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  • 51.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Dalarna University College, Falun, Sweden.
    Pedagogiska rummet, del 12019Other (Other (popular science, discussion, etc.))
  • 52.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Dalarna University, Sweden.
    Political Awareness and Active Citizenship (Panel Discussion)2018Conference paper (Other academic)
  • 53.
    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)
  • 54.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Swedish education policy on active citizenship: Fulfilment of self2010In: Lifelong Learning and Active Citizenship : Proceedings of the twelfth Conference of the Children’s Identity and Citizenship in Europe Academic Network / [ed] Peter Cunningham and Nathan Fretwell, London: CiCe , 2010, p. 297-305Conference paper (Refereed)
    Abstract [en]

    'Active citizenship' is a concept currently used in the supranational educational policy of the European Union. While alluding to a potential to promote democracy and human rights this policy seems to be increasingly influenced by neo liberal tendencies. In this article Swedish education policy is taken as a case in order to highlight how the concept of active citizenship education is handled in this ‘local’ national policy setting in Europe. It is argued that Swedish education policy on citizenship is marked out by a neo liberal orientation as regards the depiction of citizenship, where the envisioned ‘active’ citizen can be described as one marked out by a consuming attitude for self-making. To this end, Sweden appears to respond to supranational EU demands quite well as regards its education policy on citizenship. Nevertheless the 'neo' in Swedish education policy on citizenship is unsatisfactory, I argue, as it tends to gloss over important notions of citizenship and citizenship education necessary to consider in our times.

  • 55.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences. University of Skövde, Sweden.
    The European 'We': From Citizenship Policy to the role of Education2012In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 31, no 1, p. 77-89Article in journal (Refereed)
    Abstract [en]

    This article sheds light on the European Union’s policy on citizenship; on the collective dimension of this policy, its ‘we’. It is argued that the inclusive, identityconstituting forces prominent in EU policy on European citizenship serve as a basis for the exclusion of people, which is illustrated by the recent expulsion of Romani from France. Based on a reading of Derrida, the twofold aim of this article is to reformulate the concept of a European citizenship ‘we’ and secondly, to outline some implications of this reframing as concerns the role of education in the formation of citizens.

  • 56.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    To be or not to be a (properly educated) citizen – comments on the ICCS 2009 study2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 17-27Article in journal (Refereed)
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  • 57.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Högskolan Dalarna, Högskolan i Skövde.
    Ungas medborgerliga engagemang i samhällsundervisningen2015In: Kontroversiella frågor: om kunskap och politik i samhällsundervisningen / [ed] Carsten Ljunggren, Ingrid Unemar Östh, Tomas Englund, Malmö: Gleerups Utbildning AB, 2015, 1, p. 169-186Chapter in book (Other academic)
    Abstract [bg]

    Kapitlet handlar om ungas medborgerliga engagemang i samhällsundervisningen i skolan. Mera precist handlar det om hur de unga själva tolkar och förstår detta engagemang - beroende på vilka frågor som de möter innanför och utanför klassrummet. Syftet är att lyfta fram lärarens roll i samhällsundervisningen; betydelsen av att hon eller hand reser olika slags frågor om medborgerligt engagemang. Eftersom de olika svar och reaktioner som dessa frågor ger både bär spår av och spårar vår samtid och vår framtid som medborgare i samhället.

  • 58.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Högskolan i Skövde, Högskolan Dalarna.
    Vilken roll spelar rösten? förvaltandet av röster från barn och unga i för/skolan som inflytandets måttstock2015In: Barns och ungas röster i utbildning: delaktighetens komplexitet i förskola och skola, Malmö: Ett samarbete mellan Regionalt utvecklingscentrum Malmö och Malmö högskola , 2015Conference paper (Other (popular science, discussion, etc.))
    Abstract [sv]

    Vilken roll spelar rösten? Förvaltandet av barns och ungas röster i för/skolan som inflytandets måttstock

  • 59.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University College of Skövde, Sweden.
    What counts as young people’s civic engagement in times of accountability?: On the importance of maintaining openness about young people’s civic engagement in education2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 29-55Article in journal (Refereed)
    Abstract [en]

    One aspect of the ICCS study's measurement of young people's citizen competence is 'civic engagement'. In this article it is argued that even though the study's assessment captures important aspects of young people's civic engagement, too strong educational reliance on it may contribute to meagreness in the educaitonal assignment to see to an engaged citizenry. By providing deeper insight into the ICCS study's assessment rationale, and by presenting qualitatively derived examples of young people's civic engagement, it is suggested that in order to see to fruitful ways of approaching the educational task of providing for young people's civic engagement, we need to maintain openness to different depictions of civic engagement. Among them those that matter as such for the young people themselves in and through the social and material practices they take part in.

