| 1. |
- Andersson, Erik, 1979-, et al.
(författare)
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Delaktighet som pedagogik och demokratiskt värde för fullföljandet av studier – kunskapsbidrag från ett utvecklingsprojekt
- 2015
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Ingår i: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 9:1, s. 80-100
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Tidskriftsartikel (refereegranskat)abstract
- Participation as a pedagogy and democratic value turns out to be a critical element in students’ completion of school. Completed education is a regional development project in which a survey has been conducted in order to identify successful strategies to promote completed education in school. In an analysis, in the context of the survey, with an emphasis on school and participation as a pedagogy and democratic value, several findings are shown. It turns out that the importance of participation manifests itself through an emphasis on the societal and democratic mission of school; school ethos; the value praxis of school; pedagogical approach; and viewing the pupil as capable. It is, in more detail, shown that it is particularly crucial to understand the completion of school as a pedagogical problem; create sustainable institutional structures not bound to one person; and to make sure that students are participants in their own studies.
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| 2. |
- Olson, Maria, 1969-
(författare)
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Att 'bilda sig' eller att 'bilda sig'? : Om religionslärarens frirum som medborgarbildare i den nya ämnesplanen för religionskunskap på gymnasiet
- 2013
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Ingår i: Spänningsfyllda erfarenheter. - : Stockholms universitets förlag. - 9789176566886 ; , s. 51-70
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Bokkapitel (refereegranskat)abstract
- I den här texten lyfter jag fram den nya ämnesplanen i religionskunskap på gymnasiet. Syftet med detta är att sätta denna ämnesplan i relation till religionslärarens medborgarbildande uppgift. Med utgångspunkt i bildningsbegreppet diskuteras denna uppgift som en fråga om att se till religionslärarens frirum. Diskussionen utmynnar i ett resonemang om betydelsen av att läraren inte ensidigt ser till vissa bildningsmål i ämnesundervisningen på bekostnad av andra.
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| 3. |
- Olson, Maria, 1969-
(författare)
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Equivalence and the challenge of 'freedom of choice' - Consequences of a changed Policy on a Democratic Citizenship in Sweden
- 2006
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Ingår i: Enacting equity in education. - Helsinki : Research Centre for Social Studies Education, University of Helsinki. - 9521031964 - 9521031999 - 9789521031960 ; , s. 156-175
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Equivalence is regarded as a central concept in contemporary Swedish education policy. One important aspect in the education policy is to describe and determine the Swedish schools' assignment to bring up democratic citizens. The concept of equivalence, hence, plays an important role in this policy-making practice. In the 1990s equivalence is challenged by another concept: 'freedom of choice'. Here some possible outcomes of a changed conceptual framework in the education policy are tried out, regarding the political understanding of a democratic citizenship. Three questions are pulled forth in order to carry out this aim. The challenge of 'freedom of choice' on equivalence contributes to a change in the political understanding of a democratic citizenship in Swedish education policy. A phenomenon that occurs in at least three aspects: the political participation (from co-acting to re-acting), the political activity (from directing to voting) and the political role of the citizen in society (from being a designer to a consumer).
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| 4. |
- Olson, Maria, 1969-
(författare)
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Existential Democracy - A Way to nurture Hope for Global Democratic Education?
- 2009
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Ingår i: Disciplined Inquiry.
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Konferensbidrag (refereegranskat)abstract
- We live in times of search for an education that can transcend national, ethnical, religious and cultural borders. As it seems, contemporary education is to be found in despair. Or at least found to be unsatisfactory in relation to new challenges in the contemporary world. The aim of this text is to deepen the prospect of the potential of education, regarding what might seem almost like a visionary educational objective - to provide for a global democratic citizenship. The core issue in the text is to surface what appears as insufficiencies in present democratic citizenship education. The urge is to draw upon some feasible features of an alternative to these insufficiencies. Drawing on Stanley Cavell-s notion of voicing and language, I will suggest an altered understanding of democracy and of a democratic citizenship that may direct the mission of democratic education in another way. What is needed for a compelling democratic education, I will argue, is an existential orientation. In order to make my argument, I will use Swedish Education policy as a case in point.
