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  • 301.
    Hållander, Marie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Det omöjliga vittnandet: Om vittnesmålets pedagogiska möjligheter2017Book (Other academic)
    Abstract [sv]

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

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

  • 302.
    Ignell, Caroline
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Davies, Peter
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Understanding ’Price’ and the Environment: Exploring Upper Secondary Students’ Conceptual Development2017In: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 16, no 1, p. 68-80Article in journal (Refereed)
    Abstract [en]

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

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  • 303.
    Ignell, Caroline
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Davies, Peter
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    A longitudinal study of upper secondary school students' values and beliefs concerning pro-environmental actions2017In: NoFa6: Abstracts, Odense: Institut for Kulturvidenskaber, Syddansk Universitet , 2017, p. 283-285Conference paper (Refereed)
    Abstract [en]

    Research suggests adolescence is a critical period in terms of value formations and that there is a need for empirical studies examining values of youth in diverse educational settings as well as changes across one school year (Bogt, et al. 2001; Hofmann-Towfigh, 2007; Krishnan, 2008). Furthermore, environmental education research concludes on the lack of insights on students´ ideas of public and governmental environmental actions, compared to actions taken in the private sphere (Chawla and Cushing, 2007; Lundholm and Plummer, 2010; Levy and Zint, 2013;). This study explored changes of Swedish students’ values and beliefs in the efficacy of public and private actions, to solve climate change, over a year in business and economics education. Data comprises survey evidence of change of secondary students’ altruistic, biospheric and egoistic value positions (de Groot and Steg, 2007; 2008) and beliefs in climate change solutions. A survey was administered twice; first to 212 students aged 16/17 and then, a year later, to students in the final year of school (aged 17/18). Students followed courses in business economics and international economics in line with the national curriculum and additionally courses in civics, science and geography. 142 students participated both times and data were analysed to identify changes and relations between environmental values and beliefs. Results show a statistically significant increase in the importance of all three values. Exploring changes in relations between values and solutions show two significant findings at first measurement; both altruistic and biospheric values correlate to policy and pricing components. In the second measurement, biospheric and egoistic values related to new solutions; governmental along with private initiatives and transport policy. Finally, the study shows that after one year of education there are significant relationships between biospheric respectively egoistic value orientations and different solutions, and an increase in variation of belief-specifics.

  • 304.
    Jackson, Robert
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Warwick, UK.
    'WHO'S AFRAID OF SECULARISATION?' A RESPONSE TO DAVID LEWIN2017In: British Journal of Educational Studies, ISSN 0007-1005, E-ISSN 1467-8527, Vol. 65, no 4, p. 463-468Article in journal (Refereed)
    Abstract [en]

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

  • 305.
    Jackson, Robert
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Warwick, UK.
    Everington, Judith
    Teaching inclusive religious education impartially: an English perspective2017In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 39, no 1, p. 7-24Article in journal (Refereed)
    Abstract [en]

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

  • 306.
    Johansson, Anna
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Szatek, Elsa
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Towards a connoisseurship in drama: dimensioner av tyst kunskap i förhållande till kreativitet i en dramakontext2017Conference paper (Other academic)
    Abstract [sv]

    Vi hävdar att dramafältet behöver ett utökat vokabulär för att belysa och beskriva det ämnesspecifika kunnandet inom såväl praktik som forskning. Bristen på vokabulär försvårar såväl summativ bedömning som formativ konstruktiv feedback till våra deltagare. Vi söker efter vokabulär för att beskriva det ämnesspecifika inom drama. Dramaämnet innehåller flera hörnstenar såsom rolltagande, förflyttning i tid och rum och skapande. I detta paper kommer vårt fokus att ligga på det som vi anser är en grundläggande förmåga i ett dramaarbete; nämligen kreativitet. Konsten att tolka ett kreativt kaos är ett praktiskt tyst kunnande hos pedagoger som vi saknar vokabulär för.

    Utifrån Eisner begrepp Connoisseurship utforskar vi i detta paper hur vi kan tala om och synliggöra kvalitéer inom drama. Eisner definierar Connoisseurship som "konsten att uppskatta" vilket i sin tur ligger till grund för att ge konstruktiv kritik eller feedback inom ett specifikt ämnesområde. Connoisseurship är oftast en tyst kunskap som bygger på en gedigen ämneskunskap och erfarenhet. I detta paper vill vi försöka sätta ord på och synliggöra utvecklandet av ett Connoisseurship för drama.

    Eisner menar att konstruktiv kritik är en nyckel till att ge konstruktiv bedömning (2017;3) "Critisism is an art of saying useful things about complex and subtle objects and events so that others less sophisticated, or sophisticated in different ways, can see and understand what they did not see and understand before" (2017;3). Vi behöver lära oss att känna igen kvalitet som kan ligga till grund för en konstruktiv kritik vilket i sin tur kan fungera som konstruktiv bedömning.

    Frågan är dock om det går att hitta ett gemensamt språk för drama? Försvåras verbalisering i drama av att dramafältet är tvärvetenskapligt i den meningen att vi står på flera ben från t.ex. teater, pedagogik, socialt lärande, och psykologi? Hur kan ett Connoisseurship i drama i så fall se ut?

