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  • 1. 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, ISSN 1611-9665, 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. 

  • 2. 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.

  • 3. 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.

  • 4.
    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.

  • 5. 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?

  • 6. 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.

  • 7. 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)
  • 8. 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)
  • 9.
    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.

  • 10.
    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.

  • 11.
    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.

  • 12. 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.

  • 13. 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.

  • 14. 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 movetowards more inclusive practices?2018In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173Article 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.

  • 15.
    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.

  • 16.
    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.))
  • 17.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Citizen formation: beyond educational practice and policy2010Conference paper (Refereed)
  • 18.
    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)

  • 19.
    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 Hedke & Tatjana 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.

  • 20.
    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 criticalone in the Europeanisation-through-education project of the European Union.In this chapter Sweden is highlighted as one ‘local’ setting for educationalpolicy in the EU. The aim is to shed light on one way in which EU requirementsthat its Member states provide for European citizenship are being receivedand implemented in ‘local’ national European educational settings. Itis argued that the Swedish example depicts a nation-transcending Europeancitizenship that can be considered as paradoxical: centered equally on territorialindependence and territorial dependence as important aspects of citizenshipand citizenship education. This paradox as regards the envisionedformation of citizens in Europe calls for further exploration of how supranationalEU educational policy requirements regarding European citizenshipare received and handled in ‘local’ – that is, national – educational settingsin Europe.

  • 21.
    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.

  • 22.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Högskolan i Skövde.
    Democratic and didactic consequenses of different technological offers in compulsory school teaching practices2014In: Democratic and didactic consequenses of different technological offers in compulsory school teaching practices, 2014Conference paper (Refereed)
  • 23.
    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, ISSN 1611-9665, 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.

  • 24.
    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.

  • 25.
    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)
  • 26.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Konflikten som verktyg i mänskligt växande2012Other (Other (popular science, discussion, etc.))
  • 27.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Swedish education policy on active citizenship: Fulfilment of self2010In: Lifelong Learning and Active Citizenship : Proceedings of the twelfth Conference of the Children’s Identity and Citizenship in Europe Academic Network / [ed] Peter Cunningham and Nathan Fretwell, London: CiCe , 2010, p. 297-305Conference paper (Refereed)
    Abstract [en]

    'Active citizenship' is a concept currently used in the supranational educational policy of the European Union. While alluding to a potential to promote democracy and human rights this policy seems to be increasingly influenced by neo liberal tendencies. In this article Swedish education policy is taken as a case in order to highlight how the concept of active citizenship education is handled in this ‘local’ national policy setting in Europe. It is argued that Swedish education policy on citizenship is marked out by a neo liberal orientation as regards the depiction of citizenship, where the envisioned ‘active’ citizen can be described as one marked out by a consuming attitude for self-making. To this end, Sweden appears to respond to supranational EU demands quite well as regards its education policy on citizenship. Nevertheless the 'neo' in Swedish education policy on citizenship is unsatisfactory, I argue, as it tends to gloss over important notions of citizenship and citizenship education necessary to consider in our times.

  • 28.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences. University of Skövde, Sweden.
    The European 'We': From Citizenship Policy to the role of Education2012In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 31, no 1, p. 77-89Article in journal (Refereed)
    Abstract [en]

    This article sheds light on the European Union’s policy on citizenship; on the collective dimension of this policy, its ‘we’. It is argued that the inclusive, identityconstituting forces prominent in EU policy on European citizenship serve as a basis for the exclusion of people, which is illustrated by the recent expulsion of Romani from France. Based on a reading of Derrida, the twofold aim of this article is to reformulate the concept of a European citizenship ‘we’ and secondly, to outline some implications of this reframing as concerns the role of education in the formation of citizens.

