Change search
Refine search result
1234567 51 - 100 of 642
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 51.
    Berglund, Jenny
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Widening Our Scope from “Maximalists” to More Ordinary Practitioners?2020In: Kvinnligt religiöst ledarskap: en vänbok till Gunilla Gunner / [ed] Simon Sorgenfrei, David Thurfjell, Huddinge: Södertörns högskola , 2020, p. 313-324Chapter in book (Refereed)
    Download full text (pdf)
    Widening our scope
  • 52.
    Berglund, Jenny
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Gent, Bill
    Memorization and focus: important transferables between supplementary Islamic education and mainstream schooling2018In: Journal of Religious Education, ISSN 1442-018X, Vol. 66, no 2, p. 125-138Article in journal (Refereed)
    Abstract [en]

    This article presents the results of a participative study, involving a group of 27 British Muslim students aged 15–18, who were given the opportunity to reflect on the implications of having participated in two different ‘traditions’ of education: that is, Muslim supplementary education (in its various forms) and state mainstream schooling. The project was participative in that school senior managers had invited the researchers to carry out the research as part of their constant striving to identify the conditions under which students learn best. Both the design and outcomes of this research programme are presented and discussed in this article. One of the main findings is that the students experience the skills of memorization and focus as positive transferables. The findings will be discussed in terms of the concept of liturgical literacy.

  • 53.
    Berglund, Jenny
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Gent, Bill
    Qur’anic education and non-confessional RE: an intercultural perspective2019In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, Vol. 30, no 3, p. 323-334Article in journal (Refereed)
    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.

  • 54. Bergqvist, Ove
    et al.
    Strandberg, Max
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Tväråna, Malin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Björklund, Mattias
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Analys av flyktingfrågan – vad är det vi vill att eleverna ska kunna göra när de analyserar flyktingsituationen, och vad i vår undervisning möjliggör det?2017In: Lärarnas forskningskonferens 31 oktober 2017: Abstracts, 2017, p. 24-25Conference paper (Other academic)
    Abstract [sv]

    I samhällskunskap undervisas elever i frågor om hur olika samhällen är organiserade och strukturerade, om värden och värdefrågor samt om hur man kan analysera, kritiskt granska och dra relevanta slutsatser om argument i samhällsfrågor. Undervisningen utgår ofta från de dagsaktuella frågor som på- verkar vårt samhälle just nu. En av dessa samhällsfrågor är det faktum att många människor under en längre tid flytt i båt över Medelhavet, en farofylld flykt som medför stora risker och en osäker framtid. Projektets utgångspunkt är denna aktuella flyktingsituation - varför så många flyr, varför andra stannar kvar och hur individer och samhälle påverkas av flyktingsituationen, idag och i den nära framtiden. Vad är det man kan när man kan analysera flyktingsituationen – om man går i ettan, i sexan, i åttan, eller första året på gymnasiet? Hur kan vi undervisa kring detta i samhällskunskap för att utveckla elevernas förmåga att analysera flyktingsituationen? Det här är ett aktuellt och viktigt ämnesområde, och kunnandet som undersöks (förmågan att analysera en samhällsfråga) är grundläggande för samhällskunskap. Samtidigt saknas nästan helt svensk forskning om elevers lärande i interaktion med läraren i undervisning på området (Olsson, 2016, s. 71). Internationell forskning har främst fokuserat hur elevers idéer om samhällsfrågor relaterar till social bakgrund och kulturell identitet (Barton & Avery, 2016), medan forskning som syftar till att beskriva innebörden av elevers samhällskunskapskunnande saknas. I ett större ram-projekt som påbörjades 2015 av SO-nätverket inom Stockholm Teaching & Learning Studies undersöks elevers förmåga att analysera i ämnet samhällskunskap. Syftet med ramprojektet är att bidra till att elevers analysförmåga preciseras och att vi på så vis utvecklar kunskap om hur denna förmåga kan möjliggöras genom undervisning. Symposiet presenterar tre delprojekt som inom ramen för den övergripande studien om innebörden av analysförmågan i samhällskunskap undersöker innebörden av och undervisning för elevers förmåga att analysera situationen med flyktingströmmarna från Syrien till Europa. Tre lärarlag från olika undervisningsstadier – låg- och mellanstadiet, högstadiet och gymnasiet – har under läsåret 2016/2017 utformat och studerat undervisning för elever i årskurs 1 och 6, i årskurs 8 och i gymnasiets år 1. I delprojekten har elevers erfarande av flyktingsituationen och deras sätt att analysera denna kartlagts och analyserats fenomenografiskt (Marton, 1981; Larsson, 1986). Lärargrupperna har därefter utgått från resultaten av dessa kartläggningsanalyser för att med hjälp av variationsteori (Lo, 2012; Marton, 2014) utforma, pröva och revidera undervisning för att möjliggöra elevers utvecklande av förmågan att analysera flyktingsituationen. Varje delstudie har genomfört två cykler av planering, genomförande och analys av forskningslektioner med åtföljande för- och eftertest (jfr. Learning Study). Elevmaterial i form av skriftliga kartläggningar och inspelade och transkriberade lektioner/ gruppdiskussioner har analyserats för att identifiera kritiska aspekter (Marton 2014; Pang & Ki, 2016) av förmågan att analysera flyktingsituationen som behöver fokuseras i undervisning. Under symposiet presenteras de gemensamma utgångspunkterna och frågeställningarna, samt de tre delprojektens olika undervisningsinterventioner och analyser. Sammanfattningsvis diskuteras vilka likheter och skillnader som tycks finnas mellan olika skolstadier när det gäller att kunna analysera frågan om flyktingströmmarna över Medelhavet och kritiska aspekter av att kunna göra detta i olika undervisningskontexter.

