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  • 1. Andersson, Anna
    Ett öppet klassrumsklimat är viktigt för elevers demokratilärande2023Other (Other (popular science, discussion, etc.))
    Abstract [sv]

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

  • 2. Andersson, Erik
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University of Skövde, Sweden.
    Political Participation as Public Pedagogy: The Educational Situation in Young People’s Political Conversations in Social Media2014In: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 13, no 4, p. 115-126Article in journal (Refereed)
    Abstract [en]

    In this article we argue that young people’s political participation in the social media can be considered ‘public pedagogy’. The argument builds on a previous empirical analysis of a Swedish net community called Black Heart. Theoretically, the article is based on a particular notion of public pedagogy, education and Hannah Arendt’s expressive agonism. The political participation that takes place in the net community builds up an educational situation that involves central characteristics: communication, community building, a strong content focus and content production, argumentation and rule following. These characteristics pave the way for young people’s public voicing, experiencing, preferences and political interests that guide their everyday political life and learning – a phenomenon that we understand as a form of public pedagogy. 

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    fulltext
  • 3. Blennow, Katarina
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Högskolan Dalarna, Sverige.
    Social studies teaching as webs of narratives2022Conference paper (Other academic)
  • 4.
    Blennow, Katarina
    et al.
    Lunds universitet.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Högskolan Dalarna.
    Students’ narrative action in social science teaching in Swedish upper secondary school: Limitations and openings2023In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, no 2, p. 1-24, article id art nr 4Article in journal (Refereed)
    Abstract [en]

    In this article, we undertake a narrative analysis of social science teaching in Swedish upper secondary school as a case study. In doing so, we want to stress the need to pay attention to the contextual and situated limits and openings of the conceivable repertoire of legitimate stories of social science in the Swedish context and its related research. The students’ attempts at sense making and action in encounters with the subject matter content, approached in terms of emplotments, render visible to what extent and in what ways the students insert cultural narratives into the subject matter teaching repertoire through their own subject storytelling. Furthermore, it indicates the limits and openings of social science teaching as predetermined “truth telling”, that is, as already-established socio-political knowledge repertoires.

    In focusing on students’ unique, situated and collective interweaving of their “own” experiences with established cultural and political knowledge repertoires, we wish to make a case for the potential to renew society and students’ ways of acting and being in this storytelling. If meagre attention is provided to this interweaving, we argue that there is a danger that the renewal of society and of social science education will get lost, or at least disturbed, in an undesirable way.

    Download full text (pdf)
    Blennow and Olson 2023 Students’ narrative action in social science teaching in Swedish upper secondary school: Limitations and openings ADNO
  • 5. Brunila, Kristiina
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Sverige.
    From Welfare To Wellbeing: the politics of Finnish, Swedish and UK education policy2019Conference paper (Refereed)
    Abstract [sv]

    The amount of public debate and media attention concerning mental health problems, stress and anxiety among young people in education in Western Europe has reached record levels while the therapeutic ethos has prompted considerable changes in educational and cross-sectoral policies.  Psycho-emotional wellbeing of young people has become a central concern, youth support systems have increased, and educational policies have aligned with therapeutic ethos. This trend is marked out by a more general shift of policy agendas where the former stress on welfare regimes is replaced for a stress on individual and psycho-emotional wellbeing and therapeutic regimes. Accordingly, psychologically and therapeutically oriented language has become prevalent in cross-sectoral policies as well as in social and cultural practices in Europe (e.g. Madsen, 2018; Wright, 2011; Ecclestone & Brunila, 2015; Brunila, 2017; Brunila, forthcoming; Gillies et al 2017; Irisdotter Aldenmyr & Olson, 2016; Fejes, 2008).

    Earlier research has linked the neoliberalization of the welfare state to the rise of therapeutic ethos (e.g. Brunila & Ylöstalo, forthcoming; Wright, 2011; Isin, 2004). We argue that therapeutic ethos works in accordance to neoliberalization because they aim at producing resilient citizens who provide for their own needs and develop their competitiveness (see also, Brunila & al., forthcoming; Kananen, 2012, Kantola, 2003). As a result of this shift, political claims are today being made on the basis of inherent mental and psycho-emotional vulnerabilities while long established education political demands for recognition among different individuals and groups have resulted in therapeutic implementations (Ecclestone & Hayes, 2005; Brunila & Rossi, 2016). The rise of the so-called psy-discourses (e.g. psychology, psychiatry, psychoanalysis) in education can be seen as closely allied with this shift (Rose, 1998; Petersen & Millei, 2016). What is new is not the policy phenomenon as such, but rather the very mainstreaming of mental-health categories in education policy and in other areas, such as public health and social workers’ (and the police’s) policy and practical programmes. Followed by an altered way in which the very meaning and public/common understanding of mental health has changed in these policy agendas.