  • 29.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    To be or not to be a (properly educated) citizen – comments on the ICCS 2009 study2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 17-27Article in journal (Refereed)
  • 30.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Högskolan Dalarna, Högskolan i Skövde.
    Ungas medborgerliga engagemang i samhällsundervisningen2015In: Kontroversiella frågor: om kunskap och politik i samhällsundervisningen / [ed] Carsten Ljunggren, Ingrid Unemar Östh, Tomas Englund, Malmö: Gleerups Utbildning AB, 2015, 1, p. 169-186Chapter in book (Other academic)
    Abstract [bg]

    Kapitlet handlar om ungas medborgerliga engagemang i samhällsundervisningen i skolan. Mera precist handlar det om hur de unga själva tolkar och förstår detta engagemang - beroende på vilka frågor som de möter innanför och utanför klassrummet. Syftet är att lyfta fram lärarens roll i samhällsundervisningen; betydelsen av att hon eller hand reser olika slags frågor om medborgerligt engagemang. Eftersom de olika svar och reaktioner som dessa frågor ger både bär spår av och spårar vår samtid och vår framtid som medborgare i samhället.

  • 31.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Högskolan i Skövde, Högskolan Dalarna.
    Vilken roll spelar rösten? förvaltandet av röster från barn och unga i för/skolan som inflytandets måttstock2015In: Barns och ungas röster i utbildning: delaktighetens komplexitet i förskola och skola, Malmö: Ett samarbete mellan Regionalt utvecklingscentrum Malmö och Malmö högskola , 2015Conference paper (Other (popular science, discussion, etc.))
    Abstract [sv]

    Vilken roll spelar rösten? Förvaltandet av barns och ungas röster i för/skolan som inflytandets måttstock

  • 32.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University College of Skövde, Sweden.
    What counts as young people’s civic engagement in times of accountability?: On the importance of maintaining openness about young people’s civic engagement in education2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 29-55Article in journal (Refereed)
    Abstract [en]

    One aspect of the ICCS study's measurement of young people's citizen competence is 'civic engagement'. In this article it is argued that even though the study's assessment captures important aspects of young people's civic engagement, too strong educational reliance on it may contribute to meagreness in the educaitonal assignment to see to an engaged citizenry. By providing deeper insight into the ICCS study's assessment rationale, and by presenting qualitatively derived examples of young people's civic engagement, it is suggested that in order to see to fruitful ways of approaching the educational task of providing for young people's civic engagement, we need to maintain openness to different depictions of civic engagement. Among them those that matter as such for the young people themselves in and through the social and material practices they take part in.

  • 33.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Andersson, Erik
    Högskolan i Skövde.
    Om att mäta och värdera ungdomars demokratiska medborgarkompetens2012Other (Other (popular science, discussion, etc.))
  • 34.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University of Skövde, Sweden.
    Dahlstedt, Magnus
    Citizenship formation for a new millennium in Sweden - a prognosis of our time2014In: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 12, no 2, p. 200-224Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to forecast the present situation of citizenship formation in the field of Swedish education. In highlighting trends and tendencies in the educational assignment to provide for democratic citizenship in the first decade of the 21st century, which can be characterised as lacking collective visions for change, three depictions of citizenship are prevailing: citizenship formation for deliberation, for entrepreneurship and for therapeutic intervention. These depictions are analysed in terms of the direction for action taking and attention that they stress and produce as concerns citizenship in the making. The first one, citizenship formation for deliberation, stresses an inward-looking and inward-feeling citizenship. The second one, citizenship formation for entrepreneurship, stresses an inward-looking and outward-making citizenship, and the third one, citizenship formation for therapeutic intervention, stresses an inward-looking and outward-making citizenship. Taking on this forecast, which actualises democracy as something that is already achieved as a consequence of an assumedly post political situation, we argue that citizenship as well as society itself risks being pictured as apolitical and democratically “saturated.” This situation is hazardous, we argue, as it does not open up for change to come into question as desirable or even possible. Put differently, it leaves us with the notion that things have to be as they are, as we are living in the best of worlds. 

