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  • 1.
    Gustavsson, Caroline
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Existential configurations: a way to conceptualise people’s meaning-making2020Inngår i: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 42, nr 1, s. 25-35Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper introduces existential configuration as a concept possibly used to describe, talk about and discuss peoples’ meaning-making, not least in religious education classrooms. The article builds on an interview study of 21 Swedish young adults from 19 to 29 years of age. Many of these young adults displayed complex methods of meaning-making that challenge some established ways of conceptualising it. Findings showed that the young adults did not all share a single political, philosophical or religious outlook on life. Some had religious beliefs and some did not, but this does not mean that the latter group did not interpret and/or desire to understand their existence. The article argues that a person having any specific outlook on life cannot be assumed if the concept is understood as a cognitive decision in relation to life questions. Based on analysis of empirical material, the article suggests the concept of existential configuration as an alternative way to conceptualise people’s meaning-making. Concepts suggested here are potentially of value for religious educators in helping open classroom dialogue on issues of existential meaning and for enabling deeper understanding of how individuals interpret and understand life in relation to others.

  • 2.
    Gustavsson, Caroline
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Delaktighet i praktiken: Gudstjänsten i centrum2020Rapport (Annet (populærvitenskap, debatt, mm))
  • 3. Irisdotter Aldenmyr, Sara
    et al.
    Olson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Ethical and Care-Oriented, but Still Psychological and ‘At Risk’: Teachers’ Constructions of Young People’s Transition from School to Society2020Inngår i: Youth on the Move: Tendencies and Tensions in Youth Policies and Practices / [ed] Kristiina Brunila, Lisbeth Lundahl, Helskinki: Helsinki University Press, 2020, s. 167-184Kapittel i bok, del av antologi (Fagfellevurdert)
  • 4.
    Jägerskog, Ann-Sofie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Making Possible by Making Visible: Learning through Visual Representations in Social Science2020Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    This thesis focuses upon the relationship between teaching and learning of dynamic phenomena and processes in social science and the use of visual representations in social science teaching. Teaching in social science uses many visual representations, such as models, flowcharts and diagrams, in order to help students to grasp phenomena, structures and processes in society. However, it is a challenge to use a visual simplification of a complex reality without reducing its complexity, and we often do not know what understanding is facilitated or even hindered through the use of different visual representations. We thus need to identify the relationship between how the content is visually illustrated and composed (compositional structure) and how students understand the content visualised. We also need to improve our understanding of the relationship between visual representations used in teaching and the teaching-learning practices established in the classroom. This thesis aims to contribute to these areas, with a focus on visual representations of pricing in economics, as an example of a complex and dynamic process in social science.

    Paper I uses phenomenography and variation theory to investigate students’ conceptions of causal relationships in pricing. Causality was identified as a central dimension of variation in understanding pricing. Different conceptions of causality in pricing were identified in upper secondary students’ written answers and critical aspects of causal relationships in pricing were identified. Paper II compares the outcome of using two different visual representations of pricing. This paper draws attention to the ways in which these representations helped students to discern the critical aspects identified in Paper I. A causal loop diagram was considerably more effective than supply/demand graphs in helping students to discern the critical aspects of causal relationships in pricing. A conclusion drawn is that the compositional structure of a visual representation used in teaching plays a vital role for how students understood the content visualised and which aspects of the phenomenon are more easily discerned, and which are not. Paper III uses a practice theory perspective to deepen the understanding of the results from Paper II. Results from Paper III suggest that the causal loop diagram, to a greater extent than the graph, contributed to the establishing of an epistemic practice, a practice where knowledge was developed and transformed. This was for instance seen in the causal loop diagram affording discussions concerning the causal relationships and encouraging further questions and reflections. A conclusion drawn is that a visual representation as an action-mediating tool plays a central role in forming the teaching-learning practices established in the classroom.

    The results from the three papers are also discussed in relation to two challenges: (i) how simplified visualisations of complex processes and structures may facilitate students developing a qualified understanding of such processes and structures and (ii) how disciplinary developed visual representations, when used in social science teaching, may be used with a different goal than when used in the discipline, where they were developed. The contributions of this thesis are both empirical, theoretical and practical and several practical implications for teaching and learning in social science were identified.

  • 5.
    Jägerskog, Ann-Sofie
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Lindberg, Viveca
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Hinder och möjligheter för ökad genomströmning i lärarutbildningskurser - resultat från workshops med lärarutbildare på HSD2020Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Tidigare rapporter (t.ex. UKÄ, 2017) har visat att genomströmningen på lärarutbildningarna är problematisk, något som även gäller Stockholms universitet. Syftet med detta projekt, som är finansierat med rektors medel för kvalitetsutveckling av utbildning, är att undersöka hur genomströmningen kan öka på HSD med bibehållen hög kvalitet. Detta är en central fråga för lärarutbildningen i stort och för den egna institutionen. I projektet har vi 

    • Analyserat statistiska uppgifter om genomströmningen inom institutionens (HSD) kurser i lärarutbildningarna
    • Genomfört och analyserat en kartläggningsuppgift bland lärarutbildare på HSD
    • Distribuerat en enkät till de drygt 218 studenter som identifierades som avhopp under perioden 2013–2019 
    • Påbörjat en kartläggning av vilka examinationsformer som används på institutionen
    • Granskat nationella rapporter och ett urval av internationell forskning om avbrott i lärarutbildning specifikt och högre utbildning generellt 

    Syftet med postern är att rapportera analysen av kartläggningsuppgiften bland HSD:s lärarutbildare. Denna genomfördes i två steg. I steg 1 identifierades “nycklar till god genomströmning”, d.v.s. vilka faktorer som ansågs möjliggörande respektive hindrande. I steg 2 relaterades detta bl.a. till olika examinationsformer. Fyra teman av framgångsfaktorer för god genomströmning identifierades i steg 1: 

    • Examinationsrelaterade faktorer 
    • Didaktiska strategier 
    • Interna (HSD) ramvillkor 
    • Externa (bortom HSD) ramvillkor 

    Dessa konstruerades till två modeller som sammantaget synliggör hur de olika faktorerna samspelar (se Figur 1 och 2 nedan). I steg 2 kompletterades analysen med en femte faktor som nyanserade resultatet ytterligare, nämligen formerandet av en begynnande läraridentitet. Resultatet från kartläggningen bekräftar och nyanserar resultaten i tidigare studier som visar att hindren för genomströmning i högre utbildning kan ligga på såväl program- som strukturnivå (Alon & Gelbgiser, 2011; Darmody & Smyth, 2008). 

    Resultatet från denna delstudie kommer att jämföras med enkätsvaren, samt sättas i relation till de examinationsformer som används på institutionen, och användas för att föreslå hur HSD:s didaktiska strategier, där examinationsformer utgör en del, kan vidareutvecklas.

  • 6.
    Lidén, Anne
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Gun Kessle och Torsten Renqvist: Konstnärer i möten och vägval2020Rapport (Annet vitenskapelig)
    Abstract [sv]

    Denna forskningsrapport vid HSD forskningsavdelning handlar om de två konstnärerna Gun Kessle (1926-2007) och Torsten Renqvist (1924-2007) och deras konstnärliga utveckling under perioden 1949-1955, baserat på källor och biografiska data ur Gun Kessles efterlämnade minnesanteckningar samt konstvetenskaplig forskning av bl. a. Beate Sydhoff, Lars Nygren och Mailis Stensman. Rapporten behandlar de båda konstnärernas möte vid Österåsens sanatorium och deras gemensamma liv vid Konsthögskolan och Grafiska skolan i Stockholm. Med en konstvetenskaplig analys undersöks främst de skisser och porträtt som Torsten Renqvist gjorde av Gun Kessle med särskild tonvikt på de skisser som låg till grund för en lång rad målningar. Flera av dessa målningar gick förlorade då han senare brände upp dem. En jämförelse görs mellan Gun Kessle och Torsten Renqvist vad gäller deras olika konstnärliga och kulturpolitiska vägval under 1950- och 1960-tal. Rapporten är illustrerad med foton från Gun Kessles samling av grafik och måleri vid Jan Myrdalbiblioteket i Varberg och med foton av Torsten Renqvists verk i Moderna museets samling av teckningar och grafik.  

  • 7.
    Lidén, Anne
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Genuspedagogisk bildtolkning och debatt: Det broderade kvinnomärket och andra illustrationer i kvinnorörelsen2020Rapport (Annet vitenskapelig)
    Abstract [sv]

    Denna forskningsrapport vid forskningsavdelning på HSD ger en summerande genuspedagogisk och konstpedagogisk analys av olika FoU projekt och seminarier i genuspedagogik som bedrivits vid den tidigare institutionen CeHum 2012-2015 under ledning av professor Geir Skeie. Rapporten ger även en kompletterande analys av senare års debatter kring kvinnorörelsens illustrationer, med särskild tonvikt vid det broderade kvinnomärkets användning och bildreception i olika länder. En redogörelse görs av den forskningsdebatt som förts kring det broderade kvinnomärkets betydelse. En jämförelse görs med några av de utvecklingsprojekt i de estetiska ämnenas didaktik som genomförts 2016-2018 vid den efterföljande institutionen HSD.

