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  • 1.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    A Narratable Self as Addressed by Human Rights2017Ingår i: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 15, nr 3, s. 252-261Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The paper extends the critique in earlier research of human rights as exclusive of otherness and difference by introducing the work of Adriana Cavarero (2000) on a narratable self. Hence, the formation of human rights is thus about the relations between different narratable selves, not just Western ones. A narrative learning, drawing on Cavarero (2000), shifts the focus in human rights learning from learning about the other to exposing one’s life story narrative through relationality.

  • 2.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Human Rights Learning: The Significance of Narratives, Relationality and Uniqueness2014Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Whereas educational policy is mainly concerned with the content of Human Rights Education (HRE), philosophers of education have widely explored the subject and her social condition in terms of social justice education. This thesis draws on philosophers of education in exploring the subject rather than the content of HRE, focusing the study on ontological rather than epistemological aspects of learning. In this thesis learning is explored through narratives, as a relational process of becoming. The turn to narrative is taken against the dominant historical narrative of human rights as a Western project. This turn concerns how claims toward universalism of human rights exclude difference and equally concerns how notions of particularity overshadows the uniqueness in life stories. The concept of uniqueness serves to elucidate the complexity of the subject, not easily reduced into social categorizations, a concept drawn from Adriana Cavarero and Hannah Arendt.

  • 3.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    In a Man's words - the politics of female representation in the public2017Ingår i: Studier i Pædagogisk Filosofi, ISSN 2244-9140, E-ISSN 2244-9140, Vol. 6, nr 1, s. 55-68Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    What one decides fi t for appearance through writing and speech bears a political signifi cance that risk being distorted through both language, reception in the public, and through calls for gendered representations. How can work of female philosophers be interpreted as a concern for the world from that of having to respond to a male-dominated discourse through which speech becomes trapped into what one might represent as ‘other’? In this paper, I explore the public reception of two female thinkers who question, in diff erent ways, the domi-nant notion of the author or philosopher as a male subject; what kind of limitations does the relative notion of ‘female’ pose political action, and how can privilege constitute a hindrance to feminist solidarity?

  • 4.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Intersectional Dialogue - A Cosmopolitical Dialogue of Ethics2013Ingår i: Cosmopolitan Civil Societies: An Interdisciplinary Journal, ISSN 1837-5391, E-ISSN 1837-5391, Vol. 5, nr 2, s. 45-62Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The article is based on a critical cosmopolitan outlook on dialogue as not aimed at reaching consensus, but rather keeping dialogue of difference open, with the ability to reach common understanding of human rights on conflicting grounds. Intersectional dialogue is used as a concept that opens up possibilities to study, in a pragmatic sense, the ‘cosmopolitan space’ in which different axles of power met in the historical drafting of human rights. By enacting analysis of United Nations (UN) documents from 1948 on the process of drafting the Universal Declaration on Human Rights (UDHR) the conceptualization of intersectional dialogue is put to work. The utopian foundation for deliberative democracy as dialogue in the absence of power and interest does not acknowledge the reality in which the human rights were negotiated and debated. The paper questions the dominant narrative of a western philosophical ground for the universality of human rights.

  • 5.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Learning Human Rights Through One's Life Story: A Narratable Self as Addressed by Human RightsManuskript (preprint) (Övrigt vetenskapligt)
  • 6.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Paideia and Cosmopolitan Education: On Subjectification, Politics and Justice2017Ingår i: Philosophy as interplay and dialogue: viewing landscapes within philosophy / [ed] Torill Strand, Richard Smith, Anne Pirrie, Zelia Gregoriou, Mariana Papastephanou, Zürich: LIT Verlag, 2017Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 7.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Reconciling Universality and Particularity through a Cosmopolitan Outlook on Human Rights2012Ingår i: Cosmopolitan Civil Societies: An Interdisciplinary Journal, ISSN 1837-5391, E-ISSN 1837-5391, Vol. 4, nr 2, s. 22-37Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Human rights are today criticized as not compatible with different cultural values and the debate has circulated around Asian values and Islamic values as in dichotomy with human rights as universal ethics (Ignatieff, 2003). The theoretical dichotomy between universality and particularity is questioned pragmatically in this paper through a historical study. The working process of drafting the Universal Declaration of Human Rights (UDHR) in 1946-48, which included thousands of people, is explored as a cosmopolitan space in which individuals from different cultural contexts met to negotiate human rights through cultural narratives. The process where particular values were negotiated with universal notion on human rights resulted in a common proclamation (UDHR) without a common philosophical or ideological ground. This paper puts forth a thesis that human rights discourse can work as a cosmopolitan space, in which particular value systems meet in processes characterized by conflict and cohesion. Hence human rights can be understood as a master narrative compatible with different conflicting cultural narratives (Gibson & Somers, 1994).

  • 8.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Re-Thinking Relations in Human Rights Learning: The Politics of Narratives2014Ingår i: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 48, nr 2, s. 293-307Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Human Rights Education (HRE) has traditionally been articulated in terms of cultivating better citizens or world citizens. The main preoccupation in this strand of HRE has been that of bridging a gap between universal notions of a human rights subject and the actual locality and particular narratives in which students are enmeshed. This preoccupation has focused on ‘learning about the other’ in order to improve relations between plural ‘others’ and ‘us’ and reflects educational aims of national identity politics in citizenship education. The article explores the learning of human rights through narratives in relations, drawing on Hannah Arendt and Sharon Todd. For this re-thinking of relations in learning human rights, the article argues that HRE needs to address both competing historical narratives on the drafting of the Universal Declaration on Human Rights (UDHR) as well as unique life narratives of learners.