  • 35.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan i Skövde, Sverige.
    Dahlstedt, Magnus
    Medborgarskapande för ett nytt millennium: utbildning och medborgarfostran i 2000-talets Sverige2014In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 23, no 2, p. 7-25Article in journal (Refereed)
    Abstract [sv]

    Citizenship in the making for a new millenium – education and citizen formation in 21st century Sweden. The aim of this article is to analyse citizenship formation in Swedish education. In highlighting trends regarding the assignment of the educational system to provide for democratic citizenship there are certain depictions of citizenship prevail- ing. The first stresses an inward-looking and inward-feeling citizenship, characterizing the citizen as deliberative and emotional. The second stresses an inward-looking and outward-making citizenship, characterizing the citizen as entrepreneurial and willing. Here, democracy is portrayed as already achieved. This, we argue, is hazardous as society risk being pictured as apolitical and democratically ‘saturated’. This situation does not open up for democratic change to come into question as desirable or even possible. Put differently, it leaves us with the notion that things have to be as they are, as we are living in the best of worlds.

  • 36.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Edling, Silvia
    Uppsala universitet.
    Liljestrand, Johan
    Högskolan i Gävle.
    Demokrati i aktuell svensk lärarutbildning och skola2012In: Demokrati og laererbevissthet, 2012Conference paper (Other academic)
  • 37.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Högskolan i Skövde.
    Edling, Silvia
    Liljestrand, Johan
    Demokratiperspektiver i svensk laererutdanning: tre om svensk lärarutbildning2013Report (Other academic)
  • 38.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Högskolan i Skövde, Sverige.
    Edling, Silvia
    Liljestrand, Johan
    Andersson, Erik
    Är du mätbar nog, lilla vän? Mätbarhetskultur, ICCS 2009 och ungdomars medborgarkompetens2012In: Skola & samhälle, E-ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
  • 39.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Department of Health and Learning, University of Skövde, Stockholm[sic], Sweden.
    Fejes, Andreas
    Linköpings universitet.
    Dahlstedt, Magnus
    Linköpings universitet.
    Nicoll, Kathrine
    University of Stirling.
    Citizenship discourses: production and curriculum2015In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 36, no 7, p. 1036-1053Article in journal (Refereed)
    Abstract [en]

    This paper explores citizenship discourses empirically through upper secondary school student’s understandings, as these emerge in and through their everyday experiences. Drawing on a post-structuralist theorisation inspired by the work of Michel Foucault, a discourse analysis of data from interviews with students is carried out. This analysis characterises three discourses of the active citizen – a knowledgeable citizen, a responsive and holistic citizen and a self-responsible “free” citizen. The analysis raises questions over the implications of contemporary efforts for the intensification of standardising forces through citizenship education. It also stresses the notion that engaging students actively does always also involve discourses other than those stressed through the curriculum, which nurtures the body and nerve of democracy itself.

  • 40.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University of Skövde, Sweden.
    Gamalielsson, Jonas
    Gustavsson, Susanne
    Lundell, Björn
    Addressing Democratic and Didactic Implications of Different Technological Offerings in Compulsory School Teaching Practices2014In: NGL 2014. Next Generation Learning Conference: Conference Summary / [ed] Erik Brunnert Walfridsson, Falun: Högskolan i Dalarna , 2014, p. 52-62, article id ISBN: 978-91-85941-58-2Conference paper (Refereed)
    Abstract [en]

    This paper draws from a multidisciplinary research study that aims to identify and analyse democratic and didactic implica- tions of different technological offerings in compulsory school teaching practices. The research study also aims to develop strate- gies to promote learning through open knowledge processes in Swedish educa- tional contexts. The overarching goal of our research is to contribute to systematic and in-depth knowledge of specific, educa- tion-related challenges in one of today’s most important ongoing changes in schools, the implementation of IT. In this paper we report on the current state of practice concerning the use of technologi- cal offerings in school and its democratic and didactic implications to the aim of elaborating on pedagogical and technolog- ical challenges in the context of compulsory school. 