  • 8.
    Lidén, Anne
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Med rak blick: Gun Kessles måleri och grafik på Jan Myrdalbiblioteket i Varberg2020Inngår i: En bok om Jan Myrdals och Gun Kessles bibliotek / [ed] Per Axelson, Stockholm: Karneval förlag , 2020Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Artikeln beskriver och diskuterar Gun Kessles konst som är utställd på Jan Myrdalbiblioteket i Varberg. Gun Kessle (1926-2007) härstammar från Haparanda. Utställningen visar konstnärens tidiga verk, måleri och grafik från 1949-1957, från hennes utbildning i Stockholm, på Grafiska Skolan vid Kungl. Konsthögskolan, Hampstead School of Art i London och Gerlesborgsskolan i Bohuslän. I bibliotekets utställning visas även senare teckningar, måleri och grafik samt illustrationer, bokomslag, foton och affischer från hennes talrika resor 1957-2007 tillsammans med Jan Myrdal, bl.a. från Spanien, Afghanistan, Indien och Kina samt Mexico. Gun Kessles omfattande fotografiska verk berörs marginellt i artikeln. Den historiska utvecklingen av olika motiv i Gun Kessles konst behandlas översiktligt och tematiskt.

    Gun Kessle konstsyn utgick mycket från synen på hantverkets betydelse hos Thomas Bewick och William Morris. Gun Kessles konstnärliga förhållningssätt presenteras i relation till konstnärsgruppen de nya expressionisterna på Konsthögskolan på 1950-talet, bl. a. Torsten Renqvist, Svenolov Ehrén och Per-Olof Ultvedt. Hon vill att bilderna skulle vara "tydliga och klara och berättande". Dessutom diskuteras i artikeln olika karaktäriseringar som gjorts av Gun Kessles konst, såsom naivism och realism, humor och berättarglädje. Gun Kessle förde nya bilder till Sverige från sina resor i Asiens länder, bilder av stolta människor utan underdånighet, folk i arbete och gemenskap.

  • 9.
    Lidén, Anne
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Fredsbilder i Guatemala: Minne, försoning och rättvisa efter inbördeskrig och folkmord2020Inngår i: Förr och nu: tidskrift för en folkets kultur och historia, E-ISSN 2003-329X, nr 1, s. 1-29Artikkel i tidsskrift (Annet vitenskapelig)
    Abstract [sv]

    Med utgångspunkt från fredsstatyn i Chimaltenango 1997, Guatemala, som föreställer en Maya-kvinna som bryter ett gevär över sitt huvud, görs en beskrivning av fredsprocessen efter inbördeskrigets slut 1996. Fredspristagaren 1992 Rigoberta Menchú Tum presenteras. En historisk bakgrund ges till inbördeskriget 1960-1996 och framför allt till folkmordet mot Maya-folket under åren 1981-1983. En översiktlig presentation görs av Maya kulturen med dräkter och vävningspraktiker, samt om konst, drama och musik. Utställningen på kommunmuseet i Rabinal av Rabinal Achi´dramat, som blivit klassat som immateriellt världsarv 2008, beskrivs kort liksom dess minnesutställning av folkmordets och krigets offer. Försoningsarbetet tas upp liksom flera rättegångar om krigsförbrytelser mot de ansvariga militärerna, samt anhörigas krav på att få kvarlevor tillbaka för återbegravning. Slutligen diskuteras Maya kvinnornas framgångsrika kamp för sin kulturella och konstnärliga identitet.

  • 10.
    Szatek, Elsa
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Moving Spaces: Mapping the Drama Room as Heterotopia2020Inngår i: Education Sciences, E-ISSN 2227-7102, Vol. 10, nr 3, artikkel-id 67Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article is aimed at exploring the political characteristics of the drama space, which reflects, juxtaposes, and opposes particular sites in a participant’s everyday life, such as the school. By putting spatial theories to work, this article investigates the drama space belonging to an all-girls community group in Sweden, participation in which is voluntary and where the artistic work produced relies on a democratic process, with the girls’ input being vital. I conceptualise the drama room as a heterotopia that functions as an exclusive and excluding space as a well as a space of resistance. Based on interviews with the girls, this ethnographic study challenges the conventional notion that applied drama is only an interrelational matter between the drama participants. By examining the drama room’s role as the ‘other place’ in the girls’ everyday lives while being connected to ‘everyday’ places, this article demonstrates the drama room as an important space for the girls to have agency, there and elsewhere. When placing space and place in the foreground, a ‘dramaspaceknowledge’ emerges, the influence of which stretches beyond the drama room. This article argues that the girls’ dramaspaceknowledge is utilised when creating a performance and while challenging structures and norms elsewhere, such as in their schools and communities.

  • 11.
    Szatek, Elsa
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Att leda teater, motstånd och dialog2020Inngår i: Livet Bitch! metod / [ed] Anna Lundberg, Riksteatern , 2020, s. 106-119Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
  • 12. Wall, Tony
    et al.
    Fries, Julia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Rowe, Nick
    Malone, Niamh
    Österlind, Eva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Drama and theatre for health and wellbeing2020Inngår i: Good Health and Well-Being / [ed] Walter Leal Filho, Tony Wall, Anabela Marisa Azul, Luciana Brandli, Pinar Gökcin Özuyar, Springer, 2020Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The rock art of indigenous communities from 20,000 years ago have been interpreted as early indications of how humans have connected performance, in a broad sense, with the health and well-being of their communities (Fleischer and Grehan, 2016). Now, at a global level, there is increasing recognition that drama and theatre can facilitate a variety of health and wellbeing outcomes for an extensive range of groups, not pre-determined by affluence or socioeconomic status (APPG, 2017). In a broad sense, drama and theatre are a constellation of arts based practices, processes, and spaces, which intentionally work with more or less fictive characters, roles, relationships, and plots, in order to generate a wide range of experiences or outcomes (Wall, Österlind and Fries, 2018, forthcoming). Indeed, theatre and drama have been described as “the most integrative of all the arts: they include singing, dancing, painting, sculpture, storytelling, music, puppetry, poetry and the art of acting” (British Medical Association, 2011, p 10), which can help people to understand and then change how they relate to and then live out their own world.

  • 13. Wall, Tony
    et al.
    Österlind, Eva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Fries, Julia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Arts based approaches for sustainability2020Inngår i: Encyclopedia of Sustainability in Higher Education / [ed] Walter Leal Filho, Springer, 2020Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The arts encompass a broad and diverse landscape of interrelated creative practices and professions, including performance arts (including music, dance, drama, and theatre), literary arts (including literature, story, and poetry), and the visual arts (including painting, design, film) (see UNESCO 2006). They have been explicitly linked to sustainable development in higher education at a global level through UNESCO’s Road Map for Arts Education (UNESCO 2006) and The Seoul Agenda: Goals for the Development of Arts Education (UNESCO 2010). Specifically, the arts have been deployed to promoting human rights, enhancing education, promoting cultural diversity, enhancing well-being, and, most broadly, “resolving the social and cultural challenges facing today’s world” (UNESCO 2010: 8).

  • 14.
    Andersson, Pernilla
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Embodied experiences of ‘decision-making’ in face of uncertain and complex sustainability issues: Embodied experiences of 'decision-making' in face of uncertain and complex sustainability issue2019Inngår i: Sustainable development teaching: ethical and political challenges / [ed] Katrien Van Poeck, Leif Östman, Johan Öhman, London: Routledge, 2019Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    The ‘wicked’ character of sustainability issues points to the need for education to prepare students to make decisions (also) in the absence of clear guidelines and regulation. This chapter contributes to this need by presenting teaching approaches that offer students embodied experiences of decision-making in face of sustainability problems characterised by uncertainty and complexity. Short practical examples illuminating situations in business education at upper secondary level are provided to illuminate: (a) when different worldviews regarding how sustainability problems should or could be addressed come to the fore, and (b) emancipatory educational qualities in terms of subjectification. The different worldviews that comes to fore in the practical examples relates to whether or not trade automatically leads to socially and environmentally optimal outcomes, and whether a business (person) should be guided by an a-moral/a-political or moral/political business ideal. The practical examples illuminate what could be described as dislocatory moments. Drawing on the concept of ‘dislocatory moments’ the chapter presents a didactic model that could be used to identify room for subjectification processes together with a change of views regarding sustainability issues.  The ambition is to facilitate teachers’ development of teaching that could contribute to change for sustainability without compromising emancipatory education ideals. 