  • 55.
    Berthén, Diana
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Ett ämnesdidaktiskt perspektiv på specialpedagogik2021In: Ämneslärarens arbete: Didaktiska perspektiv / [ed] Maria Andrée; Gabriel Bladh; Ingrid Carlgren; Malin Tväråna, Stockholm: Natur och kultur, 2021, p. 353-377Chapter in book (Other academic)
  • 56.
    Berthén, Diana
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Waermö, Mimmi
    Stockholm University, Faculty of Social Sciences, Department of Special Education.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Ett kollaborativt, lterativt och empiriskt utforskande av ämnesdidaktiska utmaningar2021In: Att förbättra skolor med stöd i forskning: exempel, analyser och utmaningar / [ed] Niclas Rönnström; Olof Johansson, Stockholm: Natur och kultur, 2021, p. 427-449Chapter in book (Other academic)
  • 57.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Children and visual/media literacy2010Conference paper (Other academic)
    Abstract [en]

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

  • 58.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Communication with images2010Conference paper (Other academic)
    Abstract [en]

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

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

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

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

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

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

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

    Central issues for the study are:

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

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

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

    Theoretical framework and Method

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

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

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

  • 59.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Datorn i bildundervisningen: Hur arbetar bildlärare när eleverna använder datorn för sitt skapande?2012Conference paper (Other academic)
    Abstract [sv]

    Hur arbetar bildlärare när eleverna använder datorn för sitt skapande?

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

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

  • 60.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Dialog och respons är centrala aspekter i en estetisk lärprocess2018In: De estetiska ämnenas didaktik: Utmaningar, processer och protester / [ed] Ulrika von Schantz; Ketil Thorgersen; Anne Lidén, Stockholm: Stockholm University Press, 2018, p. 105-121Chapter in book (Refereed)
    Abstract [sv]

    I bildundervisning skapas möjlighet att genom visuell kommunikation att arbeta utifrån elevernas egna synpunkter och med områden som de vill kommunicera. Men hur ges möjlighet att utvecklas och konstruera kunskap genom hur andra förstår och uppfattar elevernas gestaltningar? Med utgångspunkt i Michail Bakhtins tankar om hur kunskap konstrueras, belyses vikten av planerade didaktiska aktiviteter för respons, för att möjliggöra att kunskap genereras i en skapande och omskapande process. I artikeln belyses också vikten av att använda begrepp förökad förståelse. Utgångspunkten är att kunskap och förståelse konstrueras i samspel med andra.

  • 61.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Is the role as an Art teacher different, when pupils use the computer as a tool?2011Conference paper (Other academic)
    Abstract [en]

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

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

  • 62.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Pædagogiske udgangspunkter og didaktisk planlægning for undervisning med visuel gestaltning og digital teknik2018In: Æstetik og pædagogik / [ed] Martin Blok, Köpenhamn: Akademisk Forlag, 2018Chapter in book (Refereed)
    Abstract [sv]

    När elever i grundskolan arbetar med estetiska gestaltningar och digitala tekniker i bildundervisningen skapas särskilda förutsättningar för det pedagogiska upplägget. Hur ser det pedgogiska upplägget ut? Vilka förskjutningar görs och på vad ligger fokus iundervisningen? Genom exempel visas hur förskjutningar görs och fokus förflyttas i undervisningen till viss del på grund av den teknik som används. I kapitlet visas hur lärarna och eleverna genom det pedagogiska upplägget inledningsvis behandlar det estetiska och visuella men hur sedan en förskjutning sker ifrån visuella mot att mer handla om hur uppgiften kan lösas ur ett teknisktperspektiv. Som metodologiska och teoretiska utgångspunkteranvänds Lee S. Shulmans modell PCK, Pedagogical Content Knowledge för tematiseringen av materialet och diskursanalys med hjälp av bland annat socialkonstruktionisten John Shotters begrepp joint action (Potter, 2010, s. 670; Shotter, 1995; 1992; 2011). Materialet är hämtat från min avhandling som behandlar hur tre bildlärare i grundskolan inter agerade med eleverna i bildarbete med digitala tekniker (Björck, 2014).

