| 1. |
- Blennow, Katarina, et al.
(author)
-
Students’ narrative action in social science teaching in Swedish upper secondary school : Limitations and openings
- 2023
-
In: Acta Didactica Norden. - Oslo. - 2535-8219. ; 17:2, s. 1-24
-
Journal article (peer-reviewed)abstract
- In this article, we undertake a narrative analysis of social science teaching in Swedish upper secondary school as a case study. In doing so, we want to stress the need to pay attention to the contextual and situated limits and openings of the conceivable repertoire of legitimate stories of social science in the Swedish context and its related research. The students’ attempts at sense making and action in encounters with the subject matter content, approached in terms of emplotments, render visible to what extent and in what ways the students insert cultural narratives into the subject matter teaching repertoire through their own subject storytelling. Furthermore, it indicates the limits and openings of social science teaching as predetermined “truth telling”, that is, as already-established socio-political knowledge repertoires.In focusing on students’ unique, situated and collective interweaving of their “own” experiences with established cultural and political knowledge repertoires, we wish to make a case for the potential to renew society and students’ ways of acting and being in this storytelling. If meagre attention is provided to this interweaving, we argue that there is a danger that the renewal of society and of social science education will get lost, or at least disturbed, in an undesirable way.
|
|
| 2. |
- Johansson, Madelaine, et al.
(author)
-
Individual Reflection Paper : Supporting Student's Learning in the Critical Phase of Self-directed Learning in PBL
- 2019
-
In: Journal of Problem Based Learning in Higher Education. - : Aalborg Universitetsforlag. - 2246-0918. ; 7:1, s. 97-106
-
Journal article (peer-reviewed)abstract
- Supporting and assessment of students’ preparation and learning process in problem-based learning (PBL) tutorials has long been a challenge. We present a modified PBL model focussing on the specific critical phase in the PBL process, the self-directed learning phase in between tutorial meetings. The modified seven step PBL model including an Individual reflection paper (IRP) is presented as well as students’ perspectives on the implementation of IRP and information literacy, knowledge gathering, and PBL tutorial work. The assessment of PBL work is complex, and the ways in which IRPs support the tutor’s role as an examiner is beyond the scope of the current study. However, it seems that the students experienced assessment of the IRPs as part of their as a positive driving force in their learning process.
|
|
| 3. |
-
Vårdpedagogik. Vårdens kärnkompetenser från ett pedagogiskt perspektiv
- 2017
-
Editorial collection (other academic/artistic)abstract
- Att ge vård och omvårdnad medför pedagogiska utmaningar i det dagliga arbetet. Dessa utmaningar kräver kunskap om bland annat lärandeprocesser, patientundervisning, rådgivning och handledning. I boken belyser författarna pedagogiska aspekter på professionella möten med studenter, kolleger, patienter och anhöriga. Boken ger både en teoretisk orientering och en praktisk tillämpning med exempel på evidensbaserade modeller och fallbeskrivningar.
|
|
| 4. |
- Olson, Maria, 1969-
(author)
-
Equivalence and the challenge of 'freedom of choice' - Consequences of a changed Policy on a Democratic Citizenship in Sweden
- 2006
-
In: Enacting equity in education. - Helsinki : Research Centre for Social Studies Education, University of Helsinki. - 9521031964 - 9521031999 - 9789521031960 ; , s. 156-175
-
Book chapter (other academic/artistic)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).
|
|
| 5. |
- Olson, Maria, 1969-
(author)
-
Existential Democracy - A Way to nurture Hope for Global Democratic Education?
- 2009
-
In: Disciplined Inquiry.
-
Conference paper (peer-reviewed)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.
|
|
| 6. |
- Olson, Maria, 1969-
(author)
-
The 'freedom of choice challenge' on equivalence - and the Swedish schools' assignment to bring up democratic citizens
- 2005
-
In: A Nordic Dimension in Education and Research - Myth or Reality?.
-
Conference paper (peer-reviewed)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.
|
|
| 7. |
- Häggström, Margaretha, 1962
(author)
-
Delaktighet och kommunikation genom visuell representation
- 2013
-
In: Mångfald och differentiering. Inkludering i praktisk tillämpning.. - Lund : Studentlitteratur. - 9789144071985 ; , s. 237-252
-
Book chapter (other academic/artistic)abstract
- För att finna elevers drivkrafter krävs en uppriktig nyfikenhet på elevernas vardagsliv, intresse för barns och ungas kulturer, respekt för deras världar och förståelse för den enskilde elevens behov. Som lärare gäller det att vara lyhörd för sina elevers önskningar och att vara öppen för olika typer av kommunikationsformer, för att aktivt kunna arbeta med kommunikation och delaktighet. En utgångspunkt kan vara att arbeta med foto, iscensättning och sociala medier.
|
|
| 8. |
- Häggström, Margaretha, 1962, et al.
