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  • 1.
    Andersson, Pernilla
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Equipped for Responsibility? Studies of business education for sustainability2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

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

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

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

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

  • 2.
    Andersson, Pernilla
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Teaching business economics for sustainability: the roles of a business person priviledged in classroom practice2017Inngår i: DEE 2017: Abstracts, 2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

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

  • 3.
    Andersson, Pernilla
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Teaching business economics for sustainability with different interests in focus2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

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

     

    Teaching business economics for sustainability with different interests in focus

    Author: Pernilla Andersson

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

    Introduction

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

     

    Methodological approach

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

     

    The empirical material

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

     

     

     

    Analytical procedure

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

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

     

    The roles of a responsible business person in classroom practice

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

     

    Adapt to self-interest (in narrow terms)

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

     

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

     

    Textbox 1 – Customers driven by self-interest

    Textbox 2 – Recycling organisations driven by self-interest

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

     

     

    Respond to consumers’ increasing interest for sustainable products

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

     

    Textbox 4 – Addressing external demands for sustainability

    Textbox 5 – Sustainability sells

    Textbox 6: Organic farmers are successful

     

    Be sensitive to stakeholders’ diverging interests

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

     

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

    Textbox 8: Running a business more sustainably

    Textbox 9: Distributing profit

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

     

    Table 1: Roles of a responsible business person

     

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

     

    Discussion

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

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

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

     

    REFERENCES

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

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

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

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

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

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

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

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

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

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

     

     

  • 4.
    Berge Birath, Malin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Att göra en analys: Elevers uppfattningar om uppgiften att göra en jämförande analys2018Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

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

  • 5.
    Björck, Catrine
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Children and visual/media literacy2010Konferansepaper (Annet vitenskapelig)
    Abstract [en]

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

  • 6.
    Björck, Catrine
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Communication with images2010Konferansepaper (Annet vitenskapelig)
    Abstract [en]

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

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

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

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

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

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

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

    Central issues for the study are:

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

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

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

    Theoretical framework and Method

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

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

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

  • 7.
    Björck, Catrine
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Datorn i bildundervisningen: Hur arbetar bildlärare när eleverna använder datorn för sitt skapande?2012Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Hur arbetar bildlärare när eleverna använder datorn för sitt skapande?

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

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

  • 8.
    Björck, Catrine
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Is the role as an Art teacher different, when pupils use the computer as a tool?2011Konferansepaper (Annet vitenskapelig)
    Abstract [en]

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

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

  • 9.
    Björck, Catrine
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Helmersson, Berith
    Digitalt arbete i bildundervisningen2017Inngår i: Book of abstracts, 2017, s. 45-45Konferansepaper (Fagfellevurdert)
    Abstract [sv]

    Hur kan digitalt arbete bli mer inbäddat i blindundervisningen?

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

  • 10.
    Björkholm, Eva
    et al.
    KTH Royal Institute of Technology, Sweden.
    Andrée, Maria
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Carlgren, Ingrid
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Exploring technical knowledge in the primary technology classroom2016Inngår i: Australasian Journal of Educational Technology, ISSN 1449-3098, E-ISSN 1449-5554, Vol. 3Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 11.
    Björklund, Mattias
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Privatekonomi på schemat2017Inngår i: Skola & samhälle, E-ISSN 2001-6727Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

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

  • 12.
    Carlgren, Ingrid
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Eriksson, Inger
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Runesson, Ulla
    Learning study2017Inngår i: Undervisningsutvecklande forskning : exemplet Learning study / [ed] Ingrid Carlgren, Malmö: Gleerups Utbildning AB, 2017, s. 17-30Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

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

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

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

  • 13. Ceder, Simon
    et al.
    Karin, Gunnarsson
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Som en hand på axeln: Beröring som posthumanistiskt feministiskt fenomen2017Inngår i: Studier i Pædagogisk Filosofi, ISSN 2244-9140, E-ISSN 2244-9140, Vol. 6, nr 1, s. 5-24Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 14.
    Cedervall, Sofia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    On the stage floor: Mission and role of drama pedagogues working in professional theatres2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

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

  • 15.
    Cedervall, Sofia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. University of Chester.
    Three craftsmen: Skills and handling of teaching, artistry and drama2015Konferansepaper (Annet vitenskapelig)
    Abstract [en]

     

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

     