  • 63.
    Björck, Catrine
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Utvecklingsprojekt om digitalt arbete i bildundervisningen2018Conference paper (Refereed)
    Abstract [sv]

    Under 2015 och vårterminen 2016 genomfördes ett utvecklingsprojekt i samarbete mellan mig som forskare och en bildlärare med målet att designa, genomföra och utvärdera undervisning med digitalt arbete.

    Syftet med denna pilotstudie var att designa och utvärdera en lektionssekvens där digital teknik används i bildundervisning. I mitt tidigare avhandlingsprojekt ”Klicka där!” undersökte jag hur bildlärare interagerar med elever i arbete med digital teknik i bildundervisning och på vad fokus i undervisningen hamnar (Björck, 2014). I denna studie var jag intresserad av att i samarbete med läraren designa och utvärdera en lektionssekvens där digital teknik används för att kunna studera processen från start till avslut. Tillsammans med bildläraren designades därför en lektionssekvens om 10 lektioner som genomfördes under 5 veckor i en klass i årskurs 8. Det främsta syftet för bildläraren var att få digital teknik mer inbäddat i bildundervisningen och att låta eleverna själva välja på vilket sätt och i viket digitalt medium de ville arbeta (Marner & Örtegren, 2013; Örtegren, 2013). Dessa lektioner genomfördes av läraren med mig närvarande som observerande forskare. Med inspiration från Learning study och variationsteori utvärderades och justerades undervisningen för att sedan genomföras med en ny klass (Marton, 2005). Under projektet genomförde jag kontinuerligt samtal med läraren. Dessutom genomfördes intervjuer med läraren och olika elevgrupper.

    Studien har gett större förståelse kring viktiga aspekter för att få till stånd en tydlig undervisning samt hur undervisning med digitala tekniker kan organiseras genomföras.

  • 64.
    Björck, Catrine
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Helmersson, Berith
    Digitalt arbete i bildundervisningen2017In: Book of Abstract, Umeå: Umeå universitet , 2017, p. 47-47Conference paper (Refereed)
    Abstract [sv]

    Hur kan digitalt arbete bli mer inbäddat i blindundervisningen?

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

  • 65.
    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.

    Download full text (pdf)
    fulltext
  • 66.
    Björklund Boistrup, Lisa
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Lindberg, Viveca
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    A framework for analysing assessment in working life and vocational education2019In: Nofa7 Abstracts, Stockholm, Sweden: Stockholm University, 2019, p. 36-36Conference paper (Refereed)
    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’.

    Download full text (pdf)
    Nofa7 Abstracts
  • 67.
    Björklund, Mattias
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Curriculum Taking and Curriculum Making? Educational context and financial literacy teaching in Sweden2020In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, Vol. 10, no 2, p. 129-152Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to explore how experienced and novice Swedish social studies teachers form their financial literacy aimssince they teach financial literacy without having any formal financial literacy training. This leaves both educationalaims as well as teaching practice regarding financial literacy unresolved. Using teacher interviews, this articleinvestigateshow experienced and novice teachers usecompetencies beside content and pedagogical knowledge when planning and executing their financial literacy teachingin social studies. This knowledge is referred to as knowledge of context. Findings suggest that experienced teachers do not consult syllabus in an elaborate manner, instead they adapt their teaching in relation to educational programme, students’ age and life-world. Novice teachers, however, teach according to syllabus and do so consistently regardless of whichstudents they teach.

    Download full text (pdf)
    fulltext
  • 68.
    Björklund, Mattias
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Privatekonomi på schemat2017In: Skola & samhälle, E-ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

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

  • 69.
    Björklund, Mattias
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Teaching financial literacy - investigating teachers’ knowledge of context2019Conference paper (Refereed)
  • 70.
    Björklund, Mattias
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Teaching Financial Literacy: Competence, Context and Strategies Among Swedish Teachers2019In: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 18, no 2, p. 28-48Article in journal (Refereed)
    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.

    Download full text (pdf)
    fulltext
  • 71.
    Björklund, Mattias
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Ämneskunnande i privatekonomi och samhällskunskapslärares ämnesdidaktiska val i privatekonomundervisningen på gymnasiet2018Conference paper (Other academic)
    Abstract [sv]

    Efter finanskrisen 2008 infördes, via ett intensivt arbete av OECD, privatekonomi på schemat i över 110 länder. I Sverige infördes privatekonomi som en del av samhällskunskapen på gymnasiet 2011. Samtidigt saknas enhetliga definitioner om vad privatekonomiundervisning ska innehålla och istället lämnas detta till lärare som saknar privatekonomisk utbildning. Trots detta har forskningen i mycket liten utsträckning intresserat sig för att undersöka hur lärare tolkar och hanterar de privatekonomiska inslagen i undervisningen. 

