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- Andersson, Erik, 1979-
(författare)
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Situational political socialization : a normative approach to young people’s adoption and acquisition of political preferences and skills
- 2015
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Ingår i: Journal of Youth Studies. - : Routledge. - 1367-6261 .- 1469-9680. ; 18:8, s. 967-983
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Tidskriftsartikel (refereegranskat)abstract
- Research on young people’s political socialization has had an adult-centered top–down bias in which young people are considered incomplete and in need of the right upbringing. The article attempts to balance this bias. The aim is to introduce and argue for another normative approach – situational political socialization. Four theoretical elements constitute its basis: (1) the political, (2) contingency (the principle of the public sphere), (3) space and place, and (4) situation. In the contingent western digital media society marked by cultural dissemination, individualism, and the erosion of traditional institutions, situational political socialization represents a normative basis for a research approach which is open, action-oriented and contextualized, viewing young people as political actors in their own right.
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| 2. |
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| 3. |
- 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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| 4. |
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| 5. |
- Andersson, Erik, 1979-
(författare)
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Irony in the Political : Young people's use of irony in a political text conversation in a net community
- 2010
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Ingår i: Lifelong Learning and Active Citizenship. - London : CiCe. - 9781907675010 - 1907675019 ; , s. 641-650
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Konferensbidrag (refereegranskat)abstract
- The net community1 as a public place expresses current society while creating conditions and providing a framework for societal development and young people’s participation, living and understanding of the wider society. Today young people spend much time on the Internet, specifically in the social media2, and everyday political conversations are minimally researched. My research deals with young people’s conversation in net communities and how these conversations look, and the opportunities this creates for the growth of political citizens: What potential relevance may these opportunities have when young people are faced with existentially controversial and vital issues (about sustainable development)? The question for this paper is limited to a small part of this broader context concerning everyday political conversations in the light of irony. According to previous research, irony is a multifaceted and ambiguous phenomenon and the social media offer new expressions for irony. What does this mean for the text conversation? Irony is shown to be, through an initial observation, a rhetorical resource that visualises adversaries and pushes the conversation forward. My intention is, through a rhetorically oriented discourse analysis, to understand irony by identifying different types of irony and discuss possible implications: How does the use of irony look? What are its consequences for the conversation and the growth of political citizens? The theoretical entrance for this leans on the idea of the political. First I will present the concept of irony; secondly, theoretical and methodological inputs; thirdly, a description of the empirical data and how irony is identified; and finally, I present some preliminary results and conclusions.
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| 6. |
- Andersson, Erik, 1979-
(författare)
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Nya portar? : Ungas delaktighet i politiska beslutsprocesser på kommunal nivå
- 2015
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Rapport (refereegranskat)abstract
- 2014 års Demokratiutredning har i uppgift att analysera behovet av och utarbeta förslag till åtgärder för att öka och bredda engagemanget inom den representativa demokratin. Utredningen ska även föreslå åtgärder i syfte att stärka individens möjligheter till delaktighet i och inflytande över det politiska beslutsfattandet mellan de allmänna valen. En särskild uppgift för utredningen är att belysa frågor om ungas politiska representation, delaktighet och inflytande. Inom ramen för denna uppgift ska utredningen bl.a. se över vilka effekter som befintliga forum för ungas inflytande, såsom ungdomsråd och ungdomsfullmäktige, har haft för ungas möjligheter till inflytande och delaktighet.Erik Andersson har på uppdrag av 2014 års Demokratiutredning skrivit en underlagsrapport om Skövde kommuns arbete med ungas delaktighet i de politiska beslutsprocesserna. Erik Andersson är lektor i pedagogik vid Högskolan i Skövde.
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| 7. |
- Andersson, Erik, 1979-, et al.