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  • 307.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Revolutionen som uteblev - gymnasieelever övar komplexa orsaksförklaringar runt orosåret 19172017In: SO-didaktik, ISSN 2002-4525, no 3, p. 24-31Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Patrik Johansson och lärarkollegorna upptäckte att eleverna sökte alltför enkla förklaringar till historiska händelser. Eleverna tenderade att fokusera ett fåtal aktörer med tydliga avsikter som agerade inom tvingande strukturer. Risken är att historiska fenomen framträder som oundvikliga. Lärarna bestämde sig för att arbeta med begreppen aktör, struktur och historiesyn för att öva eleverna att formulera komplexa historiska förklaringar.

  • 308.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Intercultural learning in the history lab: learning intercultural history through historical enquiry with archaeological artefacts in primary school2017Conference paper (Other academic)
    Abstract [en]

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

  • 309.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Learning study as a clinical research practice to generate knowledge about the learning of historical primary source analysis2017In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 25, no 1, p. 167-181Article in journal (Refereed)
    Abstract [en]

    There is a demand for educational research that addresses questions found in teachers’ practice. This line of research can be referred to as practitioner research, and it is motivated by the realisation that teacher professionalism is one of the most in uential factors in determining student achievement. One question is whether the primary purpose of practitioner research should be to improve teaching practices, or to contribute to theoretical knowledge. Some argue that the primary concern should be contributions to changing practices, whereas others suggest that contributions to theory are equally important. The purpose of the article is to discuss how Learning study, regarded as a clinical research practice, can contribute to developing teaching practices and theory of history didactics in conjunction. Learning study is commonly described as an interventionist, iterative and collaborative research approach, focusing on the teaching of an object of learning, which in this case was the learning of primary source analysis in history. Examples of how the Learning study contributed to practice and theory are presented. Contributions include the suggestion that knowing primary source analysis involves the ability to distinguish and separate three critical aspects in a temporal, human and contextual dimension, and that the students’ personal perspectives are vital and should be regarded in the design of tasks and teaching. Based on the ndings it is argued that practitioner research could aim at developing educational practices in conjunction with contributions to theory, and that practice and theory are necessarily entwined in the research process.

  • 310.
    Johansson, Patrik
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Thorsten, Anja
    Experiences from the teacher-researcher’s perspective on learning study: Challenges and opportunities2017In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 6, no 1, p. 45-55Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to analyze and discuss experiences, in terms of challenges and opportunities, of teacher-researchers who engage in research on the learning study approach. The following two questions will be addressed: how can the teaching experience influence, and become an asset, in the research process and what challenges do teachers face when they enter the research practice?

    Each question will be explored through some empirically grounded themes. The analysis is based on experiences from participation in a PhD program, where learning study was used as a method and variation theory was the main theoretical framework. One learning study was focusing on creative writing in primary school and the other was focusing on historical primary source analysis in upper secondary school.

    The first question is addressed through the following themes: choosing and identifying research problems; planning and conducting research lessons; analyzing research lessons and students’ learning; and process of self-reflection, and the second question through: teaching as an object of research; to use and develop theories; and communication and review in research. The findings indicate that learning study is a practice-based research approach where teaching experience and academic skills are intertwined in many ways. Both approaches bring opportunities as well as challenges.

    The paper is expected to contribute insights and knowledge about the advantages, as well as hindrances to overcome, for teacher-researchers who use learning study as a research method. The results can also be related to the performing of action research in teachers’ classroom practice.

  • 311.
    Karin, Gunnarsson
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Möten och rörelser i affektiva koreografier2017In: Posthumanistisk pedagogik: Teori, undervisning och forskningspraktik / [ed] Bosse Bergstedt, Malmö: Gleerups Utbildning AB, 2017Chapter in book (Other academic)
  • 312. Karlsson, Fredrik
    et al.
    Szatek, Elsa
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Helandet i sårbarheten2017In: DRAMA: Nordisk dramapedagogisk tidsskrift, ISSN 0332-5296, no 1, p. 6p. 12-17Article in journal (Other (popular science, discussion, etc.))
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  • 313.
    Lidén, Anne
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Älskade museum: Fredrik Svanberg, Charlotte Hyltén-Cavallius, Älskade museum. Svenska kulturhistoriska museer som kulturskapare och samhällsbyggare (Nordic Academic Press 2016)2017In: Förr och nu: tidskrift för en folkets kultur och historia, E-ISSN 2003-329X, no 3-4, p. 39-48Article, book review (Other academic)
    Abstract [sv]

    Recensionen av boken Älskade museum av författarna Fredrik Svanberg och Charlotte Hyltén-Cavallius, diskuterar bokens frågor om historiebruk och ideologi kring utställningar på Historiska museet i Stockholm samt utställningar om religion i övrigt. Frågan om högerextrema attacker mot Historiska museets utställning om vikingatiden diskuteras. Ny forskning om museer och utställningar kommenteras.