    Denna studie undersöker hur svenska samhällskunskapslärare tolkar och utför sitt uppdrag vad gäller privatekonomiundervisningen inom ramen för ämnet samhällskunskap. I fokus står hur lärarna ger uttryck för sina ämnesdidaktiska val – inte minst i förhållande till de egna kunskaperna i privatekonomi.  

  • 72.
    Björklund, Mattias
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Karlander, Linda
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Malmqvist, Eva
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Norevik, Jan
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Olin, Lena
    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.
    Tväråna, Malin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Vad är vatten värt? En studie om ekonomiundervisning i grundskolans olika stadier2018In: Lärarnas forskningskonferens 30 oktober 2018: Abstracts, 2018, p. 41-41Conference paper (Other academic)
    Abstract [sv]

    Sedan 2011 ingår ekonomi som en del i SO-undervisningen i svensk skola (Skolverket 2017) där en bärande del av kunnandet är att eleverna ska utveckla kunskaper om begreppen pris och värde. Forskning har visat att undervisning i ekonomi är avgörande för om unga utvecklar en ekonomisk förståelse, då allmän undervisning eller mognad inte verkar bibringa detta (Davies & Lundholm, 2012). Även elever i lågstadieåldern verkar kunna utveckla förståelse för ekonomi, även om didaktiska utmaningar finns när det gäller att möjliggöra en disciplinär förståelse. Däremot verkar möjligheterna till en mer utvecklad förståelse av ekonomi öka med stigande ålder (Thompson & Siegler, 2000).

    Denna studie syftar till att undersöka hur elever i årskurs 1, 4, 5 och 8 erfar och förstår pris och värde, ställt i relation till olika typer av undervisning, både i termer av innehåll och undervisningsmetoder. Studien utgår från en learning study vars utfallsrum och kritiska aspekter legat till grund för två olika undervisningscykler om pris och värde där varan vatten har använts som utgångspunkt.

    Tentativa resultat visar att elever i samtliga årskurser, innan de fått någon undervisning, ofta förstår pris och värde utifrån en varas inneboende kvalitet samt varans nytta, som i sig inte är ekonomiska begrepp. Undervisning som rör ekonomiska idéer tycks underlätta elevers förståelse av ämnesinnehållet, men hur dessa idéer struktureras och relateras till varandra tycks avgörande för att utveckla elevernas ekonomiska kunnande. Elever i alla undersökta åldrar tycks dock kunna utveckla en mer kvalificerad förståelse av pris och värde.

  • 73.
    Björklund, Mattias
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Nyman, Martin
    Skola handlar inte enbart om mätbara kunskaper2019In: Skola och samhälle, ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
  • 74. Björklund, Mattias
    et al.
    Sandahl, Johan
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Financial Literacy as Citizenship Education – a viable prospect?2020In: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 19, no 3, p. 4-20Article in journal (Refereed)
    Abstract [en]

    Purpose: This article aims to discuss what kind of teaching is required to enable students to critically review financial issues in a way that is in accordance with a broad citizenship education.

    Method: Content analysis where an assessment of students’ answers was compared and aligned with Westheimer & Kahne’s (2004) theory driven conceptions of citizenship.

    Findings: Findings demonstrate that students’ understandings correspond with the three conceptions and give important indications of what needs to be included in teaching in order to address financial issues as citizenship education.

    Implications: Focus in financial literacy education should be widened to include political and social aspects of the relation between households and the financial systems.

  • 75. Björklund, Mattias
    et al.
    Sandahl, Johan
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Inviting students to independent judgement: Teaching financial literacy as citizenship education2021In: Citizenship, Social and Economics Education, ISSN 1478-8047, E-ISSN 2047-1734, Vol. 20, no 2, p. 103-121Article in journal (Refereed)
    Abstract [en]

    Many financial literacy educational efforts mainly focus on teaching money management. However, money management alone do not address financial prerequisites concerning home ownership, savings or retirement planning since these issues are governed by agents outside households, namely the financial system and policy makers. This study examines students’ response to a financial literacy teaching that treats financial issues as controversial and contextually bounded to the financial and societal systems. Data consists of 36 students’ conversations during a financial literacy teaching intervention. Results show that students are capable of grasping and relating to financial concepts where association to the financial system and policy-making produce elaborate understanding. Furthermore, students that contest given financial concepts and system do not only present constructive alternate solutions for the future, but these students also seem to grasp current financial and societal systems in more advanced ways and thereby demonstrate a possible convergence between financial literacy and citizenship education.

