| 1. |
- 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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| 2. |
- 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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| 3. |
- 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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| 4. |
- Olson, Maria, 1969-
(författare)
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Textanalys - ett sätt att bygga ett innehållsligt fält för Homo Democraticus?
- 2001
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Ingår i: Samhällets diskurser [Discourses of Society], 2001.
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Konferensbidrag (refereegranskat)abstract
- Aiming to study societal discourses, we need adequate methodological tools. That is analytical ways of seeing and doing in order to clarify the task of scientific interest. One way of doing this is to study the field of education, more precisely, national schools´ assignments to bring up democratic citizens. In this paper I suggest some methodological ways of seeing and doing, in order to bring about such studies.
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| 5. |
- Okeefe, B. J., et al.
(författare)
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Designing Blended Experiences Workshop : Pedagogies across digital and physical spaces
- 2024
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Ingår i: DIS '24 Companion: Companion Publication of the 2024 ACM Designing Interactive Systems Conference. - New York, NY : ACM Digital Library. - 9798400706325 ; , s. 429-432
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Konferensbidrag (refereegranskat)abstract
- Digital transformation is increasingly blurring the line between what software is and what the physical world can be. This requires designers to harmoniously blend digital and physical products, services, and spaces to orchestrate meaningful experiences specifically aimed at the interweaving relationships between people, places, and things. As technologies and subsequent experiences rapidly become increasingly ubiquitous, it is essential to design pedagogy for these technologies at a human scale. The Pedagogies of Designing Blended Experiences workshop will discuss, present, ideate, and propose novel methods and techniques to develop pedagogies toward this need. The full-day workshop outcomes mainly revolve around a) Identifying key pedagogical problems and obstacles when designing across digital and physical spaces, b) Early ideation techniques for novel pedagogical approaches, and c) A three-phased speculative road-map to incorporate workshop outcomes in higher education learning.
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| 6. |
- 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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| 7. |
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| 8. |
- Rodin, Lika, et al.
(författare)
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Language training and well-being for qualified migrants in Sweden
- 2017
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Ingår i: International Journal of Migration, Health and Social Care. - : Emerald Group Publishing Limited. - 1747-9894 .- 2042-8650. ; 13:2, s. 220-233
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Tidskriftsartikel (refereegranskat)abstract
- PurposeThe purpose of this paper is to examine the role of “Korta Vägen” (The short cut), a targeted language program for qualified migrants in Sweden, in self-maintaining, well-being and perspectives for socio-economic integration for foreigners with academic diploma.Design/methodology/approachIn-class observations, individual semi-structured interviews, focus-group interviews and written essays were used for data collection. A thematic analysis was applied as a method of data analysis. Amartya Sen’s capability approach constituted a theoretical framework of the research discussion.FindingsKorta Vägen provides various resources for the participants, some of which (language training and internship) can become real advantages for employment. Others (IT, interview training and CV writing) are less translatable into concrete outcomes. The study suggests that satisfaction with the program is modulated by commitment to one’s professional identity, initial language proficiency, scope of cultural knowledge, the participants’ goals and the flexibility of the training offered. The acculturation frame of the program does not necessarily correspond with the objective need of many participants for quick entry into the labor market.Originality/valueInsights into the social-psychological aspects of targeted language training as a measure for socio-economic integration can serve to enhance educational and institutional policies and professional practice.
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| 9. |
- Andersson, Joacim, 1978-, et al.
(författare)
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The 'body pedagogics' of an elite footballer's career path - analysing Zlatan Ibrahimovic's biography
- 2017
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Ingår i: Physical Education and Sport Pedagogy. - : Taylor & Francis. - 1740-8989 .- 1742-5786. ; 22:5, s. 502-517
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Tidskriftsartikel (refereegranskat)abstract
- Background: Pedagogical research on career is encouraged to not limit sport learning to athletic skills, coaching effectiveness and coach–athlete relationships, but to also focus on learning in a multidimensional sense in the context of an athlete’s individual and social biography. This article examines an elite athlete’s career path as a body pedagogic phenomenon involving processes of self-transformation in relation to practical, social and embodied environments.Purpose: The purpose is to analyse the career path of the elite footballer Zlatan Ibrahimovic by focusing on how different learning environments relate to different embodiments of techniques and skills and how values and norms shape professionalism.Theoretical frameworks: A combined framework of body pedagogics and John Dewey’s theory of aesthetic experience is used to understand an elite career path as a learning trajectory involving different self-transformation means. Hence, the elite athlete is viewed as a career climber who creates his own educational pathway and engages in processes of participating, acquiring and becoming.Data analysis: A practical epistemology analysis (PEA) with a focus on aesthetic judgements is used to analyse the narrative of Zlatan’s career path as it is portrayed in the biography I Am Zlatan: My Story on and Off the Field. One major theme is identified, namely that Zlatan develops from being a dribbler to a striker. Against this background, Zlatan Ibrahomovic’s self-transformation is scrutinised in relation to three different sub-themes (suburb, arena and team) in three different ways (auto-didactic, education and educator) to create distinct and heterogeneous forms of knowledge in support of professional artistry.Results: The analysis offers an elaborated empirical description of how the means and ends of self-transformation develop reciprocally throughout Zlatan’s elite career and how this relates to practical, social and embodied environments. Examples of body pedagogic outcomes are: (1) different commitments to training, team culture and the coach–athlete relationship (social), (2) that Zlatan uses his dribbling skills more purposefully for scoring goals and satisfying the coach (embodied) and (3) that he is able to win different leagues and titles with different teams (practical).
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