  • 9.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    The Critical Potential of Using Counter Narratives in Human Rights Education2018Ingår i: Critical Human Rights, Citizenship, and Democracy Education: Entanglements and Regenerations / [ed] Michalinos Zembylas, André Keet, London: Bloomsbury Academic, 2018Kapitel i bok, del av antologi (Refereegranskat)
  • 10.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    The praxis of ethics and justice in human rights learning: examining the limits of progressive education2017Ingår i: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 2, nr 1, s. 37-47Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    School and education can be seen as an extension of the home as Hannah Arendt stresses, where children are protected in a space in which they can learn and grow, a space that is not yet public. This distinction of education as “not yet public” can be seen in contrast to John Dewey who explores notions of democracy as a process in education, where education and school is regarded as a mini society. This paper explores several challenges with progressive education and, specifically, of human rights education, through the work of Arendt (1959) and Dewey (1990) on the notions of responsibility and children’s human rights. Where do we as educators draw the distinction between taking responsibility of raising awareness of global injustices and human rights violations with the next generation without falling pray to dissolution that the gap between political imaginary and reality faces us with, or risking violating children’s “safe space” in school that according to Arendt should be a space that is neither private nor public, but a free zone for thinking and learning with others? Do we bring into the classroom discrimination and segregation by drawing on social categorizations with the pretext of questioning the same on the basis of “equal rights”? If ethical and relational dimensions of education are to be taken seriously then human rights education is a risky practice since it involves children’s sense of being and it raises questions that may not be dealt with properly or solvable for the children exposed.

  • 11.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Toward Cosmopolitan Ethics in Teacher Education: An Ontological Dimension of Learning Human Rights2014Ingår i: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 9, nr 1, s. 29-38Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    There is a globalization trend in teacher education, emphasizing the role of teachers to make judgments based on human rights in their teaching profession. Rather than emphasizing the epistemological dimension of acquiring knowledge about human rights through teacher education, an ontological dimension is emphasized in this paper of what it means to become a professional teacher. An ontological dimension of ‘learning to become’ can be captured in critical examination of a cosmopolitan awareness of teachers in relation to judgment and justice. I read the critique through studies on human rights in teacher education, which transforms notions of openness and respect in relations marked by difference.

  • 12.
    Adami, Rebecca
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Women and the Universal Declaration of Human Rights2018Bok (Refereegranskat)
  • 13.
    Adami, Rebecca
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bron, Agnieszka
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    The Way to Democracy Through Education and Learning in Sweden2007Ingår i: Journal für Politische Bildung, ISSN 2191-8244Artikel i tidskrift (Övrigt vetenskapligt)
  • 14.
    Adami, Rebecca
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Hållander, Marie
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Testimony and Narrative as a Political Relation: the Question of Ethical Judgment in Education2015Ingår i: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 49, nr 1, s. 1-13Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening; a listening that puts pupils at risk when they relate testimonies to their own life narratives. The article raises the importance of listening in training narrative ethos in relation to violence witnessed in film. The article contributes by enhancing an understanding of a relational dimension to testimony and narrative, which, in an Arendtian sense, is also put forward as a political relation.

  • 15.
    Adams Lyngbäck, Liz
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Experiences, networks and uncertainty: parenting a child who uses a cochlear implant2016Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The aim of this dissertation project is to describe the ways people experience parenting a deaf child who uses a cochlear implant. Within a framework of social science studies of disability this is done by combining approaches using ethnographic and netnographic methods of participant observation with an interview study. Interpretations are based on the first-person perspective of 19 parents against the background of their related networks of social encounters of everyday life. The netnographic study is presented in composite conversations building on exchanges in 10 social media groups, which investigates the parents’ meaning-making in interaction with other parents with similar living conditions. Ideas about language, technology, deafness, disability, and activism are explored. Lived parenting refers to the analysis of accounts of orientation and what 'gets done' in respect to these ideas in situations where people utilize the senses differently. In the results, dilemmas surrounding language, communication and cochlear implantation are identified and explored. The dilemmas extend from if and when to implant, to decisions about communication modes, intervention approaches, and schools. An important finding concerns the parents’ orientations within the dilemmas, where most parents come up against antagonistic conflicts. There are also examples found of a development process in parenting based on lived, in-depth experiences of disability and uncertainty which enables parents to transcend the conflictive atmosphere. This process is analyzed in terms of a social literacy of dis/ability.

  • 16.
    Adamson, Lena
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Gougoulakis, Petros
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Swedish Quality Assurance of Higher Education: From Enhancement to Results Control and Back to Enhancement?2017Ingår i: Quality Assurance in Higher Education: A Global Perspective / [ed] Stamelos Georgios, K.M. Joshi, Saeed Paivandi, Studera Press , 2017, s. 19-40Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This article outlines the Swedish national quality assurance system of higher education institutions, placing it in a historical and international context. Currently a new system is under construction as a result of heavy criticism of the system applied since 2011. What the new system will precisely confer is too early to tell. Its ambition is to align with the principles (European Standards and Guidelines; ESG 2015) that have been developed within the frame of the Bologna Process.