  • 15.
    Andersson, Pernilla
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Towards a dynamic picture of human nature in economics education – a methodological approach2019Inngår i: NOFA7 abstracts: Stockholm University, 13 - 15 May 2019, 2019, s. 23-23Konferansepaper (Fagfellevurdert)
    Abstract [en]

    It has long been suggested that the ‘homo economicus’ assumption underpinning neo-classical theory is not limited to its theoretical function, but also has a ‘productive’ function by ‘creating’ individuals acting in accordance with the assumption. Nelson (2006) and Zaman (2013) offer some clues as to how this process can be understood. They describe that and how we have come to embrace the metaphorical understanding of economy as a machine, running on self-interest, as something real rather than a figure of speech. Along the way, the tools with which sustainability issues could be addressed have become limited to those that fit ‘homo economicus’. In the wake of the financial crisis of 2008 and increased concerns about climate change, this critique of economics education has been re-actualised to the extent that economics students have organised themselves worldwide, calling for a curricular reform. In line with this critique, academic economists have also argued that to equip students for the challenges of the 21st century, economics education needs to embrace a more complex and dynamic picture of human nature. In view of this, it could be argued that researchers and teachers need tools to identify situations in educational practices where ‘homo economicus’ is reproduced or challenged. The purpose of this paper is to address this need by suggesting a methodological approach drawing on poststructuralist discourse theory and a methodological approach for analysis of meaning-making in classroom practice.

  • 16.
    Andersson, Pernilla
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Embodied explorations - change for sustainability, scope for subjectivity and teaching in a 'post-truth' era2019Inngår i: NOFA7 abstracts: Stockholm University, 13 - 15 May 2019, 2019, s. 22-22Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Sustainability issue are often characterised by complexity and uncertainty which implies severe challenges when relying on science as a source for reliable knowledge when making decisions (either as a member of parliament, government official, judge, business owner or executive manager in a business). One example of such an issue concern the use of pesticides, the state of bees, biodiversity and food security. This ‘wicked’ character of sustainability issues points to the need for capability to make decisions also in the absence of previously established principles. Accordingly, education needs to make students prepared to make decisions also in the absence of formal regulations and legislation. For instance, students who in the future could be working in corporations making decisions about what products to sell or not to sell. This paper presents two teaching approaches drawing on educational drama that could offer students the opportunity to practice making decisions when encountering so called wicked sustainability problems. A didactic model drawing on the concept of ‘dislocatory moments’ and short empirical examples from business education in upper secondary education are provided to specifically illuminate (a) when different worldviews or perspectives on sustainable development comes to the fore in educational practice and, (b) emancipatory educational qualities in terms of subjectification. The (pluralist) teaching approaches are also further discussed in relation to implications connected to teaching in a ‘post-truth era’.

  • 17.
    Andersson, Pernilla
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Troubling economics – towards metaphorical pluralism in economics education2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    It has long been suggested that the ‘homo economicus’ assumption underpinning neo-classical theory is not limited to its theoretical function, but also has a ‘productive’ function by ‘creating’ individuals acting in accordance with the assumption (Schütz, 1953). Several studies have indeed pointed out that economists/economics students act in selfish ways, although there is some disagreement about the effect of education (Etzioni, 2015). Nelson (2006) and Zaman (2013) offer some clues as to how this process can be understood. They describe that and how we have come to embrace the metaphorical understanding of economy as a machine, running on self-interest, as something real rather than a figure of speech. Along the way, the tools with which sustainability issues could be addressed have become limited to those that fit ‘homo economicus’. In the wake of the financial crisis of 2008 and increased concerns about climate change, this critique of economics education has been re-actualised to the extent that economics students have organised themselves worldwide and called for a curricular reform (Earle, Moral, & Ward-Perkins, 2016). In line with this critique, academic economists have also argued that to equip students for the challenges of the 21st century, economics education needs to embrace a more complex and dynamic picture of human nature (Nelson, 2006; Zaman, 2013; Brant, 2016; Raworth, 2017). In view of this, it could be argued that educational researchers and teachers need tools to identify situations in educational practices as well as educational materials where ‘homo economicus’ is reproduced or challenged. The purpose of this paper is to address this need by presenting and suggesting a methodological approach that could be used for this. The approach draws on poststructuralist and anti-essentialist discourse theory (Laclau and Mouffe, Glynos and Howarth) and a methodological approach for analysis of socialisation and teaching and learning processes in classroom practice (Lidar, Lundqvist, & Östman, 2006; Wickman & Östman, 2002; Rudsberg & Öhman, 2010). Empirical material in the form of transcripts from classroom observations will be used to illustrate the approach.

  • 18.
    Andersson, Pernilla
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Transaktionella analyser av undervisning och lärande: SMED-studier 2006–20182019Rapport (Annet vitenskapelig)
    Abstract [sv]

    Denna rapport presenterar analysmetoder och forskning som fokuserat lärandeprocesser i undervisningspraktiker. Mer specifikt utgör denna rapport en sammanställning av det pragmatiska teoretiska ramverket som utvecklats och tillämpats inom forskargruppen SMED (Studies of Meaning-making in Educational Discourses) i Uppsala och Örebro 2006–2018.

    Rapporten inkluderar en introduktion till det pragmatiska teoretiska ramverket och en kort beskrivning av analysmetoderna Praktisk Epistemologisk Analys och Riktningsgivaranalys.  Ambitionen är att rapporten ska vara användbar som en orientering för studenter, lärare, doktorander och forskare med intresse för detaljerade analyser av lärandeprocesser i undervisningspraktiker eller andra praktiker där lärande sker. Med lärandeprocesser avses här meningsskapandeprocesser inkluderande utbildningens kvalificerande, socialiserande såväl som subjektifierande/personformerande funktioner samt det som påverkar denna process. Det som påverkar meningsskapandeprocessen kan vara lärare, andra elever/studerande, artefakter och det socio-materiella. Rapporten innehåller en sammanställning av metodologiska bidrag till det didaktiska forskningsfältet såväl som till utbildningspraktiken. Sammanställningen av de metodologiska bidragen är strukturerad i fyra delar: Naturorienterande ämnen, Miljö- och hållbarhetsundervisning, Idrott och hälsa samt Utbildning i förskolan. Utifrån denna sammanställning kan man dra slutsatsen att studierna varit fruktbara för forskningsproblem som handlat om att: (a) fånga komplexiteten i lärandeprocesser, (b) undersöka identifiera och belysa avgörande situationer/ögonblick i lärandeprocesser, (c) undersöka och belysa lärares handlingar och dess betydelse för individers lärandeprocesser, (d) bidra med kunskap och illustrerande empiriska exempel till debatter om hur lärande går till och/eller undervisning bör bedrivas, (e) identifiera och belysa olika ämneskulturer såsom de framträder i praktiken, samt (f) problematisera förgivet-taganden om vad olika utbildningsaktiviteter leder till. Avslutningsvis ges förslag på riktning för fortsatt arbete avseende analys av undervisning och lärandeprocesser.

  • 19.
    Andrée, Maria
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Eriksson, Inger
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    A research environment for teacher-driven research - some demands and possibilities2019Inngår i: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 9, nr 1, s. 67-77Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose The purpose of this paper is to reflect upon demands of and possibilities for establishing a space for conducting and supporting high-quality research in schools. In the article the authors reflect upon experiences in establishing a research environment for teachers called Stockholm Teaching & Learning Studies (STLS). The article focusses some of the tensions that have been emerging in attempting to build an infrastructure for teacher-driven research and discusses the transformative potential of those tensions. Design/methodology/approach The article draws on the authors' experiences in establishing STLS as a research environment for teachers by drawing on a framework of cultural-historical activity theory. The article applies the notions of contradictions and tensions as driving forces for development of activity. Findings The specific tensions that have been negotiated in the establishment of STLS are tensions between developing public knowledge vs local knowledge, tensions in knowledge cultures between oral and text-based ways of sharing knowledge, tensions in research interests and tensions in ownership. These tensions relate to knowledge production as embedded in institutional life and constrained by institutional boundaries in contemporary society. Originality/value Today, there is a growing amount of collaborative research that connects elementary and secondary teachers in research projects with university-based researchers. However, this does not guarantee projects that will address everyday problems of teachers or that teachers will be acknowledged as researchers in the end.

  • 20.
    B. Boistrup, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lindberg, Viveca
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Challenging theory versus practice: Connections between mathematics and vocational education2019Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    In this paper we discuss connections between two teaching contents in Swedish upper secondary school programs in vocational education; mathematics and vocational content. Simultaneously, we challenge a dichotomous understanding of theory and practice, while paying an interest in connections between the two. We have adopted the framework of praxeology by Chevallard. Through analysis of empirical examples, we illuminate how, for example, theoretical aspects may derive from both mathematics and vocational content, challenging mathematics as mainly theoretical and vocations as only practical.

