| 1. |
- Blennow, Katarina, et al.
(författare)
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Students’ narrative action in social science teaching in Swedish upper secondary school : Limitations and openings
- 2023
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Ingår i: Acta Didactica Norden. - Oslo. - 2535-8219. ; 17:2, s. 1-24
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we undertake a narrative analysis of social science teaching in Swedish upper secondary school as a case study. In doing so, we want to stress the need to pay attention to the contextual and situated limits and openings of the conceivable repertoire of legitimate stories of social science in the Swedish context and its related research. The students’ attempts at sense making and action in encounters with the subject matter content, approached in terms of emplotments, render visible to what extent and in what ways the students insert cultural narratives into the subject matter teaching repertoire through their own subject storytelling. Furthermore, it indicates the limits and openings of social science teaching as predetermined “truth telling”, that is, as already-established socio-political knowledge repertoires.In focusing on students’ unique, situated and collective interweaving of their “own” experiences with established cultural and political knowledge repertoires, we wish to make a case for the potential to renew society and students’ ways of acting and being in this storytelling. If meagre attention is provided to this interweaving, we argue that there is a danger that the renewal of society and of social science education will get lost, or at least disturbed, in an undesirable way.
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| 2. |
- 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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| 3. |
- 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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| 4. |
- Olson, Maria, 1969-, et al.
(författare)
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Medborgarskapande för ett nytt millennium : utbildning och medborgarfostran i 2000-talets Sverige
- 2014
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Ingår i: Utbildning och Demokrati. - : Örebro Universitet. - 1102-6472 .- 2001-7316. ; 23:2, s. 7-25
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Tidskriftsartikel (refereegranskat)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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| 5. |
- 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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| 6. |
- 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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| 7. |
- Olson, Maria, 1969-, et al.
(författare)
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(Hidden) Normativity in Social Science Education and History Education
- 2015
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Ingår i: Journal of Social Science Education. - Bielefeld, Germany : sowi-online e.V. - 1618-5293. ; 14:1, s. 2-5
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Hidden and unhidden normativity in Social science education and History education are being intensively researched and criticized in both educational scientific and media discourses (Gatto 2002). In addition, they are extensively discussed in teacher education and concealed or explicated in education policies and curricula for these school subjects. These discussions are further, to more or less extent, related to civic and citizenship education, as well as to political discourses more generally (e.g. Papastephanou, 2007; Hedtke, Zimenkova & Hippe, 2008 in previous issues of JSSE).Not only do political actors at macro level try to provide for citizen formation with help of Social science education and History education . A multitude of other actors at regional and local level – be it non- governmental, religious or economic actors, or parents – bring their own agendas and normative stances into the school subjects of Social science education and History Education. The term “hidden curricula” and the idea of (hidden) normativity are further associated with national and supra national policy agendas and grand cultural narratives. However, local and regional specifics that are intimately connected to the normatively laden conceptions of citizenship edu- cation and learning inside and outside of school, we argue, can and should be provided increased attention in research. In this special issue, two school subjects are highlighted: Social science education and History education.The very idea of normativity of Social science education and History education is being evaluated quite differently in different national educational settings and subject didactic traditions. It encom- passes the whole range from being considered as allowable and wishful in order to reach some central moral, political or other normative goals of society to absolute ban and resolute absence of any substantive or normative qualification of social science and history teachers as professionals (for the German discussion, cf. Besand et al., 2011).This special issue of the JSSE, entitled (Hidden) Normativity in Social Science Education and History Education brings together empirical, methodological and theoretical contributions that in one way or the other elaborate on normativity in Social science edu- cation and History education. Central questions addressed in the call are: How is normativity visible and formed within Social science education and History education? How can these processes be approached empirically? Is there something wrong with normativity, and if so why? Which role does normativity play for social science teachers and history teachers in their profession? The authors in this issue have created vital responses to these questions, suggesting new comparative methodologies and opening up innovative areas of empirical research in more or less theoretical framings. The following specific approaches to research on normativity in Social science education and History education are embraced by the authors:- Normativity is stressed as a phenomenon indisputably related to Social science education and History education. But the modes of normativity, its explicitness, direction, strength and actors alter.Education policy and practice are deeply entwined, and processes of normative change come to the fore -- in critical and constructive investigations of central concepts in these school subjects, at different school levels and over time. Out of different theoretical and methodological approaches, the authors demon- strate convincingly the necessity to consider differ- rent sources of empirical material in order not only to map and describe different facets of normativity in Social science education and History education. But also to make a case for the complexity involved in the intermingling of hidden and unhidden normativity in the everyday practice of teaching and learning of these school subjects.- Focusing different forms of knowledge and conceptual uses in policy and practice in Social science education and History education (at mainly upper secondary level) allow for approaching normativity not only as a matter of detecting where it is situated in these school subjects and why this is so. It also contributes to the development of relevant subject specific methodological frameworks that may be considered key for the development of this field of research.- Sociological and other educational theories and methods deriving from social sciences are being use innovatively by the authors. In doing so, we argue, they open up for a widening of the scope as regards the meaning and importance of theoretically underpinned comparative approaches to the research field of subject didactics.- By stressing critical concepts and conceptual uses in Social science education and History edu- cation, the intimate connection between these subjects and their assigned task to see to citizenship learning and social formation emerges.
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| 8. |
- 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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| 9. |
- Fejes, Andreas, 1977-, et al.
(författare)
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Medborgarskap och utbildning för vuxna : Om Komvux, folkhögskola och medborgarskapandets praktiker
- 2018
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Utbildning för vuxna lyfts ofta fram som en lösning på en rad aktuella samhällsutmaningar. Allt från miljöfrågor till den mer övergripande målsättningen att skapa ekonomisk tillväxt. Men vuxenutbildningen har också ett tydligt demokratiskt och medborgerligt uppdrag och i denna bok utforskas detta medborgerliga uppdrag utifrån dess grundläggande antaganden, verkningssätt och konsekvenser. Det är en berättelse som å ena sidan handlar om inkludering, erkännande, framtidstro och realiserandet av drömmar, å andra sidan om normalisering, exkludering och villkorad gemenskap. Med andra ord, att bli en god samhällsmedborgare handlar inte enbart om att tillägna sig relevant kunskap. Det är lika mycket en process av att forma en person – dennes självuppfattning och -uttryck – vilket öppnar upp för en diskussion om gränserna för vuxenutbildningens uppdrag.
Boken vänder sig till studenter inom lärarutbildningarna, yrkes- verksamma lärare, skolledare, studievägledare, folkbildare och politiker som intresserar sig för frågor om vuxenutbildningens och folkbildningens roll i att fostra framtida medborgare.
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| 10. |
- 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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