aspekterna mellan kategorierna för att synliggöra vad som bör adresseras i undervisningen för att eleverna ska få en fördjupad uppfattning om vad det innebär att göra en jämförande analys. I studien hittades fyra kategorier av uppfattningar hos den undersökta elevgruppen. Den första kategorin uppfattade jämförande analys som en personlig reflektion över vad skillnaden var mellan två olika fall (i studien: demokrati och diktatur). Den andra kategorin uppfattade jämförande analys som att redogöra för fakta. Den tredje kategorin uppfattade jämförande analys som att redogöra för skillnader medan den fjärde kategorin uppfattade jämförande analys som att förklara skillnader. De kritiska aspekterna som identifierades mellan kategorierna och som därmed borde artikuleras och adresseras i undervisningen var: att förstå samhällskunskap som ett vetenskapligt ämne, att förstå vad som är en jämförelse samt att kunna se ett orsakssamband mellan företeelse 1 och 2 i jämförelsen.

  • 8. Bergqvist, Ove
    et al.
    Strandberg, Max
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Tväråna, Malin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Björklund, Mattias
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Analys av flyktingfrågan – vad är det vi vill att eleverna ska kunna göra när de analyserar flyktingsituationen, och vad i vår undervisning möjliggör det?2017In: Lärarnas forskningskonferens 31 oktober 2017: Abstracts, 2017, p. 24-25Conference paper (Refereed)
    Abstract [sv]

    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.

  • 9.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Children and visual/media literacy2010Conference paper (Other academic)
    Abstract [en]

    In my research I am looking at art teachers’ roles when the pupils use the computer as a tool, and use visual material from their own everyday visual experiences and cultures. I will observe what kind of problems/questions they have to tackle in lessons. I will also study if and in what way teachers interact with their pupils to stimulate them to develop their visual/media literacy. I have just started my work in observing art classes when they are working with computers. At this point in my research it would be helpful to get the opportunity to hear others opinion about what visual/media literacy might include, and to discuss what it means and can be. The opportunity, to hear others opinion about visual/media literacy, will help me broaden my horizon. This would help me to find different angels in my own material in the future when I start analyzing, and it will hopefully also help me in my observations in knowing what to look for.

  • 10.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Communication with images2010Conference paper (Other academic)
    Abstract [en]

    In this presentation I would like to present an example of my visual research material and discuss methods of analysis.

    The aim with my research is to get an understanding for how teachers work and can work with picture analysis in the compulsory school on the basis of young people's own image world and with digital techniques.

    My experience is that teachers work with this following a tradition and that teachers feels secure in having a picture or a recognized process to assess and to evaluate. I think art education to a greater extent must work with the consumption and use of images.

    In art education today we also have to work with digital techniques in a greater extent so that we prepare pupils for the big amount of pictures they meet in everyday life. In work with picture communication and digital techniques we give pupils a possibility to take an active interest in ideological and cultural questions and to be an active citizen.

    The National Evaluation of the art subject NU-03 supports my opinions and is the basis for my thoughts. The report highlights the use of converting the subject to more of a communication subject, where interpretation and reception of images play a more prominent part than we see today. The authors of the report NU-03 also point out the importance of using digital techniques in order to strengthen the use in working life and society.

    My principal research focus lies on the teacher role in work with digital techniques. How do they work with images from e.g. homepages, films on the Internet, where pupils often locate themselves? In what way do teacher design lessons to make pupils understand the impact of images and in order to develop pupils own creativity and understanding of the visual culture that is surrounding us in society? In the use of a digital medium the pupils will be given another possibility to expose their creativity for others in society.

    In the study I want to elucidate the teacher's role in this kind of work.

    Central issues for the study are:

    • How can teachers work with communication on the basis of the pupils own world of images?

    • Which role do teachers have in work with digital techniques?

    • How can assessment be made of interpretation and reflection rather than the production of images?

    Theoretical framework and Method

    My theoretical framework is in the social semiotic area and I am also interested in using ethno methodology and conversation analysis in my study.

    In spring 2009 I made observations in three different compulsory schools in art classes. When I did these observations I found it difficult to hear what the teachers said to the pupils in different locations in the classroom. In the autumn 2009 I did a test-study in an art class in compulsory school, to see how the use of observation with video cameras would work out. I had one stationary camera and one hand camera, with which I followed the teacher. I also placed a MP3 player round the neck of the teacher to test if that was a way to hear the conversations better.

    One insight of these studies is that, when I did observations without a camera I had a better overview of the action in the class. But with the hand camera I could catch different conversations and analyze them afterwards. 

  • 11.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Datorn i bildundervisningen: Hur arbetar bildlärare när eleverna använder datorn för sitt skapande?2012Conference paper (Other academic)
    Abstract [sv]

    Hur arbetar bildlärare när eleverna använder datorn för sitt skapande?

