| 1. |
- Arvidson, Markus
(författare)
-
Den fabricerande människan : Om bedrägeri som vardaglig interaktionsform
- 2007
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present dissertation takes the multi-faceted phenomenon of deception as its point of departure. The aim is to make a case for deception as a social phenomenon, and to frame theoretically and define the skills and abilities that make deception possible.A theoretical model based on a number of ideal types is constructed. The purpose of the model is to differentiate particular aspects of deception, and the model is illustrated with examples of actions of more or less well-known impostors. The examples were collected from a variety of sources, such as autobiographies and television programs.As a first step, the legal definition of deception, i.e. fraud, and statistics on crimes of deception in Sweden are presented. Different theoretical approaches are also discussed; deception as a personality trait, and deception as communication and interaction.In order to illuminate the social dimensions, it is emphasized that deception constitutes a particular type of relationship between deceiver and deceivee. This particular form of interaction exploits elementary forms, and it is also asymmetrical in terms of the intentions of the parties involved.The concept of social competence is used to describe the skills and abilities required for successful acts of deception. It is argued that the social competence of deceivers consists of three types: strategic, normative, and dramaturgic competencies. The strategic competency involves being goal-rational and strategic, for example, the ability to predict the actions of the potential addressee. In the normative competency, norms and reference to norms are used strategically. The dramaturgic competency represents an operationalization and enactment of the two other competencies, and resembles the preparation and performance of an actor.The different contexts in which deception can occur are also discussed. A preliminary typology is presented, with the aim of demonstrating the difficulties in drawing clear lines between various types of deception. The extended approach to deception also means that it can be viewed as a part of everyday social interaction.Finally, some thoughts on deception in the light of societal changes are presented. It is argued that the increasing demands on people to promote themselves in various ways in today’s society can be perceived as an invitation to deception and fabrication. These demands can generate feelings of inferiority and a fear of eventually being unmasked as an impostor, or a phony.
|
|
| 2. |
- Berg, Mikael, Universitetslektor, 1970-, et al.
(författare)
-
Graderande granskning och förklarade glapp : Svensk historie- och samhällskunskapsdidaktisk forskning om lärares bedömningspraktik 2009–2019
- 2020
-
Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :1, s. 18-44
-
Tidskriftsartikel (refereegranskat)abstract
- During the last decade there has been an increasing interest in the Swedish research field concerning assessment in schools, especially with focus on the school subject’s history and social science. The aim of this article is therefore to explore what perspectives that have being used by researchers in the Swedish field of history and social science subject didactic, when investigating teacher’s assessment practice. The method used in the article is a text analysis of 13 Swedish thesis and articles that deal with teacher’s assessment practice within the Swedish field of history and social science subject didactics between 2009 and 2019. The result shows that there an overwhelming part of the studies deals with examine teacher’s assessment practice. Another dominant trend is to explain the variations in teacher’s assessment practice. Overall the result shows that there is a lack of studies which begin with teachers subject specific experiences and also a lack of studies with a policy critical approach. To try to capture the complexity in assessment we therefore argue in the light of the result that there is a need of both a theoretical and cumulative broadening of the Swedish research field concerning teacher’s assessment with focus on the school subject’s history and social science.
|
|
| 3. |
- Persson, Anders, 1974-, et al.
(författare)
-
Att använda historiska begrepp
- 2018
-
Ingår i: Historiedidaktik i praktiken. - Malmö : Gleerups Utbildning AB. - 9789140697141 ; , s. 73-100
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 4. |
- Persson, Anders, 1974-, et al.
(författare)
-
Att använda historiska begrepp
- 2023
-
Ingår i: Historiedidaktik i praktiken. - Lund : Gleerups Utbildning AB. - 9789151108810 - 9789140697141 ; , s. 79-103
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 5. |
- Persson, Anders, 1974-, et al.
(författare)
-
Historieundervisningens existentialiserande potential
- 2017
-
Ingår i: Nordidactica. - Karlstad : Karlstads universitet. - 2000-9879. ; :2, s. 59-74
-
Tidskriftsartikel (refereegranskat)abstract
- This article presents a study of how history education can be understood as a practice directed towards existentialisation. Through classroom observation, teacher interviews and focus group interviews with students in grade 9 in Swedish lower secondary school, a complex teaching practice is uncovered where history teachers have to deal with matters pertaining to disseminating a meaningful narrative of the past, a critical approach to these narratives and an awareness of historicity and its implications for how we approach and understand the past. These results are then discussed from the perspectives of how history education can promote existentialisation among students, and what challenges and opportunities this may present to history teachers.
|
|
| 6. |
|
|