  • 21.
    Berglund, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    State-Funded Faith-Based Schooling for Muslims in the North2019Inngår i: Religion & Education, ISSN 1550-7394, E-ISSN 1949-8381, Vol. 46, nr 2, s. 210-233Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    An emerging option in several European countries has been the state provision of publicly funded Islamic education. It is an alternative that lies at the heart of concerns over religious freedom, equal rights to education, integration, and social cohesion, but that is also connected to matters of securitization and the state’s attempt to control Islam. This article compares the provision of faith-based schooling in general, but publicly funded Islamic education in particular, in Finland and Sweden—two neighboring countries, historically and culturally connected, but with a different approach to faith based schooling.

  • 22.
    Berglund, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Sociological Perspectives on Religion and Education2019Inngår i: Religion and Education: Framing and Mapping a Field / [ed] Stephen G. Parker, Jenny Berglund, David Lewin, Deirdre Raftery, Brill Academic Publishers, 2019, s. 46-60Kapittel i bok, del av antologi (Fagfellevurdert)
  • 23.
    Berglund, Jenny
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Liturgical literacy as hidden capital: Experiences from Qur’an education in Sweden2019Inngår i: Apples - Journal of Applied Language Studies, ISSN 1457-9863, Vol. 13, nr 4, s. 15-25Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article focuses on a form of supplementary Islamic education that centres on Qur’an studies and examines the reported experiences of Muslim students that regularly shift between this and their mainstream secular school. Its aim is to better comprehend the dialectical interplay between this type of supplementary education and mainstream secular schooling. Within this framework, the article explores how the traditional way of reading, reciting, and memorizing the Qur’an might relate to the type of teaching and learning that occurs within mainstream public schools. It also explores the possibility of a secular bias within the Swedish school system, the contribution of Qur’an studies to mainstream schooling (and vice versa), Qur’an-based vs. mainstream notions of “reading”, especially in relation to the idea of “understanding” and “meaning”, and how competency in Qur’an recitation becomes valuable secular “capital” when translated from language of “liturgical literacy” to the language of “skills”. To balance and enhance our understanding of student experiences, this article employs a constructive understanding of Pierre Bourdieu's concepts of cultural capital and habitus as well as Andrey Rosowsky’s notion of liturgical literacy.

  • 24.
    Berglund, Jenny
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Gent, Bill
    Qur’anic education and non-confessional RE: an intercultural perspective2019Inngår i: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 30, nr 3, s. 323-334Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article focuses on the reported experiences of Muslim students that regularly shift between Muslim ‘supplementary education’ (including its traditional confessional focus on learning to read Arabic and then memorise and recite the Qur’an) and mainstream school education (including its ‘inclusive’ form of religious education’). The aim has been to better comprehend how these students make sense of this dual educational experience while negotiating the knowledge, skills, and values that are taught to them by two often seemingly disparate institutions. A further aim is to place our findings within the growing field of intercultural education. Though both types of education are often thought to be distinct and oppositional – the former as non-confessional and ‘modern’, the latter as confessional and ‘outmoded’ – both English and Swedish students were able to identify a degree of symbiosis between the two, particularly in relation to the process of memorisation. Thus, it became increasingly clear to the researchers that Muslim student reflection on their participation in both traditions of education had an intercultural dimension in the sense of encouraging dialogue and discussion across educational cultures prompting new knowledge and understanding. This article lays out some of the evidence for this conclusion.

  • 25.
    Björklund Boistrup, Lisa
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Lindberg, Viveca
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    A framework for analysing assessment in working life and vocational education2019Inngår i: Nofa7 Abstracts, Stockholm, Sweden: Stockholm University, 2019, s. 36-36Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In this paper we aim to discuss a research framework for analysing assessment in working life. We view assessment as a broad notion, taking place formally, through tests, coursework and the like, and informally through for example feedback during ongoing work. We argue that education, and significantly vocational education, has much to learn from taking knowledge about assessment as part of working life into account.

    Assessment in working life is in this paper viewed as a teaching content in vocational education. For students in vocational programmes, part of Swedish upper secondary school, it is highly relevant to learn about how working competence may be evaluated in their future occupations. Moreover, teachers carrying out assessment within the vocational programmes have much to learn from the ways assessment may be ‘done’ in working life. To assess vocational competence, also within vocational education, is different from formal educational assessment, since it is about capturing contextual knowing in action. In these actions, there are different logics (see Ellström, 2010) to pay attention to. One logic is a logic of production, where conformity and regulations are essential, and one is a logic of development, where problem solving and creativity are essential. So far, not much research has focused on assessment in working life in a broad sense, with relevance for vocational education.

    Assessment of vocational knowing is a field of research shared by disciplines like education, linguistics, economics and sociology. One theme in the literature addresses assessment for employment. This part of the research field is dominated by economists focusing on management issues, such as tests designed for selection of employees. Another theme is rather new in this field of research; assessment in skills competitions. A third theme is assessment in workplaces. Apart from some studies on assessment of employees’ performances and behaviour, there are few studies (eg. Kvale, 2007; Tanggaard & Elmholt, 2008) on assessment of vocational knowing at work.

    When discussing a framework for analysing assessment in working life, we will draw on theoretical considerations and make critical connections to previous research. In our theoretical considerations we incorporate three levels of practice: personal, interpersonal, and community processes (Rogoff, 2008), all in relation to assessment. To further examine aspects of vocational content in assessment, we adopt a framework of praxeology by Chevallard (2006), where praxis corresponds to ‘know-how’ and logos to ‘know-why’.

  • 26.
    Björklund, Mattias
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Teaching financial literacy: Competence, context and strategies among Swedish teachers2019Inngår i: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 18, nr 2, s. 28-48, artikkel-id 10.4119/jsse-1426Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose: The aim of this article is to compare if and how experienced and novice teachers differ from each other regarding teaching and expressed aims regarding their financial literacy education.

    Method: Thematic analysis together with the PCK framework were used to analyse 21 teacher interviews.

    Findings: Both aims and teaching differ between experienced and novice teachers even though none of the interviewed teachers has any formal content knowledge regarding financial literacy. This seems related to experienced teachers using their everyday financial knowledge when teaching where novice teachers use their pedagogical skills and refer to syllabus.

    Practical implications: Both pre-service and in-service teachers should receive a financial literacy education. Teachers’ experience from financial literacy instruction should be considered when designing teacher training in financial literacy.

  • 27.
    Björklund, Mattias
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Teaching financial literacy - investigating teachers’ knowledge of context2019Konferansepaper (Fagfellevurdert)
  • 28.
    Björklund, Mattias
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Tväråna, Malin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Jägerskog, Ann-Sofie
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Strandberg, Max
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Malmqvist, Eva
    Norevik, Jan
    Olin, Lena
    Karlander, Linda
    What’s the value of water? Teaching for development of the ability to analyse economic and financial issues in Social Studies: 2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The study addresses the questions of how different teaching designs relate to how students in year 1, 4, 5 and 8 (compulsory school) understand and learn the concept of economic value. Economics has been a growing focus areas within the Swedish Social Studies subject, creating new challenges for teachers when integrating this content area as citizenship education. This study investigates how a teaching design makes different economic and financial matters visible to learners in different age groups and was carried out through a learning study. Data consisted of recorded group discussions among students, as well as written student answers to open response pre-and post-test questions, which were analysed using phenomenography (Marton, 2015). Results show three structural aspects necessary for students to discern in learning about economic value; that economic value (1) is constructed rather than essential, (2) emerges in relation to a lack of resources, and (3) is a relation in a system of different kinds of resources. Age does not seem to be a pivotal factor for learning or understanding price and value. By shifting focus from supply to demand with the instructional examples, learners’ life world came closer to the desired learning object -that value and price are constructed and emerge as a relationship between supply and demand in a wide system of resources.