  • 41.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Högskolan i Skövde, Sverige.
    Irisdotter Aldenmyr, Sara
    Avslutning2016In: SO-undervisning på mellanstadiet: Forskning och praktik / [ed] Maria Olson, Sara Irisdotter Aldenmyr, Malmö: Gleerups Utbildning AB, 2016, p. 159-161Chapter in book (Other academic)
  • 42.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Högskolan i Skövde, Sverige.
    Irisdotter Aldenmyr, Sara
    Inledning: SO-undervisning på mellanstadiet2016In: SO-undervisning på mellanstadiet: Forskning och praktik / [ed] Maria Olson, Sara Irisdotter Aldenmyr, Malmö: Gleerups Utbildning AB, 2016, p. 7-12Chapter in book (Other academic)
  • 43.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Högskolan i Skövde, Sverige.
    Irisdotter Aldenmyr, Sara
    SO-undervisning på mellanstadiet: forskning och praktik2016Collection (editor) (Other academic)
  • 44.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Irisdotter Aldenmyr, Sara
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Thera-Teachers” And “Not-Yets”: Implications Of The Current Trend Of Therapeutic Education?2012Conference paper (Refereed)
  • 45.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Liljestrand, Johan
    Religious Education Teachers' Conceptions of "Religion" and Citizenship2013Conference paper (Refereed)
  • 46.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Högskolan i Skövde.
    Skeie, GeirStockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Spänningsfyllda erfarenheter: ämnesdidaktik i skilda kontexter2013Collection (editor) (Other academic)
    Abstract [sv]

    Denna skriftserie ska bidra till att stärka ämnesfältet humanioras ämnesdidaktik

    genom att belysa såväl specifika ämnesdidaktiska frågor och övergripande tematiker

    som skilda metoder och teoretiska impulser. Skriftserien lyfter även fram hur

    olika ämnesdidaktiska perspektiv kan belysa de frågor som gäller undervisning

    och lärande i humanistiska ämnen. På detta sätt ämnar skriftserien vara ett tillskott

    i diskussionen om humanioras relation till frågan om vad ämnesdidaktik är

    och kan vara i förhållande till olika utbildningspraktiker, sammanhang och (skol)

    ämnesområden. Skriftserien lyfter fram ämnesdidaktikens tvärvetenskaplighet

    och dess komplexitet. Vår målgrupp är lärarstuderande, verksamma lärare och

    lärarutbildare samt forskare. De olika utgåvorna av skriftserien kan användas som

    kurslitteratur eller i fortbildningssyfte.

  • 47.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Zimenkova, TatjanaTechnical University of Dortmund, Germany.
    (Hidden) Normativity in Social Science Education and History Education2015Collection (editor) (Refereed)
  • 48.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University of Skövde, Sweden.
    Zimenkova, Tatjana
    University of Bielefeld, Germany.
    (Hidden) Normativity in Social Science Education and History Education: Introduction2015In: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 14, no 1, p. 2-5Article in journal (Other academic)
    Abstract [en]

    Hidden and unhidden normativity in Social science education and History education are being intensively researched and criticized in both educational scientific and media discourses (Gatto 2002). In addition, they are extensively discussed in teacher education and concealed or explicated in education policies and curricula for these school subjects. These discussions are further, to more or less extent, related to civic and citizenship education, as well as to political discourses more generally (e.g. Papastephanou, 2007; Hedtke, Zimenkova & Hippe, 2008 in previous issues of JSSE).

    Not only do political actors at macro level try to provide for citizen formation with help of Social science education and History education . A multitude of other actors at regional and local level – be it non-governmental, religious or economic actors, or parents – bring their own agendas and normative stances into the school subjects of Social science education and History Education. The term “hidden curricula” and the idea of (hidden) normativity are further associated with national and supra national policy agendas and grand cultural narratives. However, local and regional specifics that are intimately connected to the normatively laden conceptions of citizenship education and learning inside and outside of school, we argue, can and should be provided increased attention in research. In this special issue, two school subjects are highlighted: Social science education and History education.