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  • 314.
    Lidén, Anne
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Världsarv ska räddas i Palestina: Födelsekyrkan i Betlehem. Nordiska helgon i centrum för internationellt fredsprojekt2017In: Förr och nu: tidskrift för en folkets kultur och historia, E-ISSN 2003-329X, no 1, p. 1-19Article in journal (Other academic)
    Abstract [sv]

    Födelsekyrkan i Betlehem, Palestina, listades 2008 som hotat kulturarv och är ett av Unescos Världsarv sedan 2012, genomgår en omfattande restaurering sedan 2013, lett av den Palestinska myndigheten. Bland kyrkans medeltida konstverk finns en pelarmålning från ca 1160 av martyrkungen Sankt Olav, Norges skyddshelgon. Kristin Sigurdsdotter är avbildad som målningens donatrix, ett unikt nordiskt kvinnoporträtt i det Heliga Landet. En rekonstruktion "gjenskapelse" av denna marmorpelare har satts upp i byggnaden Olav Hall på Borgarsyssel museum i Sarpsborg, Norge, och är centrum för ett internationellt fredsprojektet 2016 mellan vänorterna Betlehem och Sarpsborg i samband med staden Sarpsborgs 1000-årsjubileum 2016.  

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  • 315.
    Lundholm, Cecilia
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Torbjörnsson, Tomas
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Harring, Niklas
    Trust in government? Investigating trust and value orientations for environmental policy support2017In: EARLI 2017 Book of Abstracts, 2017Conference paper (Refereed)
    Abstract [en]

    In this study we investigate how trust in the state and value orientations among Swedish students (N = 1 923) are related to their attitudes to different environmental policy instruments. A questionnaire with items measuring i) altruistic, biospheric and egoistic value orientation, ii) trust in the state, and iii) attitudes to environmental taxes, regulations and subsidies was answered by the students in the very beginning of their education. Statistical analyses revealed that biospheric value orientation was the strongest predictor of positive attitudes to all environmental policy instruments, but also, which we believe is important to highlight, that trust in the state is a moderating the effect of biospheric value orientation on the level of support for environmental policy instruments. These findings underline that addressing societal trust may be an important aspect of environmental education.

  • 316.
    Nordgren, Kenneth
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Karlstad university, Sweden;.
    Powerful knowledge, intercultural learning and history education2017In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 49, no 5, p. 663-682Article in journal (Refereed)
    Abstract [en]

    This article theorizes on the role of school subjects, especially history, in multicultural and intercultural education, arguing that to ensure intercultural learning there is a need to integrate these curricular intentions in subject teaching. However, the epistemological reorganization that such integration involves will challenge both a traditional structured content knowledge, and the multicultural research focused on deconstructing these traditions. This article investigates Michael Young's concept of 'powerful knowledge' as a way to incorporate knowledge in the discourses of intercultural education. While proponents of the intercultural perspective emphasise educational policies and socialisation, advocates of powerful knowledge tend to dismiss such political interference. In order to use powerful knowledge in this context the concept is reconceptualised by relating it to curriculum theory and Gert Biesta's conceptual distinction between educational purposes. Finally, this intersection is pursued through the example of history education. When acknowledging that societal needs, policy and disciplinary boundaries are interrelated, the perspective of 'powerful knowledge' can bring the potential of subject knowledge to intercultural research, and thus prove useful in identifying the guidelines necessary to develop History as a contemporary relevant subject.

  • 317.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Sverige; Högskolan i Skövde, Sverige.
    Det oväntade i so-ämnenas undervisning – bjudningar till annat kunskapande och tillblivande2017In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 1-7Article in journal (Other academic)
    Abstract [sv]

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

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  • 318.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Sverige.
    So-ämnenas intentioner och kunskapsinnehåll – vad är det och vad kan det vara?2017In: NoFa6: Abstracts, Odense: Institut for Kulturvidenskaber, Syddansk Universitet , 2017, p. 43-44Conference paper (Refereed)
  • 319. Osbeck, Christina
    et al.
    Sporre, Karin
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    The RE classroom as a safe public space: Critical perspectives on dialogue, demands for respect, and nuanced religious education2017In: Location, Space and Place in Religious Education / [ed] Martin Rothgangel, Kerstin von Brömssen, Hans-Günter Heimbrock, Geir Skeie, Münster: Waxmann Verlag, 2017, p. 49-66Chapter in book (Refereed)
  • 320. Radford, Luis
    et al.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Freiman, Viktor
    Eriksson, Helena
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Polotskaia, Elena
    Boublil-Ekimova, Helena
    V. V. Davydov: Philosophy, influences, and educational ideas2017In: Book of Abstracts, 2017, p. 369-369Conference paper (Refereed)
    Abstract [en]

    V. V. Davydov has inspired a great deal of educational research in various western schools ofeducation in general and mathematics education in particular. This symposium on some ofDavydov’s educational ideas, their philosophical background and intellectual influences islocated within the theme of “Foundations: Theoretical and research approaches.” It bringstogether scholars who, from different perspectives and backgrounds, have been working withinthe field of Activity Theory and Davydov’s ideas. Its goal is twofold. First, the symposiumendeavors to offer a critical appraisal of some of Davydov’s central concepts and to discuss thequestion of the philosophical influence in Davydov’s work. Second, it aims to present somecurrent applications of Davydov’s approach to the teaching and learning of mathematics as wellas to offer a contrast between Davydov’s approach and other approaches in mathematicseducation.To achieve its goal, the symposium is organized in two parts. The first part consists offour presentations. The second part consists of a debate and interaction with the audience.