  • 29. Brunila, Kristiina
    et al.
    Olson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. Högskolan Dalarna, Sverige.
    From Welfare To Wellbeing: the politics of Finnish, Swedish and UK education policy2019Konferansepaper (Fagfellevurdert)
    Abstract [sv]

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

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

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

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

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

    Method

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

    Expected Outcomes

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

  • 30.
    Carlgren, Ingrid Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    The knowledge machinery and claims in learning study as paedeutical research2019Inngår i: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 9, nr 1, s. 18-30Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Purpose The purpose of this paper is to contribute to the theoretical reflection on learning study as a research approach. The focus is on description and reflection on the methodology of learning study as paedeutic research. This research is for, not on, teachers, i.e. research into problems and challenges faced by teachers in their professional practice. Learning study as paedeutic research is about the content and processes of formation/Bildung in relation to specific learning objects. Its focus is on subject-specific ways of knowing as well as how such knowing is enabled through teaching. Design/methodology/approach The point of departure is a perspective on research approaches as practices, i.e. as activities with certain aims as well as ways of making knowledge. Based on a description of the knowledge machinery in a learning study, i.e. those mechanisms that together generate new knowledge, the knowledge claims that can be made are discussed together with the theoretical underpinning of the arguments. The knowledge machinery is described in relation to how it is organised around the delimitation and analysis of an object of Learning as well as designing and evaluating ways to make the critical aspects of this object of learning visible. As an epistemological underpinning, some aspects of pragmatic philosophical thinking regarding the relationship between theory and practice are outlined. Based on that the research process may be described as a development of means-ends relationships - from unconscious empirical relationships to conscious staging of internal and theoretical relations. Abduction is an important tool for this meaning-making. Findings Learning study can be described as a particularistic, theory-building research approach concerning the knowing of specific learning objects as well as how they can be taught and learnt. The knowledge that is generated in learning study is theoretical and describes aspects of the teaching and learning of specific objects of learning. The research process can be described in terms of specification where practice is gradually supplied with a more differentiated meaning. A learning study is organised around a specific object of learning that functions as an open and unfolding object of knowledge. It combines a practice-based development of theory with a theory-based development of practice. Originality/value The development of the thinking about learning study as research for, rather than on, teachers is paedeutical research. A contribution to reflection on the knowledge machinery and knowledge claims of such research.

  • 31.
    Cedervall, Sofia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. University of Chester, UK.
    Dramapedagogers Praxisgemenskap: Ett försök att beskriva en unik yrkesgrupps intresse, kultur, verksamhet, tradition, kunskap och repertoar2019Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    I ett pågående avhandlingsarbete togs en modell fram av vad som kan beteckna dramapedagogers praxisgemenskap. Enligt Lave & Wenger finns det i praxisgemenskapen en domän (gemensamt intresse), en gemensam kultur (kontext) och en aktivitet som utförs (verksamhet). Medlemmarna av praxisgemenskapen sammanförs av ett gemensamt engagemang som visar sig i verksamhetens sociala interaktioner. De delar också ett gemensamt sätt att ta sig an processer och interaktioner samt en gemensam repertoar. I repertoaren ingår t.ex. rutiner, ord, verktyg, berättelser och arbetssätt (Kenny, 2014; Wenger, 1998). Allt detta skapar en gemensam historia och ett gemensamt perspektiv på världen. En viktig del av dramapedagogers gemensamma syn på världen är de värderingar som ligger till grund för dramaämnet i Sverige. Dessa lyftes fram av Sternudd (2000) i och med beskrivningen av de fyra perspektiven och innefattar social och personlig utveckling, individens kreativitet och aktivitet, medveten reflektion, humanism, demokrati, solidaritet och frigörande handling. Värderingarna och dess kunskapsinnehåll visar på en kunskapstradition som är både praktisk och teoretisk. Med stöd av tidigare forskning (Carlgren, 2015, Ahlstrand, 2014, Johansson, 2012, Österlind, 2011, Hägglund, 2001, Sternudd, 2000, Björklund, 2008, Courtney, 1995, Bolton,1979) resoneras vidare kring dramapedagogers domän (lärande), praktik (autentisk aktivitet och skolaktivitet) gemensamma kultur (dramaspecifik), huvudsakliga verksamhet och engagemang (dramaprocess), kunskap (ämnesspecifik, didaktisk och konstnärlig) samt repertoar. 

  • 32.
    Cedervall, Sofia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. University of Chester, UK.
    Praxisgemenskaper i möten mellan lärare, skådespelare och dramapedagoger2019Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    I ett pågående avhandlingsarbete studerades vilka praxisgemenskaper som uppstår i möten mellan lärare, skådespelare och dramapedagoger. I studien som utgick från två teatrars samarbete med skolor, tolkades delar av insamlade data från workshops med grundskoleelever genom metoden reading, läsning av skrivna teatermanus som byggde på observationer. Tolkningen visade att samtliga studerade workshops var inramade utifrån dramapedagogisk praxisgemenskap som då och då utmanades av skolkod, dvs. skolans värderingar, normer och regler (Arfwedson & Lundman, 1984). Inom den dramapedagogiska ramen skapades vad som kan betecknas som temporära, kreativa rum som hämtade sitt innehåll, processer, verktyg och tekniker från konstnärligt hantverkskunnande och praxisgemenskap. I de temporära rummen fanns det tecken på att kompetensregimer skapades, dvs. en gemensam och delad praxisgemenskap mellan lärare, konstnärer och dramapedagoger. Professionerna fick då möjlighet att mötas som jämlikar och dela kreativa och sociala, meningsskapande processer, vilka är relaterade till potentiellt lärande (Wenger, 2010). 

  • 33.
    Christidis, Maria
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik. The Swedish Red Cross University College, Sweden.
    Lindberg, Viveca
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program2019Inngår i: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 12, nr 3, s. 479-498Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this study was to explore what subject-integrated teaching of vocational subjects, ethics and health care, contributed with in terms of vocational knowing. The case study was ethnographically inspired and followed a group of students (16 +) and their teachers in a Swedish Health and Social Care Program while they worked with a theme unit called Death for two weeks in autumn 2012. Data comprised observations, field notes, and audio recordings of the planning and teaching of the theme unit, informal discussions with teachers and students, handouts, a theme booklet, and student assignments. Analysis was based on concepts related to cultural historical activity theory, especially emphasizing rules, tools, actions, operations, and contradictions. Results showed three major objects emphasized in the teacher–student interaction and the tools chosen to support the subject-integrated teaching activity: vocational knowing related to vocational ethics, to everyday ethics, and argumentative skills. Manifestations of contradictions in the form of dilemmas related to the examples that teachers copied from a textbook. As these examples were mainly contextualized in everyday situations, and there are no formal ethical guidelines for nursing assistants on which teachers could rely on, teachers’ narratives were used to complement these examples. Students’ argumentative skills were emphasized and related to personal situations, in which ethical arguments for justification in vocationally relevant situations were made unclear.

  • 34. Dahlstedt, Magnus
    et al.
    Olson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. Högskolan Dalarna, Sverige.
    Utbildning, demokrati, medborgarskap2019 (oppl. 2)Bok (Annet vitenskapelig)
    Abstract [sv]

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

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

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

  • 35.
    Eriksson, Inger
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Materializing students’ algebraic arguments in classroom discussion – a learning activity perspective2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    General description on research questions, objectives and theoretical framework

    Learning activity, is a special form activity within the activity theory tradition. It was first developed by El’konin and Davydov (Davydov, 2008). The underpinning cultural historical and activity theoretical principles give us an understanding that students in order to develop knowledge must be involved in a content rich activity where they can work theoretically with general (abstract) principles and structures of the object of knowledge (Chaiklin, 2002). Further, in order to realize a learning activity, students’ (and teacher’s) actions that forms the theoretical work, must be mediated by proper tools. But which tools can enable what type of knowledge?

    In mathematics for the youngest students, that I will discuss in this paper, there is a long tradition that advocate that it is of great importance to use tools that can help students to manipulate with the content in order to understand e.g. numbers – physical things like buttons, toys, fruit, etc. are often used to illustrate e.g. 4+5=. This is often talked about as concrete math-teaching supported by manipulatives. In El'konin and the Davydov program (ED), the main purpose is instead the opposite: to allow students to develop a theoretical understanding of mathematical knowledge (Davydov, 2008). In the ED-program subject specific learning models are used as mediating tools for students in their trying to grasp theoretical aspects of a specific content, e.g. a concept (Gorbov & Chudinova, 2000; Repkin, 2003; Zuckerman, 2004). Aspects that are difficult for students to grasp empirically.

    The issue for this paper is, thus, what function learning models can have in mathematical whole class discussions. What can be used as a learning model? And, how can the object of knowledge be elaborated with the help of learning models in whole-class discussions?

    Methods/methodology

    The paper is using data from several a research project[1] based on learning study as research approach (Carlgren, Eriksson & Runesson, 2017) where the aim was to develop tasks and learning models that could enhance students’ ability to reason algebraically. The research lessons was video-taped and transcribed and analyzed with the help of questions like: what in the planned situation do the students identify as a learning model and how do they use it? Do they transform the learning model and if so in what ways and for what purpose? What indicators can be identified of how the learning model facilitates the whole class discussions? What in the teachers actions, especially communicative actions, facilitate or hindrance in students discussions?