  • 17. Adolfsson Boman, Marianne
    et al.
    Eriksson, Inger
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Hverven, Mona
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Jansson, Anders
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Specialpedagogiska institutionen.
    Tambour, Torbjörn
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Att introducera likhetstecken i ett algebraiskt sammanhang för elever i årskurs 12013Ingår i: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, nr 10, s. 29-49Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Artikeln bygger på data från forsknings- och utvecklingsprojektet (FoU) ”Utveckling av matematiskt tänkande – expanderande uppgifter i nybörjarundervisningen” där lärare från Skärsätra skola tillsammans med forskare från Stockholms universitet genomförde ett undervisningsexperiment i syfte att introducera algebra i nybörjarundervisningen.

  • 18. Ahl, Helene
    et al.
    Bergmo-Prvulovic, IngelaStockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.Kilhammar, Karin
    HR: Att ta tillvara mänskliga resurser2017Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 19.
    Aili, Carola
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Autonomi, styrning och jurisdiktion: barnmorskors tal om arbetet i mödrahälsovården2002Doktorsavhandling, monografi (Övrigt vetenskapligt)
  • 20.
    Ajagán-Lester, Luis
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Text och etnicitet: en diskussion om texter och etnisk självförståelse1999Ingår i: Textanalys: Introduktion till syftesrelaterad kritik, Studentlitteratur, Lund , 1999, s. 121-134Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 21. Allvin, Michael
    et al.
    Aronsson, Gunnar
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen.
    Hagström, Tom
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Johansson, Gunn
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen.
    Lundberg, Ulf
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Psykologiska institutionen. Stockholms universitet, Samhällsvetenskapliga fakulteten, Centrum för forskning om ojämlikhet i hälsa (CHESS).
    Gränslöst arbete.: Socialpsykologiska perspektiv på det nya arbetslivet.2006Bok (Övrigt vetenskapligt)
    Abstract [sv]

    Sedan 1970-talet har villkoren i arbetslivet förändrats till den grad att det finns fog för att tala om ”en industriell revolution”. Det svenska näringslivet har blivit alltmer internationaliserat och beroende av en global marknad. Som en följd av det har kraven på organisationer, fackföreningar, myndigheter och välfärdsstaten att anpassa sig ökat. Därmed förändras också förutsättningarna på arbetsmarknaden och i arbetslivet. Det nya arbetsliv som växer fram är betydligt mer oförutsägbart, skiftat och tävlingsinriktat än tidigare. Denna bok handlar om detta nya arbetsliv och de psykiska och sociala konsekvenserna det för med sig. Boken redogör för och diskuterar nya och flexibla organisationsformer och deras styrinstrument, de förändrade kraven på kunskaper och lärande i arbetslivet, den förändrade relationen mellan arbete och övrigt liv samt de nya förutsättningarna för stress och hälsa. Boken går inte bara igenom aktuella företeelser i samhället och arbetslivet, den redogör även för relevanta kunskaper, begrepp och teorier inom samhällsteori, organisation, socialisation, kognition och stress. Trots den breda utblicken ges en samlad bild av det nya arbetslivet som alltmer oreglerat, heterogent och individualiserat.

    Författarna är alla forskare inom området och boken bygger delvis på erfarenheterna från ett omfattande forskningsprogram om nya arbetsvillkor. Gränslöst arbete är tänkt att använda som kurslitteratur på universitet och högskolor inom såväl psykologi, pedagogik och sociologi som företagsekonomi. Boken kan även läsas av alla som är intresserade, och kanske drabbade, av villkoren i det nya arbetslivet.

  • 22.
    Anderhag, Per
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Selander, Staffan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Eva, Svärdemo-Åberg
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Interaktivitet och hypertextualitet: om digital konmmunikation och digitala läromedel2015Ingår i: Utm@ningar och e-frestelser: IT och skolans lärkultur / [ed] Roger Säljö, Jonas Linderoth, Lund: Studentlitteratur AB, 2015, 2. uppl., nr 2Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 23.
    Andersson, Dan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Folkbibliotek makt och disciplinering: En genealogisk studie av folkbiblioteksområdet under den organiserade moderniteten2009Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    This study is focusing of the Swedish public library as an institution for general education during the period of 1910 to 1990. The aim is to enhance the knowledge of the construction of the Swedish citizen during the organized modernity.  What were the functions of the educational efforts characterizing public library, what procedures, technologies and techniques were in use´, how did they govern and what was the inherent impact of the citizen? With inspiration from the work of Michel Foucault the library discourse have been examined from a genealogical perspective illuminating discursive and non-discursive apparatuses, technologies and relations of power within the public library practices. The public library activities were organized hierarchic, giving the national library the overall responsibility for strategic activities, thus governing regional and local libraries to form localities, book collections, methods for studies considered appropriate for people. The local libraries´ responsibility was to offer the citizens appropriate books and methods for general studies. Bio-power technologies and disciplinary techniques, such as panoptical, expert strategies and central governing are in use. Limited selections, exclusions, rating based on hierarchical principles, governing on distance, self-regulation are the most important and common not only within the field of public library but in society as a whole.  Thus, forming an active and accountable citizen that is capable of making choices, recurrently willing to reconstruct herself by studies and consumption of books. The conclusion is that this citizen, consuming knowledge and high culture, corresponds well to the requirements of the modern society.