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

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

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

  • 16.
    Cedervall (tidigare Balic), Sofia
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. University of Chester.
    Holmberg, Ylva
    Rösträtts värdegrund2014Inngår i: Rösträtt - musik på barns villkor / [ed] Ylva Holmberg, Gehrmans , 2014Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 17. Dahlstedt, Magnus
    et al.
    Olson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. 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 Migration2016Inngår i: European Journal of Futures Research, ISSN 2195-4194, E-ISSN 2195-2248, Vol. 4, nr 1, artikkel-id UNSP 16Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 18.
    Ekendahl, Ingegerd
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Nohagen, Lars
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Sandahl, Johan
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Undervisa i samhällskunskap: en ämnesdidaktisk introduktion2015Bok (Annet vitenskapelig)
    Abstract [sv]

    Undervisa i samhällskunskap är en ämnesdidaktisk introduktion till undervisning och lärande i skolämnet samhällskunskap. Med utgångspunkt i vardagsnära beslutssituationer synliggörs hur ämnesdidaktiken kan fungera som en reflektionsarena för läraren inför de frågor och utmaningar som samhällsundervisningen ställer.

  • 19. Ekström, Linda
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    How much politics is there? Students’ understandings of the role of values in political science2017Inngår i: Boof of Abstracts EARLI 2017, 2017Konferansepaper (Annet vitenskapelig)
  • 20. Ekström, Linda
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    How much politics is there? Students’ understandings of the role of values in political science2017Konferansepaper (Annet vitenskapelig)
  • 21. Ekström, Linda
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    How much politics is there? Students’ understandings of the role of values in political science2017Inngår i: Nofa6: Abstracts, 2017Konferansepaper (Annet vitenskapelig)
  • 22. Ekström, Linda
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    "What’s Positive About Positive Rights?" Students’ Everyday Understandings and the Challenges of Teaching Political Science2018Inngår i: Journal of Political Science Education, ISSN 1551-2169, E-ISSN 1551-2177, Vol. 14, nr 1, s. 1-16Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 23. Ekström, Linda
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    What's positive about positive rights? Students' everyday understandings and the challenges of teaching political science2016Konferansepaper (Annet vitenskapelig)
  • 24. Ekström, Linda
    et al.
    Lundholm, Cecilia H.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    What's positive about positive rights? Students' everyday understandings and the challenges of teaching political science2016Konferansepaper (Annet vitenskapelig)
  • 25.
    Engdahl, Christopher
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    The Transtemporality of Online Performance2016Inngår i: Performance Research, ISSN 1352-8165, E-ISSN 1469-9990, Vol. 21, nr 5, s. 107-110Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 26. Eriksson, Helena
    et al.
    Eriksson, Inger
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Matematik som teoretiskt arbete - utveckling av matematiska modeller för rationella tal i åk 42016Inngår i: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 4, nr 1, s. 6-24Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 27.
    Eriksson, Inger
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Delad kompetens i gymnasiesärskolans berättelseskrivande – ett sociokulturellt perspektiv på lärande och utveckling: Modul: Narrativt skrivande. Del 2: Lärandeteoretiska utgångspunkter2017Annet (Annet vitenskapelig)
    Abstract [sv]

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

  • 28.
    Eriksson, Inger
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Lesson och Learning study: modeller för undervisningsutvecklande forskning2016Inngår i: Lesson Study i en nordisk kontekst / [ed] Bjørg Oddrun Hallås, Gerd Grimsæth, Oslo: Gyldendal Akademisk, 2016, s. 14-32Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [sv]

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

  • 29.
    Eriksson, Inger
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Lärandeverksamhet som redskap i en Learning study2017Inngår i: Undervisningsutvecklande forskning: exemplet Learning study / [ed] Ingrid Carlgren, Malmö: Gleerups Utbildning AB, 2017, s. 61-84Kapittel i bok, del av antologi (Fagfellevurdert)
  • 30.
    Eriksson, Inger
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Jansson, Anders
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Designing Algebraic Tasks for 7-Year-Old Students: a Pilot Project Inspired by Davydov’s Learning Activity Concept2017Inngår i: International Journal for Mathematics Teaching and Learning, ISSN 1473-0111, E-ISSN 1473-0111, Vol. 18, nr 2, s. 257-272Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 31.
    Eriksson, Inger
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Lindberg, Viveca
    Enriching ‘learning activity’ with ‘epistemic practices’ – enhancing students’ epistemic agency and authority2016Inngår i: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 2, nr 1, artikkel-id 32432Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

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

  • 32.
    Eriksson, Inger
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Polotskaia, Elena
    Editorial2017Inngår i: International Journal for Mathematics Teaching and Learning, ISSN 1473-0111, E-ISSN 1473-0111, Vol. 18, nr 2, s. 132-135Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [en]

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

  • 33.
    Fahlander, Kajsa
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    "En tyst revolution": Gymnasielärares syn på användning av olika perspektiv i historieämnet.2018Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

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

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

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

  • 34. Fejes, Andreas
    et al.
    Olson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. Dalarna University, Sweden; Skövde University, Sweden.
    Rahm, Lina
    Dahlstedt, Magnus
    Sandberg, Fredrik
    Individualisation in Swedish Adult Education and the Shaping of Neo-liberal Subjectivities2018Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, nr 3, s. 461-473Artikkel i tidsskrift (Fagfellevurdert)
    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?