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  • 60.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Högskolan Dalarna; Falun, Sverige.
    Blennow, Katarina
    Students’ narrative action in social science teaching in Swedish upper secondary schools – a call for increased attention to students’ storytelling as conditions for the renewal of society and of social science teaching2023In: NOFA9 Education, knowledge and Bildung in a global world: Book of abstracts / [ed] Åbo Akademi University, Vaasa: Åbo Akademi University , 2023, p. 101-101Conference paper (Refereed)
    Abstract [en]

    Taking on a narrative analysis of social studies teaching carried out in Swedish upper secondary schools (Blennow & Olson, in press), the aim of the presentation is revealed: to stress the need to pay (increased) attention to the contextual and situated limits and openings of the conceivable repertoire of legitimate stories of social studies in the Swedish context and its related research. In focusing on students' unique situated and collective interweaving of their 'own' experiences with established cultural and political knowledge repertoires, we wish to make a case for the potential involved in this storytelling: a renewal of society and of students’ ways of acting and being in society. If meagre attention is provided to this interweaving, we argue that there is a danger that this renewal of society as well as of social studies education will get lost, or at least disturbed, in an undesirable way. The narrative analysis on which the presentation is based was based on is a) field notes from classroom observations of every social science lesson for approximately six weeks in each class, in a medium-sized city in southern Sweden, and b) 36 transcribed interviews with social studies teachers and students. The theoretical-analytical grid in the analysis was the sociologist Czarniawska’s (2004) narrative theory, where the students’ storytelling attempts at sense making and action in encounters with the subject matter content was approached in terms of emplotments. In the analysis, Frank's (2015) ethnographic advice, to be widely inclusive at this stage, ‘cultivating reflexive uncertainty about which stories will eventually be most useful’ (2015, p. 39), was followed. Through the analysis, the 'repertoire of legitimate stories' about society in social studies teaching and students' attempts at sense making and action through their own social studies storytelling was rendered visible. The analysis rendered visible to what extent and in what ways the students insert cultural narratives into the subject matter teaching repertoire through their own subject storytelling. Out of the analysis, the transformational potential of these encounters, i.e., the emplotments, concerning society and students' ways of acting and being in society. Furthermore, it indicates the limits and openings of social studies teaching itself as a matter of predetermined ‘truth telling’, that is, as already-established socio-political knowledge repertoires.

  • 61.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University of Skövde, Sweden.
    Dahlstedt, Magnus
    Citizen formation for a new millennium in Sweden – a prognosis of our time2014In: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 12, no 2, p. 200-224Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to forecast the present situation of citizenship formation in the field of Swedish education. In highlighting trends and tendencies in the educational assignment to provide for democratic citizenship in the first decade of the 21st century, which can be characterised as lacking collective visions for change, three depictions of citizenship are prevailing: citizenship formation for deliberation, for entrepreneurship and for therapeutic intervention. These depictions are analysed in terms of the direction for action taking and attention that they stress and produce as concerns citizenship in the making. The first one, citizenship formation for deliberation, stresses an inward-looking and inward-feeling citizenship. The second one, citizenship formation for entrepreneurship, stresses an inward-looking and outward-making citizenship, and the third one, citizenship formation for therapeutic intervention, stresses an inward-looking and outward-making citizenship. Taking on this forecast, which actualises democracy as something that is already achieved as a consequence of an assumedly post political situation, we argue that citizenship as well as society itself risks being pictured as apolitical and democratically “saturated.” This situation is hazardous, we argue, as it does not open up for change to come into question as desirable or even possible. Put differently, it leaves us with the notion that things have to be as they are, as we are living in the best of worlds. 

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  • 62.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan i Skövde, Sverige.
    Dahlstedt, Magnus
    Medborgarskapande för ett nytt millennium: utbildning och medborgarfostran i 2000-talets Sverige2014In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 23, no 2, p. 7-25Article in journal (Refereed)
    Abstract [sv]

    Citizenship in the making for a new millenium – education and citizen formation in 21st century Sweden. The aim of this article is to analyse citizenship formation in Swedish education. In highlighting trends regarding the assignment of the educational system to provide for democratic citizenship there are certain depictions of citizenship prevail- ing. The first stresses an inward-looking and inward-feeling citizenship, characterizing the citizen as deliberative and emotional. The second stresses an inward-looking and outward-making citizenship, characterizing the citizen as entrepreneurial and willing. Here, democracy is portrayed as already achieved. This, we argue, is hazardous as society risk being pictured as apolitical and democratically ‘saturated’. This situation does not open up for democratic change to come into question as desirable or even possible. Put differently, it leaves us with the notion that things have to be as they are, as we are living in the best of worlds.

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    fulltext
  • 63.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Edling, Silvia
    Liljestrand, Johan
    Demokrati i aktuell svensk lärarutbildning och skola2012Conference paper (Other academic)
  • 64.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Högskolan i Skövde, Sverige.
    Edling, Silvia
    Liljestrand, Johan
    Andersson, Erik
    Är du mätbar nog, lilla vän? Mätbarhetskultur, ICCS 2009 och ungdomars medborgarkompetens2012In: Skola & samhälle, E-ISSN 2001-6727, no 14 juniArticle in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    De internationella studierna PIRLS, PISA OCH TIMMS har fått stort genomslag i skoldebatten och det förs en diskussion om vilka effekter dessa undersökningar har. Men det finns även en mindre känd studie, ICCS 2009 (International Civic and Citizenship Education Study), som har mätt 14-åringars medborgerliga kompetens i 38 länder. Maria Olson, Silvia Edling,  Johan Liljestrand och Erik Andersson har studerat vad ICCS mäter och diskuterar  tänkbara konsekvenser  för skolans medborgardanande uppgift.