    I dagens samhälle behöver vi arbeta aktivt med att lära barn och unga hur vi kan kommunicera med bilder, filmer mm. Vi behöver arbeta med att ge barn och unga förutsättningar för att tolka och förstå den värld de möter varje dag bland annat via digitala medier. Bildämnets roll i skolan är bland annat att arbeta med detta. När bildundervisning bedrivs med hjälp av digitala tekniker som t.ex. en dator ges möjlighet att arbeta med nya områdena. Den stora tillgången till bilder från nätet ger en annan möjlighet att använda och kombinera bilder och texter som man själv inte åstadkommit från grunden och därmed skapa något eget. Med datorn kan man också kombinera multimodala uttrycksformer så som bild, text och ljud. Detta skapar nya möjligheter att i undervisning arbeta med vad visuella uttryck gör och hur de skapar mening, förutom att också lära sig tekniker för detta.

    Dessa nya vägar till visuella uttryck skapar också nya förutsättningar för lärarens arbete. Det finns ett behov av att få kunskap kring hur vi som lärare kan arbeta med multimodala uttryck, arbetsformer och uppgifter med eleverna. Mitt forskningsfokus ligger därför främst på bildpedagogens roll i arbete med digitala tekniker. Det jag undersöker är hur bildläraren lägger upp sin undervisning, kommunicerar och interagerar med eleverna i olika situationer när eleverna arbetar vid datorn. Vilka utmaningar och frågor ställs läraren inför? Hur arbetar läraren för att förmå eleverna att använda tekniken och de möjligheter som den ger för att arbeta med bildämnets innehåll? Genom att belysa olika delar i bildlärarens arbete under lektioner där eleverna arbetar vid en dator, hoppas jag kunna få kunskap om och ge en ökad förståelse för den komplexa kunskap bildläraren behöver i sin utövning.

  • 12.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Is the role as an Art teacher different, when pupils use the computer as a tool?2011Conference paper (Other academic)
    Abstract [en]

    In Swedish compulsory school the subject Art contains all sorts of visual culture and therefore also work with digital techniques. It offers the opportunity to find new ways to work with pupils and to use new techniques to develop education in visual culture. The Digital media gives other possibilities for pupils to use pictures from the Internet and convert them to something of their own, and gives the opportunity to create artifacts pupils cannot create with traditional methods. Do the medium also invite new ways to work in schools?

    In my research I study the teachers’ roles when the pupils are using a computer to create their art work, presentations, films etc. Work with computers raises new questions for teachers and pupils to deal with. I study what kind of problems/questions they have to tackle in lessons, and what strategies they use. I also hope to find out in what way teacher design lessons, to make pupils understand the impact of images and to develop the pupils´ own creativity and understanding of the visual culture we live in today. To find this out, I study in what way teachers interact with their pupils to stimulate them to develop their visual/media literacy. My approach is ethnological, and the method consists of interviews and observations using a small video camera placed on the teacher and also by taking notes in the classroom.

  • 13.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Utvecklingsprojekt om digitalt arbete i bildundervisningen2018Conference paper (Other academic)
    Abstract [sv]

    Under 2015 och vårterminen 2016 genomfördes ett utvecklingsprojekt i samarbete mellan mig som forskare och en bildlärare med målet att designa, genomföra och utvärdera undervisning med digitalt arbete.

    Syftet med denna pilotstudie var att designa och utvärdera en lektionssekvens där digital teknik används i bildundervisning. I mitt tidigare avhandlingsprojekt ”Klicka där!” undersökte jag hur bildlärare interagerar med elever i arbete med digital teknik i bildundervisning och på vad fokus i undervisningen hamnar (Björck, 2014). I denna studie var jag intresserad av att i samarbete med läraren designa och utvärdera en lektionssekvens där digital teknik används för att kunna studera processen från start till avslut. Tillsammans med bildläraren designades därför en lektionssekvens om 10 lektioner som genomfördes under 5 veckor i en klass i årskurs 8. Det främsta syftet för bildläraren var att få digital teknik mer inbäddat i bildundervisningen och att låta eleverna själva välja på vilket sätt och i viket digitalt medium de ville arbeta (Marner & Örtegren, 2013; Örtegren, 2013). Dessa lektioner genomfördes av läraren med mig närvarande som observerande forskare. Med inspiration från Learning study och variationsteori utvärderades och justerades undervisningen för att sedan genomföras med en ny klass (Marton, 2005). Under projektet genomförde jag kontinuerligt samtal med läraren. Dessutom genomfördes intervjuer med läraren och olika elevgrupper.

    Studien har gett större förståelse kring viktiga aspekter för att få till stånd en tydlig undervisning samt hur undervisning med digitala tekniker kan organiseras genomföras.

  • 14.
    Björck, Catrine
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Helmersson, Berith
    Digitalt arbete i bildundervisningen2017In: Book of abstracts, 2017, p. 45-45Conference paper (Refereed)
    Abstract [sv]

    Hur kan digitalt arbete bli mer inbäddat i blindundervisningen?