  • 24. Andersson, Nina
    et al.
    Klang, Birgitta
    Petersson, Gunilla
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Differences in clinical reasoning among nurses working in highly specialised paediatric care2012Ingår i: Journal of Clinical Nursing, ISSN 0962-1067, E-ISSN 1365-2702, Vol. 21, nr 5-6, s. 870-879Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Aims and objectives. The aim of the study was to examine differences in clinical reasoning among novice, experienced and specialist paediatric nurses. Background. Highly specialised paediatric care requires specific knowledge and ongoing skill performance of the nurses employed. There is a lack of research in how paediatric nurses manage the daily care problems they encounter and how they acquire the skills required to give patients the best possible care. More knowledge is needed about how paediatric nurses with different experience and education reason and communicate about paediatric patient situations. Design. The study was based on six recorded group discussions of a fictitious, but realistic paediatric case. Three categories of nurses: novices (n = 7), experienced (n = 7) and specialists (n = 7) from a paediatric hospital participated. A qualitative content analysis approach was chosen to examine differences in clinical reasoning. Results. Several themes were uncovered: child's social situation, child abuse and the child's illness, qualitative differences emerged in how the nurses discussed the case. Three approaches were identified: a task-oriented approach (novices and experienced), an action-oriented approach (novices and experienced) and hypothesis-oriented approach (specialists) while discussing the case. Conclusion. When comparing nurses in three competence groups, it was established that the groups with extensive experience and specialist education reasoned differently than the other groups. Between the novice and experienced groups, no obvious differences were found. Thus, the importance of experience alone for the development of competence is still an open question. Experience combined with further education appears important for developing professional competence in paediatric care. Relevance to clinical practice. Nurses' reasoning in clinical paediatric care is related to experience and training.

  • 25.
    Andersson, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Kollektivt lärande på genusvetenskaplig grund2016Ingår i: Kollektivt lärande i arbetslivet / [ed] Otto Granberg, Jon Ohlsson, Lund: Studentlitteratur AB, 2016, s. 101-122Kapitel i bok, del av antologi (Refereegranskat)
  • 26.
    Andersson, Susanne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Ordnande praktiker: En studie av status, homosocialitet och maskuliniteter utifrån två närpolisorganisationer2003Doktorsavhandling, monografi (Övrigt vetenskapligt)
  • 27.
    Andersson, Susanne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Amundsdotter, Eva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Att bygga genusmedvetna organisationer: En utmaning för parterna på arbetsmarknaden2014Ingår i: Jämställt arbete?: Organisatoriska ramar och villkor i arbetslivet / [ed] Lena Abrahamsson, Lena Gonäs, Stockholm: Fritzes, 2014, s. 109-125Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 28.
    Andersson, Susanne
    et al.
    Stockholms universitet, Humanistiska fakulteten, Institutionen för etnologi, religionshistoria och genusstudier. Centrum för genusstudier.
    Jalmert, Lars
    Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Genus i forskningsansökningar inom utbildningsvetenskap: En uppföljning av Vetenskapsrådets beredning och utfall år 20042007Rapport (Övrig (populärvetenskap, debatt, mm))
  • 29.
    Andersson, Susanne
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Sjöberg Forssberg, Karin
    Lärande organisation med mottaglighet för innovation2018Ingår i: Den lärande organisationen 2.0 / [ed] Otto Granberg, Jon Ohlsson, Lund: Studentlitteratur AB, 2018Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 30. Anrup, Roland
    et al.
    Fareld, Victoria
    Stockholms universitet, Humanistiska fakulteten, Institutionen för litteraturvetenskap och idéhistoria, Avdelningen för idéhistoria.
    Fornäs, Johan
    Frisk, Syliva
    Fur, Gunlög
    Ganetz, Hillevi
    Stockholms universitet, Humanistiska fakulteten, Institutionen för etnologi, religionshistoria och genusvetenskap, Genusvetenskap.
    Gardell, Mattias
    Hedman Hvitfeldt, Maria
    Höghede, Erika
    Iordanoglou, Dimitrios
    Jalmert, Lars
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Johansen, Maria
    Jonsson, Stefan
    Josephson, Peter
    Karlsohn, Thomas
    Laikre, Linda
    Stockholms universitet, Naturvetenskapliga fakulteten, Zoologiska institutionen.
    Larsson, Åsa Bharathi
    Lorenzoni, Patricia
    Liedman, Sven-Eric
    Madison, Guy
    Manga, Edda
    Munthe, Christian
    Nilsson, Ulrika
    Nylin, Sören
    Stockholms universitet, Naturvetenskapliga fakulteten, Zoologiska institutionen.
    Olsson, Erik J.
    Peralta, Julia
    Persson, Mats
    Priebe, Gunilla
    Rider, Sharon
    Rooke, Tetz
    Rådström, Niklas
    Söderblom, Staffan
    Sörensen, Jens
    Tydén, Mattias
    Stockholms universitet, Humanistiska fakulteten, Historiska institutionen.
    Zetterholm, Magnus
    Öberg, Johan
    Centrala universitetsvärden hotas av bolagiseringsidén2013Ingår i: Dagens nyheter, ISSN 1101-2447Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Högskolestiftelser. Förslaget att driva svenska universitet i stiftelseform ­öppnar för bolagisering. Men det är ingen riktig utredning, utan en politisk pamflett utan ­eftertanke. Privatisering av universitet hotar både oberoendet, forskningskvaliteten och samhällsnyttan, skriver 36 forskare vid svenska högskolor och universitet.

  • 31.
    Arfwedson, Gerd B.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Reformpedagogik och samhälle: en komparativ studie av pedagogiska reformrörelser i USA och Tyskland från 1890-talet till 1930-talet2000Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The study is a comparative, text analytical and humanistic approach to the inquiry into the reform movements in education from the 1890'ies to the middle of the 1930'ies in two countries, Germany and the United States of America. The study also utilizes some newer concepts, as Foucault's concepts of 'discourse' and 'regime of truth'.