  • 65.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Department of Health and Learning, University of Skövde, Stockholm[sic], Sweden.
    Fejes, Andreas
    Linköpings universitet.
    Dahlstedt, Magnus
    Linköpings universitet.
    Nicoll, Kathrine
    University of Stirling.
    Citizenship discourses: production and curriculum2015In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 36, no 7, p. 1036-1053Article in journal (Refereed)
    Abstract [en]

    This paper explores citizenship discourses empirically through upper secondary school student’s understandings, as these emerge in and through their everyday experiences. Drawing on a post-structuralist theorisation inspired by the work of Michel Foucault, a discourse analysis of data from interviews with students is carried out. This analysis characterises three discourses of the active citizen – a knowledgeable citizen, a responsive and holistic citizen and a self-responsible “free” citizen. The analysis raises questions over the implications of contemporary efforts for the intensification of standardising forces through citizenship education. It also stresses the notion that engaging students actively does always also involve discourses other than those stressed through the curriculum, which nurtures the body and nerve of democracy itself.

  • 66.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Dalarna University, Sweden.
    Fejes, Andreas
    Dahlstedt, Magnus
    Rahm, Lina
    Sandberg, Fredrik
    Self-destruction and the formation of reactive nihilistic citizens2016In: Book of Abstracts, 2016, p. 267-267Conference paper (Refereed)
  • 67.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University of Skövde, Sweden.
    Gamalielsson, Jonas
    Gustavsson, Susanne
    Lundell, Björn
    Addressing Democratic and Didactic Implications of Different Technological Offerings in Compulsory School Teaching Practices2014In: NGL 2014. Next Generation Learning Conference: Conference Summary / [ed] Erik Brunnert Walfridsson, Falun: Högskolan i Dalarna , 2014, p. 52-62Conference paper (Refereed)
    Abstract [en]

    This paper draws from a multidisciplinary research study that aims to identify and analyse democratic and didactic implica- tions of different technological offerings in compulsory school teaching practices. The research study also aims to develop strate- gies to promote learning through open knowledge processes in Swedish educa- tional contexts. The overarching goal of our research is to contribute to systematic and in-depth knowledge of specific, educa- tion-related challenges in one of today’s most important ongoing changes in schools, the implementation of IT. In this paper we report on the current state of practice concerning the use of technologi- cal offerings in school and its democratic and didactic implications to the aim of elaborating on pedagogical and technolog- ical challenges in the context of compulsory school. 

  • 68.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Högskolan i Skövde, Sverige.
    Irisdotter Aldenmyr, Sara
    Avslutning2016In: SO-undervisning på mellanstadiet: Forskning och praktik / [ed] Maria Olson, Sara Irisdotter Aldenmyr, Malmö: Gleerups Utbildning AB, 2016, p. 159-161Chapter in book (Other academic)
  • 69.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Sverige; Högskolan i Skövde, Sverige.
    Irisdotter Aldenmyr, Sara
    Inledning: SO-undervisning på mellanstadiet2016In: SO-undervisning på mellanstadiet: Forskning och praktik / [ed] Maria Olson, Sara Irisdotter Aldenmyr, Malmö: Gleerups Utbildning AB, 2016, p. 7-12Chapter in book (Other academic)
  • 70.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Högskolan i Skövde, Sverige.
    Irisdotter Aldenmyr, Sara
    SO-undervisning på mellanstadiet: forskning och praktik2016Collection (editor) (Other academic)
  • 71.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Irisdotter Aldenmyr, Sara
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Thera-Teachers” And “Not-Yets”: Implications Of The Current Trend Of Therapeutic Education?2012Conference paper (Refereed)
  • 72.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Liljestrand, Johan
    Religious Education Teachers' Conceptions of "Religion" and Citizenship2013Conference paper (Refereed)
  • 73.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Dalarna University College, Falun, Sweden.
    Mathé, Nora Elise Hesby
    Eleven som subjekt i samfunnsfagene og samfunnsfagenes potensial i elevers liv: [The student as the subject in social studies and the potential of social studies in students’ lives]2023In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, no 2Article in journal (Other academic)
    Abstract [en]

    Social studies in school in the Nordic countries consist of several subjects (social science, history, geography, and religious education), which together and apart are aimed at helping children and young people to participate in society in various arenas and ways, for example through work, culture and politics. But the school subjects also address students’ own lives and their Bildung. In sum, these processes concern the potential of social studies in terms of facilitating students’ opportunities to ‘be’ and to ‘act’ in the world. This special issue focuses on this being and acting, in and outside of school, related to social studies and takes inspiration from the political philosopher Hannah Arendt (2004, 2013). Arendt was concerned with the significance of the situated and experiential for a rich and qualified understanding of the world and society, which highlights the importance of the very process through which the students as unique beings give rise to their own unique understanding and formation of the world and society through social studies teaching and learning (Persson & Olson, n.d.).