    Heavy stress on psychology as an ‘explicatory’ discipline to young people’s (ill)health and wellbeing has hitherto, it seems, become more common than before (Brunila & al., forthcoming; Gillies 2016; Honkasilta, 2017). Mental health categories have been inflated to embrace a much wider span of the population. This tendency is in line with the international trend, where the diagnostic categories seem to have tripled in the world, and that the threshold of what counts as a disorder kept falling until it includes embarrassment at meeting people (social phobia), according to different editions of the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders, XX).

    With McLaughlin (2012) this trend might be depicted as an altered conception of ‘respect’. A tendency that has its roots in the current state of the art, where the welfare regimes of Western Europe seem to have substituted psychic goods for material wellbeing. This state of the art can be seen as a part of a general decline of social struggles over wages and incomes, connected with the state’s attempts to reconnect with a more individuated citizenry.

    In this paper, the different ways in which this intricate travelling policy (Alexiadou, 2005) – from welfare to wellbeing - is being handled at education policy level in three different national contexts in Western Europe; Finland, Sweden and UK. The aim is, more specifically, to present an analysis at policy level of how the governments in these contexts position the issue of wellbeing, and its related packages of health care stemming from other policy fields, within the(ir) politics of education addressing young people enrolled in education.

    Method

    For this presentation, we brought our previously collected data from cross-sectoral and educational policies together to build a theory of the travelling policy ‘from welfare to wellbeing’ in the therapeutic ethos. This enabled us to jointly analyse documents related to educational and cross-sectoral policies in order to define their similarities and differences. We adapted a discursive approach to identify educational policies as discursive practices, emphasizing an analysis of the power relations inherent in them (Bacchi & Bonham, 2014).

    Expected Outcomes

    This presentation deals with the policy shift from welfare to wellbeing, neoliberalization of the welfare state and the rise of the therapeutic ethos. We claim that neoliberal welfare state reform is intensified by therapeutic ethos, as they aim at producing resilient (youth) citizens who provide for their own wellbeing while constantly developing their competitiveness. By treating social problems as questions of individual deficiencies and improvement via the therapeutic ethos, the state is constantly divesting its responsibilities towards its citizens. Analysing recent policy reforms in education in Finland, Sweden and UK, the presentation aims to show how neoliberal welfare state reform is not only intensified by the therapeutic ethos, but that the state also acts as a powerful instrument of this reform.

  • 6. Carlén, Urban
    et al.
    Olson, MariaStockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Perspektiv på gymnasial yrkesutbildning2013Collection (editor) (Refereed)
    Abstract [sv]

    Avsikten med detta temanummer är att synliggöra och problematisera den gymnasiala yrkesutbildningens spänningsfält.I temanumret återfinns bidrag som på olika sätt studerar, belyser och diskuterar hur dessa spänningsfält ger avtryck och sätter möjliga spår av betydelse för både elever, lärare, skola, arbetsplatser och samhälle.

  • 7. 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.

  • 8.
    Dahlstedt, Magnus
    et al.
    Linköpings universitet, Sverige.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Sverige.
    Demokrati: då som nu för alltid2020In: Perspektiv på skolans problem: vad säger forskningen? / [ed] Andreas Fejes, Magnus Dahlstedt, Lund: Studentlitteratur AB, 2020, p. 419-431Chapter in book (Refereed)
  • 9.
    Dahlstedt, Magnus
    et al.
    Linköpings universitet.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Högskolan i Skövde.
    Utbildning, demokrati, medborgarskap2013 (ed. 1)Book (Other academic)
    Abstract [sv]

    Utbildning är inte bara en fråga om kunskaper och färdigheter, utan också om att forma morgondagens medborgare. Vilken roll har utbildning i samhällsbygget och vilken roll bör den ha? Vad är det för slags medborgare som ska fostras och för vilket samhälle? Dessa frågor debatteras ofta.

    Den här boken handlar om utbildning som medborgarfostran och vilken sorts samhälle denna skapar. Med utgångspunkt i efterkrigstidens Sverige visar författarna hur medborgarfostran har tagit form och hur den har förändrats över tid. Boken gör nedslag vid fyra olika tidpunkter: 1940-talet, 1960-talet, 1990-talet och tidigt 2000-tal. Vid var och en av dessa tidpunkter visar författarna vilken slags medborgare utbildningen fostrar till, hur det går till och vilket samhälle individen fostras för.