    The comparison is doublesided; it deals with both progressive or reform practice and progressive or reform theory in the two countries. Both practice and theory is (as always) embedded in a specific social and political context. The primary aim is the understanding and mapping of the reform practice and the reform theory, but a second aim is to understand them with account taken to the background of their different contextual conditions. The study will show, that there are some differences between German and American reform practices, but it will also show that the practices in the two countries are much more alike than the theories. It will be shown that the theories are more dependent of the specific historical and cultural traditions, more dependent of a national consensus and a national political basis than is practice. The whole reform movement can, from a social point of view, be understood as the educational answer to the fact of a new industrial era - from an educational point of view it can be understood as an exhange of one curriculum theory for another.

    The empirical research material, representing reform practice, consists of about a dozen or more rather long discussions of reform schools in each country. In USA these reports and descriptions come from educational researchers visiting schools and in Germany from teachers. The empirical material, representing reform theory consists of philosophical and theoretical issues and discussions among the professors of philosophy and education in each country. A starting-point for the analyses of reform practice is some curriculum principles, expressing the new educational faith in students' freedom, in manual work, and in the need for communication and community life in schools. A starting-point for the inquiry into reform theory is its background of philosohical and ideological views of society and individual, views, that are important features of the theory. During this early reform period several educational sciences were established in both countries. A main interest in this part is first the study of the very kind of sciences which were emerging in USA and Germany, second the differences between them, and third their consequences for the relation between school policy, theory and practice.

  • 32.
    Arjmand, Reza
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Inscription on Stone: Islam, State and Education in Iran and Turkey2008Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    This study explores the role of education as means of creation and maintenance of religious hegemony in Iran and Turkey. In the context of this study, state-sponsored systems of mass education aim to socialize generations of children into accepting the ideology and values of the dominant groups as the normal state of affairs. Hegemony, thus, is advanced not solely by excluding oppositional forces but by moral leadership throughout the total ideological and socio-political structure.

    Reviewing the notion of education in Islam and the role of the Quran and Sunna and other sources of knowledge in Islam, the study focuses on the impact of Shari'a in forming the theories of state and education in Islam. Representing two different schools of Muslim thought, Iran and Turkey have different interpretations of the state and its role in education which determines the degree of involvement and extent of authority of the political and religious leaders over education. Unity of Islam and the state in the Iranian theocratic system provides an ideologically-laden education which is rooted in one principle: training a new generation of pious, “ideologically committed Muslims”. However, the endeavors of the Turkish secular state have been focused on establishing a mass popularized secular education in order to produce nationalist citizens.

    The Iranian revolution of 1979 contributed extensively to the awakening of the religious revival, calling for a shift from a Western model of social order to the one deeply rooted in Islamic beliefs and values. The close link between education and ideology in Iran is apparent from the goals set for educating the young, most of them openly political: acceptance of God's absolute authority manifested through the authority of ulama; support for the political, economic, and cultural unity of all Islamic global community (umma) and for oppressed peoples (mustaz’afin); rejection of every form of oppression, suffering, and domination. The four ideological pillars of the Islamic Republic, inseparability of religion and politics, Islamic revival, cultural revolution, and creation of a committed Muslim, have had a direct impact on Iranian education.

    The “Unity of Education Act” in the Republic of Turkey placed all educational activities under strict government control by introducing a state monopoly on education. Kemalism is based on an emphasis on national and republican principles and secularism in which religion has no place and is left out of the scope of formal education. Hence, the transmission of religious knowledge from one generation to another was only possible through informal channels such as family, the small community or underground activities of religious orders. Islam, however, gradually penetrated the public life in Turkey and challenged the secularism. The goal of the Turkish national education as to unite the entire nation through a national consciousness, to think along scientific lines, and intellectually as well as worldly, leaves no place for Islamic religious education. In spite of the government's emphasis on a secular and nationalist system, Islam remains as a force, particularly in its capacity to utilize new elements required for a modern society.

    Although Islam has not yet challenged the supremacy of secular education in Turkey, it expanded its influence both in formal and informal education, content and structure.

  • 33.
    Arvola Orlander, Auli
    et al.
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik.
    Granath, Gunilla
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Bergdahl, Lovisa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    "That is a very interesting question":  On answers and answerability in religions education, science studies and swedish.2012Konferensbidrag (Refereegranskat)
  • 34.
    Aspan, Margareta
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Shared and divided minds: On affordances in education for participant and sympathetic children2010Ingår i: The Social Ecology Of School Success: Implications For Policy And Practice / [ed] Diana Dămean, Maria Roth, Csaba Dégi, Lorena Văetişi, 2010, s. 237-254Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This paper, which is the summary of my thesis, is about democratic education and ‘life competence learning’, which includes varied efforts to develop students’ social and emotional competencies. In one of the studies included in my thesis, I have followed lessons wherein teachers’ intentions are directed to strengthen the young children’s self-confidence as well as conflict solving capacities. By using different educational materials teachers want to reduce bullying and create a democratic order in class. In the lessons each student is supposed to let their voice be heard, and the issues discussed are about preventing and revealing peer conflicts. It is clear that children see these exercises from a different point of departure than adults: children have difficulties to define what problems are relevant to discuss in this ‘public’ classroom. To choose acceptable and not too private matters is the challenging task, not the conflict solving in itself. The ‘friend application’ where each child is supposed to formulate what is making them a good peer, is not only means to better self-confidence. This can also be stigmatizing: when some appear not enough ‘social competent’ to deliver statements about their own qualities, they are being ‘helped’ by the others. Unfortunately adults disregard how children see these matters. By using theories about intersubjectivity, I have tried to shred light upon the possibilities to get to know another’s perspective on the common issues. This study concludes that the children’s experiences about what is at stake are not considered. This can explain why children also are trying to turn the lessons to something they apprehend and find challenging. When this is tolerated by the adult and the children find a topic to share insights and wonderings about, more of them are participating in a mutual exploratory speech. But often the possibility to know the other is shaded by the expectation on the predefined right answer.

