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- Broberg, Maximilian, 1987-
(författare)
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'Stay Awhile and Listen' : Understanding the Dynamics of Mediatization, Authority, and Literacy in Swedish Religious Education
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this article-based dissertation is to explore the role media play in Swedish Religious Education (RE). The purpose is to study Swedish RE teachers’ practices and how these can be related to various dynamics of mediatization, authority, and literacy. Conducted within the Teaching Religion in Late Modern Sweden project at Uppsala University, this study draws on a national survey, as well as semi-structured interviews and classroom observations with 22 RE teachers. Four specific research questions are posed, each addressed separately in four articles. (1) What kinds of media materials do Swedish RE teachers use in their teaching? (2) What kinds of media dynamics are present in RE classrooms where media materials are used? (3) How can RE teachers’ and students’ engagements with mediated religion be analysed from a multiple media literacies perspective? And, (4) how do RE teachers construct authority on religion in a mediatized situation? The first question is approached through a quantitative analysis of survey material, while the three remaining questions were analysed by the use of qualitative thematic analysis of the observations and interviews. The study finds that RE teachers in Sweden use and relate to various forms of media to a large extent in their daily teaching practices, and that these engagements with mediated religion illustrate the complex balance between the individual agency of the teacher on the one hand, and the media dynamics of amplification, framing and performative agency, and co-structuring, on the other. The teachers’ practices in relation to this are in the study viewed as a form of institutional work that is both caused by, and a contributing factor to, an increased mediatization of contemporary Swedish RE. The findings of the four articles are discussed in light of previous research on mediatization of religion in a Nordic context, specifically with regard to literacy and authority. The author argues that by studying these processes within an educational setting – a context that until recently has been under-explored within mediatization of religion research – the study provides new empirical as well as theoretical knowledge not only to the field of sociology of religion, but also to research on authority and religious education.
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| 2. |
- Nygren, Thomas, 1972-, et al.
(författare)
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Lärarstudenters ämnesdidaktiska reflektioner i geografi, historia, religion och samhällskunskap
- 2022
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Ingår i: Nordidactica. - Karlstad : Karlstads universitet. - 2000-9879. ; 12:3, s. 122-148
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Tidskriftsartikel (refereegranskat)abstract
- In this study we investigate subject didactic reflections of 183 teacher students in civics, history, geography or religion in primary, elementary or secondary schools. We ask teacher students to reflect on what they perceive to be important and difficult to teach in their subject and also what methods they think would be productive. A comparative content analysis shows that a majority of the teacher students view academic knowledge and skills as important and challenging to teach in their respective subjects, and pupil-centered methods as those that primarily should be used in teaching. We do, however, find significant differences between the four subjects, for example concerning focus on facts and teacher-centered methods versus attitudes and values and student-centered methods. The students’ subject didactic reflections indicate important insights about teaching but they generally lack insights into pupils’ subject specific difficulties and how different methods may be used to support pupils’ learning.
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| 3. |
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| 4. |
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Didaktisk dialog i högre utbildning / Magnus Levinsson, Lill Langelotz, Malin Löfstedt [red.].
- 2021
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Kollegiala samtal är ett viktigt verktyg för att stärka kvaliteten och utveckla undervisningen. Ändå är sådana diskussioner fortfarande sällsynta inom högre utbildning. Den här boken presenterar en modell för kollegiala samtal - så kallade didaktiska utvecklingsdialoger - med utgångspunkt i autentiska undervisningssituationer, hämtade från universitetslärares vardagsarbete inom olika utbildningar. Exempel på teman som belyses och diskuteras i boken är: utmaningen i att behandla ett omfattande ämnesinnehåll på få undervisningstimmar; lärstrukturer för distansstudenter; studenters negativa attityder till ett visst ämnesinnehåll; och relationen mellan vardagsföreställningar och teoretiskt grundad begreppsförståelse. Varje tema illustreras genom reflektion i flera steg, i en dialog mellan universitetslärare, forskare och pedagogiska utvecklare från olika lärosäten runt om i Sverige. Didaktisk dialog i högre utbildning är lämplig som litteratur på högskolepedagogiska kurser, och riktar sig också till enskilda universitetslärare och lärarlag som vill utveckla sin undervisning. Förhoppningen är att dialogerna ska ge inspiration och utmana, och också fungera som modell för samtal om undervisning och om det akademiska lärarskapets komplexitet.
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| 5. |
- Langelotz, Lill, 1968, et al.
(författare)
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Epilog: didaktisk dialog i praktiken
- 2021
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Ingår i: Levinsson, M., Langelotz, L. & Löfstedt, M. (red.), Didaktisk dialog i högre utbildning. - Lund : Studentlitteratur. - 9789144139029 ; , s. 183-187
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Bokkapitel (refereegranskat)
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| 6. |
- Langelotz, Lill, 1968-, et al.
(författare)
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Inledning
- 2021. - 1
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Ingår i: Didaktisk dialog i högre utbildning. - Lund : Studentlitteratur AB. - 9789144139029 ; , s. 11-28
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Bokkapitel (populärvet., debatt m.m.)
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| 7. |
- Langelotz, Lill, 1968, et al.
(författare)
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Inledning
- 2021
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Ingår i: Levinsson, M., Langelotz, L. & Löfstedt, M. (red.), Didaktisk dialog i högre utbildning. - Lund : Studentlitteratur. - 9789144139029 ; , s. 11-25
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Bokkapitel (refereegranskat)
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| 8. |
- Löfstedt, Malin, 1968-, et al.
(författare)
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Addressing Existential Issues through the Eyes of Swedish Religious Education Teachers
- 2018. - 1
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Ingår i: Challenging Life. - Münster : Waxmann Verlag. - 9783830938866 - 9783830988861 ; , s. 83-100
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Bokkapitel (refereegranskat)abstract
- Existential issues have been integral to the non-confessional subject of religious education (RE, ‘religionskunskap’) in Sweden since the late 1960s. This chapter deals with Swedish RE teachers’ prioritizations and reflections concerning existential issues in RE teaching. Data from interviews and classroom observations with 21 RE teachers in lower and upper secondary schools are analysed together with data from a national survey among RE teachers (n= 2342). The findings suggest that while teachers see existential issues as very important, they are far more likely to prioritize the study of ‘world religions’, referring to lack of time and a need to teach from a factual basis. These prioritizations are discussed in relation to religion as a private matter, the concept of religious literacy, and the ‘Nussbaumian’ three crucial capacities of education.
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| 10. |
- Löfstedt, Malin, 1968-
(författare)
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Etik
- 2010
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Ingår i: Människor och makter 2.0. - Halmstad : Högskolan Halmstad. - 9789197825665
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Bokkapitel (refereegranskat)
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