(author)
-
Introduction: Teaching through Stories: The Storyline Approach in Teacher Education
- 2020
-
In: Teaching through Stories. Renewing the Scottish Storyline Approach in Teacher Education. - Berlin : Waxman. - 9783830939863 ; , s. 11-30
-
Book chapter (peer-reviewed)abstract
- Globally, crucial efforts are being made to develop, change and transform education to meet the demands of the internationalised cultures and policies of the twenty-first century. As educators prepare their school children to respond to the challenges and possibilities of globalisation, mobility, environmental and social issues, and an insecure future, they also have to simultaneously interact with these entangled processes themselves. Educational policies and structures are influenced by globalised values, principles and ideals and have led to changed curricula in many countries. New curricula require new pedagogy which in turn creates new demands on teachers and learners. Educational systems, teachers and learners, need to be accustomed to the key concept of life-long learning. New skills have been for quite a while – and still are – required for new ways of managing pupils, teaching and learning situations, material and resources and school systems. Teacher education plays an essential role in transforming pedagogical approaches and methods and equipping prospective teachers with 21st century skills, but have been criticised for a lack of connection between theory and practice, evident in different parts of the world (Hennissen, Beckers, & Moerkerke, 2017; Marcondes, Leite, & Ramos, 2017; Peercy & Troyan, 2017), including the countries in Scandinavia (Hennissen et al., 2017; Häggström & Udén, 2018; Korthagen, 2010; Rönnerman & Salo, 2012). Through a theoretic discussion, this chapter aims to contribute comprehensive knowledge related to core aspects of TSA with teacher education as the context. TSA relies on the premise that stories support meaning-making processes, something that according to Mitchell and McNaughton (2016) “has been recognised by Storyline practitioners since the 1960s” (p. ix).
|
|
| 9. |
- Häggström, Margaretha, 1962
(author)
-
Learning About And Through Sustainability: Relational Pedagogy And Storyline As A Teaching Foundation
- 2022
-
In: International Journal of Arts Humanities and Social Sciences Studies, ISSN: 2582-1601. - 2582-1601. ; 7:4, s. 45-58:4, s. 45-58
-
Journal article (peer-reviewed)abstract
- : This article studies how environmental sustainability is integrated in a Storyline, which include learning about and through sustainability, conducted in two primary school classes, Grade 2 (children’s age 8- 9) in Sweden. It examines the significant aspects of the Storyline approach in relation to democratic values and young pupils’ sense of agency. In addition, it examines how pupils comprehend the concept of sustainability, and the Storyline approach itself. The empirical material consists of classroom observation and individual semistructured interviews with 20 pupils and 2 teachers. Theories of relational pedagogy are used to analyze the material. The results show that Storyline work depends on a skilled, compassionate and caring teacher, who creates an open climate in the classroom. It is argued that both a pedagogical theoretical foundation, such as relational pedagogy, and a deliberate teaching and learning approach, such as Storyline, are crucial when implementing issues of sustainability in primary school education.
|
|
| 10. |
- Häggström, Margaretha, 1962, et al.
(author)
-
Take Action! Encountering Disorienting Dilemmas in Order to Include the More-Than-Human World – an Act of Sustainable Thinking
- 2020
-
In: Teaching through Stories. Renewing the Scottisch Storyline Approach in Teacher education. - Berlin : Waxmann. - 9783830939863 ; , s. 209-229
-
Book chapter (peer-reviewed)abstract
- This chapter is based on a one year-long participatory action research study, including 22 students in a compulsory Grade two class (year 8–9). The general aim with this study is to shed light on the pupils’ actions regarding disorienting dilemmas they encountered in the nearby forest, through a six-week long Storyline. An underlying purpose is to study the role of the teacher, and the interaction between the teacher and the pupils. The teacher’s aim with the Storyline was to create a Storyline in which the students were enabled to enhance ecological literacy. The result shows that the students developed action competence for sustainability. One essential prerequisite for this to happen was the teacher’s flexibility and open-minded approach that allowed for unplanned events to occur.
|
|