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| 5. |
- Olson, Maria, 1969-, et al.
(författare)
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Medborgarskapande för ett nytt millennium : utbildning och medborgarfostran i 2000-talets Sverige
- 2014
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Ingår i: Utbildning och Demokrati. - : Örebro Universitet. - 1102-6472 .- 2001-7316. ; 23:2, s. 7-25
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Tidskriftsartikel (refereegranskat)abstract
- 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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| 6. |
- Olson, Maria, 1969-
(författare)
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The 'freedom of choice challenge' on equivalence - and the Swedish schools' assignment to bring up democratic citizens
- 2005
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Ingår i: A Nordic Dimension in Education and Research - Myth or Reality?.
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Konferensbidrag (refereegranskat)abstract
- Among the different meanings of equivalence in Swedish Education policy in the 1990ies, one can be related to the concept of -freedom of choice-. Even though this relation doesn't contribute to a replacement of the historically more unambiguous meaning of equivalence, it coexists with it and represents a constant tension to it. This tension can be described in terms of a -freedom of choice challenge- on equivalence. In this text I aim to highlight this tension in relation to the Swedish schools-assignment to bring up democratic citizens in the early 1990ies. The question I try to answer is how can the freedom of choice challenge be considered to stand out in the political understanding of the schools- up bringing of democratic citizens in Sweden in the early 1990ies? I take my point of departure in some nationally encompassing Education policy texts.
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| 7. |
- Olson, Maria, 1969-, et al.
(författare)
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(Hidden) Normativity in Social Science Education and History Education
- 2015
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Ingår i: Journal of Social Science Education. - Bielefeld, Germany : sowi-online e.V. - 1618-5293. ; 14:1, s. 2-5
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- 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 edu- cation 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 encom- passes 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 edu- cation 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 demon- strate convincingly the necessity to consider differ- rent 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 edu- cation, the intimate connection between these subjects and their assigned task to see to citizenship learning and social formation emerges.
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| 8. |
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Spänningsfyllda erfarenheter : ämnesdidaktik i skilda kontexter
- 2013. - 1
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Denna skriftserie ska bidra till att stärka ämnesfältet humanioras ämnesdidaktikgenom att belysa såväl specifika ämnesdidaktiska frågor och övergripande tematikersom skilda metoder och teoretiska impulser. Skriftserien lyfter även fram hurolika ämnesdidaktiska perspektiv kan belysa de frågor som gäller undervisningoch lärande i humanistiska ämnen. På detta sätt ämnar skriftserien vara ett tillskotti diskussionen om humanioras relation till frågan om vad ämnesdidaktik äroch kan vara i förhållande till olika utbildningspraktiker, sammanhang och (skol)ämnesområden. Skriftserien lyfter fram ämnesdidaktikens tvärvetenskaplighetoch dess komplexitet. Vår målgrupp är lärarstuderande, verksamma lärare ochlärarutbildare samt forskare. De olika utgåvorna av skriftserien kan användas somkurslitteratur eller i fortbildningssyfte.
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| 9. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Individualisation in Swedish adult education and the shaping of neo-liberal subjectivities
- 2018
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Ingår i: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 62:3, s. 461-473
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Tidskriftsartikel (refereegranskat)abstract
- In this article we have analysed the ways a discourse on individualisation is taking shape within adult education in Sweden, how it operates, and what effects it has in terms of shaping student subjectivity. Drawing on a post-structural theorisation we analyse interviews with teachers and students in municipal adult education (MAE) and folk high schools (FHS). The analysis illustrates how both institutions contribute to the shaping of individualised subjectivities, although differently. At the end, a general question is raised about what happens with the democratic function of adult education in general, when a discourse on individualisation operates in the ways described, and more specifically, asks what is happening to FHS as an educational practice, that upholds its self-image as a last bastion of a collective notion of learning and subjectivity, and nurturing an educational practice of learning democracy?
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| 10. |
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