| 1. |
- Dahlstedt, Magnus, et al.
(författare)
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Ana’s Tragedy – and Europe’s : A Contemplation over Romani, belonging and the conditioned citizenship making in a Europe of Migration
- 2016
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Ingår i: European Journal of Futures Research. - : Springer Science and Business Media LLC. - 2195-4194 .- 2195-2248. ; 4:1
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Tidskriftsartikel (refereegranskat)abstract
- This article deals with the notion of belonging in today’s multi-ethnic Sweden and hints at perpectives of future European identity-building. On the basis of Frantz Fanon’s understanding of colonialism and the colonized mentality as theoretical, the article deals with the situation of Roma in Sweden – and Europe. With the story of a young Roma woman that has migrated to Sweden from Hungary as point of departure, the article addresses the situation for Romani people, but also for other migrants in Europe, with particular focus on who are allowed to belong to the community of Swedish and European citizens, and who are not.
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| 2. |
- Dahlstedt, Magnus, 1975-, et al.
(författare)
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Utbildning, demokrati, medborgarskap
- 2013. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Utbildning är inte bara en fråga om kunskaper och färdigheter, utan också om att forma morgondagens medborgare. Vilken roll har utbildning i samhällsbygget och vilken roll bör den ha? Vad är det för slags medborgare som ska fostras och för vilket samhälle? Dessa frågor debatteras ofta.Den här boken handlar om utbildning som medborgarfostran och vilken sorts samhälle denna skapar. Med utgångspunkt i efterkrigstidens Sverige visar författarna hur medborgarfostran har tagit form och hur den har förändrats över tid. Boken gör nedslag vid fyra olika tidpunkter: 1940-talet, 1960-talet, 1990-talet och tidigt 2000-tal. Vid var och en av dessa tidpunkter visar författarna vilken slags medborgare utbildningen fostrar till, hur det går till och vilket samhälle individen fostras för.UTBILDNING, DEMOKRATI, MEDBORGARSKAP bidrar inte bara med kunskaper om det förflutna utan även, och framför allt, till en ökad förståelse av samtiden och av de vägval som pedagoger står inför när det gäller att fostra medborgare i det nya millenniet.
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| 3. |
- 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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| 4. |
- Fejes, Andreas, et al.
(författare)
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Individualisering genom det kollektiva i svensk folkhögskola
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this paper presentation is to identify how the principles of democracy and the market are played out in Swedish adult education. More specifically, we focus on how collective and individually oriented notions of what it means to be a citizen, shape student subjectivity. By focusing on both formal adult education (municipal adult education) and non-formal adult education (folk high schools) we wish to illustrate how these principles are mobilized differently, thus shaping different kinds of citizen subjectivities. Drawing on a post structural theorization inspired by the work of Michel Foucault, we analyse interviews with students and teachers at one school for municipal adult education, as well as one folk high school. Our analysis illustrates how an individually oriented citizen is shaped through discourses mobilized in both settings. However, in the folk highs school, individualization is shaped through discourses on collectivization. We argue that such shaping are in line with neoliberal forms of governance.
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| 5. |
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| 6. |
- Irisdotter Aldenmyr, Sara, 1976-, et al.
(författare)
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The inward turn in therapeutic education : an individual enterprise promoted in the name of the common good
- 2016
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Ingår i: Pedagogy, Culture & Society. - : Informa UK Limited. - 1468-1366 .- 1747-5104. ; 24:3, s. 387-400
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, focus rests on the relatively new international phenomenon of therapeutic education. Taking in the fact that this phenomenon is part of the schools’ assigned task to see to the formation of young people, the aim of the paper is twofold: to highlight what rationales that emerge in the formation of young people’s emotions in school, and to discuss these rationales in terms of vital principles of public education for the common good in society. The results are based on an empirical case study of ten Swedish teachers involved in the so-called Life Competence Education, which serves as a contextualisation of this phenomenon. Two rationales of this formation stand out as key; the seriousness of the inward turn of the individual, and the crucial step of sharing one’s innermost. Although these rationales involve collective notions of the students’ emotional well-being, they are quite firmly anchored, we argue, in the single individuals’ well-being.
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| 7. |
- Liljestrand, Johan, et al.
(författare)
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The (educational) meaning of religion as a quality of liberal democratic citizenship
- 2016
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Ingår i: Journal of Curriculum Studies. - : Routledge. - 0022-0272 .- 1366-5839. ; 48:2, s. 151-166
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Tidskriftsartikel (refereegranskat)abstract
- Religion has become a prominent issue in times of pluralism and in relation to citizenship in school and in society. As religious education (RE) is assigned to be one of the main school subject where issues of what religion is are to be raised, RE teachers’ conceptualizations of religion are of vital concern to investigate. In this article, RE teachers’ descriptions of ‘religion’ are scrutinized and analysed in terms of implications for citizenship with special regard to the role of RE. Three vital conceptions of religion emerge in teachers’ descriptions. First, religion is mainly individual or private, secondly, it denotes ethical guidance, and thirdly, it relates to sociocultural systems for thinking. Taken together, these conceptualizations share two characteristics about religion: religion as being individual-centred and private, and religion as being mind oriented. Out of this analysis, we discuss the role of religion and RE in contemporary liberal democratic life in society. The discussion is concluded by addressing two key things; the importance of the RE teacher as a curriculum maker, and the importance of religion and RE as active interventions in today’s contemporary discussion about pluralism in liberal democratic societies.
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| 8. |
- Nicoll, Katherine, et al.
(författare)
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Citizen Formation : Beyond Educational Practice and Policy
- 2010
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Ingår i: 38th Annual Conference of the Nordic Educational Research Association. - Malmö : Nordic Educational Research Association (NERA).
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 9. |
- 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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| 10. |
- Olson, Maria, 1969-, et al.
(författare)
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Avslutning
- 2016. - 1
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Ingår i: SO-undervisning på mellanstadiet. - Malmö : Gleerups Utbildning AB. - 9789140692627 ; , s. 159-161
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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