    Download full text (pdf)
    fulltext
  • 76.
    Björklund, Mattias
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Sandahl, Johan
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Privatekonomiundervisning som medborgarbildning – Är det möjligt?2020In: Nordic Conference in Social Studies Didactics 2020, 30.3–1.4.2020 in Vaasa: Book of Abstracts, Åbo Akademi University , 2020, p. 21-22Conference paper (Refereed)
    Abstract [sv]

    Sedan 1990-talet har individens privatekonomiska ansvar ökat beträffande sparande till pension, försäkringar för sjukvård och lån för bostadsköp. Detta har förbundit individen med det finansiella systemet, men även ökat individens privatekonomiska utsatthet vilket samtidigt ställer nya och högre krav på privatekonomisk utbildning (Lucey & Bates, 2012).

    Detta hörsammades tidigt av OECD:s vars definition på privatekonomisk litteracitet med fokus på hushållskunskaper (OECD, 2016) däremot ansågs vara för snäv från forskarhåll (Davies, 2015). Detta hjälper inte individen att förstå de ekonomiska och finansiella systemen (Berti, 2016) utan reser frågor när privatekonomi ska undervisas och läras inom ramen för ett medborgarbildande ämne som samhällskunskap. I Sverige verkar dessutom samhällskunskapslärare uppfatta privatekonomiinslaget som kopplat till hushållskunskaper (Björklund, 2019), men samhällskunskapsämnet strävar, å andra sidan, mot en vidare uppfattning av medborgarbildning syftande till personligt deltagande i samhälleligt förändringsarbete (Sandahl, 2015) som överensstämmer med Westheimer & Kahnes (2004) medborgarkonceptioner.

    Denna studie utforskar relationen mellan privatekonomi och medborgarbildning och undersöker hur undervisning kan utformas för att elever ska kunna förändra sin uppfattning om privatekonomi från något givet och individuellt till något dynamiskt och samhälleligt.

    Undersökningen bestod av en förtestfråga där elever år 1 på gymnasiet fick svara på en fråga rörande presumtivt ansvar för en förändrad privatekonomisk situation. Resultaten pekar mot att elever uppvisar fyra kvalitativt skilda uppfattningar där tre av dessa typer av uppfattningar överensstämmer med Westheimer & Kahnes (2004) medborgarkonceptioner. För att utveckla elevers förståelse av privatekonomi mot en mer elaborerad medborgarbildning föreslår vi att det finansiella systemet ska diskuteras som en samhällsfunktion vilken kan förändras via demokratiska styrmedel.

  • 77.
    Björklund, Mattias
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Sandahl, Johan
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Towards a Financial Literacy Teaching as Part of Citizenship Education2020In: Paper Summary, 2020Conference paper (Refereed)
    Abstract [en]

    This paper departs from Westheimer & Kahne’s (2004) three citizen conceptions and investigates students understanding of an individual’s financial situation in terms of responsibilities, agency and societal change. In line with calls from previous research, it aims to discuss what kind of teaching is required to enable students to critically review financial issues in a way that is in accordance with a broad definition of citizenship. The data consist of 97 accounts collected in collaboration with teachers where students discuss who ‘should’ be responsible (cf. Davies & Lundholm, 2012). Findings demonstrate that students’ understandings correspond with the three conceptions and give important indications what needs to be included in teaching in order to address financial issues as citizenship education.

  • 78.
    Björklund, Mattias
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Tväråna, Malin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Jägerskog, Ann-Sofie
    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.
    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: 2019Conference paper (Refereed)
    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.

  • 79.
    Borg Pedersen, Ingebjørg
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Där skoven skaver: En intervjustudie om publikens upplevda kunskapsinhämtning genom teater2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Dennas uppsatsen är en del av kandidatprogrammet i estetiska ämnens didaktik drama/teater, närmare bestämt kursen Självständigt arbete - kandidatuppsats i Drama/teater. Uppsatsen befinner sig inom det dramapedagogiska forskningsfältet och kan placeras inom det Sternudd (2000) definierar som det konstpedagogiska perspektivet (se sida3).

     

    Teaterföreställningen Där skoven skaver med efterarbete är central i denna uppsats och gjordes av mig i samband med kandidatprogrammets kurs Scenisk produktion - konstnärlig gestaltning inför publik våren 2019. Teaterföreställningen handlar om bipolaritet och har ett tillhörande dramapedagogiskt efterarbete. 

     

    Uppsatsens syfte är att lyfta fram eventuell insiktbildning som publiken själva upplever genom teater och dramadidaktiskt arbete, med forskningsfrågorna: Upplever publiken representerad av intervjupersoner att de fått nya insikter eller kunskaper efter Där skoven skaver? Och vad kan ha lett till att intervjupersonernas eventuellt fått nya insikter eller kunskaper genom Där skoven skaver? 

     

    Studiens empiri baserar sig på intervjuer gjorda med sju personer baserade på ett subjektivt urval av Där skoven skavers publik och deltagare på tillhörande efterarbete. Intervjuerna bearbetades genom en fenomenologisk inspirerad analysprocess där intervjupersonernas eventuella upplevelser av ny kunskap lyfts fram. Resultatet diskuteras därefter i relation till tidigare forskning samt Bolton (2008) fyra former av lärande, Boltons begrepp att skydda in i känslor, Wiechels tre steg till inlevelse och rolltagande utifrån Grünbaum (2009), Vygotskijs (1978) teori om proximala utvecklingszon samt Goffmans (2011) stigmabegrepp.