    Our goal with this special issue is to help gather and systematize ongoing social studies research in the Nordic countries based on various theoretical, empirical and methodological frameworks with a focus on the student as a subject. In this way, we want to contribute to advancing the social studies didactic field of knowledge in a way that facilitates continued Nordic knowledge accumulation and dialogue in the field.

    Research in the Nordic context has pointed to the need for more insight into how students’ role as citizens comes through in the social studies classroom, how teachers relate the subject matter to student perspectives, and how various activities in social studies can contribute to student engagement, responsibility, historical and value-based understanding and the different ways in which these processes can matter in students’ lives in and outside of school (Björklund & Sandahl, 2020; Blanck & Lödén, 2017; Blennow, 2019; Børhaug, 2017; Christensen, 2011; Deldén & Törnegren, 2020; Dessen Jankell & Örbring, 2020; Edling, Sharp, Löfström, & Ammert, 2020; Ledman, 2019; Mathé, 2018; Olson 2020; Persson & Thorp, 2017; Sandahl, 2015; Sandahl & Olson, n.d.; Solhaug, 2021; Tväråna, 2019).

    Possible topics may include, but are not limited to:

    Focus on students’ lifeworld in the subject teachingTeacher and student perspectives on the significance of the social studies for the students’ role as citizensLinks between the social studies and students’ leisure timeStudents’ opportunities to challenge/influence teaching and the subjectsSubject didactic theory and method development related to the students as subjects in the social studiesTeacher, student and disciplinary perspectives on the role and function of social studiesThis special issue focuses on the importance of opening up to and strengthening students’ expanded opportunities to take a place in the world and society as independent, unique beings through the social studies subjects in school. Of clear relevance here is also the question of how the students bring with them academic and value-based perspectives, knowledge and skills into their lives in and outside of school.

    We hereby invite contributions that focus on the relationship and potential tensions between social studies and the students’ lifeworld. By drawing attention to this, our hope is to contribute with knowledge about the potential of social studies in students’ expansion of opportunities to ‘be’ and ‘act’ in the world.

    We invite contributions in Scandinavian languages or in English. If their abstract is accepted, authors should be prepared to act as peer reviewers together with external peer reviewers for another article submitted to the special issue.

    About the editors

    The editors of the special issue are Professor Maria Olson (Stockholm University and Dalarna University) and Associate Professor Nora E. H. Mathé (University of Oslo and member of the Acta Didactica Norden's editorial team).

  • 74.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Högskolan Dalarna.
    Mathé, Nora Elise Hesby
    Universitetet i Oslo.
    The student as the subject in social studies and the potential of social studies in students’ lives2023In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, no 2, p. 1-12, article id art nr 0Article in journal (Other academic)
    Abstract [en]

    Social studies education in schools in the Nordic context consists of four subjectareas: social science, history, geography1 and religious education. Which of these subject areas are included in the mandatory social studies subjects varies between the Nordic countries. Each of these subject areas, and all of them together, are aimed at offering children and young people space for subject specific growth of different kinds. Social studies address a historically established group of school subjects in the Nordic educational context that can provide students ground for being and acting with other people, in society and in the world. This special issue of Acta Didactica Norden focuses on the potential of social studies to offer such possibilities, in and outside of school. Inspired by the political philosopher Hannah Arendt (2006, 2018), it addresses a specific encounter – that between the student(s) and the social studies subjects in school. Arendt was concerned with the significance of the situated and the experiential for a rich and qualified understanding of the world and society. This concern addresses the potential of social studies to offer a rich understanding of work, culture and the political, the three realms that she pointed out as key for being and acting in the world (2018). Arendt’s concerns are further linked with the importance of gaining insight into the processes, content and aims of any educational situation, from the point of view of students’ possibility for growth, as well as from the point of view of the teachers’ ways of (re)presenting the ‘old world’ to them (2006). Taking on these Arendtian concerns, the special issue highlights the social studies subjects, their teaching and related research. We aim to discern and point out central themes, conditions and concerns related to the question of what kinds of potentials for students becoming, being and acting in society and the world that are or could be made possible in or through social studies education.