  • 35. Fejes, Andreas
    et al.
    Sandberg, Fredrik
    Dahlstedt, Magnus
    Olson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. Högskolan Dalarna, Högskolan i Skövde.
    The last exodus? Discourses on the production of citizens in adult education2015Inngår i: Abstract book, 2015Konferansepaper (Fagfellevurdert)
  • 36.
    Fries, Julia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    "Att bli skapande av det nya": Fem dramapedgogers uppfattningar av drama som verktyg i vuxnas lärande för hållbar utveckling2016Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

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

  • 37.
    Frisk, Anna-Karin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Från orsak till mening - att kunna relatera ritualer till centrala tankegångar inom olika religioner2016Inngår i: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 4, nr 1, s. 50-72Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Studien undersöker vad det innebär att kunna relatera rituella handlingar till centrala tankegångar i olika religioner, vilket är ett krav som kursplanen i religionskunskap för år 4-6 har på elevernas kunnande. Resultatet visar att kunnandet kan ses på olika sätt: som att förklara handlingar utifrån centrala tankegångar, eller som att se att centrala tankegångar ger handlingar mening. En slutsats är att en förmåga att se symbolik i handlingar kan vara en ämnesspecifik förmåga som religionskunskapsämnet kan bidra till att utveckla. I diskussionen problematiseras kursplaneformuleringen ”kunskaper om religioner” i anslutning till detta kunnande. Resultatet diskuteras vidare i relation till kunskap och bildning samt ’religious literacy’. Data utgörs av transkriberade elevsamtal, lärarsamtal samt videodokumentation under en Learning study i år 6.

  • 38.
    Frohagen, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Att kunna såga rakt: Om manuell bildning i skolämnet slöjd2016Inngår i: Techne series: Research in sloyd education and crafts science. A, ISSN 1238-9501, E-ISSN 1893-1774, Vol. 23, nr 2, s. 16-33Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

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

  • 39.
    Frohagen, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Såga rakt och tillverka uttryck: En studie av hantverkskunnandet i slöjdämnet2016Licentiatavhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    Sloyd is related to craft knowing, making traditions and materiality. The meaning of knowing in sloyd is vaguely articulated and thereby can be interpreted by teachers in different ways. This study aims at contributing to an articulation of craft knowing within sloyd education.

    The study was carried out in the form of two learning studies, each one focusing on a specific object of learning. The knowing of sawing straight was studied through phenomenographic analysis of video recordings of students’ work with handsaws in wood. Different ways of knowing this capability have been described. The second study focused on the knowing of interpreting symbols in sloyd objects. Different ways of perceiving this capability have been described through the learning study’s three iterative lesson interventions. The two objects of learning are discussed as pointing out different aspects of craft knowing in sloyd education.

    Craft knowing has been recognized as embodied thinking and interaction with tools and materials in order to achieve certain intentions (Dormer, 1994; Illum, 2004). It is often described as embedded in our actions (Polanyi, 1966) and manifested in specific actions: as knowing-in-action (Schön, 1983). Furthermore, it is multimodal and derives from practical knowledge traditions where dexterity, visuality and materiality are central modes of communication (Kress & van Leeuwen, 2006). When engaging in sloyd activities one engages in different communal shared craft techniques and strives to obtain and express intended shapes, functions, lines, patterns and affiliations. To be able to say and make something in a ‘right way’ can be understood as a specific literacy (Gee, 2015).

    Some aspects of craft knowing are presented and discussed in terms of craft literacy: as embodied interactions with materials and tools in specific ways. These descriptions can contribute to our shared understanding of the meaning of craft knowing as well as the meaning of sloyd knowing.