    The very idea of normativity of Social science education and History education is being evaluated quite differently in different national educational settings and subject didactic traditions. It encompasses the whole range from being considered as allowable and wishful in order to reach some central moral, political or other normative goals of society to absolute ban and resolute absence of any substantive or normative qualification of social science and history teachers as professionals (for the German discussion, cf. Besand et al., 2011).

    This special issue of the JSSE, entitled (Hidden) Normativity in Social Science Education and History Education brings together empirical, methodological and theoretical contributions that in one way or the other elaborate on normativity in Social science education and History education. Central questions addressed in the call are: How is normativity visible and formed within Social science education and History education? How can these processes be approached empirically? Is there something wrong with normativity, and if so why? Which role does normativity play for social science teachers and history teachers in their profession? The authors in this issue have created vital responses to these questions, suggesting new comparative methodologies and opening up innovative areas of empirical research in more or less theoretical framings. The following specific approaches to research on normativity in Social science education and History education are embraced by the authors:

    - Normativity is stressed as a phenomenon indisputably related to Social science education and History education. But the modes of normativity, its explicitness, direction, strength and actors alter. Education policy and practice are deeply entwined, and processes of normative change come to the fore in critical and constructive investigations of central concepts in these school subjects, at different school levels and over time. Out of different theoretical and methodological approaches, the authors demonstrate convincingly the necessity to consider different sources of empirical material in order not only to map and describe different facets of normativity in Social science education and History education. But also to make a case for the complexity involved in the intermingling of hidden and unhidden normativity in the everyday practice of teaching and learning of these school subjects.

    - Focusing different forms of knowledge and conceptual uses in policy and practice in Social science education and History education (at mainly upper secondary level) allow for approaching normativity not only as a matter of detecting where it is situated in these school subjects and why this is so. It also contributes to the development of relevant subject specific methodological frameworks that may be considered key for the development of this field of research.

    - Sociological and other educational theories and methods deriving from social sciences are being use innovatively by the authors. In doing so, we argue, they open up for a widening of the scope as regards the meaning and importance of theoretically underpinned comparative approaches to the research field of subject didactics.

    - By stressing critical concepts and conceptual uses in Social science education and History education, the intimate connection between these subjects and their assigned task to see to citizenship learning and social formation emerges. 

  • 49.
    Peters, Michael A
    et al.
    Waikako University, New Zeeland.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Högskolan i Skövde.
    Citizenship, Democracy and Social Justice: A Conversation with Maria Olson2013In: Contemporary Readings in Law and Social Justice, ISSN 1948-9137, Vol. 5, no 1, p. 112-120Article in journal (Refereed)
  • 50. Sandberg, Fredrik
    et al.
    Fejes, Andreas
    Dahlstedt, Magnus
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Dalarna University, Sweden; University of Skövde, Sweden.
    Adult education as a heterotopia of deviation: a dwelling for the abnormal citizen2016In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 66, no 2, p. 103-119Article in journal (Refereed)
    Abstract [en]

    We argue that municipal adult education (MAE) can be seen as a place for displaced and abnormal citizens to gain temporary stability, enabling their shaping into desirable subjects. Drawing on a poststructural discursive analysis, we analyse policy texts and interviews with teachers and students. Our analysis illustrates how two distinct student subjectivities are shaped: the rootless, unmotivated and irresponsible student and the responsible, motivated and goal-oriented one. The difference is that the latter of these subjectivities is positioned as desirable. MAE provides a temporary place in time, a heterotopia of deviation, allowing students to escape precarious employment. The heterotopia places the students in a positive utopian dream of the future. A utopia is not a real place, and what is to become of the students after finishing MAE is not determined; the students themselves should shape it. If they fail, in line with a neoliberal governmentality, it is their own fault. 

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