    Expected outcomes/preliminary results/implications

    In the analysis of the research lesson three functions of the learning models used in whole class discussions were identified. First, a learning model enables individuals to make his or her sometimes rather unclear verbal explanations much more comprehensible both for the student that puts forward an idea and for his or her classmates. Second, a learning model if it is available e.g. on the blackboard for the students' exploration, a verbal argument can be available to the group when the words are no longer heard. Third, the learning model itself can be transformed by the students (or by the teacher) in new ways. Such modelling can make other aspects of the content available.

    Further, the analysis also indicates that not only the construction of the learning model is demanding but also the way it is used in as a tool facilitating the classroom discussion.

    The construction requires a solid theoretical understanding of the subject. A theoretical structure is not always easy to identify and to find a way to transform such knowing into something that can function as a learning model for students can be even more demanding. In our cases we used learning models from the ED-program or let us be inspired by it (Davydov, Gorbov, Mikulina, & Saveleva, 2012). In addition, we have experienced that how the teacher act in the classroom is of great importance. One requirement, if a teaching situation will be established as a learning activity, is the teachers’ actions. The teacher cannot simply tell the student what to do, how to use the learning model or tell the students what the problem is. Instead, a learning activity will only be established if the students' experiences a need and a motive to solve the problem. A learning activity is thus is very fragile (Eriksson, 2017, Repkin, 2003).

    Concluding

    Materializing theoretical thinking helps the students to act with agency within a learning activity. In such learning activity abstract structures can be visualized and collaboratively explored.

  • 36.
    Eriksson, Inger
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Fred, Jenny
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Nordin, Anna-Karin
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Nyman, Martin
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Wettergren, Sanna
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Enabling students’ participation in algebraic reasoning with ‘learning models’ as tools for theoretical work2019Inngår i: NOFA7 Abstracts, 2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The issue for this paper is to discuss conditions for students’ participation in theoretical classroom discussions. In order to develop students’ ability to reason and solve problems algebraically Lins and Kaput (2004) argue that it is important to introduce algebra early in mathematics education. In line with this, researchers working within the sociocultural tradition argue that this may start as early as in first grade (Lins & Kaput, 2004). The so-called Davydov programme (e.g. Schmittau, 2005) is referred to as a promising alternative type of teaching, enhancing young students’ capability to reason algebraically. Central to the Davydov programme is the concept of ’learning model’. Such models (not to be confused with mathematical models) are used to enable students’ elaboration of mathematical phenomena. The characteristics of a learning model is that it materialises central theoretical aspects of a content. Further, it creates specific conditions necessary for students to understand and elaborate on each other’s arguments. However, there are many demanding issues related to the design of such learning models that needs to be further developed. In this paper we address the following research question: What in students’ classroom discussions can be taken as signs of emergent ability to reason algebraically? In this paper we use data from two learning studies conducted in 2017–2018. One in grade 1 (age 7) with three iteratively designed and revised lessons, and one in grade 5 (age 11) with four iteratively designed and revised lessons. We focus especially on how students use learning models as tools to enforce and maintain a collective reasoning indifferent communicative situations. To identify possible algebraic reasoning we have analyzed the communicative situations by drawing upon Toulmin’s (2003) model of argumentation with claim, data, warrant and backing. The tentative results indicate that the ability to work with the learning models not only facilitated an individual student to clarify and substantiate his or her arguments, but also enabled other students to follow and elaborate on the reasoning. This paper also contributes with examples of tasks and especially how to set the tasks in motion to enable students’ theoretical work.

  • 37.
    Eriksson, Inger
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Wettergren, Sanna
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Fred, Jenny
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Nordin, Anna-Karin
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Nyman, Martin
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Tambour, Torbjörn
    Stockholms universitet, Naturvetenskapliga fakulteten, Matematiska institutionen.
    Materialisering av algebraiska uttryck i helklassdiskussioner med lärandemodeller som medierande redskap i årskurs 1 och 52019Inngår i: Nordisk matematikkdidaktikk, NOMAD: [Nordic Studies in Mathematics Education], ISSN 1104-2176, Vol. 24, nr 3-4, s. 81-106Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Syftet med denna artikel är att beskriva och diskutera vilka funktioner lärandemodeller kan ha för att främja yngre elevers kollektiva diskussioner om algebraiska uttryck. Artikeln bygger på data från ett designforskningsprojekt baserat på Davydovs principer för lärandeverksamhet, bestående av videofilmade forskningslektioner i årskurs1 och 5. Analysen fokuserar på vad som skapar förutsättningar för helklassdiskussioner om algebraiska uttryck, hur de drivs framåt och kvalificeras samt vilka funktioner lärandemodeller kan ha för elevernas utforskande av matematiska strukturer och relationer i algebraiska uttryck. Resultatet indikerar att lärandemodeller som medierande redskap gör det möjligt för eleverna att föra kreativa och reflekterande diskussioner om algebraiska uttryck och deras komponenter.

  • 38.
    Eriksson, Inger
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Wettergren, Sanna
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Nordin, Anna-Karin
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Fred, Jenny
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Fermsjö, Roger
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Nyman, Martin
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Gerholm, Verner
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Same critical aspects regardless of age – indicating lack of experiences of algebraic expressions2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The issue for this paper is to discuss what can explain that students in different grades seem to experience a phenomenon in more or less the same way and thus, need to discern the same critical aspects in teaching. Data comes from a three-year-long learning study project conducted in four different Swedish schools, in K–9: preschool, grade 4, 6 and 9 respectively.  

    Understanding what students yet need to learn in relation to a specific content is of importance if to organize a teaching situation where students can work in a zone of proximal development (Vygotsky, 1986). Within the theory of variation the concept of critical aspects is regarded as bearing such information for teachers to use when designing teaching (Marton, 2005; Runesson, 2013).

    In the research project we used phenomenography as a theoretical framework in search for critical aspects. Phenomenography is a research approach aiming to understand qualitatively different ways of experiencing a phenomenon. A basic assumption is that we, on the basis of what we have experienced in life, what situations and problems we encountered, experience a phenomenon in a specific way (Marton, 1981; Eriksson, 1999). But the ways we experience a phenomenon do not vary very much. This is believed to be because the contexts and activities do not vary at all. A phenomenographical analysis tends to result in a limited but qualitatively different way of experiencing a phenomenon (Eriksson, 1999). Critical aspects can be identified when comparing different ways of experiencing a phenomenon.

    The research question addressed in this paper is what possible explanations can be found that students in different grades seem to experience a phenomenon in more or less the same way and thus, need to discern the same critical aspects in teaching.

    In order to identify critical aspects groups of students from each grade were interviewed when presented algebraic expressions and some possible answers. The interviews were transcribed and phenomenographically analysed.

    The results indicates that regardless of earlier schooling the students experienced the phenomenon of algebraic expressions in a similar way and thus same critical aspects were identified as needed to discern for the students in the four grades. Based on the analysis three different critical aspects were identified. Students from preschool class and grade 4 were interviewed during the first project year and the students from Grade 6 and 10 the second project year. The analysis from the first project year resulted in critical aspects common for the students and that was not so surprising since we knew that these students had not yet experienced algebraic expressions. However almost the same critical aspects were identified in the analysis of the interviewed students in Grade 6 and 9 during second project year. This was more of a surprise since the students had met algebraic expressions in school.

    The discussion will focus on these findings in relation to what possible experiences student may have of discerning aspects of algebraic expressions in relation to the content of mathematical education.