    Det var det vi frågade oss när vi inledde vårt samarbete att utforska hur undervisningen didaktiskt kan designas så att digital teknik blir ett naturligt redskap i bildundervisning. Syftet för samarbetet kom att få två spår. Det främsta syftet för bildläraren var att få digital teknik mer inbäddat i bildundervisningen. Syftet för forskaren var att i samarbete med läraren designa och utvärdera en lektionssekvens där digital teknik används. Med inspiration från learning study och Ference Martons variationsteori designade vi en lektionssekvens om 10 lektioner som genomfördes under 5 veckor i en klass i årskurs 8. Uppgiften som eleverna fick var att arbeta med temat studieteknik där de skulle göra någon form av digitalt arbete kring för att förtydliga just hur studieteknik kunde användas på ett specifikt sätt. Syftet var att kunna visa arbetet för yngre elever så att de skulle förstå hur studieteknik kan hjälpa dem i studierna. Lektionssekvens som designades kring detta genomfördes, utvärderades och bearbetades för att nästa termin genomföras i en ny klass. I denna presentation redogör vi för vårt projekt och de erfarenheter som vi fick genom vårt samarbete.

  • 15.
    Björkholm, Eva
    et al.
    KTH Royal Institute of Technology, Sweden.
    Andrée, Maria
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Carlgren, Ingrid
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Exploring technical knowledge in the primary technology classroom2016In: Australasian Journal of Educational Technology, ISSN 1449-3098, E-ISSN 1449-5554, Vol. 3Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to explore the use of categories and aspects of technical knowing which have been identified in specific contexts and related to specific learning objects to identify technical knowing and technical content in another teaching context. In this way, we want to contribute to the understanding of technical knowing within primary technology education, as well as to the development of analytical tools to help teachers in selecting and designing the content of technology teaching. Previous findings from two Learning Studies focusing on evaluating and constructing technical solutions were used to identify technical knowing in video material generated within a particular classroom practice (students aged 7-8 years old). The results suggest that the former categories and aspects can be used in different ways to identify and specify technical knowings related to technical content in the primary technology classroom.

  • 16.
    Björklund, Mattias
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Privatekonomi på schemat2017In: Skola & samhälle, E-ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Att alla människor gör egna val om bolån, pensioner och sparande kan vid en första anblick verka som en rimlig tanke. Men om vi betänker att dessa val påverkas – och ofta styrs – av tillväxt, konjunkturcykler, bankers agerande samt politiska beslut på nationell och överstatlig nivå, ja då framstår idén att varje hushåll ska göra dessa val som tveksam. Än mer tveksam framstår idén att skolan ska bära ansvaret för att utbilda den enskilde i att fatta dessa livsavgörande beslut.

  • 17.
    Carlgren, Ingrid
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Runesson, Ulla
    Learning study2017In: Undervisningsutvecklande forskning : exemplet Learning study / [ed] Ingrid Carlgren, Malmö: Gleerups Utbildning AB, 2017, p. 17-30Chapter in book (Other academic)
    Abstract [sv]

    Undervisningens kvalitet och hur den ska förbättras har kommit i fokus i debatten om skolan. Ofta diskuteras generella lösningar, till exempel att lärarnas förväntningar på eleverna måste höjas. Undervisning har emellertid alltid ett konkret innehåll och genomförs med specifika grupper av elever. Därför måste förbättring av undervisning alltid utgå från såväl det specifika innehållet som de specifika eleverna.

    Undervisning är lärares professionella verksamhet. Den kan inte standardiseras eller mekaniseras utan måste planeras och genomföras i relation till och i interaktion med den specifika kontexten. I detta arbete behöver lärare kunskaper och teoretiska redskap för att problematisera, analysera och utveckla verksamheten.

    En långsiktig och hållbar utveckling av lärarnas professionella kunskapsbas förutsätter en stegvis och systematisk kunskapsutveckling. I den här boken visas hur en lärardriven och praktiknära forskning kan bidra till att utveckla kunskaper och redskap som kan utveckla undervisningen. Författarna ger exempel på hur forskning kan bidra till att belysa undervisning och lärande på ett sätt som har direkt relevans för lärarnas undervisning.

  • 18. Ceder, Simon
    et al.
    Karin, Gunnarsson
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Som en hand på axeln: Beröring som posthumanistiskt feministiskt fenomen2017In: Studier i Pædagogisk Filosofi, ISSN 2244-9140, E-ISSN 2244-9140, Vol. 6, no 1, p. 5-24Article in journal (Refereed)
    Abstract [en]

    [A Hand on the Shoulder: Touch as a Posthuman Feminist Phenomenon] With a posthuman feminist perspective, we explore touch as a phenomenon in the philosophy of education. Our argument is that touch is one of the prominent phenomena in educational contexts and therefore it requires closer theoretical investigation. In this article, we seek to challenge a ‘subject centric’ and ‘anthropocentric’ perspective, proposing a posthuman approach where touch is relationally intra-active and constantly present with multiple directions. Inspired by the methodological approach ‘concept as method’, we explore the phenomenon of touch through tracing-and-cartographing how it is used in educational texts. Two central aspects – body and ‘natureculture’– appeared in the intersection of touch, education and posthuman feminism. Touch as an educational phenomenon is seen as active in highlighting everyday activities in educational practices, and pushing them to be questioned and disrupted. To conclude, we raise a few questions and discuss some challenges that emerged while working with touch as a posthuman feminist phenomenon.