     

    Uppsatsen konkluderar att publiken upplever en vidgad kunskap genom Där skoven skaver och en kombination av teaterföreställningens trovärdighet, publikens inlevelse, igenkänning och bearbetning av teaterföreställningen samt samtal mellan publikens medlemmar i efterarbetet var viktigt för publikens upplevda lärande.

    Download full text (pdf)
    fulltext
  • 80.
    Broberg, Åsa
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education. Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Gothenburg, Sweden.
    Lindberg, Viveca
    Stockholm University, Faculty of Social Sciences, Department of Education. Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Gothenburg, Sweden.
    Gun-Britt, Wärvik
    Women's vocational education 1890-1990 in Finland and Sweden: the example of vocational home economics education2021In: Journal of Vocational Education and Training, ISSN 1363-6820, E-ISSN 1747-5090, Vol. 73, no 2, p. 217-233Article in journal (Refereed)
    Abstract [en]

    This article argues that women’s vocational education needs to be viewed in relation to the development of vocational education and training (VET) more broadly. The history of women’s VET is also a history of the term “women’s education” itself and how, almost a century after it was introduced, this term is hardly used. Instead, we see gendered vocations and vocational programmes that predominantly recruit women.

    The aim of this study is to investigate and compare the rise and fall of VET specifically targeting women in Finland and Sweden, in particular the kind of VET described in educational policy during the 20th century as education that was predestined for women. What societal motives underpinned the establishment and development of domestic education as VET? How can we understand the dismantling of education targeting women? Our primary sources are government inquiries concerning VET for women and previous research in this field. We argue that the reasons for the development of women’s VET reflect not only how certain social groups understood societal needs at the time, but that developing VET was a response to the increasingly significant but complex roles women played in the public arena.dv

  • 81. Brolin, Krister
    et al.
    Waern, Marie
    Cottin, Karina
    Mattsson, Anna-Karin
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Tväråna, Malin
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Makt: Relation eller tillstånd?: Om utmaningar i att undervisa om analys av makt i samhällskunskap2018In: SO-didaktik, ISSN 2002-4525, no 5, p. 64-70Article in journal (Other (popular science, discussion, etc.))
  • 82. Brunila, Kristiina
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Sverige.
    From Welfare To Wellbeing: the politics of Finnish, Swedish and UK education policy2019Conference paper (Refereed)
    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.

  • 83.
    Bäuml, Caroline
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Carlander Gustafsson, Hanna
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Kolla modellen!: En studie om hur undervisning kan synliggöra kritiska aspekter av det parlamentariska systemet med hjälp av en visuell modell.2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studies syfte är att utveckla en fördjupad förståelse för hur undervisning kan utformas då man med hjälp av en visuell modell vill skapa förutsättningar för elever att föra kvalificerade resonemang om relationer mellan olika aktörer i det parlamentariska systemet. För att ta reda på detta undersöktes vilka möjliggörande element som tycks leda till att elever urskiljer kritiska aspekter av ett flödesschema av det parlamentariska systemet, samt vilka möjligheter och utmaningar som uppstår i samband med ett undervisningsupplägg baserat på en visuell modell, i detta fall i form av ett cirkulärt flödesschema av det parlamentariska systemet. Med utgångspunkt i en fenomenografisk forskningsansats och variationsteori designades det lektionsupplägg som ligger till grund för det insamlade materialet, bestående av två lektioner med en klass med 24 elever i årskurs 8 som har filmats respektive ljudinspelats. I analysen har särskild hänsyn tagits till ifall elever har urskilt kritiska aspekterna reciprocitet och helhet. Reciprocitet handlar om att urskilja att relationen mellan aktörer i det parlamentariska systemet är ömsesidig. Möjliggörande element för denna kritiska aspekt fanns vara elevers förkunskaper, att den visuella modellen användes som hjälpmedel samt diskussioner kring ifall en aktör är subjekt eller objekt i ett sammanhang. Helhet handlar om att urskilja att modellen visar en sammanhängande process/ordning. Möjliggörande element för den kritiska aspekten helhet fanns vara modellen som just visualiserade helhet, begreppsdiskussioner samt resonemang kring kausalitet. Som slutsats betonas bland annat lärarens stöttning vid gruppdiskussioner samt vikten av öppna frågeställningar ifall syftet är att få elever att föra resonemang snarare än att lista ut det rätta svaret.