  • 40.
    Garavito-Bermúdez, Diana
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. Stockholms universitet, Naturvetenskapliga fakulteten, Stockholm Resilience Centre.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Exploring interconnections between local ecological knowledge, professional identity and sense of place among Swedish fishers2017Inngår i: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, nr 5, s. 627-655Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The ecological knowledge of those who interact with ecosystems in everydaylife is situated in social and cultural contexts, as well as accumulated, transferred and adjusted through work practices. For them, ecosystems represent not only places for living but also places for working and defining themselves. This paper explores psychological aspects linking LEK/IEK/TEK to identity and sense of place in the context of fishery practices and management in Sweden. We analyse how knowledge of local ecosystems connect to fishers’ professional identity and their attachment to place by using the Person-Process-Place framework in integration with the Structure-Dynamic-Function framework on professional fishers in Sweden. On the basis of our results we conclude on the significance of physical as well as social and cultural features of fishing places for attachment and meaning as they are important for fishers’ local and professional identities, and also for ecological knowledge generation. Furthermore, fishers’ understanding of ecosystems complexity enhances their attachment and promotes positive emotions and behaviours for proximity maintenance.

  • 41.
    Gunnarsson, Karin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Potentiality for change? Revisiting an action research project with a sociomaterial approach2017Inngår i: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article takes as its point of departure an action research project conducted in an upper secondary school in Sweden. The project had a practitioner research approach and was carried out with students in one class. In this article, I elaborate on the tensions that appeared during the project concerning collaboration and action. This is done by revisiting the project with a theoretical approach of sociomaterialism. Revisiting entails critically and creatively exploring how to comprehend collaboration and action differently. It raises question about who or what are involved in the collaborations and what are to be considered ‘good’ actions. Within the elaboration, collaboration and action become intertwined phenomena that are always working together. Furthermore, it proposes how the notion of intervention embraces the distributed and collective disposition of both collaboration and action. By addressing the notions of collaboration and action with a sociomaterial approach changing a teaching practice becomes a relational experiment without preset goals. The potential for change becomes within speculative interventions that affords various encounters and relations.

  • 42.
    Gustavsson, Caroline
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Dialogen som tankefigur2014Annet (Annet (populærvitenskap, debatt, mm))
  • 43.
    Gustavsson, Caroline
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Ett pedagogiskt perspektiv på Svenska kyrkans gudstjänst2016Inngår i: Svensk kyrkotidning, ISSN 0346-2153, nr 2, s. 47-50Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

    Vilken betydelse har gudstjänstdeltagandet för körsångarna själva i Svenska kyrkans många körer runt om i landet? Hur ser körsångarna på gudstjänsten och möjligheten till utrymme för erfarenheter och livsfrågor? Caroline Gustavsson redogör i denna artikel för resultaten från en intervjuundersökning i fyra församlingar.

  • 44.
    Gustavsson, Caroline
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Inclusion in the Sunday worship - a matter of knowledge?2017Inngår i: Mending the world? Possibilities and Obstacles for Religion, Church, and Theology / [ed] Niclas Blåder, Kristina Helgesson Kjellin, Pickwick Publications, 2017, s. 455-468Kapittel i bok, del av antologi (Fagfellevurdert)
  • 45.
    Gustavsson, Caroline
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Mellan verklighet och vision en diskursanalys av Riktlinjer för Svenska kyrkans konfirmandarbete2016Inngår i: Prismet, ISSN 0032-8847, Vol. 67, nr 3, s. 201-214Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In the Lutheran Church of Sweden, Guidelines for the Confirmation Work serves as a framework for the confirmation process and presents the conditions within which Swedish church congregations can conduct high-quality confirmation work. The latest version of the document was presented in 2008; the previous version was released in 2000 and the version before that was published in the late 1990s. The present article aims to contribute to a perspective on the 2008 edition by exploring the discourses that are reflected in the document. The analysis reveals three dominant Orders of discourse: the target group, the context, and the content. The results raise the question of how guidelines can be expected to balance the expectations and visions from the national church, the dioceses, and the congregations.

  • 46.
    Gustavsson, Caroline
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Unga vuxna, döden och ett förväntat liv2014Inngår i: Svensk kyrkotidning, ISSN 0346-2153, nr 2, s. 35-37Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

    I denna artikel av Caroline Gustavsson står unga vuxnas tankar kring döden i fokus. Hur unga vuxna ser på döden synliggör den gräns de ser för livet men tankar kring döden synliggör också vad de betraktar som ett förväntat liv. Efter en kort presentation av sitt avhandlingsarbete ger författaren några exempel på de unga vuxnas tal om döden och hur det går att tolka och förstå deras uttryck som en bild av vår tid där död, sjukdom och smärta betraktas som en långtifrån självklar aspekt av livet.

  • 47.
    Hallgren, Eva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. Högskolan i Gävle, Avdelningen för utbildningsvetenskap.
    Ledtrådar till estetiskt engagemang i processdrama: Samspel i roll i en fiktiv verksamhet2018Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    The aim of the thesis is to deepen the understanding of role taking and the function of role for developing and exploring the possible content in process drama, with the help of Leontiev’s activity theory and Bakhtin’s dialogism. The relation between role taking, aesthetic engagement and the concept of perezhivanie, used by Vygotsky, is also reflected on and used as analytical tools. A starting point for the study was Bundy’s concept of aesthetic engagement.

    Previous research about process drama has focused on three main themes: teaching and learning a subject matter, engagement, and creative leadership. The purpose of this study is to contribute to the knowledge base on how role is created and maintained in process drama, thereby making it possible to develop and explore a thematic content.

    One single process drama conducted at an English secondary school is closely analysed in the thesis. A whole day session was filmed, transcribed and interpreted into thick descriptions. Interviews and letters written in role are used as complementary data. This made it possible to focus on nuances and subtle changes in the complexity that characterizes a process drama, and to focus on how the students’ role taking starts and develops.  

    The results from the detailed analysis showed, from an activity theory perspective, that process drama can be understood as two activities with two different motives/objects. These two are an educational activity with learning drama as motive/object and a temporary fictional activity where the motive/object is tentative and under construction through the pupils’ in-role-actions. Actions deriving from the educational activity should not be allowed to influence the fictional, otherwise the fictional activity will be diminished.

    How the teacher used power levelling postupaks, when opening dilemmas, and teacher-in-role was of great importance for the pupils’ role taking. Postupaks are a consequence of the format of the temporary fictional activity and the interpretation of the tentative motive/object. Using postupaks in role develops what I call expectagency, a capacity based on mutual agreement in an activity with a playful format, where the negotiations become qualitatively different when done by postupaks. Expectagency is a capability to handle uncertainty and change. The use of postupaks was crucial for both the maintenance of the fiction and the exploration of the thematic content. Going into and being in role is a complex process. Six kinds of postupaks were discerned, aimed at developing and exploring, and six other kinds of postupaks served to re-charge the tension by using aesthetic tools. Another important finding was how the students re-used postures and gestures from an initial freeze frame as tools for role taking during the whole drama, and especially when the tension decreased.   

    The fictional activity is turbo-charged, generating feelings both in and out of role, charged through different kinds of tension; between the two activities, oneself and the role (aesthetic doubling), the use of postupaks and the dramatic tension. This turbo-charged activity is a short cut for perezhivanie. Perezhivanie is tangential to the concept of aesthetic engagement, but from an educational perspective the expanded concept of aesthetic engagement appears to be more useful.

  • 48.
    Halvarson Britton, Thérèse
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Elevers självrefererande i samband med ett moskébesök2016Konferansepaper (Annet vitenskapelig)
  • 49.
    Halvarson Britton, Thérèse
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Sandberg Andrasko, Emma
    Att möta sig själv och det som är nytt: Religion och reflexivitet2017Collection/Antologi (Annet (populærvitenskap, debatt, mm))
  • 50.
    Harring, Niklas
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. University of Gothenburg, Sweden.
    Davies, Peter
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. University of Birmingham, UK.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Learning Economics and Attitudes to Market Solutions to Environmental Problems2017Inngår i: Education Sciences, E-ISSN 2227-7102, Vol. 7, nr 1, artikkel-id 36Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Climate change challenges governments to reduce emissions, and to gain support for such actions from their citizens. This can be in the form of taxation or legislation, or other forms of government interventions. In previous research, several instruments have been developed to capture attitudes towards the roles of markets and governments in the economy. Some of these instruments have assumed that respondents will have the same attitude towards the role of markets and governments, regardless of the context (e.g., welfare, environment, health) or the form of government intervention (law, taxation, subsidy, spending etc.). However, these studies have not examined attitudes towards, or belief in, the efficacy of government intervention in markets, through microeconomic policies on taxation (e.g., duties levied on particular products) or subsidies. This paper reports on the results of taking such a specific focus, that is, investigating economics students’ knowledge of, and attitudes towards, government interventions in markets, specifically addressing the problem of climate change. We make use of unique, two-wave longitudinal data from Swedish university students. The data were collected during their initial semester at the university. The first data collection was performed at the beginning of the semester, August/September 2014, and the second wave of data collection was performed in December/January 2014/2015, at the end of the semester. We were able to match 414 students between the first and second survey. The results show that students of economics change their policy attitudes and become more knowledgeable in economics. After one semester, they are more likely to think of economic instruments/incentives (taxes and subsidies) as good and efficient policy instruments, and less likely to think that other instruments (regulation and information) are good and efficient policy instruments. However, further analyses show that knowledgeable students do not have different attitudes toward environmental policy instruments, compared to students who do not answer the questions correctly. Hence, there seems to be some other factor affecting students in economics during their first semester, that changes their attitudes towards environmental policy instruments.

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