  • 35.
    Aspán, Margareta
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Att sätta örat intill... Barns röster och vuxnas lyssnande inom värdepedagogiskt arbete i skolan2013Ingår i: Nu vill jag prata! Barns röster i barnkulturen / [ed] Karin Helander, Stockholm: Stockholms universitets förlag, 2013, s. 36-67Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 36.
    Aspán, Margareta
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Delade meningar: Om värdepedagogiska invitationer för barns inflytande och inkännande2009Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    In two studies efforts to enhance children’s possibilities to participate and to improve the school as a social meeting place are followed. The first focuses on a three year project, aimed to work out new forms for pupils (grades 6-9) to participate in the school organization. The second study follows younger children (grades 1-5) in specific lessons where social dilemmas are discussed and solved, which can be characterized as social and emotional learning.

    Both studies concern the school’s option to handle the child fostering to individual actors, their independence and  ability to take part through ’self-expression’, and at the same time instill the society’s ‘common value system’. By following pedagogical interventions by participant observations and interviews, it appears that there is little interest to let the children get involved out of their own questions and problem definitions. In the participation project it appears that children often are rather strictly directed by adults, and they are not so often let to use their critical and reflective thinking. In the second study each exercise is scrutinized for what it affords the children. Also these results show that the underlying intentions are not to create pedagogical conditions that support communication that involves the children’s own perspectives and interests, in an ‘exploratory’ speech in learning about one’s self, about the other and the world. The children’s resistance to perform properly can be seen as a way to recapture some of their autonomy to break the ‘ritualized' communication. In both studies children’s use of a field of free action is restricted.

    The interventions are analyzed through the concept of intersubjectivity and of child perspective. I conclude that the basis for why and how these efforts are done can be seen in a cultural childhood narrative: they are in certain aspects seen as ‘not yets’ despite the late modern emphasis on competence and  responsibility.

  • 37.
    Aspán, Margareta
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    Ståhle, Ylva
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Students’ Perspectives on Challenges in Teacher Education2016Konferensbidrag (Refereegranskat)
  • 38. Backström, Tomas
    et al.
    Döös, Marianne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Chefen som regissör: ledarskap och medarbetarskapets självorganiserande processer2006Ingår i: Ledarskap för fria medarbetare: ledarskap och medarbetarskapets självorganiserande processer / [ed] Casten von Otter, Stockholm: Arbetslivsinstitutet , 2006, s. 123-158Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 39. Backström, Tomas
    et al.
    Granberg, Otto
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Alternativa former av ledarskap: En kunskapsöversikt om chefers ledarskap2008Ingår i: Chefskapets former och resultat: Två kunskapsöversikter om arbetsplatsens ledarskap, Stockholm: Vinnova , 2008, s. 21-116Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 40. Backström, Tomas
    et al.
    Isaksson, Kerstin
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Moström Åberg, Marie
    Åteg, Mattias
    Önnered, Loe
    Regisserad kompetensutveckling2008Ingår i: 1:a Nationella arbetslivsforskningskonferensen, 2008Konferensbidrag (Refereegranskat)
  • 41. Backström, Tomas
    et al.
    Johansson, Peter
    Döös, Marianne
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Hazy, James K
    Simulating the emergence of the organizing structures of work2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    This article is a first step toward a visualization and classification system for studying dynamic organizing structures of work. As a first step toward this research objective, this study brings together two active projects. One called “relatonics” studies work group formation and is primarily empirical and inductive. The other called “Human Interaction Dynamics (HID)” imports concepts, relationships and modeling from complexity science and is therefore primarily theoretical and deductive. The vision is to use social media, data gathering, and process simulation technologies to rigorously describe, systematically visualize, and validly model the complex dynamics of work processes of different types. This work will serve as a means to classify, study and improve the performance of work systems. We describe our progress to data and suggest further research.

  • 42.
    Backström, Tomas
    et al.
    Mälardalens Högskola.
    Köping Olsson, Bengt
    Mälardalens Högskola.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Moström Åberg, Marie
    Högskolan Dalarna.
    Åteg, Mattias
    Högskolan Dalarna.
    The manager’s directing task2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    The managers’ directing task

    This paper examines the manager’s role in the post-industrial work system. The post-industrial work system is complex and cannot be planned, managed, and controlled by one person - the manager alone cannot overlook, coordinate and comprehend ongoing activities.

     

    The central question of the study is how managers purposely can create possibilities for and influence interactions and relations that facilitates self organisation and develops collective competence. The study is theoretically grounded in theories on industrial work systems; leadership theory and theory within the field of organizational learning. The research was designed as a quasi-experimental study where interaction abilities within the employees were assessed before and after an intervention where their managers participated in a learning network. In all 20 managers participated, from different lines of business, each of them managing approx. from ten to 30 employees.