  • 321.
    Sandahl, Johan
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Vart bör samhällskunskapsdidaktiken gå?2017Conference paper (Other academic)
    Abstract [sv]

    Samhällskunskapsämnet (samfundsfag, samhällslära) återfinns i samtliga nordiska skolsystem och framhålls ofta som det viktigaste skolämnet i elevernas politiska bildning (Christensen 2011, Børhaug 2011). Samhällskunskapsämnet tillkom efter andra världskriget i ett hopp om att förhindra totalitära och odemokratiska tendenser hos elever (Hartman 2012), men har alltmer kommit att kretsa kring de samhällsvetenskapliga disciplinernas frågeställningar. Samhällskunskap saknar dock en motsvarande disciplin på universitetet och har därför utmålats som ett splittrat och osammanhängande ämne från högskoleperspektiv, medan lärarna själva ser ämnet som sammanhållet (Bronäs & Selander 2002, Olsson 2016). Dessa förhållanden visar sig tydligt i den samhällskunskapsdidaktiska forskningen som är svagare och mindre sammanhållen än många andra ämnesdidaktiska traditioner i Norden. Forskare har primärt närmat sig samhällsämnet från två perspektiv. Ett första är det allmändidaktiska/pedagogiska perspektivet där lärandefrågor stått i förgrunden och där det samhällsvetenskapliga innehållet blivit fallstudier för generella frågor kring lärande och undervisning (t.ex. Marton & Pang 2005). Ett andra perspektiv är det statsvetenskapliga där samhällskunskapsämnets frågor kring demokrati och politik stått i centrum och därmed blivit ett fall av elevers inställningar till statsvetenskapliga intresseområden och undervisningens möjliga påverkan på dessa inställningar (t.ex. Broman 2009). Denna spretighet i förhållandet till samhällskunskapsundervisning gör att samhällskunskapsdidaktiken saknar vad utbildningssociologer kallar för en ”epistemisk gemenskap” (Young 2013), det vill säga en gemensam kunskapsinsamling där forskare tillsammans utvecklar problemformuleringar, teorier och metoder som är centrala för det vetenskapliga fältet. Detta paper diskuterar några viktiga skiljelinjer för vad samhällskunskapsdidaktik är, kan och bör vara i förhållande till såväl allmändidaktik som de samhällsvetenskapliga disciplinerna (jfr Ongstad 2006:33). Vidare föreslås några problemområden som jag menar belyser samhällskunskapsdidaktikens centrum – ett centrum vilken en framtida gemenskap kan byggas för en grupp forskare med skilda metodologiska och teoretiska bakgrunder.

  • 322.
    Sandahl, Johan
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Students as Political Animals: Exploring Understanding of Political Issues in Social Science Education2017Conference paper (Refereed)
    Abstract [en]

    School subjects such as social science have versatile goals that can be described as internal and external. The internal goals are closely connected to the academic disciplines and the external goals are formulated by the political sphere and include, among other things, the democratic values society wants students to be incorporated in as well as students’ engagement in public deliberation. These different goals can give birth to dilemmas for both teachers and students when they engage in highly political topics. In educational research these challenges have been discussed as epistemic cognition, motivated reasoning and conceptual change but correspond mainly to internal goals of school subjects. In order to understand the structures of the dilemmas this paper focuses on students’ understanding prior to teaching and how they reason about different political views on the welfare state. The data consists of written responses, year 10 students, on two different accounts of the best welfare state, one liberal and one social democratic. The data was used to identify students’ approaches to a political issue and their normative reasoning. Even though several students recognise ideological ideas, few students approached the topic from a social science perspective, distinguishing facts from opinions. One key issue is that students have problems recognising the difference between ‘politics’ and ‘the study of politics’. The study contributes to the understanding of the influence of normativity on students’ thinking and an attempt to bridge the dilemma of combining internal and external goals in social science education.

  • 323.
    Schumann, Claudia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hållander, Marie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Shifting feminist politics in education: Contemporary philosophical perspectives2017In: Studier i Pædagogisk Filosofi, ISSN 2244-9140, E-ISSN 2244-9140, Vol. 6, no 1, p. 1-4Article in journal (Other academic)
    Abstract [en]

    The idea for this special issue developed during one of the yearly meetings of the Nordic Educational Research Association (NERA). A group of younger researchers interested in feminist and queer philosophical perspectives on education had gathered between the official network meetings and discussed the organizational division between a more narrowly defined philosophy of education, on the one hand, within the network of The Nordic Society for Philosophy of Education and on the other hand feminist philosophical perspectives within the networks Gender and Education and Post-approaches to education.

