| 1. |
- Andersson, Erik, 1979-, et al.
(author)
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Delaktighet som pedagogik och demokratiskt värde för fullföljandet av studier – kunskapsbidrag från ett utvecklingsprojekt
- 2015
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In: Utbildning och Lärande / Education and Learning. - Skövde : Högskolan i Skövde. - 2001-4554. ; 9:1, s. 80-100
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Journal article (peer-reviewed)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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| 2. |
- Olson, Maria, 1969-
(author)
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Existential Democracy - A Way to nurture Hope for Global Democratic Education?
- 2009
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In: Disciplined Inquiry.
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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.
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| 3. |
- Olson, Maria, 1969-, et al.
(author)
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Medborgarskapande för ett nytt millennium : utbildning och medborgarfostran i 2000-talets Sverige
- 2014
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In: Utbildning och Demokrati. - : Örebro Universitet. - 1102-6472 .- 2001-7316. ; 23:2, s. 7-25
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Journal article (peer-reviewed)abstract
- Citizenship in the making for a new millenium – education and citizen formation in 21st century Sweden. The aim of this article is to analyse citizenship formation in Swedish education. In highlighting trends regarding the assignment of the educational system to provide for democratic citizenship there are certain depictions of citizenship prevail- ing. The first stresses an inward-looking and inward-feeling citizenship, characterizing the citizen as deliberative and emotional. The second stresses an inward-looking and outward-making citizenship, characterizing the citizen as entrepreneurial and willing. Here, democracy is portrayed as already achieved. This, we argue, is hazardous as society risk being pictured as apolitical and democratically ‘saturated’. This situation does not open up for democratic change to come into question as desirable or even possible. Put differently, it leaves us with the notion that things have to be as they are, as we are living in the best of worlds.
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| 4. |
- Olson, Maria, 1969-
(author)
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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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In: A Nordic Dimension in Education and Research - Myth or Reality?.
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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.
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| 5. |
- Willermark, Sara, 1988-, et al.
(author)
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Facing Radical Digitalization : Capturing Teachers’ Transition to Virtual Classrooms Through Ideal Type Experiences
- 2022
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In: Journal of educational computing research (Print). - : Sage Publications. - 0735-6331 .- 1541-4140. ; 60:6, s. 1351-1372
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Journal article (peer-reviewed)abstract
- In 2020, a global pandemic changed the educational landscape overnight and caused an abrupt transition to virtual classrooms. This study aims to gain increased knowledge of teachers’ experiences of facing such radical digitalization through ideal types. The data include a teacher survey with 1109 respondents from 15 high schools in Sweden, containing both fixed and open-ended response types. Educational affordances and digital competence are used as analytical lenses. The results show distinct differences regarding teachers’ perception of how teaching in a virtual classroom has worked and whether they and their students have developed their digital competence during this period. We present four ideal types: a) the enthusiast, b) the skeptic, c) the pessimist, and d) the affirmative, which capture the essence of teachers’ multifaceted experiences, actions, and affordances perceived in the transition to virtual classrooms. Contributions include theorizing about teachers’ encounters with radical cases of digitalization. © The Author(s) 2022.
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| 6. |
- Dahlstedt, Magnus, et al.
(author)
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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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In: European Journal of Futures Research. - : Springer Science and Business Media LLC. - 2195-4194 .- 2195-2248. ; 4:1
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Journal article (peer-reviewed)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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| 7. |
- Larsson, Margaretha, Lektor, et al.
(author)
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The clinical learning environment during clinical practice in postgraduate district nursing students' education : a cross‐sectional study
- 2023
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In: Nursing Open. - : John Wiley & Sons. - 2054-1058. ; 10:2, s. 879-888
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Journal article (peer-reviewed)abstract
- AimTo describe and compare the clinical learning environment in community-based home care and primary health care in postgraduate district nursing students' education.DesignCross-sectional study design.MethodsA convenience sample of postgraduate district nursing students was derived from five Swedish universities in 2016 and 2017.ResultsThe postgraduate district nursing students were generally satisfied with the clinical learning environment in their clinical placement. In clinical placement, several factors affected the students' opportunities to learn, such as sufficiently meaningful learning situations with multidimensional content. A working environment that imposed psychosocial strain and high levels of stress among the staff negatively affected the students' learning. To further improve their learning from clinical practices, the students need preceptors who have the skills and competence required to support more advanced reflections and critical thinking on caring situations.
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| 8. |
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| 9. |
- Fejes, Andreas, 1977-, et al.
(author)
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Individualisation in Swedish adult education and the shaping of neo-liberal subjectivities
- 2018
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In: Scandinavian Journal of Educational Research. - : Routledge. - 0031-3831 .- 1470-1170. ; 62:3, s. 461-473
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Journal article (peer-reviewed)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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| 10. |
- Grahovar, Marina, et al.
(author)
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Arbeta kollektivt, prestera individuellt – Hur muntlig examination kan användas för att stödja aktivt lärande
- 2023
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In: Högre Utbildning. - : Cappelen Damm Akademisk. - 2000-7558. ; 13:3, s. 1-13
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Journal article (peer-reviewed)abstract
- Syftet med denna studie är att bidra med insikter om hur muntlig examination kan användas för att stödja studenters aktiva lärande. Muntlig examination är den äldsta formen för bedömning av enskilda studenters kunskaper, men används idag oftast vid bedömning av presentationer av gemensamt arbete som också avrapporteras skriftligt. Artikeln är baserad på ett konkret kursutvecklingsarbete där det överordnade målet var att stödja aktivt lärande. För att uppnå målet introducerades dels en individuell muntlig tentamen som var avgörande för kursbetyget, dels ett nytt upplägg av undervisningen. Studien indikerar att muntlig examination kan bidra till ett aktivt lärande under förutsättning att den är individuell och att undervisningsupplägget tar fasta på fördelarna med samarbete mellan studenter. Vidare pekar studien på att det finns fördelar med att den muntliga examinationen väger tungt i kursbetyget under förutsättning att undervisningsupplägget förbereder studenterna väl. Framtida studier föreslås inriktas mot att följa studenter på individnivå för att belysa deras förutsättningar till aktivt lärande vid kursstart, vad som händer med dem under kursens gång och vilka resultat de uppnår i olika delar av examinationen.
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