     

    Results point at the importance of the manager to support integrated autonomy among the employees who then become responsible and empowered actors. It is by participating in and directing the interaction in the workplace that the manager can lead in a post-industrial work system. We maintain that the actors’ understanding of and ways of talking about work and market are constantly emerging, re-created, and altered in interactions between them. How the actors understand and communicate influences, and are influenced by, how they work and how they cooperate in order to solve the work tasks of the organization, is crucial. We also maintain that managers have significant influence over the conditions for interaction. This managerial task, which has become important in the post-industrial work system, is seldom acknowledged in the literature on leadership and education.

     

     (Conference theme: Leadership studies in work and learning)

  • 43.
    Backström, Tomas
    et al.
    Mälardalens högskola.
    Moström Åberg, Marie
    Högskolan Dalarna.
    Köping Olsson, Bengt
    Mälardalens högskola.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Åteg, Mattias
    Högskolan Dalarna.
    Manager's task to support integrated autonomy at the workplace: results from an intervention2013Ingår i: International Journal of Business and Management, ISSN 1833-3850, E-ISSN 1833-8119, Vol. 8, nr 22, s. 20-31Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A new managerial task arises in today’s working life: to provide conditions for and influence interaction betweenactors and thus to enable the emergence of organizing structure in tune with a changing environment. We call thisthe enabling managerial task. The goal of this paper is to study whether training first line managers in the enablingmanagerial task could lead to changes in the work for the subordinates. This paper presents results fromquestionnaires answered by the subordinates of the managers before and after the training.

    The training was organized as a learning network and consisted of eight workshops carried out over a period ofone year (September 2009–June 2010), where the managers met with each other and the researchers once a month.Each workshop consisted of three parts, during three and a half hours. The first hour was devoted to jointreflection on a task that had been undertaken since the last workshop; some results were presented from theemployee pre-assessments, followed by relevant theory and illuminating practices, finally the managers creatednew tasks for themselves to undertake during the following month.

    The subordinates’ answers show positive change in all of the seventeen scales used to assess it. The improvementsare significant in scales measuring the relationship between the manager and the employees, as well as in thosemeasuring interaction between employees. It is concluded that the result was a success for all managers that hadthe possibility of using the training in their management work.

  • 44.
    Backström, Tomas
    et al.
    Mälardalens Högskola.
    Wilhelmson, Lena
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Åteg, Mattias
    Högskolan Dalarna.
    Köping Olsson, Bengt
    Mälardalens högskola.
    Moström Åberg, Marie
    Högskolan Dalarna.
    The Role of Managers in the Post-industrial Work System2011Ingår i: Studies in Industrial Renewal: Coping with Changing Contexts / [ed] E. Segelod, K. Berglund, E. Bjurström, E. Dahlquist, L. Hallén & U. Johanson (Eds.), Västerås: Mälardalen University Press , 2011, 1, s. 215-227Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    This chapter examines the manager’s role in various work systems: the industrial and the post-industrial. Management is intimately dependent upon context. The post-industrial work system is characterized by flexibility. The coordination between departments and people within the organization, and between the organization and its environment, are not pre-defined by the organizational structures in the same way as they are in the industrial work system. Hence, a new managerial task arises: providing conditions and influencing the emergence of coordination in tune with a changing environment. We call this the directing managerial task. This chapter aims to give background on why the directing manager is needed and describe the directing task.

  • 45.
    Balldin, Jutta
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Kulturell tid och individuella rytmer: Gymnasieelever om tidens pedagogiska villkor2006Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The problem focused in the thesis has its ground in the crossroads between a manifold school-time and shared as well as individual rhythms of pupils. The thesis builds on a theoretical assumption that cultural structures in time are of meaning for an understanding of ourselves and of others, and works as a frame for contemporary values and constraints, especially in school. The aim is to understand and create a thick description of the phenomenon time as a condition for positioning, as young high school pupils see and deal with it. The contexts for their descriptions are three specific schools, challenging traditional ways of studying in time by offer independency, one by distance education, one by mobility between independency and timed lessons, and one by an independent project in an otherwise ordinary timetable.

    The empirical material is mainly based on interviews, letters and drawings, collected from thirty pupils, ten from each school. The study is conducted and analysed in means of an abductive methodology, and use senzitising concepts to withdraw units of meaning, relating the descriptions of pupils to theoretical assumptions.

    Time as a condition for positioning is a way of balancing between structure and individual acts. Time in school is created and dealt with in the crossroads between feelings of freedom to, of being in control of and/or close to, and their opposites, feelings of freedom from, or being controlled by and/or on distance. Dreams of spontaneity, closeness and intensity give way to certain temporal dilemmas in a school-time with contradictory values. The rhythms outlined by some of the pupils support the dreams described, as well as they underline the pupils’ need for temporal frames that see and confirm their performances here and now, as well as in the future. Time as an analytical filter reveals a meaning of time as enclosing lines and circles, present moments and stretched lives, school-time and other times.