    Our goal with this special issue is to make a research-oriented overview of significant ongoing social studies research in the Nordic countries related to the special issues’ concern; that is, research based on various theoretical, empirical and methodological frameworks focusing on the student as a subject in the encounter with the social studies subjects’ varying content matters and types of knowledge. With Deng (2020) and Biesta (2017, 2022), two established edu-cational theorists from contrasting traditions (Anglo-Saxon curriculum tradition and continental philosophical tradition respectively), these differences can be related t o diverse positions regarding the relationship to knowledge and the relationship to education. Regarding the relationship to knowledge, there are three or four different “perceptions of knowledge” to which the articles can be related (see Deng & Luke, 2008; Wahlström, 2020). And these perceptions of knowledge can, in addition, be tentatively put in relation to different “orientations to [social studies, authors’ comm.] education” (Biesta, 2017, 2022). Together, the two con-ceptualisations – perceptions of knowledge and orientations to [social studies] education – may provide a way of rendering visible the inborn field of tension in the social studies didactic research in the special issue. Given the diversity of approaches to social studies education in school, our aim is to contribute to advancing the social studies didactic field of knowledge in a way that enables continued Nordic knowledge accumulation and dialogue in the field.The scientific motives underpinning this aim are several, and stem from various perspectives. Social studies didactic research in the Nordic context has long pointed to the need for deepened and qualified empirical insight about students as knowledgeable, growing persons, critical beings and skilled indi-viduals in and for democracy and citizenship, into how these abilities and opportunities relate to students’ perspectives, and further how they come through in the social studies classroom. There is also a need for empirical as well as theoretical exploration of how agency and existential aspects linked with Nordic social studies teaching, knowledge and understanding contribute to enlarged thinking, agency, student engagement and responsibility, qualified belief, moral, and value-based judgment in society, in their own lives, and in relation to the educational situation of social studies subject teaching. Insight is also needed abouy of the different ways in which these processes can matter in elementary and secondary students’ lives in and outside of school, in society and in the world (Ammert et al., 2022; Bergström & Ekström, 2015; Björkgren et al., 2019; Bladh et al., 2018; Bråten & Skeie, 2020; Børhaug, 2023; Christensen et al., 2017; Christensen & Mathé, in press; Christensen, 2011; Gullberg, 2014; Iversen, 2019; Jägerskog et al., 2022; Larsson & Ledman, 2023; Nordgren, 2023; Osbeck et al., 2023; Sandahl et al., 2022; Skjæveland, 2020; Solhaug et al., 2020).

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    Olson and Mathé 2023 The student as the subject in social studies and the potential of social studies in students’ lives Editorial ADNO
  • 75.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Högskolan i Skövde.
    Skeie, GeirStockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Spänningsfyllda erfarenheter: ämnesdidaktik i skilda kontexter2013Collection (editor) (Other academic)
    Abstract [sv]

    Denna skriftserie ska bidra till att stärka ämnesfältet humanioras ämnesdidaktik

    genom att belysa såväl specifika ämnesdidaktiska frågor och övergripande tematiker

    som skilda metoder och teoretiska impulser. Skriftserien lyfter även fram hur

    olika ämnesdidaktiska perspektiv kan belysa de frågor som gäller undervisning

    och lärande i humanistiska ämnen. På detta sätt ämnar skriftserien vara ett tillskott

    i diskussionen om humanioras relation till frågan om vad ämnesdidaktik är

    och kan vara i förhållande till olika utbildningspraktiker, sammanhang och (skol)

    ämnesområden. Skriftserien lyfter fram ämnesdidaktikens tvärvetenskaplighet

    och dess komplexitet. Vår målgrupp är lärarstuderande, verksamma lärare och

    lärarutbildare samt forskare. De olika utgåvorna av skriftserien kan användas som

    kurslitteratur eller i fortbildningssyfte.

  • 76.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum).
    Zimenkova, TatjanaTechnical University of Dortmund, Germany.
    (Hidden) Normativity in Social Science Education and History Education2015Collection (editor) (Refereed)
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  • 77.
    Olson, Maria
    et al.
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). University of Skövde, Sweden.
    Zimenkova, Tatjana
    University of Bielefeld, Germany.
    (Hidden) Normativity in Social Science Education and History Education: Introduction2015In: Journal of Social Science Education, E-ISSN 1618-5293, Vol. 14, no 1, p. 2-5Article in journal (Other academic)
    Abstract [en]

    Hidden and unhidden normativity in Social science education and History education are being intensively researched and criticized in both educational scientific and media discourses (Gatto 2002). In addition, they are extensively discussed in teacher education and concealed or explicated in education policies and curricula for these school subjects. These discussions are further, to more or less extent, related to civic and citizenship education, as well as to political discourses more generally (e.g. Papastephanou, 2007; Hedtke, Zimenkova & Hippe, 2008 in previous issues of JSSE).

    Not only do political actors at macro level try to provide for citizen formation with help of Social science education and History education . A multitude of other actors at regional and local level – be it non-governmental, religious or economic actors, or parents – bring their own agendas and normative stances into the school subjects of Social science education and History Education. The term “hidden curricula” and the idea of (hidden) normativity are further associated with national and supra national policy agendas and grand cultural narratives. However, local and regional specifics that are intimately connected to the normatively laden conceptions of citizenship education and learning inside and outside of school, we argue, can and should be provided increased attention in research. In this special issue, two school subjects are highlighted: Social science education and History education.

    The very idea of normativity of Social science education and History education is being evaluated quite differently in different national educational settings and subject didactic traditions. It encompasses the whole range from being considered as allowable and wishful in order to reach some central moral, political or other normative goals of society to absolute ban and resolute absence of any substantive or normative qualification of social science and history teachers as professionals (for the German discussion, cf. Besand et al., 2011).