  • 19.
    Cedervall, Sofia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Chester, UK.
    Encounters as-if: Educational role play as tool for analysis2017Conference paper (Other academic)
    Abstract [en]

    The paper focus on how the Swedish drama method Educational role play can work as a tool in analysis of data in a case-study. The analysis is part of a research project studying professional encounters when teachers, artists and drama pedagogues collaborates. Educational role play is similar to other forms of role plays such as forum theatre and psychodrama. The participants use their own experience and the play combines thought, emotion and action (Nilsson & Waldemarsson, 2010). The facilitator can use various techniques such as shadowing, sculpture, role change and teacher-in-role. Issues such as how the roles relate to each other, how they communicate and what options for action that becomes visible are investigated. In this way, Educational role play could make an interesting method for analysis since the thesis wants to describe the individuals, their driving forces and how they are affected when interacting with other professions. But – who’s truth are we dealing with?

    The paper also reflects on how Educational role play relates to the definition of Ethnodrama, i.e. the practice of dramatizing the data by creating a script (Lawrence, 2015). Instead of a complete script, the facilitator writes a text that provides the participants with a short description of the situation and a brief instruction on the role. This includes social expectations and what is important for the role. The script will be improvised and is influenced by the participants, how they interact and what they use of their own experience.

     

  • 20.
    Cedervall, Sofia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Chester, UK.
    On the stage floor: Mission and role of drama pedagogues working in professional theatres2014Conference paper (Other academic)
    Abstract [en]

    Based on an interview study of two drama pedagogues in Sweden who work in professional theatres, the paper describes their background, mission and role. In the interviews a multifaceted role emerges. The drama pedagogues mission is primarily externally educational and communicative/coordinating but also internally educational and coaching. By using theories by Lave & Wenger (1998) and Janik (1996) it doesn´t come clear that the drama pedagogue’s are part of a community of practice of their own. They are building bridges or works as bridges between art and school but do not seem to have a collective context as drama pedagogues. Their basic education may be relevant to what community of practice they feel most at home in; school culture, artistic culture or drama culture. Through auto-ethnographic-inspired poems the drama pedagogues' personality and role are interpreted. The poems imply that the two drama pedagogues are differently secure in their roles within the artistic sphere. It is also possible to interpret the drama pedagogue’s role in reflecting the theme of the artistic work.

  • 21.
    Cedervall, Sofia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Chester.
    Put them in play - a story about stories.: Rollspel som analysmetod i ett forskningsprojekt2017Conference paper (Other academic)
  • 22.
    Cedervall, Sofia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Chester.
    What does research say about artists and schools in collaboration?: A glance on 30 years of projects, policies, evaluation and research in Sweden and UK.2012In: Högre nationellt seminarum för dramaforskning, Stockholms Universitet 14/12 2012, 2012Conference paper (Other academic)
  • 23.
    Cedervall, Sofia
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Szatek, Elsa
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Arts-based research: drama som forskningsmetod2017Conference paper (Other academic)
  • 24. Dahlstedt, Magnus
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Dalarna University, Sweden; University of Skövde, Sweden.
    Ana’s Tragedy – and Europe’s: A Contemplation over Romani, belonging and the conditioned citizenship making in a Europe of Migration2016In: European Journal of Futures Research, ISSN 2195-4194, E-ISSN 2195-2248, Vol. 4, no 1, article id UNSP 16Article in journal (Refereed)
    Abstract [en]

    This article deals with the notion of belonging in today’s multi-ethnic Sweden and hints at perpectives of future European identity-building. On the basis of Frantz Fanon’s understanding of colonialism and the colonized mentality as theoretical, the article deals with the situation of Roma in Sweden – and Europe. With the story of a young Roma woman that has migrated to Sweden from Hungary as point of departure, the article addresses the situation for Romani people, but also for other migrants in Europe, with particular focus on who are allowed to belong to the community of Swedish and European citizens, and who are not.

  • 25.
    Ekendahl, Ingegerd
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Nohagen, Lars
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Sandahl, Johan
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Undervisa i samhällskunskap: en ämnesdidaktisk introduktion2015Book (Other academic)
    Abstract [sv]

    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.

  • 26. Ekström, Linda
    et al.
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    How much politics is there? Students’ understandings of the role of values in political science2017Conference paper (Other academic)
  • 27. Ekström, Linda
    et al.
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    How much politics is there? Students’ understandings of the role of values in political science2017In: Nofa6: Abstracts, 2017Conference paper (Other academic)
  • 28. Ekström, Linda
    et al.
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    How much politics is there? Students’ understandings of the role of values in political science2017In: EARLI 2017 Book of Abstracts, Leuven, 2017, p. 193-193Conference paper (Other academic)
  • 29. Ekström, Linda
    et al.
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    What's positive about positive rights? Students' everyday understandings and the challenges of teaching political science2016Conference paper (Other academic)
  • 30. Ekström, Linda
    et al.
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    "What’s Positive About Positive Rights?" Students’ Everyday Understandings and the Challenges of Teaching Political Science2018In: Journal of Political Science Education, ISSN 1551-2169, E-ISSN 1551-2177, Vol. 14, no 1, p. 1-16Article in journal (Refereed)
    Abstract [en]