  • 324.
    Schumann, Claudia
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hållander, MarieStockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Gender: Special Issue, Studier i Pædagogisk Filosofi, Årg. 6 Nr. 1 (2017)2017Collection (editor) (Refereed)
  • 325.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Kan og bør religionsfaget bidra til personlig utvikling?2017In: Religion i skolen: Didaktiske perspektiver på religions- og livssynsfaget / [ed] Sissel Undheim, Marie von der Lippe, Oslo: Universitetsforlaget, 2017, p. 117-129Chapter in book (Refereed)
  • 326.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Transforming local places to learning spaces in religious education: Revisiting a collaborative research project2017In: Location, Space and Place in Religious Education / [ed] Cok Bakker, Jenny Berglund, Gerdien Bertram-Troost, Hans-Günter Heimbrock, Julia Ipgrave, Robert Jackson, Geir Skeie, Wolfram Weisse, Münster: Waxmann Verlag, 2017, p. 115-130Chapter in book (Refereed)
  • 327.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Where is Norwegian religious education research heading? A discussion based on two dissertations2017In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 27-48Article in journal (Refereed)
    Abstract [en]

    Norwegian religious education research has produced more than 30 dissertations since late1990’s and has a strong and growing research record in spite of a rather weak and vulnerable position in academic structures. In order to assess the situation and to discuss future possibilities, the article presents the research context and go on to discuss the dissertations of Geir Skeie (1998) and Bengt-Ove Andreassen (2007). It is argued that they have many similarities, but also differences in the way they address the field and discuss epistemological issues. Theory, method and effects of the dissertations in the research community are mentioned and this leads to a deliberation about the role of academic disciplines in the construction of religious education research. A final discussion concludes that systematic reviews of religious education research would be helpful in order to develop future research and to avoid less fruitful disciplinary rivalries.

  • 328.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Universitetet i Stavanger, Norge.
    Mangfoldets utfordringer og muligheter sett gjennom religionsdidaktisk forskning: Et nordisk overblikk2017In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 11, no 3Article in journal (Refereed)
    Abstract [no]

    Artikkelen gir et overblikk over hvordan nyere nordisk religionsdidaktisk forskning har nærmet seg spørsmål om mangfoldets utfordringer og muligheter. Overblikket baseres på analyse av doktoravhandlinger, noen forskningsprosjekter og en del artikler. Det spørres om hvordan forskningen beskriver religions- og livssynsmangfoldet, hvilke religionsdidaktiske utfordringer den mener mangfoldet reiser og hvilke strategier lærerne kan ta i bruk i arbeid med faget i klasserommet? Analysen viser at forskningen er omfattende og økende, men omfanget varierer mellom de nordiske landene. Den aktuelle forskningen bidrar i betydelig grad til å forstå og problematisere religionsundervisningens plass og rolle i et samfunn som preges av økt religions- og livssynsmangfold, og til å forstå at forskningsfeltet er blitt til i et samspill mellom ulike akademiske disipliner, og dessuten mellom politikk, forskning og praksis. Resultatene fra forskningen bidrar først og fremst til å belyse mangfoldets omfang og kompleksitet, samt at det i varierende grad fanges opp av læreplaner og undervisning. Det er mindre av forskning som belyser lærerarbeidet, læreprosesser og resultater av undervisningen. Forskningen viser også at religions- og livssynsmangfold må ses som en viktig del av forutsetningene for undervisning og læring i alle fag, og i religions- og livssynsfagene er den i dag en selvsagt forutsetning, uavhengig av hvordan disse er organisert i de ulike landene.

  • 329.
    Skeie, Geir
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Stavanger, Norway.
    Impartial teachers in religious education - a perspective from a Norwegian context2017In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 39, no 1, p. 25-39Article in journal (Refereed)
    Abstract [en]

    The debate about Norwegian religious education, since the change towards a more multi-faith and non-confessional school subject in 1997, has often touched upon issues of impartiality, using concepts such as neutral, objective, descriptive, critical and pluralistic. Still, international Human Rights bodies have criticised Norwegian regulations for religious education and by this contributed to change of both curriculum and practice. This makes the Norwegian example interesting from an international perspective. The national debates are, however, complex and sometimes confusing. Sometimes legal and educational perspectives on religious education may seem to be incommensurable, and also pedagogical, academic and even epistemological traditions differ. The article analyses and discusses Norwegian public debate as well as religious education research in order to approach general issues of impartiality and neutrality in non-confessional religious education. It argues that these issues should be contextualised both on a national and sub-national level and discusses what this means for the work in classrooms. Research suggests that teachers struggle with complex issues related to partiality and impartiality in their teaching; but that they have little opportunity to discuss their experiences. The debate about principles therefore needs to be accompanied by more cooperation between researchers and teachers in developing good teaching and learning.

  • 330.
    Strandberg, Max
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Läxor som gränsobjekt mellan hem och skola – innehållets betydelse2017In: Lärarnas forskningskonferens 31 oktober 2017: Abstracts, 2017, p. 45-45Conference paper (Other academic)
    Abstract [sv]