    This special issue of the JSSE, entitled (Hidden) Normativity in Social Science Education and History Education brings together empirical, methodological and theoretical contributions that in one way or the other elaborate on normativity in Social science education and History education. Central questions addressed in the call are: How is normativity visible and formed within Social science education and History education? How can these processes be approached empirically? Is there something wrong with normativity, and if so why? Which role does normativity play for social science teachers and history teachers in their profession? The authors in this issue have created vital responses to these questions, suggesting new comparative methodologies and opening up innovative areas of empirical research in more or less theoretical framings. The following specific approaches to research on normativity in Social science education and History education are embraced by the authors:

    - Normativity is stressed as a phenomenon indisputably related to Social science education and History education. But the modes of normativity, its explicitness, direction, strength and actors alter. Education policy and practice are deeply entwined, and processes of normative change come to the fore in critical and constructive investigations of central concepts in these school subjects, at different school levels and over time. Out of different theoretical and methodological approaches, the authors demonstrate convincingly the necessity to consider different sources of empirical material in order not only to map and describe different facets of normativity in Social science education and History education. But also to make a case for the complexity involved in the intermingling of hidden and unhidden normativity in the everyday practice of teaching and learning of these school subjects.

    - Focusing different forms of knowledge and conceptual uses in policy and practice in Social science education and History education (at mainly upper secondary level) allow for approaching normativity not only as a matter of detecting where it is situated in these school subjects and why this is so. It also contributes to the development of relevant subject specific methodological frameworks that may be considered key for the development of this field of research.

    - Sociological and other educational theories and methods deriving from social sciences are being use innovatively by the authors. In doing so, we argue, they open up for a widening of the scope as regards the meaning and importance of theoretically underpinned comparative approaches to the research field of subject didactics.

    - By stressing critical concepts and conceptual uses in Social science education and History education, the intimate connection between these subjects and their assigned task to see to citizenship learning and social formation emerges. 

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  • 78.
    Peters, Michael A
    et al.
    Waikako University, New Zeeland.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Högskolan i Skövde.
    Citizenship, Democracy and Social Justice: A Conversation with Maria Olson2013In: Contemporary Readings in Law and Social Justice, ISSN 1948-9137, Vol. 5, no 1, p. 112-120Article in journal (Refereed)
  • 79.
    Sandahl, Johan
    et al.
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Andersson, Pernilla
    Björklund, Mattias
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Olsson, Roger
    Jakobsson, Martin
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Johansson, Patrik
    Tväråna, Malin
    Jägerskog, Ann-Sofie
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning.
    Arensmeier, Cecilia
    Överdrivna slutsatser om gymnasieelevers demokratikunskaper2022In: Skola & Samhälle [S.O.S] Webbtidskrift, ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Rapporten från Stiftelsen Rättsfonden om gymnasieelevers kunskaper om demokrati har både metodologiska och teoretiska brister. Eftersom rapporten saknar stöd för flera av de rekommendationer som lämnas är risken att föreslagna förändringar inte gör någon skillnad eller i värsta fall leder i fel riktning, skriver Johan Sandahl med flera, alla forskare i samhällsvetenskapernas didaktik.

  • 80.
    Sandahl, Johan
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Samhällskunskapsämnets medborgarbildande potential2020In: Nordic Conference in Social Studies Didactics 2020, 30.3–1.4.2020 in Vaasa: Book of Abstracts, Åbo Akademi University , 2020, p. 46-46Conference paper (Refereed)
    Abstract [sv]

    Det demokratiska samhället är beroende av kunniga, engagerade och deltagande medborgare och skolan har därför ett särskilt ansvar att bidra till att nya generationer utbildas för ett liv i demokratin. Samhällskunskap ses som ett av de primära ämnena med ansvar för att bidra till att eleverna får möjlighet att utveckla elevers kunskaper, förmågor och attityder för att delta och agera som aktiva och ansvariga medborgare under och efter sin skoltid i vad som kan beskrivas som medborgarbildning (Campbell, 2012; Sandahl, 2015; Olson, 2012). En grundläggande fråga är vilka kunskaper, förmågor och förhållningssätt som är av särskild vikt i detta sammanhang – en fråga som inte sällan besvaras med att det är disciplinära kunskaper som är helt avgörande för en ämnesundervisning att åstadkomma en sådan ‘effekt’ (Blanck & Lödén, 2017). I detta paper argumenterar författarna för att dessa kunskaper är viktiga och nödvändiga (jfr. Sandahl, 2013; 2015; 2018), men inte tillräckliga. Utifrån Westheimer & Kahnes (2006; jfr Biesta, 2008) idealtyper diskuteras vilka olika möjliga positioner som samhällskunskapsundervisningen kan inta för att bidra till elevernas medborgarbildning.