    Download full text (pdf)
    Kolla modellen
  • 84.
    Carlgren, Ingrid
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Powerful knowns and powerful knowings2020In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 52, no 3, p. 323-336Article in journal (Refereed)
    Abstract [en]

    The idea of powerful knowledge as a curriculum principle has led to extensive discussion. It has been framed as a way of bringing knowledge back into curriculum thinking in the light if its absence in curriculum theory. However, questions have been raised regarding powerful knowledge as a knowledge-based curriculum principle; questions about difficulties in converting it into curriculum content, as well as putting knowledge-as-an-end-in-itself above educational aims. The focus of this article is on how powerful knowledge can be conceived of as capacity-building curriculum content, as well as how this is related to the epistemological underpinning of the idea of powerful knowledge. Knowing as the capacity-building aspect of powerful knowledge is highlighted as is a widening of the concept of knowledge to also include tacit aspects in what counts as knowledge. Through revisiting Paul Hirst's forms of knowledge as well as his practice turn, I argue that Hirst became stuck in a tension similar to Michael Young and Johan Muller. By a shift of focus from powerful knowns to powerful knowings the tension between a knowledge and practice-based view of the curriculum can be dissolved.

  • 85.
    Carlgren, Ingrid
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Eriksson, Inger
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Runesson, Ulla
    Learning study2017In: Undervisningsutvecklande forskning : exemplet Learning study / [ed] Ingrid Carlgren, Malmö: Gleerups Utbildning AB, 2017, p. 17-30Chapter in book (Other academic)
    Abstract [sv]

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

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

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

  • 86.
    Carlgren, Ingrid Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    The knowledge machinery and claims in learning study as paedeutical research2019In: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 9, no 1, p. 18-30Article in journal (Refereed)
    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.

  • 87. Ceder, Simon
    et al.
    Karin, Gunnarsson
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Som en hand på axeln: Beröring som posthumanistiskt feministiskt fenomen2017In: Studier i Pædagogisk Filosofi, E-ISSN 2244-9140, Vol. 6, no 1, p. 5-24Article in journal (Refereed)
    Abstract [en]

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

    Download full text (pdf)
    fulltext
  • 88.
    Cedervall, Sofia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Chester, UK.
    Dramapedagogers Praxisgemenskap: Ett försök att beskriva en unik yrkesgrupps intresse, kultur, verksamhet, tradition, kunskap och repertoar2019Conference paper (Other academic)
    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. 

  • 89.
    Cedervall, Sofia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Chester, UK.
    Encounters as-if: Educational role play as tool for analysis2017Conference paper (Other academic)
    Abstract [en]

    The paper focus on how the Swedish drama method Educational role play can work as a tool in analysis of data in a case-study. The analysis is part of a research project studying professional encounters when teachers, artists and drama pedagogues collaborates. Educational role play is similar to other forms of role plays such as forum theatre and psychodrama. The participants use their own experience and the play combines thought, emotion and action (Nilsson & Waldemarsson, 2010). The facilitator can use various techniques such as shadowing, sculpture, role change and teacher-in-role. Issues such as how the roles relate to each other, how they communicate and what options for action that becomes visible are investigated. In this way, Educational role play could make an interesting method for analysis since the thesis wants to describe the individuals, their driving forces and how they are affected when interacting with other professions. But – who’s truth are we dealing with?

    The paper also reflects on how Educational role play relates to the definition of Ethnodrama, i.e. the practice of dramatizing the data by creating a script (Lawrence, 2015). Instead of a complete script, the facilitator writes a text that provides the participants with a short description of the situation and a brief instruction on the role. This includes social expectations and what is important for the role. The script will be improvised and is influenced by the participants, how they interact and what they use of their own experience.

     

  • 90.
    Cedervall, Sofia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Chester, UK.
    On the stage floor: Mission and role of drama pedagogues working in professional theatres2014Conference paper (Other academic)
    Abstract [en]

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

  • 91.
    Cedervall, Sofia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Chester, UK.
    Praxisgemenskaper i möten mellan lärare, skådespelare och dramapedagoger2019Conference paper (Other academic)
    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). 

  • 92.
    Cedervall, Sofia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Chester.
    Put them in play - a story about stories.: Rollspel som analysmetod i ett forskningsprojekt2017Conference paper (Other academic)
  • 93.
    Cedervall, Sofia
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. University of Chester, UK.
    What does research say about artists and schools in collaboration? A glance on 30 years of projects, policies, evaluation and research in Sweden and UK2012Conference paper (Other academic)
  • 94.
    Cedervall, Sofia
    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.
    Arts-based research: drama som forskningsmetod2017Conference paper (Other academic)
  • 95.
    Christidis, Maria
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education. The Swedish Red Cross University College, Sweden.
    Lindberg, Viveca
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Subject-Integrated Teaching for Expanded Vocational Knowing and Everyday Situations in a Swedish Upper Secondary Health and Social Care Program2019In: Vocations and Learning, ISSN 1874-785X, E-ISSN 1874-7868, Vol. 12, no 3, p. 479-498Article in journal (Refereed)
    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.