    Studien analyserar läxor i ett läxsamarbete mellan hem och skola. Tidigare forskning med interaktiva läxor (Van Voorhis 2009) mellan hem och skola har studerat samarbetets betydelse för elevernas resultat. Här studeras däremot hur läxor som utgår ifrån föräldrarnas erfarenheter kan bidra till samarbetet och till ett specifikt innehåll. Läxorna delades ut samhällskunskap och i svenska/svenska som andraspråk. Datamaterialet består av intervjuer med elever och föräldrar, klassrumsobservationer och elevtexter insamlade i samband med ett utvecklingsprojekt på en multietnisk och flerspråkig högstadieskola. Eleverna diskuterade läxan först i klassen, sedan hemma och därefter tillsammans i klassen – på så sätt kunde föräldrarnas bidrag bli en resurs för hela klassen. Begreppet gränsobjekt (Star & Griesemer, 1989) används för att analysera vad som kännetecknade de läxor som ledde till samtal i hemmen och i skolan. När innehållet i undervisningen stod i centrum skapades ett annat sorts samarbete än det som traditionellt äger rum vid föräldramöten och utvecklingssamtal.  Studien visar att innehållet i samarbetsläxorna har stor betydelse för om de kan få funktionen av gränsobjekt mellan hem och skola. Samarbetet med läxorna karakteriserades av diskussioner och samtal mellan ungdomar och vuxna om skolgång och barndom i olika delar av världen och kring existentiella frågor. Resultatet visar att läxor som berörde förälskelse, Mellanöstern och religion inte kunde fungera som gränsobjekt.  Resultatet visar också att föräldrar som i annan forskning emellanåt beskrivs som ett problem i samarbetet mellan hem och skola kunde bidra med sina livserfarenheter och värderingar till undervisningen. Föräldrarnas livserfarenheter ökade utbudet av berättelser och skapade en innehållslig variation vilket erbjöd eleverna möjlighet till perspektivväxling.

  • 331.
    Thorgersen, Ketil
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Editorial: Third issue of the European Journal of Philosophy in Arts Education2017In: The European Journal of Philosophy in Arts Education, E-ISSN 2002-4665, Vol. 2, no 2, p. 4-5Article in journal (Other academic)
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  • 332.
    Thorgersen, Ketil
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    von Wachenfeldt, Thomas
    Becoming extreme: A media analysis of how music is constructed in three marginalised/outsider groups’ fanzines2017In: Abstracts NNMPF 2017, 2017, p. 12-13Conference paper (Refereed)
    Abstract [en]

    Music and and art is often considered to help good people. On the internet and in newspapers we can find lots of debates and articles about how the world would be a better place if only the arts played a more prominent role in education. In this paper we will investigate the other side of the coin. Considering that Mussolini was an accomplished violinist, Hitler and Franco both were talented painters and Mao a recognized poet. We will not assume that art leads to what the society, in general, consider as good or decent, but rather ask what role music plays in constructions of subgroups who are, by choice or by exclusion, outsiders in society. In recent years in the afterglow of the economic regression and often connected to the increased migration, more extreme groups and politicians have gained ground. We have decided to study musical socialisation in three marginalised groups who could loosely be labelled: “the Salvation Christian Movement”, “the Black Metal Movement” and “the New/Alt Right movement”. These – in every respect highly idealistic – groups have been selected to represent different angles to understand how music, ideology/religion and society intersect. The three groups also share a scepticism towards representative democracy in various forms. The groups are however different in that some seek power and influence while others seek to be more exclusive. Also the kind of ideology or belief that is at the roots of the movements are very different, as are the level of “danger” associated with the groups. The empirical material for the paper is what we label “fanzines” online and offline since 2014 that Swedish youth are likely to read. A fanzine in this meaning could be a group on social media, a physical paper, an online forum, webpage or a podcast.

  • 333.
    Thorgersen, Ketil
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    von Wachenfeldt, Thomas
    Black Metal Pedagogy as Bildung2017Conference paper (Refereed)
  • 334.
    Thorgersen, Ketil
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    von Wachenfeldt, Thomas
    The Becomings of Satanist Musicianship: A study of how black metal musicians describe their learning processes2017In: Nordisk musikkpedagogisk forskning: Årbok, ISSN 1504-5021, Vol. 18, p. 179-198Article in journal (Refereed)
    Abstract [en]

    Research in music education has in the last decades become more attentive to musical learning through informal contexts. This article adds to the body of research by investigating the musical learning in a genre that is considered unacceptable and bad by most of society: Black metal. Through interviews with five young Black metal musicians from Sweden and Finland an interesting image was revealed of a musical practice that aims to fight evil by being evil, that worships enlightenment and the fulfilment of the individual potential and also detests religious organisations for suppressing people. The sonic is considered only a part of a gesamtkunstwerk where all parts of a performance are supposed to work together to create a feeling of fear or horror in the audience. The material opens up for interesting paths in music education when working with musical bildung and criticism of taken for granted truths, but at the same time presents a milieu where what is considered good by society is questioned.