  • 81. Sandberg, Fredrik
    et al.
    Fejes, Andreas
    Dahlstedt, Magnus
    Olson, Maria
    Stockholm University, Faculty of Humanities, Centre for Teaching and Learning in the Humanities (CeHum). Dalarna University, Sweden; University of Skövde, Sweden.
    Adult education as a heterotopia of deviation: a dwelling for the abnormal citizen2016In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 66, no 2, p. 103-119Article in journal (Refereed)
    Abstract [en]

    We argue that municipal adult education (MAE) can be seen as a place for displaced and abnormal citizens to gain temporary stability, enabling their shaping into desirable subjects. Drawing on a poststructural discursive analysis, we analyse policy texts and interviews with teachers and students. Our analysis illustrates how two distinct student subjectivities are shaped: the rootless, unmotivated and irresponsible student and the responsible, motivated and goal-oriented one. The difference is that the latter of these subjectivities is positioned as desirable. MAE provides a temporary place in time, a heterotopia of deviation, allowing students to escape precarious employment. The heterotopia places the students in a positive utopian dream of the future. A utopia is not a real place, and what is to become of the students after finishing MAE is not determined; the students themselves should shape it. If they fail, in line with a neoliberal governmentality, it is their own fault. 

  • 82. Solhaug, Trond
    et al.
    Denk, Thomas
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Dalarna University, Sweden.
    Nørgaard Kristensen, Niels
    Political awareness, Concept and Measurement2018Conference paper (Refereed)
  • 83.
    Wallin, Pontus
    et al.
    Skolforskningsinstitutet.
    Manneh, Ilana
    Skolforskningsinstitutet.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Dalarna University College.
    Persson, Mikael
    Göteborgs universitet.
    Jonsson, Lisa
    Skolforskningsinstitutet.
    Melin, Catarina
    Skolforskningsinstitutet.
    Att lära demokrati - lärares arbetssätt i fokus2022Report (Refereed)
    Abstract [en]

    The aim of the Swedish education system is to ensure that all students acquire and develop both knowledge and values. According to Swedish law, the education system must convey respect for human rights and democratic values. The purpose of this systematic review is to give teachers an overview of the research about how students learn democracy. The question that the review seeks to answer is:

    What teaching practices promote democracy learning?

    Democracy learning is defined as learning knowledge, skills, attitudes, and values relating to democracy.

    Teaching practicesThe review includes studies of teaching with the explicit purpose of promoting democracy learning. Half the studies included in the review are intervention studies that investigate the causal relationship between specific teaching methods and democracy learning. The other half are correlation studies that investigate how the learning environment influences how students learn democracy.

    The intervention studies primarily highlight teaching practices that focus on discussions and group work, as well as simulations such as role play and student participation in decision-making processes. Some studies also emphasise the importance of using news media and texts about politics in the classroom, as well as interacting with the surrounding community.

    The correlation studies primarily highlight teaching approaches that promote an open classroom environment, which facilitates discussions and encourages students to participate actively in class activities. Some studies emphasise the importance of teacher engagement and leadership.

    Democracy learningThe results of the review show that encouraging students to participate actively in teaching also promotes democracy learning in terms of knowledge, skills, attitudes and values. Active participation helps students gain a shared sense of responsibility and gives them opportunities to experience and practice democratic principles and values.School plays an important role, but should be put in relation to other factors that influence democracy learning. One important conclusion, drawn by multiple researchers, is that teaching practices influence democracy learning but that different teaching methods can benefit different aspects of democracy learning for different students.

    Knowledge and skillsThe overall picture provided by the research included in this review shows a positive correlation between an open classroom environment and students’ knowledge of democracy. Moreover, an open classroom environment seems to be an important component in strengthening students’ ability to test out their own opinions in discussions with others. Participating in decision-making processes at school can improve the students’ capacity for democratic participation.

    Using news media in teaching encourages students to discuss societal issues and can especially benefit students who do not have access to newspapers at home. Informative texts can contribute factual knowledge that students use to form arguments during discussions. Taking responsibility for cooperation and the tone of discussions in small groups can boost student understanding of democratic concepts and principles, with social classroom activities being particularly important for students in younger age groups.

    Attitudes and valuesSchool can affect students’ attitudes to participation and political behaviour later in life. An open classroom environment, and inclusive and mutually respectful relationships between teachers and students promote higher future participation in elections and other democratic processes. Cooperation exercises in the form of groupwork also promote a higher participation rate in elections as adults. For upper-secondary school students, there is a link between an open classroom environment and democratic values. Involving students in simulations allows them to develop a nuanced image of the opportunities and challenges associated with democracy.

    Teachers can promote all students’ willingness to participate in democracy by being aware of minority perspectives in class and highlighting critical perspectives. Group discussions and the use of news media can increase students’ confidence in their own capacity to participate in democracy and promote positive attitudes towards future political participation. Visiting external exhibitions and other ways of interacting with the surrounding community can strengthen students’ support for political equality and contribute to equity in education by giving students of all backgrounds access to such opportunities for learning.