  • 96.
    Cohen, Stefan
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    På väg mot narrativ kompetens och kvalificerat historiemedvetande?: Undervisning, lärande och epistemologiska uppfattningar i historia under en termin på gymnasieskolan2020Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay examines to which degree students in history in a swedish upper secondary schoolmanage to apropriate cogntive tools and frameworks in order to create narratives. The casestudy concentrates on a specific cognitive tool, namley narrative structure and to whichextent it helps students to make order of and organise historical subject matter intomeaningful narratives through teaching that is specifically designed to accomplish this kindof historical reasoning through cognitive tools and frameworks.Furthermore this study also examines epistemological beliefs and to which extent thesebeliefs either help or mislead the students on their way towards a qualified historicalconsciousness.This study also focus on the concept of narrative competence and to which extent studentsin history develop this competence through different frameworks and narrative structure.This study shows how students use cognitive tools and frameworks to create narratives. Butthe students often tend to mix different types of narration in their texts. The definetely tryto create histories with help of narrative structure but they do not manage to go all the waywith the result of their texts being hybrids of different structures of textWhen it comes to the epitemological beliefs many of the students tend to hold relativisticviews of history which doesn ́t necessarily mean they believe anything goes but more in thecontext of perspectives as important to change the direction of the narrative depending onwho is telling the story and what dimension of history that is displayed. Not many studentshave yet reached a evidence-based criterialist position.

    Download full text (pdf)
    fulltext
  • 97.
    Dahl, Steven
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Lärdomar av folkmord: Undervisning och lärande som historisk tolkning och orientering2021Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The overarching purpose of this dissertation is to explore possible ways of designing history teaching about genocides to enable learning that develops both knowledge of the history of genocides and the students’ ability to use history for orientation in everyday life. Previous research shows that there is disagreement about what characterises a desirable learning outcome from studying genocides. While some emphasise the importance of students acquiring solid historical knowledge of the genocide in question, others emphasise the question of basic human values as the primary intent of the learning. This source of tension is typical of history as a school subject. On the one hand, we hear the declarations Never again! and We must learn from history! in line with the democratic values on which the curriculum is based. On the other hand, the subject of history is expected to rest on a scholarly basis, which means that the complexity of history needs to be included in its interpretations. This, in turn, means that the discipline of history only rarely can offer unambiguous lessons. An extension of this reasoning leads to the problem focused on in this thesis: How can teaching history be designed to allow students to independently draw lessons that help them orient themselves in their everyday life without sacrificing the basic values of the discipline when interpreting the facts?

    This dissertation assumes that a comparative perspective on genocide offers particularly good potential for students to consider what they have learnt. The dissertation’s theoretical framework is based on the concept of historical consciousness, which in the present study is applied with closely related concepts like narrative and the use of history. Questions concerning the development of students’ disciplinary knowledge and historical consciousness are based on the narrative competence model.

    Three upper secondary school history teachers and 150 upper secondary school students participated in this intervention study. The empirical material of the dissertation, which was collected over a five-week period, consists of the following individual written assignments: two questionnaires, logbooks, an examination assignment and an evaluation. Additionally, the analyses are based on field notes and notes from planning meetings with the history teachers. The students’ written responses have been analysed as narratives and considered as use of history. Special focus has been on identifying the primary question that the history teaching led to among students and how they used the resources from the discipline of history to formulate the lessons from this teaching.

    In particular, the following four findings were made: First, a carefully selected popular cultural movie about genocide is a powerful resource for establishing a need among students to orient themselves in the subject, that is, to raise issues relevant to their lifeworld. Second, a comparative analysis has the potential of highlighting both the unique features and patterns of genocide. The students’ conclusions from this interpretive effort provide them with good opportunities to use history in the present to orient themselves. Thirdly, focusing on the learning perspective in history teaching also seems to encourage interpretation, if the question of lessons has gained relevance in the student’s lifeworld. In light of the above findings and the potential for and obstacles to in-depth learning about genocide that could be observed in this study, four guiding design principles were formulated. These principles can be used to advance the teaching of history about genocides in a way that enables learning about both historical interpretation and orientating themselves in their lifeworld.

    Download full text (pdf)
    Lärdomar av folkmord
    Download (jpg)
    Omslagsframsida
  • 98.
    Dahlberg, Caroline
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Teaching Academic Knowledge by Coordinating Conventions2017In: EARLI 2017 Book of Abstracts, 2017Conference paper (Other academic)
  • 99. 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.

  • 100.
    Dahlstedt, Magnus
    et al.
    Linköpings universitet, Sverige.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Sverige.
    Demokrati: då som nu för alltid2020In: Perspektiv på skolans problem: vad säger forskningen? / [ed] Andreas Fejes, Magnus Dahlstedt, Lund: Studentlitteratur AB, 2020, p. 419-431Chapter in book (Refereed)
1234567 51 - 100 of 642
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf