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  • 1.
    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.

  • 2.
    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.

  • 3.
    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, 17-30 s.Kapittel 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.

  • 4. 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, 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.

  • 5.
    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.

  • 6.
    Ekström, Linda
    et al.
    Luleå University Technology.
    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 (Fagfellevurdert)
  • 7. 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 Science2017Inngår i: Journal of Political Science Education, ISSN 1551-2169, E-ISSN 1551-2177Artikkel 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.

  • 8.
    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, 107-110 s.Artikkel 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.

  • 9. 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, 6-24 s.Artikkel 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.

  • 10.
    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.

  • 11.
    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, 14-32 s.Kapittel 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?

  • 12.
    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, 61-84 s.Kapittel i bok, del av antologi (Fagfellevurdert)
  • 13.
    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, 257-272 s.Artikkel 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.

  • 14.
    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, 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.

  • 15.
    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, 132-135 s.Artikkel 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.

  • 16. 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 Subjectivities2016Inngår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Artikkel 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?

  • 17. 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)
  • 18.
    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.

  • 19.
    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, 50-72 s.Artikkel 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.

  • 20.
    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, 16-33 s.Artikkel 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. 

  • 21.
    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.

  • 22.
    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, 627-655 s.Artikkel 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.

  • 23.
    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.

  • 24.
    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, 455-468 s.Kapittel i bok, del av antologi (Fagfellevurdert)
  • 25.
    Gustavsson, Caroline
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Unga vuxnas erfarenheter av tro, religion och den kristna kyrkan i Sverige2015Inngår i: Religiös förändring - kristenheten i Sverige efter millennieskiftet / [ed] Bodil Liljefors Persson & Nils-Åke Tidman, Kalmar: FLR , 2015, 51-64 s.Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 26.
    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, 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.

  • 27.
    Harring, Niklas
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. University of Gothenburg, Sweden.
    Jagers, Sverker C.
    Matti, Simon
    Public Support for Pro-Environmental Policy Measures: Examining the Impact of Personal Values and Ideology2017Inngår i: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 9, nr 5, 679Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article explores the relationship between two major explanations of the formation of positive attitudes towards environmental policy measures. Ideological orientation and personal values have, in theory, significant overlaps in the sense that they collect general and cross-situational sentiments used to understand and evaluate a wide range of political issues. However, in the empirical literature, although they independently have been shown to have rather significant effects on pro-environmental policy attitudes, they are rarely tested together in order to explore whether they capture the same basic mechanisms. In this article, two data sets from Sweden are used to demonstrate both that ideological orientation and personal values independently affect pro-environmental policy support, as well as that these effects differ across different policy types.

  • 28.
    Harring, Niklas
    et al.
    Göteborgs universitet. Statsvetenskapliga institutionen.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Knowing ‘social dilemmas’ – effects on willingness to sacrifice and accept environmental regulation2017Konferansepaper (Fagfellevurdert)
  • 29. Harring, Niklas
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Torbjörnsson, Tomas
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Högre utbildning och miljöattityder2017Inngår i: Larmar och gör sig till: SOM-undersökningen 2016 / [ed] Ulrika Andersson, Jonas Ohlsson, Henrik Oscarsson, Maria Oskarson, Göteborg: SOM-institutet , 2017, 505-514 s.Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Det här kapitlet studerar sambandet mellan högre utbildning och miljöattityder. I den vetenskapliga litteraturen har det ofta hävdats att högre utbildning leder till förändringar i människors förmågor och värderingar, vilket i sin tur påverkar deras miljöattityder. Vi undersöker detta genom att studera förändring över tid i den allmänna miljöopinionen i Sverige, med särskilt fokus på skillnader i miljöattityder mellan grupper med respektive utan högre utbildning. Detta görs med utgångspunkt i de nationella SOM-undersökningar 1987–2016. Därefter studerar vi mer specifikt om högre utbildning är associerat med ett mer uttalat intresse för miljöfrågan, oro för miljöförstöringen och åsikter om olika miljöpolitiska förslag. Dessa analyser baseras på 2016 års SOM-undersökning. Resultaten visar att en högre utbildningsnivå vanligen leder till ett större miljöintresse och ökad oro för miljön. Utbildningsnivån tycks också spela roll för inställning till vissa miljöpolitiska förslag. Avslutningsvis diskuterar vi implikationerna av dessa resultat och ger förslag till fortsatt forskning.