    A multifaceted missionWe chose to include research about different aspects of democracy learning. However, we have been careful to ensure that the studies included in the review clearly and unambiguously relate to the concept of democracy, so several closely related areas were not included.

    The review does not include research about how to prevent violence, bullying and extremism, or about how to promote attendance, motivation and health. Nor does the review cover research about the students’ development of prosocial behaviour. We have also excluded research with a specific focus on education about human rights and anti-racism, anti-extremism, equality, LGTBQ+, sustainable development and global and social justice. Research about ethics and morality and how students relate to concepts such as love, tolerance, justice and freedom has also been excluded. Finally, research about critical thinking and source criticism has been excluded, as has research about civics and citizenship education that is not specifically related to democracy.

    Selection of researchThis systematic overview is based on 32 studies conducted in eleven countries. The studies evaluate teaching that aims to promote democracy learning in various subjects from primary school to adult education. However, most of the research included is focused on teaching in social studies in primary school and high school.The review includes empirical studies where democracy learning is evaluated by comparisons between students or over time. All the included studies have been published in peer-reviewed sources.

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    Att lära demokrati - lärares arbetssätt i fokus Skolforskningsinstitutet 2022:03
  • 84. Wallin, Pontus
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Teaching and Learning. Högskolan Dalarna, Sverige.
    Persson, Mikael
    Arbetssätt i undervisningen som främjar elevers demokratilärande2022In: Special interest group: Citizenship and Education, 2022Conference paper (Other academic)
    Abstract [sv]

    Skolan i Sverige har ett tydligt framskrivet demokratiuppdrag. Enligt Skollagen ska utbildningen förmedla och förankra respekt för mänskliga rättigheter och grundläggande demokratiska värderingar. Men det finns olika sätt att tolka vad skolans demokratiuppdrag innebär och hur det ska återspeglas i undervisningen. En behovsinventering visar att lärare har behov av vetenskapligt underbyggda arbetssätt för att konkret utforma undervisningen kring demokratiuppdraget. Lärare beskriver bland annat utmaningar med att ta hänsyn till mångkultur, bemöta ickedemokratiska värderingar och att stärka elever att vara självständiga. I en pågående systematisk översikt sammanställer vi forskning om vilka arbetssätt i undervisningen som främjar elevers demokratilärande. En omfattande litteratursökning i flera vetenskapliga referensdatabaser resulterade i drygt 8000 träffar som efter en granskning av två oberoende sakkunniga forskare reducerats ned till ett mindre antal studier som bedömts vara av hög relevans och vetenskaplig kvalitet för ändamålet. Arbetet med att sammanställa resultaten pågår och översikten kommer att publiceras under hösten 2022. I denna text presenteras översiktens första två kapitel. 

  • 85. Wallin, Pontus
    et al.
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Sverige.
    Persson, Mikael
    Demokratilärande på vetenskaplig grund2022Other (Other (popular science, discussion, etc.))
    Abstract [sv]

    Demokratiuppdraget är något av en paradgren för den svenska skolan. I den internationella kunskapsmätningen ICCS (International Civic and Citizenship Education Study) presterar svenska elever i topp. För att behålla den positionen gäller det att lärare ges rätt förutsättningar för att utveckla det goda arbete som de gör dagligen under och mellan lektionerna. En sådan förutsättning är att lärare har tillgång till forskning inom området och vad den säger om lärande och demokrati.

    Därför publicerar Skolforskningsinstitutet en systematisk forskningssammanställning med forskning av hög kvalitet från hela världen, som ger lärare möjlighet att arbeta med skolans demokratiuppdrag på vetenskaplig grund. I forskningen kan lärare hitta svar på hur olika arbetssätt i undervisningen påverkar elevernas utvecklande av kunskaper, förmågor, attityder och värderingar kopplat till demokrati.

  • 86. Wedin, Åsa
    et al.
    Claesson, Urban
    Olson, Maria
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education. Högskolan Dalarna, Sverige.
    Irisdotter Aldenmyr, Sara
    Introduktion2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 1, p. 5-6Article in journal (Other academic)
    Abstract [sv]

    I och med detta temanummer av tidskriften Utbildning & Lärande tar Högskolan Dalarna över ansvaret för tidskriften efter Högskolan i Skövde. Detta introducerande temanummer inriktas mot praktiknära forskning, vilket står i samklang med lärosätets ambitioner inom såväl grundutbildning som på forskningsnivå, där undervisning, lärande, fostran och omsorg är tongivande kunskaps-objekt. Ämnet pedagogiskt arbete, med sin snart två decennier långa existens som skolpraktikorienterat grund- och forskningsämne, vittnar inte bara om en tydlig ambition att bidra med kunskap om vad som händer och sker i förskolans och skolans institutionella praktiker. Det rymmer även ambitionen att finna produktiva vägar att utveckla vad det metodiskt innebär att bedriva forskning i skolans kontext. Bidragen i detta temanummer tar sig an såväl frågor kring vilka kunskapsbidrag som praktiknära forskning bör prioritera, som frågor kring hur denna forskning kan bedrivas på ett fruktbart sätt.

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