    UTBILDNING, DEMOKRATI, MEDBORGARSKAP bidrar inte bara med kunskaper om det förflutna utan även, och framför allt, till en ökad förståelse av samtiden och av de vägval som pedagoger står inför när det gäller att fostra medborgare i det nya millenniet.

  • 10. Dahlstedt, Magnus
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Sverige.
    Utbildning, demokrati, medborgarskap2019 (ed. 2)Book (Other academic)
    Abstract [sv]

    Utbildning är inte bara en fråga om kunskaper och färdigheter, utan också om att forma morgondagens medborgare. Vilken roll har utbildning i samhällsbygget och vilken roll bör den ha? Vad är det för slags medborgare som ska fostras och för vilket samhälle?

    Den här boken handlar om utbildning som medborgarfostran och vilken sorts samhälle denna skapar. Med utgångspunkt i efterkrigstidens Sverige visar författarna hur medborgarfostran har tagit form och hur den har förändrats över tid. Boken gör nedslag vid fyra olika tidpunkter: 1940-talet, 1960-talet, 1990-talet och tidigt 2000-tal. Vid var och en av dessa tidpunkter visar författarna vilken slags medborgare utbildningen fostrar till, hur det går till och vilket samhälle individen fostras för.

    Utbildning, demokrati, medborgarskap bidrar inte bara med kunskaper om det förflutna utan även till en ökad förståelse av samtiden och de vägval som pedagoger står inför. Den nya upplagan är uppdaterad utifrån aktuella samhällsförändringar och debatter om migration, växande populism, kunskapsmätningar och marknadsstyrning.

  • 11. Edling, Silvia
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Högskolan i Skövde, Sverige.
    Liljestrand, Johan
    Demokratiperspektiver i svensk lærerutdanning: Tre om svensk lærerutdanning2013In: Demokrati og lærerbevissthet: Konferanserapport / [ed] Dag Fjeldstad, Rolf Mikkelsen, Oslo: Institutt for lærerutdanning og skoleforskning, Universitetet i Oslo , 2013, p. 81-96Conference paper (Other academic)
  • 12. Fejes, Andreas
    et al.
    Dahlstedt, Magnus
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Dalarna University, Sweden.
    Sandberg, Fredrik
    Adult Education and the Formation of Citizens: A critical Interrogation2018Book (Refereed)
    Abstract [en]

    Adult Education and the Formation of Citizens turns attention towards normative claims about who adults should become through education, and what capacities and skills adults need to develop to become included in society as ‘full’ citizens. Through these debates, adults are construed as not yet citizens, despite already being citizens in a formal sense; this book problematises such regimes of truth and their related notions of the possibilities and impossibilities of adult education and citizenship.

    Drawing on empirical examples from the two main adult education institutions in Sweden, folk high schools and municipal adult education, it argues that, through current regimes of truth, these institutions become spaces for the re-shaping of the "abnormal" citizen. The book suggests that only certain futures of citizenship and its educational provision are made possible, while other futures are ignored or even made impossible to imagine. Offering a unique focus on critically problematising the role of adult education in relation to the fostering and shaping of citizens, the book addresses the important contemporary challenges of the role of adult education in a time of migration.

    Adult Education and the Formation of Citizens will be of great interest to academics, researchers and postgraduate students in the fields of adult education, lifelong learning and education.

  • 13. Fejes, Andreas
    et al.
    Dahlstedt, Magnus
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Sverige.
    Sandberg, Fredrik
    Medborgarskap och utbildning för vuxna: Om Komvux, folkhögskola och medborgarskapandets praktiker2018Book (Other academic)
    Abstract [sv]

    Utbildning för vuxna lyfts ofta fram som en lösning på en rad aktuella samhällsutmaningar. Allt från miljöfrågor till den mer övergripande målsättningen att skapa ekonomisk tillväxt. Men vuxenutbildningen har också ett tydligt demokratiskt och medborgerligt uppdrag och i denna bok utforskas detta medborgerliga uppdrag utifrån dess grundläggande antaganden, verkningssätt och konsekvenser. Det är en berättelse som å ena sidan handlar om inkludering, erkännande, framtidstro och realiserandet av drömmar, å andra sidan om normalisering, exkludering och villkorad gemenskap. Med andra ord, att bli en god samhällsmedborgare handlar inte enbart om att tillägna sig relevant kunskap. Det är lika mycket en process av att forma en person – dennes självuppfattning och -uttryck – vilket öppnar upp för en diskussion om gränserna för vuxenutbildningens uppdrag.


    Boken vänder sig till studenter inom lärarutbildningarna, yrkes- verksamma lärare, skolledare, studievägledare, folkbildare och politiker som intresserar sig för frågor om vuxenutbildningens och folkbildningens roll i att fostra framtida medborgare.