  • 30. Harring, Niklas
    et al.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Torbjörnsson, Tomas
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    The Effects of Higher Education in Economics, Law and Political Science on Perceptions of Responsibility and Sustainability2017Inngår i: Handbook of Theory and Practice of Sustainable Development in Higher Education: Volume 1 / [ed] Walter Leal Filho, Luciana Brandli, Paula Castro, Julie Newman, Springer, 2017, 159-170 s.Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Problems of environmental degradation are often conceptualized in terms of collective action dilemmas, and imply an increased demand for coordination and steering by public authorities. Social science is struggling with understanding how attitudes to collective action dilemmas and state intervention actually are formed. In the literature on environmental attitude formation, education is often claimed to be an important factor. It is argued for example that people with university degrees develop certain values essential for beliefs about personal responsibility and concern for the environment. Still there are a number of questions unanswered. For example, we know little about the effects of different educational programs. In this study we test the hypotheses by using a unique longitudinal data set based on surveys distributed to students in economics, law, and political science at seven universities in Sweden. Our results show a slight decrease in ascribed personal responsibility for environmental protection among the students after one semester. Instead, students ascribe an increased responsibility to various institutions and actors.

  • 31.
    Harring, Niklas
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. University of Gothenburg, Sweden.
    Rönnerstrand, Björn
    Government effectiveness, regulatory compliance and public preference for marine policy instruments. An experimental approach2016Inngår i: Marine Policy, ISSN 0308-597X, E-ISSN 1872-9460, Vol. 71, 106-110 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Democratic governance of natural resources requires democratic accountability. To explore the antecedence of public preference for marine policy instruments, this study revisit previous research findings linking inefficient political institutions to demand for more coercive policy tools. Thus, the aim of this study is to investigates the influence of 1) effectiveness of authorities and 2) regulatory compliance among resources users on the public preference for marine policy instruments. A 2 x 2 between-subject scenario experimental approach was utilised, where the effectiveness of authorities and regulatory compliance of shrimpers varied. Respondents were asked to rank three different marine policy instrument: 1) tougher penalties for noncompliance, 2) dialogue between authorities and resources users and, 3) tradable quotas. The results from the scenario experiment demonstrate that ineffective authorities increase the preference for tougher penalties. A potential explanation for this finding is that regulation implies less discretion, and hence regulation is preferred when public institutions are inefficient.

  • 32.
    Hellgren, Charlotte
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Ekonomi i grundskolan: En analys av grundskolans läroplan och läromedel kring begreppet ekonomi och ekonomiska fenomen2016Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med denna studie var att ta reda på hur begreppet ekonomi definieras i grundskolan och hur ekonomiska fenomen beskrivs i Skolverkets läroplan och kursplaner för grundskolan, samt i läromedel, med särskilt avseende på vilken slags ’ekonomisk medborgare’ som framträder i texterna.

    Den kvalitativa innehållsanalysen som genomförts på läroplan, kursplaner och fyra läroböcker har visat på att begreppet ekonomi sällan definieras och när den gör det så är definition mycket begränsad. De ekonomiska fenomen som beskrivs är främst pengar och den rådande synen på ekonomi, d.v.s. arbete = pengar = konsumtion = arbete och välfärd = pengar = etc.

    Konflikten mellan läroplanens normativa och kritiska uppdrag är tydlig, där det normativa uppdraget är dominerande särskilt i läroböckerna. Läroböckerna lyfter inte fram en nyanserad bild av ekonomi och lämnar inte utrymme för eleven att vara kritiskt tänkande.