  • 46. Balldin, Jutta
    et al.
    Qvarsell, BirgittaStockholms universitet, Samhällsvetenskapliga fakulteten, Pedagogiska institutionen.
    Barns villkor och rättigheter: sex uppsatser om barns plats i den pedagogiska diskursen och praktiken2004Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 47.
    Baumgarten, Maud
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Sipos, Katarina
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Yrkeskunnande och lärande hos omsorgspersonal: Hinder och möjligheter för lärande möten på arbetsplatsen2013Rapport (Övrigt vetenskapligt)
  • 48.
    Behtoui, Alireza
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Socialantropologiska institutionen. Södertörn University, Sweden.
    Hertzberg, Fredrik
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Jonsson, Rickard
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Barn- och ungdomsvetenskapliga institutionen.
    León Rosales, René
    Neergaard, Anders
    Sweden: The Otherization of the Descendants of Immigrants2019Ingår i: The Palgrave Handbook of Race and Ethnic Inequalities in Education / [ed] Peter A. J. Stevens, A. Gary Dworkin, Palgrave Macmillan, 2019, 2, nr 0721474136, s. 999-1034Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter offers a systematic review of the literature on educational inequality and school attainments of immigrants’ offspring in Sweden. The review covers research conducted between 1990 and 2015 and critically examines how different research traditions explain this inequality. The chapter begins by mapping the key characteristics of the Swedish educational system together with Swedish immigration patterns. Thereafter, five major research traditions that explain educational inequality and ethnic background in Sweden are presented. These perspectives include (1) political arithmetic; (2) racism and discrimination; (3) language proficiency tradition; (4) school choice and school segregation; and (5) cultural and social capital and socio-historical contexts. The ‘political arithmetic’ tradition, which starts mainly from a positivistic approach and employs large-scale, quantitative research strategies, has focused on the individual and demographic characteristics of pupils. The main assumption of the other research clusters is that there are important contextual circumstances (beyond individual factors) which decisively affect the educational achievements of the descendants of immigrants. While often dominated by qualitative approaches, these types of research do sometimes include quantitatively designed studies. These research traditions take a more critical stance on government policies, which have produced an extremely segregated school system, and show the consequences of a concentration of children of families from vulnerable groups (economically disadvantaged and immigrant groups in marginalized neighborhoods) in schools with limited resources.

  • 49. Belova, Nadja
    et al.
    Rundgren, Shu-Nu Chang
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Eilks, Ingo
    Advertising and science education: a multi-perspective review of the literature2015Ingår i: Studies in science education, ISSN 0305-7267, E-ISSN 1940-8412, Vol. 51, nr 2, s. 169-200Artikel, forskningsöversikt (Refereegranskat)
    Abstract [en]

    We are living in an increasingly diverse media landscape, with advertising a significant part of this. There appears to be unanimous agreement that the ability to critically examine and make rational decisions about advertising is indispensable for contemporary citizens. Students need to develop critical thinking skills in order to evaluate messages and facts drawn from advertisements in various media. They also need to be familiar with the hidden mechanisms used to create advertisements with the goal of subconsciously influencing consumers. Today, advertising for many products has strong scientific and technological components. However, learning both with and about advertising does not play a prominent role in the science education literature. To date, the use of advertising as educational content is found almost exclusively in the humanities and social sciences, especially language education. On the other hand, there is an extensive body of research on the effects of advertising on children, consumer socialization as well as marketing strategies aimed at young consumers. The results indicate that advertising has a strong impact on children's beliefs and perceptions which already starts at an early stage. Therefore, this paper attempts to analyse the potential use of and learning about advertising in science education. It reviews the available literature, not only from science education, but also from other domains, including non-science subjects, cross-curricular approaches as well as research on the use and effects of advertising in the public arena. The aim is to identify the potential roles advertising might play in the science classroom and to open up new directions for science education research and curriculum development.

  • 50.
    Bendixen, Christine
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Voices for Change: Hopes and costs for empowerment - a study on women's claims in the Egyptian revolution2017Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    This study investigates women’s possibilities to actively participate in societal change in Egypt. It aims at enhancing the understanding of structural conditions for women’s agency and how these enables and/or restrains women’s participation in the aspiration for societal change as well as their aspiration to live a ‘full life’. Egypt was chosen as a field for studying women’s understanding of their opportunities of participation and empowerment before and during the revolution. The informants in the study are all consciously working for awareness and equality in society. Formal education in Egypt is criticized and the country suffers from a high illiteracy rate, making informal education an important way to attain knowledge that can assist women in their quest for societal change. The acknowledgment of participation as a human right is one of the issues women are fighting for in Egypt today. A specific interest in this study is what motivates some women to oppose social, cultural and political structures despite the often high personal cost, and how informal (educational) channels are being used in the quest for societal change. The theoretical construction in which the analysis is carried out is based on frictions between societal structures and agency, using the Capability Approach (Sen, 1999) which aims at understanding what agency women have in societal change. The concept of functionings is used to indicate what someone is able to do and be. By analyzing women’s valued functionings, their conditions and thus their sense of empowerment and their experienced opportunity costs emerge. Central to the analytically framed societal structures and how agency can be perceived within each structure are the social conversion factors, the norms that allow or hinder action. To frame the complexity of women’s conditions for active agency and the outcome of their actions, I use a theoretical framework that will comprise both goals and processes. Sen’s (1999) ideas on social choice along with Archer’s (1995) theory on social change, using her model of structural elaboration / reproduction, have proved useful when investigating women’s valued functionings and attained social changes. The results of the study show that when formal education is not adequate, knowledge is obtained outside the formal educational institutions. This is done through both non-formal and informal learning. However, to get access to informal learning, a number of valued functions have to be gained. These functionings are thus both conditions for change and an end in themselves. I try to show that the costs involved in transgressing the prevailing norms are high, but lack of hope, agency and empowerment are also experienced as a high cost for those who have, in fact, imagined another better life and are in opposition to the inhibitory societal structures. This is, however, a part of what motivates some women to continue to be involved in societal change in order to achieve a life they have reason to value.

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