  • 14. Fejes, Andreas
    et al.
    Dahlstedt, Magnus
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Dalarna University, Sweden.
    Sandberg, Fredrik
    Rahm, Lina
    Individualisation in Swedish Adult Education2016Conference paper (Other academic)
  • 15. Fejes, Andreas
    et al.
    Dahlstedt, Magnus
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Dalarna University, Sweden.
    Sandberg, Fredrik
    Rahm, Lina
    The shaping neoliberal subjectivities: Dissonant futures2016Conference paper (Other academic)
  • 16. Fejes, Andreas
    et al.
    Dahlstedt, Magnus
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Dalarna University, Sweden.
    Sandberg, Fredrik
    Rahm, Lina
    To belong - or not to belong: Negotiating citizenship in an age of migration2016Conference paper (Other academic)
  • 17. 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?

  • 18. Fejes, Andreas
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Högskolan Dalarna, Högskolan i Skövde.
    Rahm, Lina
    Dahlstedt, Magnus
    Sandberg, Fredrik
    Individualisering genom det kollektiva i svensk folkhögskola2015Conference paper (Other academic)
    Abstract [en]

    The aim of this paper presentation is to identify how the principles of democracy and the market are played out in Swedish adult education. More specifically, we focus on how collective and individually oriented notions of what it means to be a citizen, shape student subjectivity. By focusing on both formal adult education (municipal adult education) and non-formal adult education (folk high schools) we wish to illustrate how these principles are mobilized differently, thus shaping different kinds of citizen subjectivities. Drawing on a post structural theorization inspired by the work of Michel Foucault, we analyse interviews with students and teachers at one school for municipal adult education, as well as one folk high school. Our analysis illustrates how an individually oriented citizen is shaped through discourses mobilized in both settings. However, in the folk highs school, individualization is shaped through discourses on collectivization. We argue that such shaping are in line with neoliberal forms of governance.

  • 19. 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)
  • 20. Henriksson Persson, Anna
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Högskolan i Skövde, Sverige.
    Att göra demokrati i samhällskunskapsundervisning på mellanstadiet2016In: SO-undervisning på mellanstadiet: forskning och praktik / [ed] Maria Olson, Sara Irisdotter Aldenmyr, Malmö: Gleerups Utbildning AB, 2016, p. 139-158Chapter in book (Other academic)
  • 21.
    Irisdotter Aldenmyr, Sara
    et al.
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Jepson Wigg, Ulrika
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Risk and Opportunities in Face-to Face Meetings. Empowering Students as Active Citizens in Neo Liberal Times2010In: Active Citizenship in Neo Liberal Times, 2010Conference paper (Refereed)
    Abstract [en]

    Educating for active citizenship is a pressing issue for educational policymaking in the Nordic countries, not least in the current neoliberal climate defined by economic and social change and by calls from different quarters for increased pluralism. Growing demands from the European Union on its member states to provide for active citizens through education fuels this task. In this text, Swedish education policy will be taken as a case in point in order to highlight how this issue is being handled in this Nordic policy setting. It is argued that its citizen fostering agenda is marked out by a deepened neoliberal orientation as regards the depiction of citizenship. This deepening takes place in the face of a historical rupture in Swedish education policy on citizenship, and consists of a replacement of the historically established society-centred citizenship with a consumer-oriented one that centres on the individual and on ‘freedom of choice’ as vital hubs. It is further argued that this shift highlights two problematic notions involved in the prevalent, neo liberally oriented framing of active citizenship through education: it tends to gloss over collective and antagonistic dimensions of citizenship necessary for encountering today’s societal demands. By drawing on Chantal Mouffe’s (2005, 2009) conceptualisation of 'the political' the overall aim of this text is highlighted: to seek for feasible openings for an altered way of framing the concept of active citizenship, where education is not depicted in terms of choice, but in terms of voice.

  • 22.
    Irisdotter Aldenmyr, Sara
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Jepson Wigg, Ulrika
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University of Skövde, Sweden.
    Worries and possibilities in active citizenship: Three Swedish educational contexts2012In: Education, Citizenship and Social Justice, ISSN 1746-1979, E-ISSN 1746-1987, Vol. 7, no 3, p. 255-270Article in journal (Refereed)
    Abstract [en]

    This article examines how the concept of active citizenship has been given a neo-liberal character byexamining practice in three different educational contexts in Sweden. The concept of active citizenshiphas become influential in educational policy and practice throughout the European Union. The aim of thisarticle is to highlight concerns at how this concept has come to be re-shaped by neo-liberal principles inSwedish education. The analysis highlights three themes, based on voice, ethical awareness and complexityand mutuality of lived experience, and argues that they provide the basis for a shift away from the presentneo-liberal colouring of the concept.

    Download full text (pdf)
    fulltext
  • 23.
    Irisdotter Aldenmyr, Sara
    et al.
    Högskolan Dalarna, Sverige.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Sverige.
    Den otillräckliga läraren?2020In: Perspektiv på skolans problem: vad säger forskningen? / [ed] Andreas Fejes, Magnus Dahlstedt, Lund: Studentlitteratur AB, 2020, p. 85-96Chapter in book (Refereed)
  • 24. Irisdotter Aldenmyr, Sara
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Ethical and Care-Oriented, but Still Psychological and ‘At Risk’: Teachers’ Constructions of Young People’s Transition from School to Society2020In: Youth on the Move: Tendencies and Tensions in Youth Policies and Practices / [ed] Kristiina Brunila, Lisbeth Lundahl, Helskinki: Helsinki University Press, 2020, p. 167-184Chapter in book (Refereed)
    Download full text (pdf)
    fulltext
  • 25.
    Irisdotter Aldenmyr, Sara
    et al.
    Högskolan Dalarna.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna.
    The inward turn in therapeutic education: an individual enterprise promoted in the name of the common good2016In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 24, no 3, p. 387-400Article in journal (Refereed)
    Abstract [en]

    In this paper, focus rests on the relatively new international phenomenon of therapeutic education. Taking in the fact that this phenomenon is part of the schools’ assigned task to see to the formation of young people, the aim of the paper is twofold: to highlight what rationales that emerge in the formation of young people’s emotions in school, and to discuss these rationales in terms of vital principles of public education for the common good in society. The results are based on an empirical case study of ten Swedish teachers involved in the so-called Life Competence Education, which serves as a contextualisation of this phenomenon. Two rationales of this formation stand out as key; the seriousness of the inward turn of the individual, and the crucial step of sharing one’s innermost. Although these rationales involve collective notions of the students’ emotional well-being, they are quite firmly anchored, we argue, in the single individuals’ well-being.

  • 26. Irisdotter Aldenmyr, Sara
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Dalarna University, Sweden.
    The therapeutic trend in youth education: A question of finding one’s ‘innermost’ in order to become more qualified coll2016In: Book of Abstracts, 2016, p. 249-249Conference paper (Refereed)
  • 27.
    Jägerskog, Ann-Sofie
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Halvarson Britton, Therese
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Sverige.
    Agens och existens i ämnesundervisningen: Medborgarbildningen i religionskunskap, psykologi och samhällskunskap2021Conference paper (Other academic)
    Abstract [sv]

    I denna paperpresentation, baserad på en artikel, är syftet att på teoretisk grund, med nedslag i tre skolämnen, dels argumentera för en vidgad förståelse av skolans och ämnesundervisningens medborgarbildande uppgift, dels visa vad denna kan betyda för ämnesundervisningen. Med inspirerad utgångspunkt i Hannah Arendt (2004, 2013) a) argumenterar vi för vikten av att denna uppgift innefattar både agens- och existensdimensioner, och b) konkretiserar vad de två dimensionerna kan innefatta i skolämnena religionskunskap, psykologi och samhällskunskap (på högstadiet och gymnasiet). Den vidgade förståelsen av ämnesundervisningens medborgarbildande uppgift innebär en inkludering av existensdimensioner på ett sätt som för med sig både möjligheter och utmaningar. Dessa behöver uppmärksammas och hanteras på ämnesspecifika vis. Ett förslag på hur detta kan göras lyfts fram, där utgångspunkt tas i Eamonn Callans (2016) begreppspar ‘dignity safe’ och ‘intellectually unsafe’ space. Avslutningsvis lyfts möjliga implikationer för utformandet av en ämnesundervisning som innefattar en vidgad medborgarbildande uppgift. Sammantaget är ambitionen att bidra till ämnesdidaktisk forskning och ämnesundervisningsutveckling med utgångspunkt i frågan om ämnesundervisningens medborgarbildande uppdrag.