    Crowley & Swan har tagit fram tre typer av ekonomiska medborgare; den personligen ansvarige, den deltagande och den rättvise-orienterade. Denna undersökning visar liknande resultat som resultaten från deras undersökning som gjordes på läroplaner och läromedel i USA. Den personligen ansvarige medborgaren är den som är mest synlig och emellanåt den enda. Den demokratiska och den rättviseorienterade är synlig i läroplanen, men desto mindre tydligt i kursplaner. I läroböckerna tas denna aspekt inte alls upp.

  • 33. Henriksson Persson, Anna
    et al.
    Olson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. Högskolan Dalarna, Högskolan i Skövde, Sverige.
    Att göra demokrati i samhällskunskapsundervisning på mellanstadiet2016Inngår i: SO-undervisning på mellanstadiet: forskning och praktik / [ed] Maria Olson, Sara Irisdotter Aldenmyr, Malmö: Gleerups Utbildning AB, 2016, 139-158 s.Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 34. Husebø, Dag
    et al.
    Lund Johannessen, Øystein
    Skeie, Geir
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. University of Stavanger, Norway.
    Teoribruk og teoriutvikling i aksjonsforskning i møte med mangfold som samfunnsrealitet2017Inngår i: Aksjonsforskning i Norge: teoretisk og empirisk mangfold / [ed] Sigrid Gjøtterud, Hilde Hiim, Dag Husebø, Liv Helene Jensen, Tove Herborg Steen-Olsen, Else Stjernstrøm, Oslo: Cappelen Damm Akademisk, 2017, 95-112 s.Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    This chapter starts from two assumptions. First, Western European societies are characterized by changing religious, ethnic and linguistic diversity. Second, this is perceived as a challenge to both existing knowledge and practice, while at the same time it lays the basis for new knowledge and practice. The chapter discusses how knowledge production and the development of new practices may come about simultaneously, using action research as a way of addressing existing social complexity. We also revisit an earlier action research project, which focused on religious education and diversity. A main aim was how to deal with sociocultural diversity as part of subject area teaching and learning. The chapter addresses how theory was used and subsequently developed through different phases of three sub-projects.

  • 35.
    Hållander, Marie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Det omöjliga vittnandet: Om vittnesmålets pedagogiska möjligheter2017Bok (Fagfellevurdert)
    Abstract [sv]

    Kan en undervisning byggd på vittnesmål som vittnar om historiska sår bidra till att rätta det orätta? Det omöjliga vittnandet undersöker vad det finns för pedagogiska möjligheter i vittnandet och i vittnesmålet genom en filosofisk utredning av olika aspekter, närmare bestämt representation, subjektivitet och känslor. Det är en filosofisk studie som utgår från Giorgio Agamben, men också från The Latina Feminist Group, Gayatri Chakravorty Spivak, Sara Ahmed och Eduardo Glissant.

    Vad har vittnesmålet för pedagogiska möjligheter att förändra nuet? På vilket sätt kan vittnandet möjliggöra processer av subjektivitet? Vad kan känslorna göra i mötet med vittnesmål?

  • 36.
    Hållander, Marie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    On the Verge of Tears: Emotions2017Konferansepaper (Annet vitenskapelig)
  • 37.
    Hållander, Marie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Profanation and Teaching: A Feminist Critique2017Inngår i: NERA 2017 Abstracts: Learning and education - material conditions and consequences, 2017Konferansepaper (Fagfellevurdert)
  • 38.
    Hållander, Marie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Relational witnessing: on translation and pedagogical transformation2016Inngår i: American educational research association: 2016 annual meeting program: Public Scholarship to Educate Diverse Democracies, 2016Konferansepaper (Annet vitenskapelig)
  • 39.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Birmingham University.
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    A longitudinal study of upper secondary school students’ values and beliefs concerning pro-environmental actions2017Konferansepaper (Fagfellevurdert)
  • 40.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    A longitudinal study of upper secondary school students’ values and beliefs regarding policy responses to climate changeManuskript (preprint) (Annet vitenskapelig)
    Abstract [en]

    This article explores changes of environmental values and beliefs among secondary school business and economics students regarding government and market solutions to climate change. A longitudinal survey was administrated to students at two occasions including 212 participants in the first measurement. Results show a small significant increase in importance for altruistic, biospheric and egoistic value orientations at average. At individual level, there are substantial movements over time, 60% of the students change strength in values over time. Taxes and legislations are the most effective solutions to climate change however there was a decrease in seeing market prices as useful measurements. Analysis suggested no direct relationship between change in value orientation and change in norms. However indirect associations was found mediated by changing beliefs in the efficacy of education and information and the efficacy of tax policies. For example, students who became more egoistic and more convinced about the efficacy of tax were less likely than others to be willing to take personal actions. 