  • 39.
    Eriksson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Flickblickar: Visuella berättelser om, av och genom gymnasieelevers kroppar2019Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This thesis investigates enactments of femininities, bodies and images among young women in two art and design classes at urban Swedish upper-secondary schools. The theoretical framework combines visual culture, performativity and new materialism, contributing to art education research and girlhood studies. Based on a nine-month ethnographic field study, including the collection of a) ethnographic field notes, b) photo documentation of the participants’ images created in classrooms and during spare time, and c) photo-elicitation-based interviews, the study explores students’ everyday engagement with images, referred to as visual narratives. These were investigated in relation to norms surrounding the becoming of girls, at a time when the schools in the study were both strongly promoting gender equality and some public debates suggested a postfeminist condition, i.e. that feminism has moved beyond the balance of equality. The thesis suggests that the relationships between visual narratives and bodies revolve around a particular type of gaze: the girl gaze, i.e. practices of looking, a communicative and aesthetic activity, in which the participants see themselves, their bodies and the world around them. Girl gazes consist of other gazes, such as the female gaze, the oppositional gaze, the transgender gaze or the white gaze. Each of these is investigated in three analytical chapters. In the chapter ‘White gazes’, theories of visual culture theory are combined with critical whiteness studies to analyse how certain bodies will not pass as white in a white school space in art teaching. Whilst talk about race in the Swedish antiracist classroom is taboo and silenced, race is indeed visible. For example, a subordinated non-white femininity is a theme in one actual school assignment. Colour-blindness, in a Swedish school context, should thus be understood not as a problem of seeing colour but as a taboo-laden silence when faced with stereotypes. The chapter ‘Screen gazes’ investigates how emotions circulate when visual narratives are produced on screens. Social media is often talked about as a female arena, and the making of selfies as narcissistic. However, allowing images that explore femininity and emotions to flow on social media might be a way to give femininity a place in the limelight. The study also discusses the humorous side of girl gazes, which may work as feminist counter-narratives by ridiculing gender norms. Finally, the chapter ‘Future gazes’ deals with aspirational identities – the embodiment of aesthetic ideals and future gazes. Tattoo culture, fitness culture and feminist statements in the form of art bricolage are studied as examples of work on bodies in relation to aesthetic ideals. These examples also came together in a common desire among the participants to become someone – to become known and recognised. In sum, in this thesis, the media-oriented term girl gaze – hitherto found with a hashtag in front of it, revealing its connection not with a scientific sphere but with social media – is a gaze constructed by gender and generation and other intersectional nexus points of social categories. Despite the commitment to gender equality in the classroom, the results show that equality is rather contested and continuously negotiated. The concept of the girl gaze can help to direct the analytical focus towards what is not yet visible, and to bring paradoxes surrounding girlhood and femininity to the surface.

  • 40.
    Eriksson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Looking into the future: Becoming Feminine Gendered Bodywork among Swedish upper secondary School Girls2019Inngår i: Rethinking Knowledge Regimes: Solidarities and Contestations, Gothenburg: Swedish Secretariat for Gender Research , 2019, s. 55-56Konferansepaper (Fagfellevurdert)
  • 41.
    Eriksson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Constructing Resistance - Negotiations of Femininity, Race and Age in Swedish Visual Arts Education2019Inngår i: Nofa7 Abstracts, Stockholm, Sweden: Stockholm University, 2019, s. 67-67Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The following paper discusses two paradoxes in Swedish schools Visual Arts Education. The first one concerning that while a norm critical perspective more commonly is implemented in Swedish school settings by a growing number of teachers, many classrooms remain color mute. However, the active effort to keep the race issue silenced confirms its very importance (Castagno 2008). The second paradox concerning that even though gender equality is an important aspect of the Swedish National Curriculum, and my field studies was conducted in whatthe teachers and pupils commonly referred to as a feminist aware school, where girls where expected to have a strong voice and make resistance, gender equality still was overruled in the interaction between the male teacher in his forties and the female pupils. Based on ethnographic fieldwork at an urban upper secondary school with a national Visual Arts program, I video recorded a group of pupils working with an art film assignment. The theme for the task was “power and resistance”, and the pupils selected a non-white, feminine body in order to represent the position of the subordinate, the one, as the pupils put it, in need to learn how to resist oppression. My study show how femininity, race and age are enacted, for example by styling the casted pupil Vendela in a mixture of traditional female Asian clothing, and accessories to promote an East Asian look orienting her body as non-white. I examine how oppressed femininity is performed and encouraged to be negotiated and problematized in formal education, by teachers and pupils and how inequalities are both reproduced and challenged. But at the same time as the pupils perform these subject positions there issomething more going on; a hint of something unspoken that participants still assign significance. There seems to be aspects of the visualization of bodies that may not be articulated in words, but still is employed as a resource when pupils uses their own bodies and appearance to create an aesthetic utterance about subordination. Thus, I analyze how gender, race and age interact as discursive and aesthetic practices, in some young people's visual arts assignment. The theories of use are gender theory with an intersectional approach, critical race theory and the perspective of visual culture theory.

  • 42.
    Eriksson, Maria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Synlig tystnad: Visuella gestaltningar av femininintet och ras i bilddidaktiska praktiker2019Inngår i: NEÄL 2019: Aesthetic Experiences in Education, 2019Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    I det här papret lyfts ett empiriskt exempel kring bildundervisning på gymnasienivå i svensk skolkontext vilket analyserar blickar, kroppar och vithet i en bildundervisning fylld av färg. Genom att ta kritiska vithetsstudier med intresse för skola i bruk konstaterar jag hur en urban skola med högt söktryck är ett s.k. vitt rum (jfr Ahmed, 2011), men också hur tal om hudfärg eller kroppar fysiska yttre i en antirasistisk kontext blir riskabelt. Empirin omfattar eleversoch lärares interaktioner kring en skoluppgift på temat förtryck och motstånd, och består av elevernas bildarbete –en konstfilm –min egen videodokumentation av bildlektionerna samt fältanteckningar. För att undersöka vithetens rum, vita blickar och kroppars färg använder jag det antiessentialistiska begrepp ras som analytiskt verktyg. Papret ger en analys av hur ras brukas genom blickar och visuell gestaltning inom skolans formella praktik men aktivt tystas när lärare och elever talar om det visuella uttrycket. Genom att belysa lärandesituationerna vill jag i det här papret diskutera hur elevernas kroppar estetiseras, tillskrivs föreställningar och brukas som visuella resurser. Jag vill uppmärksamma ett didaktiskt dilemma där feministiska och antirasistiska intentioner i bilddidaktisk praktik kan locka fram visuellt uppmuntrad andrefiering parad med tystnad.

  • 43. Ferm Almqvist, Cecilia
    et al.
    Thorgersen, Ketil
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik. Stockholms musikpedagogiska institut (SMI), Sverige.
    Estetisk kommunikation - tolv år senare2019Inngår i: NEÄL 2019: Aesthetic Experiences In Education, 2019Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    2007 presenterade vi paperet Aesthetic Communication - Students’ Awareness på konferensen International Society of Philosophy in Music Education (Ferm-Thorgersen & Thorgersen 2007). I paperet föreslog vi att begreppet “estetisk kommunikation” kunde vara användbart för lärare och lärarutbildare för att tänka kring utveckling av estetisk verksamhet som kommunikation. Med utgångspunkt i en kombination av fenomenologi och pragmatism argumenterade vi för att en konstruktivistiskt syn på lärande innebär att kunskap blir till i möten mellan människor och i möten med världen. Konstuttryck blir således både mediator i dessa möten och samtidigt något människor möter. Det estetiska blir till i mötena och det blir således en uppgift för skolan att lägga tillrätta för elevers medvetna deltagande i sådana estetiska praktiker. I detta första paper lyfte vi fyra centrala medvetandedimensioner som vi ansåg att det var viktigt att fokusera i skolans konstnärliga och estetiska verksamheter: 1)Medvetande sig själv, 2) Medvetenhet om andra, 3) Medvetenhet om uttrycksmöjligheter, 4) Medveten om roller och ansvar i kommunikationen.

    I ett uppföljande paper året efter skrev vi om fantasins, delning av erfarenheter och drivkrafters roll i estetisk kommunikation som en utveckling av hur och varför skolan skulle kunna arbeta med de fyra medvetenhetsformerna.

    Efter detta skildes våra vägar och vi har sedan på varsitt håll utvecklat varsin gren gällande teorin om estetisk kommunikation, den ena primärt med Arendt, Dufrenne & Heidegger, den andra med hjälp av Dewey, Spinoza, Næss och Deleuze. I denna dialogiska presentationen söker vi att visa på och analysera hur dessa två grenar av estetisk kommunikation ömsesidigt kan berika varandra och tillsammans kan bidra med i förståelsen av vilken roll estetisk erfarenhet och upplevelse kan spela i utbildning och lärande.

  • 44.
    Fermsjö, Roger
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Gerholm, Verner
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Buchberger, Helena
    Nilsson, Birgitta
    Algebraic reasoning in upper secondary school2019Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The participants (n = 85) in this study were 16-17 years old and in their first year of upper secondary school in Sweden. In total, three lessons were recorded and transcribed, all with the same teacher. The first two lessons were conducted in a class of the Social Science Programme, i.e. a university-preparatory programme, and the third lesson in a class of the Building and Construction Programme, i.e. a vocational programme. The difference between the classes could be understood from their grade averages from compulsory school, 265 and 278 for the former two classes and 200 for the latter, where 340 is the highest possible score. The classes were chosen for different reasons, such as if there would be any differences according to former grades or choice of education. The intention was to use the same learning tasks in all classes, but small changes were made according to the analyses made after each lesson.

    Learning Study has been used in several studies, initially to test the Variation Theory, and is therefore also the most commonly used theory. It originates in the iterative process used in Lesson Study, and the methodology for Learning Study could be described by this iterative process:

    1. Find an object of learning
    2. Make a pre-test
    3. Design the lesson
    4. Implement the lesson
    5. Make a post-test
    6. Analyse the lesson
    7. Revise the lesson
    8. Return to 4

    Other theories have been used in former Learning Studies, e.g. Learning Activity (LA). This study also uses LA as a theoretical framework and the research questions are:

    • What kind of tasks and discussions in the classroom could lead to the development of algebraic reasoning?
    • What learning actions, i.e. algebraic reasoning, could be shown orally, bodily or symbolically?
    • What qualities in the reasoning could be seen? 