  • 335.
    Thorgersen, Ketil
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    von Wachenfeldt, Thomas
    Allt annat än tyst kunnande...: Vad är kunskap i Black metal?2017In: Book of Abstract, Umeå: Umeå universitet , 2017, p. 14-14Conference paper (Other academic)
    Abstract [sv]

    Black metal är en extrem sub-genre såväl estetiskt som ideologiskt inom den större genren Heavy metal. Det som kännetecknar Black metal är fokus på förmedling av mänsklighetens mörkaste sidor. Artisterna inom genren förespråkar och företräder satanism och ockultism med en strävan efter att sprida känslor av obehag, rädsla, mörker och ondska. Estetiskt gör de detta genom ett paket av emotiva funktioner där disharmonisk musik samverkar med ett visuellt och berättande uttryck i något som kan betraktas som ett “Gesamtkunstwerk”. Musikaliskt skapas detta ofta genom growl-song i ett lite högre register där ovannämnda teman är centrala i texterna. Gitarr- och bassoundet kännetecknas av mer eller mindre kraftig distorsion och trummorna av högt tempo genom så kallade “blast beats” (väldigt snabbt spel som kan påminna om maskingevär). Harmoniskt komponeras musiken lika ofta horisontellt (polyfont), såsom var brukligt exempelvis under barocken, som vertikalt som i nästan all populärmusik. Ett horisontellt komponerande hjälper till i sökandet efter disharmoni. Det musikaliska uttrycket kan, förutom i texterna, påminna om andra sub-genrer såsom Death metal. Dock hörsammar en initierad lyssnare tydliga skiljelinjer som t.ex att vokalister inom Black metal-genren growlar i högre register och att Black metal-band sällan stämmer ner sina gitarrer.

    Norden är och har historiskt varit det starkaste fästet för Black metal och tusentals unga människor lär sig om musiken, livet och döden genom att insocialiseras i genren. I denna presentationen tar vi vårt primära utgångspunkt i empiri från fem intervjuer med unga Black metal-musiker som berättar om sitt syn på genren, vilken betydelse den har (haft) i deras liv och hur lärandet och socialiserandet har gått till. Kombinerat med detta har fanziner, tidskrifter inom genren samt böcker och forskning om genren ingått.

    Lärandet i Black metal är i allt väsentligt icke-institutionellt och följer dels en traditionell garagebandslogik, men även en bildningsliknande självförädlande process enligt deltagarna. Kunskapen är inte formellt beskriven som ett kanon, men kunskapsutvecklingen inom fältet rör sig i en spänning mellan tradition och nyskapande som deltagarna beaktar på olika sätt. Vad som anses vara värdefull kunskap ser därför olika ut. Men är det tyst?

    Det tysta kunnandet skriks ut i syfte att skrämma livet ur dig...

  • 336. Thorsten, Anja
    et al.
    Johansson, Patrik
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Att vara lärare och forskare i en Learning study2017In: Undervisningsutvecklande forskning - exemplet Learning study / [ed] Ingrid Carlgren, Malmö: Gleerups Utbildning AB, 2017, p. 31-44Chapter in book (Refereed)
  • 337.
    Tväråna, Malin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Ett ämnesdidaktiskt perspektiv2017In: Undersöka och utveckla undervisning: professionell utveckling för lärare / [ed] Jonas Almqvist, Karim Hamza, Anette Olin, Lund: Studentlitteratur AB, 2017, p. 110-110Chapter in book (Other academic)
  • 338.
    Tväråna, Malin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Rikare resonemang om rättvisa: Att utforska en grundläggande förmåga i samhällskunskap2017In: Undervisningsutvecklande forskning: exemplet Learning study / [ed] Ingrid Carlgren, Gleerups Utbildning AB, 2017, p. 97-107Chapter in book (Other academic)
  • 339.
    von Schantz, Ulrika
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama og skapende prosesser i barnehagen. Edited by Anita Hammer and Guru Strømsøe. Bergen: Fagbokforlaget, 20152017In: Nordic Theatre Studies, ISSN 0904-6380, E-ISSN 2002-3898, Vol. 29, no 2, p. 221-226Article, book review (Other academic)
  • 340. Wall, Tony
    et al.
    Clough, David
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Hindley, Ann
    Conjuring A ‘Spirit’ for Sustainability2017Conference paper (Refereed)
  • 341. Wermke, Wieland
    et al.
    Wettergren, Sanna
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Stockholms stad, Sverige.
    En profession utan funktion eller en profession i mellanrummet mellan skola och akademi?: En studie om forskarutbildade lärares syn på sin utbildning och vad som hände därefter2017Report (Other academic)
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  • 342.
    Wibaeus, Ylva
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Strandberg, Max
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Design för undervisning om och för demokrati och mänskliga rättigheter – en ämnesdidaktisk studie i de samhällsorienterande ämnena i åk 4-62017In: The 6th NoFa-conference 2017: Abstracts, Odense: Syddansk Universitet, 2017, p. 216-218, article id P66Conference paper (Other academic)
  • 343.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama in ESD: a multimodal experience2017Conference paper (Other academic)
    Abstract [en]

    Previous research on Education for Sustainable Development, ESD, reveals that many young people associate environmental problems with feelings of helplessness, guilt and insecurity. Therefore, new ways of teaching that gives students an opportunity to learn more about sustainable development, despite emotional constraints, needs to be developed. Research suggests that aesthetic forms of instruction may open up for more experience based and value integrated learning processes. One form of aesthetic instruction that may afford work with values and emotional aspects related to sustainable development is drama. Previous research on the potential of drama related to education for sustainable development is, however, limited. This study is based on a drama workshop given to university students in three European countries during 2017. Before and after the workshop, the participants filled in a questionnaire. Preliminary results will be presented, regarding students experiences of working with values and multimodal dimensions of sustainable development by means of drama.