  • 28.
    Jägerskog, Ann-Sofie
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Fryshusets gymnasium.
    Halvarson Britton, Thérèse
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Globala gymnasiet.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Högskolan Dalarna.
    Agens och existens i ämnesundervisningen: medborgarbildning i religionskunskap, psykologi och samhällskunskap2022In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, ISSN 2000-9879, no 4, p. 1-26Article in journal (Refereed)
    Abstract [en]

    The purpose of the article is twofold. Firstly, the ambition is to argue on a theoretical basis, with exemplification in three school subjects in Sweden - religious education, psychology and social studies, for a widening of the understanding of the citizenship education assignment of schools and subject teaching and the point in doing so. Secondly, the ambition is to show what this can mean specifically in relation to the subject teaching of these three school subjects in Swedish primary school and in upper secondary school. The starting point in the argumentation is taken from Hannah Arendt's thoughts on education, man and existence (2004, 1958/2013). The argument leads to the notion that the citizen-forming task of subject teaching not only needs to include agency dimensions - students' 'doing', their opportunities for action and readiness for action in society and in the world - but also existential dimensions - students' 'being in society and the world', their opportunities to grow as unique people in the meeting with subject teaching. As agency dimensions seem to be more elaborated in current subject didactic research than existential dimensions, the ambition in the article is to elaborate in an in-depth manner how existential dimensions can be depicted and the importance of them

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    Jägerskog, Halvarson Britton 2022 Agens och existens i ämmesundervisningen
  • 29. Liljestrand, Johan
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Dalarna University, Sweden; University of Skövde, Sweden.
    The (educational) meaning of religion as a quality of liberal democratic citizenship2016In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 48, no 2, p. 151-166Article in journal (Refereed)
    Abstract [en]

    Religion has become a prominent issue in times of pluralism and in relation to citizenship in school and in society. As religious education (RE) is assigned to be one of the main school subject where issues of what religion is are to be raised, RE teachers’ conceptualizations of religion are of vital concern to investigate. In this article, RE teachers’ descriptions of ‘religion’ are scrutinized and analysed in terms of implications for citizenship with special regard to the role of RE. Three vital conceptions of religion emerge in teachers’ descriptions. First, religion is mainly individual or private, secondly, it denotes ethical guidance, and thirdly, it relates to sociocultural systems for thinking. Taken together, these conceptualizations share two characteristics about religion: religion as being individual-centred and private, and religion as being mind oriented. Out of this analysis, we discuss the role of religion and RE in contemporary liberal democratic life in society. The discussion is concluded by addressing two key things; the importance of the RE teacher as a curriculum maker, and the importance of religion and RE as active interventions in today’s contemporary discussion about pluralism in liberal democratic societies.

  • 30. Nicoll, Katherine
    et al.
    Fejes, Andreas
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University of Skovde .
    Dahlstedt, Magnus
    Biesta, Gert
    Opening discourses of citizenship education: a theorization with Foucault2013In: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 28, no 6, p. 828-846Article in journal (Refereed)
    Abstract [en]

    We argue two major difficulties in current discourses of citizenship education. The first is a relative masking of student discourses of citizenship by positioning students as lacking citizenship and as outside the community that acts. The second is in failing to understand the discursive and material support for citizenship activity. We, thus, argue that it is not a lack of citizenship that education research might address, but identification and exploration of the different forms of citizenship that students already engage in. We offer a fragmentary, poststructuralist theorization oriented to explore the contemporary limits of the necessary', drawing on specific resources from the work of Michel Foucault and others for the constitution of local, partial accounts of citizenship discourses and activities, and exploration of their possibilities and constraints. We argue this as a significant tactic of theorization in support of an opening of discourses of citizenship and in avoiding the discursive difficulties that we have identified. Our theorization, then, is significant in its potential to unsettle discourses that confine contemporary thought regarding citizenship education and support exploration of what might be excessive to that confinement.

  • 31. Nicoll, Kathrine
    et al.
    Fejes, Andreas
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University of Skövde, Sweden.
    Dahlstedt, Magnus
    Biesta, Gert
    Opening discourses of citizenship education: A theorization with Foucault2016In: Michel Foucault and Education Policy Analysis / [ed] Stephen J. Ball, London: Routledge, 2016Chapter in book (Refereed)
  • 32. Nørgaard Kristensen, Niels
    et al.
    Denk, Thomas
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Högskolan Dalarna, Sverige.
    Solhaug, Trond
    Introduction2022In: Perspectives on Political Awareness: Conceptual, Theoretical and Methodological Issues / [ed] Niels Norgaard Kristensen; Thomas Denk; Maria Olson; Trond Solhaug, Springer Nature, 2022, p. 1-12Chapter in book (Other academic)
    Abstract [en]

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

  • 33. Nørgaard Kristensen, Niels
    et al.
    Denk, ThomasOlson, MariaStockholm University, Faculty of Humanities, Department of Teaching and Learning. Dalarna University College, Sweden.Solhaug, Trond
    Perspectives on Political Awareness: Conceptual, Theoretical and Methodological Issues2022Collection (editor) (Other academic)
    Abstract [en]