    In order to analyse the lessons, the LA framework was used. Aspects to examine and questions to ask were, for example:

    • What is the learning task, and what is it possible for the student to understand of the task?
    • What is intended with the lesson, and what are the students trying to do?
    • What is known/unknown for the students?

    An important part of LA is reflection, e.g. considering goals, motives, means of action by oneself and others, etc. Important questions were thus:

    • How are solutions handled (both by the teacher and by classmates)
    • How are solutions evaluated in class?
    • What kind of reflections are made?

    The preliminary results from the study show that the mathematical tool could be helpful, if used, in developing algebraic reasoning. Its usefulness could depend either, or both, on the way in which the tool was introduced and the way in which the learning tasks were presented and handled in class. Analyses in relation to the LA framework also raised questions about the motive of the tasks, e.g. reducing variables. The importance of this in a mathematical sense is clear, but the task did not enable the students to see this.

  • 45. Forsell, Linda
    et al.
    Roosvall, Anna
    Stockholms universitet, Humanistiska fakulteten, Institutionen för mediestudier, JMK.
    Szatek, Elsa
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Scenkonst + Forskning = Sant: En paneldiskussion/workshop om samverkan mellan scenkonst och tvärvetenskaplig forskning2019Konferansepaper (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    På flera svenska institutioner och i verksamheter för scenkonst bedrivs samverkan mellan scenkonstens professionella aktörer och forskare från olika fält. Dessa samarbeten har sett olika ut vad gäller arbetsmetoder, fokus, former för samverkan och resultat. De har resulterat i nya konstnärliga uttryck och ny kunskap. Riksteatern står som värd för ett nyskapat nätverk där scenkonstnärer och forskare i samverkan träffas och utbyter erfarenheter och kunskap. I denna paneldiskussion/workshop får deltagarna träffa, ta del i några av och diskutera de samverkansprojekt som har utförts och/eller pågår. I panelen deltar såväl scenkonstnärer som forskare. Programpunkten är delvis interaktiv.

    Medverkande: Linda Forsell, konstnärlig ledare Potato Potato Kajsa Widegren, forskare vid Göteborgs universitet Rebecca Örtman, konstnärlig ledare RATS teater Anna Roosvall, professor Stockholms universitet Lisbeth Pettersson, producent RATS teater Grete Havnesköld, konstnärlig ledare Livet Bitch! Elsa Szatek, doktorand Stockholms universitet Åsa Johannisson, regissör verksam vid StDH

    Moderatorer: Anna Lundberg och Isak Benyamine, Riksteatern

  • 46. Forsling, Josef
    et al.
    Gustavsson, CarolineStockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.Wenell, Fredrik
    "Man ska vara sig själv": En bok om ungdomar, tro och delaktighet2019Collection/Antologi (Annet vitenskapelig)
    Abstract [sv]

    Hur man ska förstå ”dagens ungdom” tycks vara en evig och olöslig gåta för de lite äldre. Det gäller också vår tid: Undersökningar visar att dagens unga har andra värderingar än sina föräldrar, och att de oroar sig för andra saker. Dessutom formas deras liv av ny teknologi och ständigt föränderliga sociala plattformar.

    Men hur är det med de eviga frågorna: hur relaterar unga till religion, andlighet och församlingsliv? I denna unika volym kombineras sociologiska data med kulturanalys och teologiska reflexioner. Några av Skandinaviens mest kompetenta forskare och teologer ger oss en inblick i pågående projekt som rör unga i gudstjänsten, lovsång, bibelläsning, konfirmandarbete och barns möte med kristen tro. Detta är omistlig läsning för alla som arbetar eller lever med unga människor. Boken är dessutom ett bidrag till en bredare förståelse av religionens plats i ett pluralistiskt samhälle.

  • 47.
    Grip, Kerstin
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Cedervall, Sofia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Drama och teater i svensk kulturskola – frihet i samma form? Resultat från enkätundersökning2019Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Undervisningen i ämnet drama och teater i svensk kulturskola har inte några nationella mål att förhålla sig till. Ibland finns det lokala kursplaner med de ser olika ut och är av olika karaktär. Pedagogens utbildning, kompetens, erfarenhet och egen syn på ämnet kan därför förmodas ha stort inflytande på undervisningens utformning. Drama och teater har heller inte samma sätt som t.ex. musikämnen tradisionellt haft en koppling till det professionella kulturlivet. När ämnet införlivades i den framväxande kulturskolan handlade målen för verksamheten snarare om barn och ungas utveckling och rätt att uttrycka sig än att se till att försörja scenkonsten med nya skådespelare,

    Trots drama- och teaterpedagogernas autonomi och frihet att utforma verksamheten har en relativt likartad undervisning till struktur och innehåll tagit form. Detta blir tydligst utifrån en nyligen genomförd enkätundersökning av ämnet drama och teater i kulturskolan i Sverige. Undersökningen är den första i sitt slag och ger en rik bild av 115 drama- och teaterpedagogers syn på den egna undervisningens syfte, utformning och vilkor. Ett vanligt sätt att arbeta med en grupp i drama eller teater under ett läsår är att pedagogen först arbetar med gruppetablering, sedan väljer gruppen och pedagogen tillsammens en pjäs eller ett tema for en pjäs som de sedan utforskar och så småningom resulterar arbetet i en föreställing. Eleverna har ofta stort inflytande på val av repertoar.

    Sammanfattningsvis kan kärnan i undervisningen i ämnet drama och teater i svensk kulturskola kategoriseras som personlig utveckling, demokratisk medborgarbildning, grupptillhörighet, kreativitet och lust, teaterkunnande samt uppleva och uttrycka. 

  • 48.
    Grip, Kerstin
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Cedervall, Sofia
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Österlind, Eva
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Drama och teater i kulturskolan ur pedagogernas perspektiv: Enkätundersökningen2019Rapport (Annet vitenskapelig)
    Abstract [sv]

    Föreliggande rapport rörande drama/teater i kulturskolan bygger på en undersökning av drama- och teaterpedagogers uppfattningar om sitt arbete och dess villkor. Drama/teater i kulturskolan präglas av en kombination av två olika traditioner: dramapedagogik och teater som konstform. Inom denna kombination betonas den ena eller den andra traditionen olika mycket beroende av olika drama- och teaterpedagogers och kulturskolors inriktning.

  • 49.
    Gunnarsson, Karin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    In the middle of things: encountering questions about equality in social studies education2019Inngår i: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper explores a teaching practice that considers equality in social studies in a Swedish upper secondary school. The questions explored were: What become produced within the teaching practice? and How to encounter these issues without reproducing them? To explore these questions I put to work a theoretical framework of feminist post-humanism and a participatory methodological approach. This meant that I collaborated with one teacher and participated in planning and teaching activities. The analysis of the teaching practice focuses on three events involving cries, lines and stairs; these events display the complex processes in which norms and categorizations are produced and revealed how both stabilizations and tensions became enacted within the teaching. In the concluding remarks, I further discuss these tensions in terms of troubles and hopes and elaborate on the encounter between social studies curriculum and a feminist post-humanist approach.

  • 50.
    Gunnarsson, Karin
    Stockholms universitet, Humanistiska fakulteten, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik.
    Att samhandla med manualer: Föränderliga deltagare i skolors hälsofrämjande arbete2019Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 24, nr 1, s. 68-84Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    I denna text ställs frågor om hur skolors hälsofrämjande arbete formas och blir till tillsammans med manualer. Syftet är att undersöka vad manualerna gör och hur de görs som samhandlande aktörer i detta arbete. Genom att studera händelser i ett manualbaserat program med aktör-nätverksteori blir fokus hur manualer, elever, gruppledare, klassrum och känslor samverkar och samskapas i det hälsofrämjande arbetet. I analysen framkommer hur manualer sammankopplade i nätverk blir till en trygg aktör, en aktör som tillsammans med evidens och forskning erbjuder kunskap om de elever som deltar och hur hälsa ska främjas. De blir samtidigt obekväma och stressande aktörer. Analysen visar hur manualerna samtidigt blir poröst konstruerade och stabilt fixerande. Med denna förståelse av hur manualerna inverkar i det hälsofrämjande arbetet blir det svårt att förutse dess effekter och verkningar. Ambitionen måste då vara att utforma ett hälsofrämjande arbete med engagemang och experimenterande, en praktik där många berättelser och världar kan ta form.

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