  • 344.
    Österlind, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Drama i skolan – lärare och dramapedagoger i samverkan2017In: Book of abstract, Umeå: Umeå universitet , 2017, p. 4-4Conference paper (Other academic)
    Abstract [sv]

    Vad händer när lärare i grundskolan samarbetar över längre tid med dramapedagoger från kulturskolan? Vilka förväntningar och farhågor finns inför det långsiktiga samarbetet? Hur upplevs drama i skolan av respektive yrkeskategori? Sker ett ömsesidigt, kollegialt lärande? I vilken grad bidrar mötet mellan olika professioner till att medverkande dramapedagoger och lärare ’tvingas’ formulera sig, och därmed till verbalisering av deras tysta kunskap?

    Projektet som ligger till grund för studien genomfördes under ett läsår i en låg- och mellan-stadieskola. Dramapedagoger och klasslärare arbetade tillsammans i stort sett varje vecka, med den övergripande målsättningen att stärka elevernas lek, kreativitet, samarbete och språk.

    Olika typer av datainsamling gjordes inom ramen för projektet, men här redovisas endast en mindre del knuten till yrkesutövarna. Lärare och dramapedagoger besvarade enkäter i början och slutet av projektperioden, samt intervjuades individuellt. 

    Drama är inget ämne i svensk skola, och det finns formellt sett inga ’dramalärare’ i Sverige. Flertalet verksamma lärare har mycket begränsad kunskap om drama. Dramapedagoger saknar vanligtvis lärarutbildning och arbetar i regel utanför skolan, i mer informella lärandesituationer där deltagande är frivilligt. Det finns alltså anledning att undersöka om och hur ett långsiktigt samarbete mellan representanter för dessa yrkesgrupper kan innebära ökad förståelse för varandras kompetens. En möjlig konsekvens av ett sådant samarbete är ett behov att formulera vad man annars tenderar att ta för givet, vilket innebär att tyst kunskap blir explicit. Resultat från den preliminära analysen av enkäter och intervjuer kommer att presenteras, med fokus på de båda yrkeskategoriernas förväntningar, erfarenheter och lärande under processens gång. Hur kan dramapedagogen dela med sig av sin dramakompetens till läraren? Hur kan läraren skapa förståelse för skolans villkor hos dramapedagogen?

  • 345.
    Björkholm, Eva
    et al.
    KTH Royal Institute of Technology, Sweden.
    Andrée, Maria
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Carlgren, Ingrid
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Exploring technical knowledge in the primary technology classroom2016In: Australasian Journal of Educational Technology, ISSN 1449-3098, E-ISSN 1449-5554, Vol. 3Article in journal (Refereed)
    Abstract [en]

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

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  • 346. Dahlstedt, Magnus
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Dalarna University, Sweden; University of Skövde, Sweden.
    Ana’s Tragedy – and Europe’s: A Contemplation over Romani, belonging and the conditioned citizenship making in a Europe of Migration2016In: European Journal of Futures Research, ISSN 2195-4194, E-ISSN 2195-2248, Vol. 4, no 1, article id UNSP 16Article in journal (Refereed)
    Abstract [en]

    This article deals with the notion of belonging in today’s multi-ethnic Sweden and hints at perpectives of future European identity-building. On the basis of Frantz Fanon’s understanding of colonialism and the colonized mentality as theoretical, the article deals with the situation of Roma in Sweden – and Europe. With the story of a young Roma woman that has migrated to Sweden from Hungary as point of departure, the article addresses the situation for Romani people, but also for other migrants in Europe, with particular focus on who are allowed to belong to the community of Swedish and European citizens, and who are not.

  • 347. Ekström, Linda
    et al.
    Lundholm, Cecilia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    What's positive about positive rights? Students' everyday understandings and the challenges of teaching political science2016Conference paper (Refereed)
  • 348. Ekström, Linda
    et al.
    Lundholm, Cecilia H.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    What's positive about positive rights? Students' everyday understandings and the challenges of teaching political science2016Conference paper (Refereed)
    Abstract [en]

    This paper examines undergraduate students’ understandings and learning difficulties concerning political science core concepts. A review of research on teaching and learning in political science education concludes on a dominating focus on students’ outcomes and "show and tell" of pedagogical interventions (Craig 2014). We believe it is important to enhance our knowledge of students’ learning processes, and possible learning difficulties, as political knowledge is a key component in civic engagement. Departing in the conceptual change literature, we present findings on how everyday understanding influences learning of the concepts ”positive rights” and ”anarchic world order”, causing various learning difficulties. The implications of the results suggest that teaching needs to address and explicate the differences between scientific and everyday understanding and language.

  • 349.
    Engdahl, Christopher
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    The Transtemporality of Online Performance2016In: Performance Research, ISSN 1352-8165, E-ISSN 1469-9990, Vol. 21, no 5, p. 107-110Article in journal (Refereed)
    Abstract [en]

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

  • 350. Eriksson, Helena
    et al.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Matematik som teoretiskt arbete - utveckling av matematiska modeller för rationella tal i åk 42016In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 4, no 1, p. 6-24Article in journal (Refereed)
    Abstract [en]

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

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