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

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

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

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    fulltext
  • 34. Olsen, Kathrin
    et al.
    Croydon, Abigail
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Dalarna University, Sweden.
    Jacobsen, Karl Henry
    Pellicano, Elisabeth
    Mapping inclusion of a child with autism in a mainstream kindergarten: how can we move towards more inclusive practices?2019In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 23, no 6, p. 624-638Article in journal (Refereed)
    Abstract [en]

    This study identify and reflect on barriers to inclusion that childrenwith autism can meet in kindergarten. We use a single case studywith participant- and video observation to map inclusion for asingle 5-year-old boy with autism, in a mainstream kindergarten inNorway. Analysis identified three modes of inclusion; distancekeeping,maintaining proximity and interacting. The mappingprocedure demonstrated that barriers to inclusion continue tooperate. The extent of the child’s participation seemed to relateto what he was doing and who he was with; overall, limitedsocial inclusion amongst peers being achieved. Results indicatedthat predictable frameworks and teacher support increasedparticipation. We discuss how participation for children withautism can be promoted. Our study points toward the need toextend current adaptations and support to children with autismwithin the educational settings, to enable a more inclusive practice.

  • 35.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Högskolan i Skövde, Sverige.
    Att 'bilda sig' och att 'bilda sig': Om religionslärarens frirum som medborgarbildare i det nya gymnasiet2013In: Spänningsfyllda erfarenheter: ämnesdidaktik i skilda kontexter / [ed] Geir Skeie, Maria Olson, Stockholm: Stockholms universitets förlag, 2013, p. 51-70Chapter in book (Other academic)
    Abstract [sv]

    I den här texten lyfter jag fram den nya ämnesplanen i religionskunskap på gymnasiet. Syftet med detta är att sätta denna ämnesplan i relation till religionslärarens medborgarbildande uppgift. Med utgångspunkt i bildningsbegreppet diskuteras denna uppgift som en fråga om att se till religionslärarens frirum. Diskussionen utmynnar i ett resonemang om betydelsen av att läraren inte ensidigt ser till vissa bildningsmål i ämnesundervisningen på bekostnad av andra.

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    fulltext
  • 36.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Högskolan i Skövde.
    Att skaffa behörighet – att utveckla yrkeskompetenser?2013Conference paper (Other (popular science, discussion, etc.))
  • 37.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Dalarna University College, Falun, Sweden.
    Bara kunskap räcker inte!2022In: Grundskoletidningen, no 3Article in journal (Other (popular science, discussion, etc.))
  • 38.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Citizen formation: beyond educational practice and policy2010Conference paper (Refereed)
  • 39.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Dalrna University, Sweden; University of Skövde, Sweden.
    Citizenship, education and democratic life: tensions and challenges2015Conference paper (Other academic)
    Abstract [en]

    Citizenship is a status bestowed on all those who are full members of a community. All those who possess the status are equal with respect to the rights and duties with which the status is endowed. There is no universal principle that determines what those right and duties should be, but societies in which citizenship is a developing institution create an image of ideal citizenship against which achievement can be measured and towards which aspiration can be measured. (Marshall 1950: 28-29)

  • 40.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Citizenship Education Without Citizenship?: The Migrant in EU Policy on Participatory Citizenship – Toward the Margin Through ‘Strangification'2012In: Education for Civic and Political Participation: A Critical Approach / [ed] Reinhold Hedtke; Tatiana Zimenkova, London: Routledge, 2012, p. 155-170Chapter in book (Other academic)
    Abstract [en]

    In this chapter, the Migrant is introduced as a key figure in EU eduation politcy on participatory citizenship. It is argued that although there has been an increase in policy efforts that deal with xenophobia and marginalisation in Europe, the EU's education policy implies a 'pushing' of the Migrant toward the margins of what counts as a properly undertaken citizenship education for European participatory citizenship. From a postcolonial perspective, this pushing is being facilitated by processes of 'strangification', which contributes to positioning the Migrant as an incompetent European participatoy citizen in and through education.

  • 41.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Citizenship 'in Between': the local and the global scope of European citizenship in Swedish education policy2012In: Intercultural Policies and Education / [ed] Susana Goncales, Markus A. Carpenter, Bern: Peter Lang Publishing Group, 2012, p. 193-203Chapter in book (Other academic)
    Abstract [en]

    In the past twenty years the concept of citizenship has surfaced as a critical one in the Europeanisation-through-education project of the European Union. In this chapter Sweden is highlighted as one ‘local’ setting for educational policy in the EU. The aim is to shed light on one way in which EU requirements that its Member states provide for European citizenship are being received and implemented in ‘local’ national European educational settings. It is argued that the Swedish example depicts a nation-transcending European citizenship that can be considered as paradoxical: centered equally on territorial independence and territorial dependence as important aspects of citizenship and citizenship education. This paradox as regards the envisioned formation of citizens in Europe calls for further exploration of how supranational EU educational policy requirements regarding European citizenshipare received and handled in ‘local’ – that is, national – educational settings in Europe.