  • 41.
    Ignell, Caroline
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Davies, Peter
    Lundholm, Cecilia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Understanding ’Price’ and the Environment: Exploring Upper Secondary Students’ Conceptual Development2017Inngår i: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 16, nr 1, 68-80 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose: To explore changes in upper secondary students´ conceptions of environmental issues in how prices are determined and how they should be determined. Design:The study uses an ’alternative frameworks’ conceptual change approach to examine change in the conceptions of fifteen business and economic students. Students were asked about the prices of familiar products and asked to explain prices for eco-friendly and eco-unfriendly products. A first interview was conducted in the second year of education and the second interview a year later when students were 18 years old and in the final year of schooling. Interviews were carried out out by a researcher independent from the schools and carried out in schools. Findings: Identifies the fragmentary nature of students´ every-day thinking in relation to productivity, consumer preference and negative externalities. Results show characteristics of partial conceptions, which are considered as students´ conceptions in a process of change towards a more scientific understanding of relationships between price and environmental impacts. Practical implications: The study clarifies conceptions, which students bring to the classroom and the directions thatdevelopment in understanding may take. The study should help teachers to design effective strategies to support students’ learning.

  • 42.
    Irisdotter Aldenmyr, Sara
    et al.
    Högskolan Dalarna.
    Olson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. Högskolan Dalarna.
    The inward turn in therapeutic education: an individual enterprise promoted in the name of the common good2016Inngår i: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 24, nr 3, 387-400 s.Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 43.
    Jackson, Robert
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. University of Warwick, England.
    Inclusive Study of Religions and World Views in Schools: Signposts from the Council of Europe2016Inngår i: Social & Public Policy Review, ISSN 1572-459X, E-ISSN 1752-704X, Vol. 4, nr 2, 14-25 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article outlines some issues in incorporating the study of religions, together with non-religious world views, into the curricula of publicly funded schools in Western democratic states. Attention is given to examples from work on this topic conducted within the Council of Europe since 2002, with a particular focus on Signposts: Policy and Practice for Teaching about Religions and Nonreligious World Views in Intercultural Education, a text published by the Council of Europe in 2014. Signposts is designed to assist policy makers and practitioners in interpreting and applying ideas from the 2008 Recommendation from the Committee of Ministers (the Foreign Ministers of the 47 member states) dealing with education about religions and non-religious convictions. Various issues raised by the Signposts document are considered. Towards the end of the article, recent UK and Council of Europe policies which emphasise the study of religions and beliefs as a means to counter extremism, and which have appeared since the publication of Signposts, are summarised and discussed critically. Attention is drawn to the dangers of certain policies, and also to the plurality of aims which studies of religions and non-religious world views need to have in providing a balanced educational programme.

  • 44.
    Jackson, Robert
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. University of Warwick, UK.
    Religious Education in European Organisations, Professional Associations and Research Groups2016Inngår i: Religious Education in a Global-Local World, Springer, 2016, 11-33 s.Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    Although provision for dealing with religion(s) in the educational systems of different European countries continues to vary quite considerably, there is increasing European collaboration on this topic in European organisations, such as the Council of Europe, the European Wergeland Centre and the Office for Democratic Institutions and Human Rights of the Organisation for Security and Co-operation in Europe; in professional associations, such as the European Forum for Teachers of Religious Education; and in research groups, including the European Network for Religious Education through Contextual Approaches, together with various international teams-such as the REDCo team-assembled to undertake particular research projects. Academic journals with a European and wider brief also play their part in fostering European collaboration, discussion and exchange, as does the book series Religious Diversity and Education in Europe, published in Germany by Waxmann, and the University of Vienna's series of texts on religious education in Europe. The chapter argues that Europeanisation-part of a broader internationalisation-of debates and research about religious education is to be welcomed, despite the ambiguities of the term 'religious education'. So far its outcomes have been very positive in opening up discussion about the rationale for the study of religions in public education (as with the Council of Europe's work), building networks of communication for exchanging ideas on pedagogy and policy and for collaborative research, fostering new, outward looking, doctoral research, and extending the publication of research on various aspects of religion in education.