    A review of research into teaching and learning in political science education concludes that this literature emphasizes student outcomes and “show and tell” descriptions of pedagogical interventions (Craig 2014 Craig, John. 2014. “What Have We Been Writing About? Patterns and Trends in the Scholarship of Teaching and Learning in Political Science.” Journal of Political Science Education 10 (1):23–36.[Taylor & Francis Online], [Google Scholar]). The present study instead aims to open the “black box” of conceptual learning in political science, illustrating the ambiguous role that everyday understandings of core concepts may play in the learning process. Starting from the conceptual change literature, we present findings on how everyday understandings influence learning regarding the concepts of “positive rights” and “anarchy,” resulting in various learning difficulties. The results suggest that teaching needs to explore and explain differences in meaning between scientific and everyday understandings.

  • 31. Ekström, Linda
    et al.
    Lundholm, Cecilia H.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    What's positive about positive rights? Students' everyday understandings and the challenges of teaching political science2016Conference paper (Other academic)
  • 32.
    Engdahl, Christopher
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    The Transtemporality of Online Performance2016In: Performance Research, ISSN 1352-8165, E-ISSN 1469-9990, Vol. 21, no 5, p. 107-110Article in journal (Refereed)
    Abstract [en]

    This article examines notions of temporality of online performance as a way to rethink earlier debates about performance ontologies. Today, online, and increasingly mobile, technological activities such as photo and video sharing, instant messaging, blogging and social networking organise around performance practitioners' day-to-day existence. In this networked society, performances are constantly mediated through the prism of myriads of digital platforms. Because performances are enacted within or supported by digitally mediated networks and, this is crucial, they incessantly expand temporally, I will refer to online performance in terms of transtemporality, rather than depend on an ontology of unmediation and presence. I depart from Rebecca Schneider's Performance Remains (2011) where she argues how notions of performance, reiteration and documentation are intertwined and contingent, and from the recent performative answers to the logic of the archive found in Amelia Jones's and Adrian Heathfield's anthology Perform Repeat Record: Live Art in History (2012). I argue, by illustrations of Adam Weinert's performance work (2013-2014) as well as my own (2010-2012), that online performance is never fully present but immanently distended through remediation. Performances participate in inherently ruptured transtemporal networks (tweets, reperformances, blogging, video sharing) through which they are continuously remediated and transformed. I propose that online performance even might suggest that performance continuously escapes a sense of Being. Performance's ontology, or rather its ontogenesis proposed by Heathfield (2012), resides with the elements of transformation inherent in its online remediations.

  • 33. Eriksson, Helena
    et al.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Matematik som teoretiskt arbete - utveckling av matematiska modeller för rationella tal i åk 42016In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 4, no 1, p. 6-24Article in journal (Refereed)
    Abstract [en]

    The teaching of rational numbers to young students (grade 4-6) is known to be difficult. It is for instance difficult for students to understand that fractions and decimal numbers may represent the same value, or that fraction has a specific place on the number line, i.e. that it is a number among other numbers. The purpose of this article is to discuss and exemplify how students can be involved in a theoretical exploration of fractions as numbers. The basis of the students’ exploration was a designed situation where they were to make measurements of wooden rods where the measurements did not make an equal, i.e. “a little bit” was missing. With these measurements students in joint discussions were able to design a general model for fractions. Such a model could be used as a tool in discussions of “the whole” and “its parts” in fractions. The article is based on data from a series of Learning studies conducted in a grade 4 in an intercultural school in 2012-2013.

  • 34.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Delad kompetens i gymnasiesärskolans berättelseskrivande – ett sociokulturellt perspektiv på lärande och utveckling: Modul: Narrativt skrivande. Del 2: Lärandeteoretiska utgångspunkter2017Other (Other academic)
    Abstract [sv]

    Den här artikeln syftar till att kunna fungera som ett diskussionsunderlag för lärare i arbetet med att utveckla elevers förmåga till berättelseskrivande. Utifrån ett sociokulturellt perspektiv och framför allt Vygotskijs arbete presenteras och diskuteras några möjliga konsekvenser för hur undervisning kan organiseras, i syfte att optimera elevernas lärande. Vygotskij (1963, 2001) beskriver individers lärande som i första hand en fråga om att få tillgång till kulturellt utvecklade kunskaper.