  • 42.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Consumer Attitude for Self-Making - The ´Neo´ in Swedish Education policy on Active Citizenship and Worries about it2010Conference paper (Refereed)
    Abstract [en]

    Educating for active citizenship is a pressing issue in educational policymaking in the European countries, not least in the current neoliberal climate defined by economic and social change and by calls from different quarters for increased pluralism. Growing demands from the European Union on its member states to provide for active citizens through education fuels this task. In this text, Swedish education policy will be taken as a case in order to highlight how this issue is being handled in this ‘local’ national policy setting in Europe. It is argued that the Swedish educational citizen fostering agenda is marked out by a neo liberal orientation as regards the depiction of citizenship, where the envisioned ‘active’ citizen can be described as one with a consuming attitude for self-making. To this end, Sweden appears to respond to supranational demands quite well as regards citizenship education. Nevertheless the 'neo' in Swedish education policy on citizenship is worrying, I argue, as it tends to gloss over important notions of citizenship and citizenship education necessary to consider in our times.

  • 43.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Democratic Citizenship – A Conditioned Apprenticeship: A Call for Destabilisation of Democracy in Education2009In: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 8, no 4, p. 75-80Article in journal (Refereed)
    Abstract [en]

    We live in times when the search for a citizenship education that can transcend national, ethnical and cultural borders is an important part of educational policy. In times of increased pressure by the European Union on its nation states to provide for nation-transcending democracy, this question becomes crucial for national policymaking in Europe. In this text, Swedish education policy will be taken as a case in point in order to shed light on how this question is being handled in this particular national policy setting. It is argued that the policy’s citizen fostering agenda tends to be counterproductive in the sense that it is still situated in national notions of the relationship between democracy and education, which tend to exclude certain individuals and groups of people on an age-related and (ethno) cultural basis. It is further argued that these excluding features can be related to educational ideas about socialisation. The aim of this text is underlined by suggesting a different way of framing democracy and democratic citizenship education: to increase the potential of education as regards the renewal of democracy and democratic citizenship.

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  • 44.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Dalarna University College, Falun, Sweden.
    Demokrati och didaktik2022In: Demokrati och didaktik, 2022Conference paper (Other academic)
    Abstract [sv]

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

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

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

  • 45.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Dalarna University College, Falun, Sweden.
    Demokratin och jag – skolan igår, idag och imorgon2022Other (Other (popular science, discussion, etc.))
  • 46.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan i Dalarna, Sverige.
    Det oväntade i de samhällsorienterande ämnenas didaktik – potential för ämneslärarskap, värden och identitetsskapande i undervisningen (Symposium 2:1)2016Conference paper (Other academic)
  • 47.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Sverige; Högskolan i Skövde, Sverige.
    Det oväntade i so-ämnenas undervisning – bjudningar till annat kunskapande och tillblivande2017In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 1-7Article in journal (Other academic)
    Abstract [sv]

    I detta temanummer riktar vi intresse mot So-ämnenas undervisning i skolan. Vi tar vår utgångspunkt i vad de flesta lärare vet, men kanske inte alltid finner tid, utrymme eller någon lämplig plattform att uttrycka. Nämligen att all undervisning, och i förlängningen all utbildning – av nödvändighet – är omhuldad av risk (Biesta 2013), av det som är oväntat. Vår ambition är inte i första hand att lyfta fram detta oväntade som en omständighet eller nödvändighet i allmän mening i utbildningssammanhang. Ambitionen är snarare att utifrån denna nödvändighet resa frågor till den dagliga undervisningen i de samhällsorienterade ämnena religionskunskap, samhällskunskap och historia, alternativt i so-undervisning generellt. Utifrån skilda empiriska, i högre eller lägre grad teoretiskt färgade ansatser, prövar vi att resa frågor som på olika sätt knyter an till vårt överordnade syfte i temanumret, vilket är att undersöka om, och i så fall vilka särskilda villkor eller bevekelsegrunder som kan tänkas prägla just de samhällsorienterade ämnenas undervisning, sett i ljuset av det oväntade som en potential, som möjlighet.

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  • 48.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Educating the Democratic Citizen: the case of Sweden2012Conference paper (Other academic)
  • 49.
    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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    fulltext
  • 50.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Dalarna University, Sweden.
    On the weakness of social sciences teaching and its reconciling didactical power2019In: Nofa7 Abstracts, Stockholm University, 2019, p. 163-163Conference paper (Refereed)
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