(författare)
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Political Participation as Public Pedagogy : The Educational Situation in Young People’s Political Conversations in Social Media
- 2014
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Ingår i: Journal of Social Science Education. - Bielefeld : Bielefeld University. - 1618-5293. ; 13:4, s. 115-126
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Tidskriftsartikel (refereegranskat)abstract
- In this article we argue that young people’s political participation in the social media can be considered ‘public pedagogy’. The argument builds on a previous empirical analysis of a Swedish net community called Black Heart. Theoretically, the article is based on a particular notion of public pedagogy, education and Hannah Arendt’s expressive agonism. The political participation that takes place in the net community builds up an educational situation that involves central characteristics: communication, community building, a strong content focus and content production, argumentation and rule following. These characteristics pave the way for young people’s public voicing, experiencing, preferences and political interests that guide their everyday political life and learning – a phenomenon that we understand as a form of public pedagogy.
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| 8. |
- Andersson, Erik, 1979-
(författare)
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Producing and consuming the controversial : A social media perspective on political conversations in the social science classroom
- 2016
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Ingår i: Journal of Social Science Education. - : Bielefeld University. - 1618-5293. ; 15:1, s. 6-16
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Tidskriftsartikel (refereegranskat)abstract
- Teachers find it difficult to conduct political controversial conversations in the social science classroom and due to an increased use of social media in educational settings new challenges and possibilities are raised. The use of social media causes fundamental changes to the role of the learner who becomes a producer and consumer – a prosumer – of educational content. With a social media perspective and a didactical focus on learning in democracy and political action the article discusses didactical conditions and possibilities of political controversial conversations in social science education and derives a set of didactic strategies. When approaching the classroom as a diverse ideological public space, recognising the students as political agents and using a social media perspective it is possible to balance the function of education – socialisation, qualification and subjectification – and at the same time stimulate societal engagement and political action.
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| 9. |
- Andersson, Erik, 1979-
(författare)
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Sociala medier och politiskt kontroversiella samtal
- 2015. - 1
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Ingår i: Kontroversiella frågor. - Malmö : Gleerups Utbildning AB. - 9789140691392 ; , s. 77-94
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Bokkapitel (refereegranskat)abstract
- Kunskap och politik hänger ofta ihop och kan skapa kontroverser i undervisningen. Kontroversiella frågor har inga givna svar, och uppfattningarna om i vilken grad man ska anse en fråga kontroversiell skiljer sig ofta åt. Frågorna har en påtaglig samhällspolitisk relevans, vilket betyder att människor med skilda perspektiv och åsikter står mot varandra – både i samhället och i klassrummet.Själva kontroversen handlar alltså om att det finns konkurrerande uppfattningar, inte bara om en frågas kunskapsbaserade svar, utan också om hur den ska värderas och vilken betydelse den ska ha. Vilka frågor som bör hanteras som kontroversiella varierar från tid till annan och från kultur till kultur. I den här boken belyser författarna olika förutsättningar och erfarenheter av att arbeta med kontroversiella frågor i relation till det internationella forskningsfältet controversial issues education.En av slutsatserna är att en lärare behöver kvalificerade kunskaper och kunna göra didaktiska överväganden, för att kunna hantera en kontroversiell fråga i undervisningen. Det krävs förmåga att ta hänsyn till de omständigheter som finns i varje skola, och till de kunskaper, värderingar och erfarenheter som eleverna bär med sig.
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| 10. |
- Andersson, Erik, 1979-
(författare)
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Stake in the political : Young people's condition for political socialization in social media
- 2010
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Ingår i: Politics, Culture and Socialization. - : Verlag Barbara Budrich. - 1866-3427 .- 2196-1417. ; 1:4, s. 379-396
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Tidskriftsartikel (refereegranskat)abstract
- This article concerns young people’s political acting on their own terms. With a broad understanding of the political life – the political – and a recognition of space and place as central aspects determining young people’s condition for political socialization, the use of stake in a political conversation between young people is analyzed as an approach to describe and discuss aspects of political socialization in a public room within the social media – the net community. The political conversation within the national net community is shown to be built up and maintained by certain discursive conditions and pressures determining the character of the conversation, as well as the conditions to which you are expected to conform as a participant within this place. The findings indicate that young people’s political conversation – their political acting – in social media could be a new form of political communication with its own unique characteristics, creating conditions for young people’s political socialization.
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