  • 35.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Lesson och Learning study: modeller för undervisningsutvecklande forskning2016In: Lesson Study i en nordisk kontekst / [ed] Bjørg Oddrun Hallås, Gerd Grimsæth, Oslo: Gyldendal Akademisk, 2016, p. 14-32Chapter in book (Refereed)
    Abstract [sv]

    I det här kapitlet diskuteras hur modellerna Lesson Study och Learning Study kan användas av lärare för ämnesdidaktisk (fagdidaktisk) undervisningsutvecklande forskning. Motivet till detta ligger framför allt i att den dominerande föreställningen är att pedagogisk och didaktisk forskning är en fråga för universitet och högskola och att lärare ska ta tillvara och tillämpa forskningsresultaten. Lärare ses således som kunskapskonsumenter. Den idag allt ökande användningen av Lesson Study och Learning Study motiveras också ofta som redskap för lärares lärande och/eller kollegialt lärande. Men båda modellerna kan också fungera som redskap för en ny typ av kvalificerad forskning som bedrivs i den praktik där problemen kan identifieras och lösningarna kan prövas. Frågor som diskuteras i kapitlet är: Vilken typ av ämnesdidaktiska kunskaper kan utvecklas i en Lesson eller Learning Study? Hur kan dessa kunskaper dokumenteras, granskas och spridas på ett sätt som motsvarar vetenskapliga krav?

  • 36.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Lärandeverksamhet som redskap i en Learning study2017In: Undervisningsutvecklande forskning: exemplet Learning study / [ed] Ingrid Carlgren, Malmö: Gleerups Utbildning AB, 2017, p. 61-84Chapter in book (Refereed)
  • 37.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Stockholm Teaching & Learning Study, STLS – En samverkansplattform för ämnesdidaktisk praktiknära forskning2016Report (Other academic)
  • 38.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Jansson, Anders
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Designing Algebraic Tasks for 7-Year-Old Students: a Pilot Project Inspired by Davydov’s Learning Activity Concept2017In: International Journal for Mathematics Teaching and Learning, ISSN 1473-0111, E-ISSN 1473-0111, Vol. 18, no 2, p. 257-272Article in journal (Refereed)
    Abstract [en]

    The issue of this article is to identify and discuss what conditions may be necessary to build into tasks to make it likely for students to be involved in an algebraic Learning Activity inspired by Davydov. Data from a pilot study was used in which a group of students (N=28) in grade 1 (7-year-olds) were invited to participate in discussions and laborations of how to decide whether two or more variables are equal or not, and making unequal “variables” equal by the help of measurement, abstract symbols and relational material. Three tasks were designed and from the analysis we will highlight five requirements for tasks that have the potential to enable students to engage in an algebraic learning activity.

  • 39.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Lindberg, Viveca
    Enriching learning activities with epistemic practices – enhancing students’ agency and epistemic authority2016In: Att ta utbildningens komplexitet på allvar : En vänskrift till Eva Forsberg / [ed] Maja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Román, Wieland Wermke, Uppsala: Uppsala universitet, 2016, p. 82-97Chapter in book (Other academic)
  • 40.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Lindberg, Viveca
    Enriching ‘learning activity’ with ‘epistemic practices’ – enhancing students’ epistemic agency and authority2016In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 2, no 1, article id 32432Article in journal (Refereed)
    Abstract [en]

    This article is an unchanged, re-published version of: Inger Eriksson & Viveca Lindberg, ‘Enriching learning activities with epistemic practices – enhancing students’ epistemic agency and authority’, with Maja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Román (2016), Att ta utbildningens komplexitet på allvar. En vänskrift till Eva Forsberg, Uppsala Universitet: Uppsala Studies in Education 138.

  • 41.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Lindberg, Viveca
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Talet om måluppfyllelse och dess konsekvenser för kunskapsuppdraget2018In: Lärares bedömningsarbete: förhållningssätt, villkor, agens / [ed] Viveca Lindberg, Inger Eriksson, Astrid Pettersson, Stockholm: Natur och kultur, 2018, p. 43-68Chapter in book (Other academic)
    Abstract [sv]

    Syftet med detta kapitel är att bidra till en diskussion kring vilka konsekvenser den starka fokuseringen på måluppfyllelse och att nå målen kan ha för undervisningens utformning och elevernas kunskapsutveckling i dagens svenska skola. Vad menas med högmåluppfyllelse eller att nå målen? Vad antas bidra till en högmåluppfyllelse? Vilken betydelse tillskrivs fenomen som formativ bedömning och synligt lärande, som pedagogiska lösningar för ökad måluppfyllelse? Kapitlet inleds med en kortare tillbakablick över hur de svenska lärarna har uppfattat de senaste decenniernas läroplansreformer med avseende på undervisning och bedömning. Syftet är att ge en bakgrund till hur och vad som har förändrats. Därefter presenteras en analys av olika webbaserade texter som berör måluppfyllelse. Kapitlet avlutas med en diskussion om hur måluppfyllelse och formativ bedömning kan förstås i relation till läroplanens långsiktiga mål och det kunskapsperspektiv som läroplanen vilar på.

