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Populism, Democracy, and the Humanities : Interdisciplinary Explorations and Critical Enquiries
- 2022
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- In this volume, twelve Sweden-based researchers reflect on the phenomenon and concept of populism in relation to democracy and the humanities from the multiple vantage points of various disciplinary backgrounds: philosophy, history of ideas, media and communication, journalism, political science, gender studies, organization science, education theory, popular culture, and literary studies. While the study of populism has attracted a lot of attention in political science, this topic has been rarely explored by scholars in the humanities. Rather than contribute to the already established area of populism studies in social and political sciences, our authors take a more open and exploratory stance through which they attempt to open up new fields and directions for inquiry from an interdisciplinary humanistic perspective.
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- Jahnke, Fredrik, 1970-
(författare)
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Toleransens altare och undvikandets hänsynsfullhet : Religion och meningsskapande bland svenska grundskoleelever
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In contemporary western society, the changing religious diversity brought to the fore a more visible religion. The Swedish school and the Swedish classrooms are no exception. From a perspective of sensemaking and a wide understanding of religion and religious positions this thesis analyses the discourse on religion among pupils (age 9 to 16) in the Swedish elementary school and under what circumstances they do, or do not, talk about religion with each another. This qualitative study includes themes from and contributes to the study of religion, research on children and young people, and particularly to religious education (RE) in Sweden and elsewhere. The results show that the pupils during the interviews showed different and parallel ways of understanding, relate to and way of talking about religion. However, to some degree they seemed to be unwilling to talk about religion with each other, even though they expressed some interest thereof. Two reasons for this were their limited common discourses on religion, and their concern and anxiety to create conflict and to “step on somebody’s toes”. The latter was also combined with their tendency to show tolerance, respect and deference towards each other. Thirdly, due to their partial lack of discourses on religion the pupils had difficulties to position themselves in relation to religion and to understand others. For instance, this came to the fore and was exemplified by the non-Christian Swedish pupils. They seemed to lack categories to speak of themselves in relation to religion and, for instance, answer questions like: “What do you believe in?”.Even though the pupils did not talk much about religion with each other, the result shows that they had several ways of talking about and understanding religion and religious phenomena – for instance based on popular culture. Not all these understandings and discourses on religion where paid attention to in school or in class. Instead, the pupils had to adapt to discourses prevalent in school which narrowed the possible ways of understanding and talking about religion. In line with this, there were several positions in relation to religion – for instance unsure and uncertain positions – in these schools that was not observed. However, these pupils also have the need to express and understand themselves in relation to religion as well as being understood by others. This is a future challenge for RE-research as well as teaching in schools.The results of this study show, lastly, that the experience and desires expressed by the pupils concerning talking about religion differed to a great extent from the use of dialogue in RE-research. Among the pupils it seemed that the conversation about religion was sacrificed on the altars of tolerance, respect and deference. These results were discussed in relation to the concept of safe space, a concept that needs to be elaborated and sharpened further in RE.
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- Thalén, Peder, 1957-, et al.
(författare)
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Introduction : Populism and the Humanities
- 2022
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Ingår i: Populism, Democracy, and the Humanities. - Lanham, Maryland, USA : Rowman & Littlefield Publishers. - 9781538160916 - 9781538160923
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Bokkapitel (refereegranskat)
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- Lingvall, Stefan, 1977-
(författare)
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Den frånvarande samen
- 2008
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Ingår i: R & L : religion & livsfrågor : aktuellt för undervisningen. - Solna : Föreningen Lärare i religionskunskap. - 0347-2159. ; :2, s. 18-19
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Tidskriftsartikel (populärvet., debatt m.m.)
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Challenging life : existential questions as a resource for education
- 2018
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- There is increasing recognition today that young people need to have knowledge about religions and world views in order to live and work in diverse societies. What kind of 'maps' are they provided with through religious, values, and ethics education? Does education address the challenging existential questions that children and adolescents ask about life and the world? This volume addresses different aspects of how existential questions have been dealt with in educational research. It especially draws attention to the Swedish research tradition of focusing on life questions and the interpretation of life in education, but with contemporary international research added. It also addresses ethics education and discusses possible options for the future of existential questions as a resource for education.
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- Söderhäll, Bengt, 1951-
(författare)
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Om några häften : bildning
- 2009
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Ingår i: Gefle Dagblad. ; :17 mars
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Det där med bildning är omstritt, så pass omstritt att det emellanåt lyser med sin frånvaro till och med inom verksamheter som är till just för att arbeta med bildning och kunskap. Ja, den akademiska världen är ett exempel. I debatten om vad som bör eller ska läsas av det stora skönlitterära arvet vi har att förvalta och resonera om i kritisk belysning, är inte ens sams om att vara osams. En litterär kanon säger somliga skulle bli ett tvång. Andra säger en befrielse. Ännu andra säger att utan ett samtal om en kanon, blir det de som sitter på beslutsrätten som bestämmer. Bildning och kanon. I bildningsrörelsen heter det: Vill du gå framåt, gå i cirkel. Ja, studiecirkel.Högskoleverket har i nio behändiga skrifter gett sig in i den nödvändiga debatten om just bildning och kanon – och då inte endast litterär kanon utan även vad inom matematik, ekonomi, fysik, teater, religion, teknologi och filosofi som är önskvärt att den högre utbildningen tar under luppen. Skrifterna är gratis och kan beställas via Högskoleverkets hemsida på webben.
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