  • 45.
    Jackson, Robert
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. University of Warwick, UK.
    'WHO'S AFRAID OF SECULARISATION?' A RESPONSE TO DAVID LEWIN2017Inngår i: British Journal of Educational Studies, ISSN 0007-1005, E-ISSN 1467-8527, Vol. 65, nr 4, 463-468 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This response to David Lewin states the purpose of my critique of some aspects of Liam Gearon's work. It clarifies my position on the aims of 'inclusive' religious education, rejecting Gearon's view that REDCo researchers shared a common pluralistic theology, regarding religious education as having a single political aim. It reinforces Gearon's misrepresentation of the development of the Toledo Guiding Principles. In addressing the concern that religious education serves political ends, I acknowledge that much educational discourse has a political dimension but, in the case of 'inclusive' religious education, I argue that an approach based on John Rawls' view of political liberalism can facilitate understanding of religions. I respond to Lewin's assumption that my own view of religious language is entirely propositional and I compare the view of religious language expressed by Morimoto, quoted with approval by Lewin, with that of D. Z. Phillips, noting that its adoption implies that religious 'insiders' and those with no religious commitments are incapable of mutual understanding. I introduce the interpretive approach as an impartial methodology for religious education. Finally, I invite Lewin to engage with empirical research informing European policy on religious education, relevant to issues of secularity and secularism.

  • 46.
    Jackson, Robert
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. University of Warwick, UK.
    Everington, Judith
    Teaching inclusive religious education impartially: an English perspective2017Inngår i: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 39, nr 1, 7-24 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The article draws on experience of teaching, teacher education and qualitative research related to an impartial approach to inclusive religious education (including pupils from families who identify with or do not identify with religion or belief groups), in publicly funded schools in England. Such religious education is considered to be intrinsically worthwhile and instrumentally important in contributing to pupils' personal and social development. The approach considered is hermeneutical, bringing reliable information into relationship with knowledge and experience of pupils and teacher through active learning, including dialogue. Qualitative research on student and early career teachers suggests that appropriate skills and attitudes supporting an impartial approach can be developed, facilitating a relationship of trust between teacher and students. A condition is the development of teachers' knowledge and understanding of the stances of pupils in their classes. However, some student teachers or teachers with very firmly held views find it very difficult to adopt an impartial approach. On the basis of examples from qualitative research, it is argued that good quality teacher education can assist in developing appropriate skills and attitudes for those wishing to take an impartial approach. Further research, ideally involving partnership between researchers and practitioners, is recommended.

  • 47. Jagers, Sverker C.
    et al.
    Harring, Niklas
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. University of Gothenburg, Sweden.
    Matti, Simon
    Environmental management from left to right - on ideology, policy-specific beliefs and pro-environmental policy support2018Inngår i: Journal of Environmental Planning and Management, ISSN 0964-0568, E-ISSN 1360-0559, Vol. 61, nr 1, 86-104 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Due to growing environmental challenges, the demand for effective management through pro-environmental policy measures is increasing. The effectiveness is, however, largely determined by the degree to which the policy measures are supported by the actors affected by them. A consistent finding in the literature is that ideology (or subjective positioning on the left-right dimension) affects environmental policy support, with left-leaning individuals being more pro-environmental. A major caveat with previous research is that it seldom makes a distinction between different kinds of policies. Therefore, we are concerned with investigating how different ideological positions affect attitudes towards different forms of environmental protection. Using unique survey data, we show that ideology is related to conceptions about the fairness and effectiveness of different policy tools, which in turn steer preferences. In that sense, this paper makes the discussion on the effects of ideological position on pro-environmental policy support more nuanced.