  • 42.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Lindberg, VivecaStockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.Pettersson, AstridStockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Lärares bedömningsarbete : förutsättningar, villkor, agens2018Collection (editor) (Other academic)
    Abstract [sv]

    Sverige hör till de länder i världen som bytt betygssystem oftast, vilket inneburit att vi vid ett flertal tillfällen satt rättssäkerheten gällande bedömning ur spel. Forskning visar nämligen att det tar lång tid att utveckla den förtrogenhet med betygsskala, mål, kriterier, kunskapsområden och nationella prov, som behövs för en välgrundad, likvärdig bedömning. Eftersom lärare vid betygsreformerna i praktiken gjorts till nybörjare i bedömningsarbetet, har utomstående aktörer fått utrymme att dominera debatten. Kritiken gällande felaktiga bedömningar och bristande likvärdighet har då oftast ensidigt riktats mot lärares bedömningsarbete, utan hänsyn till det sammanhang och system som arbetet ingår i. Boken Lärares bedömningsarbete vill balansera bedömningsdebatten genom att öka förståelsen för hur arbetet påverkas av avgörande faktorer som ligger utanför klasslärarens inflytande och ansvar. Boken vänder sig till lärare, lärarstudenter och beslutsfattare i syfte att belysa lärares förutsättningar och villkor för agens att bedriva ett professionellt bedömningsarbete.

  • 43.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Lindberg, Viveca
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Pettersson, Astrid
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Lärares bedömningsarbete: en inramning2018In: Lärares bedömningsarbete: förhållningssätt, villkor, agens / [ed] Viveca Lindberg, Inger Eriksson, Astrid Pettersson, Stockholm: Natur och kultur, 2018, p. 5-16Chapter in book (Other academic)
  • 44.
    Eriksson, Inger
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Polotskaia, Elena
    Editorial2017In: International Journal for Mathematics Teaching and Learning, ISSN 1473-0111, E-ISSN 1473-0111, Vol. 18, no 2, p. 132-135Article in journal (Other academic)
    Abstract [en]

    This special issue is devoted to Vasily Davydov and the ground-breaking work that he introduced together with Daniil Elkonin. Their work, substantiated by many years of rigorous experiments, presents a theoretical extension and an educational concretisation of foremost Lev Semyonovich Vygotsky’s cultural historical theory and Alexei Leontiev’s activity theory. In the West, the curriculum in mathematics for the youngest students stemming from Davydov’s longitudinal series of experimentsis most known as the Davydov curriculumor program. Jean Schmittau together with her colleague Ann Morris is perhaps among the first to “import” the Davydov program into the US (Schmittau & Morris, 2004). There are other established implementations of the Davydov curriculume specially in the US, such as the project “Measure up” in Hawaii led by Barbara Dougherty (Dougherty & Slovin, 2004). More recently, Martin Simon (Simon & Placa, 2012) has been leading a five-year research project inquiry into the mechanisms of mathematics conceptual learning, where the Davydov curriculum is used as the main framework to shift the curriculum in mathematics education in the US. To date, the program has become known in other countries as well and a growing number of researchers are exploring its tenets and potential implications in mathematics education. Interestingly, the Davydov program is more frequently referred to within the research field of early algebraisation (see for e.g.,Cai & Knuth, 2011) and researchers are looking to Davydov’s heritage as a source of inspiration for new developments and new perspectives on what and how to teach elementary mathematics, thus introducing a new paradigm of psychological, mathematical, and pedagogical knowledge in the field of mathematics education.

  • 45.
    Fahlander, Kajsa
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    "En tyst revolution": Gymnasielärares syn på användning av olika perspektiv i historieämnet.2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to the steering documents from the Education administration (Skolverket), history in upper secondary schools should teach students to approach history from “different perspectives”. In this paper, I interviewed five history teachers regarding their interpretation of phrasing with regard to the subject of “perspectives”. The study aims to give insight into what kind of content the formulations of the Education administration result in, when interpreted by the teachers. It investigate what the teachers in the study think a “perspective” is, and what it means to teach history from different ditto. Which perspectives are the focuses of their history courses? I also discuss what the purpose and end of using different perspectives in history education is perceived to be, from what the interviews can reveal. For this I use Gert Biestas theory that suggests that good education aim at either qualification, socialisation of subjectification.

    The result show that all the teachers in the study primarly connect perspectives to different groups. Students should be allowed to to focus on the history of different category’s of people, or use their historical empathy to understand the view of others. The groups of people that the respondents most often accentuated in the interviews where people from different social classes, women, as well as different groups of people that experienced the European colonialism in the 18th and 19th century. The teacher’s in my study also described the usage of “different perspectives” in another way. They talked of this activity in terms of teaching students critically thinking and examining the subject of history as a science. To teach from “different perspectives” could, in this kind of answer, be to have student’s examine historical knowledge as a constructed product and teach them to analyse historical narratives critically. Other, less prominent interpretations involved “perspectives” as referring to different disciplines within the subject of history – such as social history, economical history or political history.

    When examining what aims the teachers seem to have with their described usage of perspectives I found that they often seem to emphasise the important of the students becoming analytic, critical thinking, capable individuals. I also found that the teachers many times want to pass on social norms and values, make the students tolerant and empathetic. They also want to start processes where the students ask themselves existential questions or find help in orientating themselves in social structures and form identities. Also, the respondents often expressed ideas of history as an emancipating subject where the exposing of structures and historical injustices could counteract power structures in the present. 