  • 48.
    Johansson, Patrik
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Att möta det förflutna i de historiska källorna. Ett utforskande av lärande och meningsskapande genom två källtolkningsuppgifter i historia2014Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, ISSN 2000-9879, nr 2, 180-207 s.Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The article uses a form of content focused conversation analysis to explore processes of learning and attributing meaning when upper secondary students work with two primary source assignments in history. Empirical data was collected through audio recordings of students’ collaborative work on the assignments, which consisted in analysing two primary sources in small groups. The article addresses one primary research question: what is characteristic for the processes of learning and meaning-making when students work with two source analysis assignments? As a first step, the students’ learning processes, understood as a change in participation in the learning activity, are described. As a second step, the article describes how the students’ construct meaning when working with the primary sources. The main results are descriptions of the students’ learning, and meaning-making, processes. Based on the analysis of the students’ conversations it is suggested that the temporal aspect is discerned in a contrastive process between the present and the past in terms of values, ideas and societal conditions. In relation to the human aspect the students experienced a difficult balancing act in contrasting their own perspective with the historical actor’s perspective. However, a successful strategy was to take on the role of hypothetical historical agents. Finally, in relation to the contextual aspect once the students were involved in a process of inquiry and reasoning they managed to discern subtexts of the sources in relation to the historical context. It is suggested that certain aspects of school culture might inhibit the students’ learning of primary source analysis, as they occasionally strive to find the "right answers" rather than engaging in interpretative work. One interesting finding was the vital role of the students’ life-world perspective in creating meaning while working with the primary sources, and it is suggested that this perspective should be regarded in educational design.

  • 49.
    Johansson, Patrik
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Hur kan vi förstå människor i det förflutna?: Att tolka spåren efter dem som levde förr2016Inngår i: SO-didaktik, ISSN 2002-4525, nr 2, 6-9 s.Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Krönikan är en reflektion över hur arkeologiska föremål och artefakter i form av hällbilder kan öppna historieämnet för tolkningar av forntiden som något annat än en statisk, homogen och mytologiserad period. Texten pekar på mobilitet och kulturmöten. De arkeologiska förmålen kan skapa en känsla av kontakt med det förflutna och engagera barn i historiska resonemangoch därmed bidra till historiskt lärande. Det är dock lätt att dra snabba slutsatser och kanske också att fylla forntiden med fantasier. En medveten undervisning med hjälp av arkeologiska föremål kan öppna för mer relevanta och meningsfulla tolkningarav det förflutna - som dessutom är mer historiskt korrekta.

  • 50.
    Johansson, Patrik
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Intercultural learning in the history lab: learning intercultural history through historical enquiry with archaeological artefacts in primary school2017Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    The session discusses ongoing research. We present a German project involving students from Winneba (Ghana), Dar es Salaam (Tanzania) and Hamburg, and proposes a concept for a teaching project structure focused on “de-constructing” memory culture(s)., that might facilitate multiperspectival history education. A recently initiated Swedish collaborative research project, “The common space” explores the ways that heritage can be incorporated into history education and used to address processes of migration and cultural encounters. The cultural heritage in Sweden is seen as part of "a common space" that affords rich opportunities to highlight the ways multiculturality has always been inherent to history. Researcher, museum educators and history teachers work together to develop an educational resource to guide intercultural education (school years 4, 5, 6 and newcomers). Finally, we report from an initial study associated with “The common space” project where one researcher and three primary school teachers collaborated in an action research project with inspiration from a History labs framework. The hypothesis was that concrete historical artefacts such as coins could be powerful in initiating and practicing disciplinary inquiry and promote intercultural historical learning with younger children. The presentation exemplifies how teaching can be designed around historical artefacts, and addresses the questions of what aspects of the teaching seem to enable, and impede, intercultural learning and the practice of disciplinary inquiry.

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