  • 46. Fejes, Andreas
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Dalarna University, Sweden; Skövde University, Sweden.
    Rahm, Lina
    Dahlstedt, Magnus
    Sandberg, Fredrik
    Individualisation in Swedish Adult Education and the Shaping of Neo-liberal Subjectivities2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 3, p. 461-473Article in journal (Refereed)
    Abstract [en]

    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?

  • 47. Fejes, Andreas
    et al.
    Sandberg, Fredrik
    Dahlstedt, Magnus
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Högskolan i Skövde.
    The last exodus? Discourses on the production of citizens in adult education2015In: Abstract book, 2015Conference paper (Refereed)
  • 48.
    Fries, Julia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    "Att bli skapande av det nya": Fem dramapedgogers uppfattningar av drama som verktyg i vuxnas lärande för hållbar utveckling2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This dissertation gives a back-ground presenting what Education for Sustainable Development (ESD) and pedagogical drama is, and it presents research on drama-use in ESD. The aim of the study is to explore drama as a tool in adult learning for sustainable development, in a Western context. The assumption is made that drama does have a potential as a tool in learning for sustainable development, and the question of how is raised. The study has a qualitative approach and by interviewing five drama teachers it explores possibilities and difficulties with using drama in ESD and what makes drama useful in ESD. Phenomenography has been used as the method to analyse the phenomenon Drama teachers’ perceptions of drama in adult learning for sustainable development. The result shows both possibilities and difficulties with using drama in ESD and four categories of description are presented: Conditions for Drama, where sufficent time, skills of the leader, ethical awareness and voluntary participation are described as prerequisites for drama. The category Meet is about creating a group climate that is the basis of all drama work. The category Learn is about acquiring knowledge, becoming motivated and equipped to act for sustainable development. Drama is helpful here as it is action-oriented, fun and evokes emotions that can lead on to reflection and motivation.  Create is the last category, where focus is on a deeper understanding of yourself as an actor in a larger context. Drama is described as a tool to become a co-creator of something new and focus is on a larger societal change, rather than individual behavioural change for sustainable development. Transformative learning is presented as a theoretical framework and the results show that the learning discribed in the category Create can be seen as transformative.

  • 49.
    Frisk, Anna-Karin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Från orsak till mening - att kunna relatera ritualer till centrala tankegångar inom olika religioner2016In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 4, no 1, p. 50-72Article in journal (Refereed)
    Abstract [en]

    This study aims at finding out what it means to be able to relate ritual actions to central ideas in different religions, which is a requirement stated in the Swedish Religous Education curriculum for grade 4 to 6. It. Results show that the ’knowing’ can be seen in two ways: as an ability to explainritual actions from central ideas, or to see that the central ideas give meaning to ritual actions. A conclusion from the results in this study is that an ability to see symbolism in actions can be a subject-specific ability that religious studies could help develop. A discussion relating to knowledge, formation and religious literacy is held. The results further suggest that the Religious Education curriculum needs to be problematized in relation to the phrase ‘knowledge of religions’, as well as to how to develop the specified knowing. Data consists of transcribed records from sound recordings and videodocumentation during a Learning Study in grade 6.

  • 50.
    Frohagen, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Att kunna såga rakt: Om manuell bildning i skolämnet slöjd2016In: Techne series: Research in sloyd education and crafts science. A, ISSN 1238-9501, E-ISSN 1893-1774, Vol. 23, no 2, p. 16-33Article in journal (Refereed)
    Abstract [sv]

    Denna artikel belyser elevers förmåga att såga rakt och syftar till att beskriva innebörder av detta kunnande. Studien tar sin utgångspunkt i att betrakta manuellt arbete med verktyg och material som ett ämnesspecifikt kunnande undervisningen i slöjd syftar till att utveckla. Slöjdkunnande betraktas som en beredskap att i görandet urskilja detaljer och nyanser av manuellt arbete. Kunnande kommer till uttryck i hur någon erfar något. Erfarande kommer i sin tur till uttryck i görandet, i detta fall hur elever på mellanstadiet utför ett manuellt arbete. Elevers sätt att såga rakt kan på så sätt betraktas som ett uttryck för ett specifikt kunnande i slöjdämnet. Ett ökat kunnande innebär ett mer differentierat erfarande i arbetet med att såga rakt, fler detaljer och nyanser av kunnandet urskiljs. Studien vill genom att artikulera vad eleverna kan när de kan såga rakt bidra till utvecklingen av ett språk för att tala om ämnesspecifika förmågor, ett språk vi vet är bristfälligt inte endast i ämnet slöjd utan i skolans ämnen i stort. Att kunna beskriva och visa på vad eleven kan urskilja och kvaliteten i det kunnande som kommer till uttryck när eleven arbetar manuellt är en central del av undervisningen för att åstadkomma lärande i slöjd. Videoempiri av elevers rakt-sågande har legat till grund för en fenomenografisk analys. Denna har resulterat i fyra beskrivningskategorier av sätt att såga rakt och synliggör progression i kunnandet. Empirin har genererats från fyra så kallade för- och eftertest i en learning study i slöjd som genomförts på två kommunala grundskolor i årskurs fem och sex. 

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