| 1. |
- Arensmeier, Cecilia, 1974-
(författare)
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Swedish students’ conceptual knowledge about civics and citizenship : An interview study
- 2015
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Ingår i: Citizenship Teaching and Learning. - Bristol, United Kingdom : Intellect Ltd.. - 1751-1917 .- 1751-1925. ; 11:1, s. 9-28
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Tidskriftsartikel (refereegranskat)abstract
- The background for this study is a model for civics knowledge and teaching that distinguishes conceptual knowledge, ability to identify social and political issues, and civic literacy. The study itself investigates challenges in civics teaching by focusing on students’ difficulties understanding the subject matter. In a think aloud interview, some of the most difficult questions from the IEA International Civic and Citizenship Education Study were presented to 29 eighth-grade students in a municipality fairly representative of average Swedish conditions. There were shortcomings in their conceptual knowledge and also in their understanding of social and democratic principles, highlighting the importance of reading skills for civic ability. The article suggests strategic work with conceptual learning and for civic teaching to include an explicit focus on reading comprehension. It suggests that the ability to reflect on complex civic issues is benefited by asking questions and discussing social and political principles from different perspectives.
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| 2. |
- Frelin, Anneli, 1969-
(författare)
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Enacting democratic relations in everyday teaching : comparing teachers’ practices from preschool to high school
- 2017
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Ingår i: Citizenship Teaching and Learning. - : Intellect. - 1751-1917 .- 1751-1925. ; 12:3, s. 341-353
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Tidskriftsartikel (refereegranskat)abstract
- In democratic societies fostering democratic citizens is an important goal of education and includes experience of democratic relations. But how do teachers interpret and carry this out? Are there differences between the levels of schooling, and if so, what? In an explorative study, interviews with teachers from preschool to high school were conducted and analyzed to elicit practical arguments (Fenstermacher and Richardson, 1993). The informants described their mission as intertwined in everyday activities and teaching democracy ‘as a way of life’ in the spirit of Dewey. For example, the task of fostering quality in relations, such as empathy, was only discussed by preschool teachers, whereas the task of balancing equal relationships was addressed by all the informants at all levels. It also became clear that the progression of democratic learning runs parallel with addressing ever-present relational issues of a democratic nature.
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| 3. |
- Grannäs, Jan, 1967-
(författare)
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The Abstract Citizen : Minority Youths Qualifying for Citizenship
- 2014
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Ingår i: Citizenship Teaching and Learning. - : Intellect. - 1751-1917 .- 1751-1925. ; 9:2, s. 157-173
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Tidskriftsartikel (refereegranskat)abstract
- This paper focuses on the Swedish school's democratic mission to foster active democratic citizens in relation to fundamental human rights, the National Education Act and the National Curriculum for the compulsory school system. This is done by showing the tension contained in policy documents and giving examples of how this is played out in the everyday practices of schooling. The overall democratic mission for the Swedish school system—to prepare the younger generation for Swedish citizenship—takes place within the nation state and therefore carries with it historical and cultural norms, values and laws that in certain ways become relevant to various minority groups in the country. In this paper, the notion of the abstract citizen is used to elaborate on the imaginary of the nation and its ideal citizens. The empirical material consists of two case studies, both of which are situated in the same Swedish town and have been chosen in order to achieve socioeconomic variation. A mixed method approach has been applied to the study. The results show the complexities that result from the tension that exists in the policy documents with regard to the school’s responsibility to prepare the younger generation for an active, democratic citizenship characterised by virtues such as democratic, pluralistic and tolerant. An important feature is the school staff's professional judgement, i.e. an awareness of the grounds on which students are treated and which opportunities exist for individuals to differ from the majority of the population. Such situations of response and processes of socialising and disciplining create practices of inclusion and exclusion. In democratic terms, the notion of the abstract citizen must be constantly negotiated and renegotiated in the policy implementation and enactment in the everyday practice of schooling.
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| 4. |
- Jormfeldt, Johanna, 1967-
(författare)
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Gender context matters : The hidden gender equality problem of school democracy
- 2023
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Ingår i: Citizenship Teaching and Learning. - : Intellect Ltd.. - 1751-1917 .- 1751-1925. ; 18:3, s. 387-404
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article was to examine how gender and gender context affect students’ experiences of democracy in upper secondary school. The study was based on survey responses from about 1500 students. The students’ experiences of school democracy were operationalized as a collective deliberative communication among fellow students and teachers. Three different explanatory factors were considered: the significance of gender, gender context and the gendered content of the educational programmes. The results showed that a higher share of male students in a class is associated with poorer experiences of democracy. However, educational programmes with a traditional male content were proven favourable regarding school democracy. Since the gender context has one effect and the contents of the education programme affects in the opposite direction, the analytical separation of the variables was necessary to reveal the hidden equality problem of school democracy. Gender context does matter.
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| 5. |
- Mitra, Dana L., et al.
(författare)
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Ironies of democracy : Purposes of education and the construction of citizens in Sweden, India and the United States
- 2016
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Ingår i: Citizenship Teaching and Learning. - : Intellect Ltd.. - 1751-1917 .- 1751-1925. ; 11:2, s. 191-210
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Tidskriftsartikel (refereegranskat)abstract
- With relatively few comparative studies of civics curricula in diverse democratic contexts and world regions, this article considers how civic values are negotiated in national curricular policy texts. To explore the purposes of education and the construction of citizens in curricular documents, we layer two theoretical frameworks together - Biesta’s framework examining the purposes of education and Westheimer and Kahne’s framework examining the types of civic education. Looking at curricular frameworks from Sweden, India and the United States, we engaged qualitative content analysis to identify common themes of civic values across these nations: workforce preparation, positioning in society and democratic questioning. We found growing commonality of how ‘citizenry’ is increasingly being defined in terms of individual contributions to the larger enterprises of the nation and the global economy.
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| 6. |
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| 7. |
- Rahm, Lina, 1973-, et al.
(författare)
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Ubiquitous computing, digital failure and citizenship learning in Swedish popular education
- 2015
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Ingår i: Citizenship Teaching and Learning. - : Intellect. - 1751-1917 .- 1751-1925. ; 10:2, s. 127-141
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Tidskriftsartikel (refereegranskat)abstract
- How do adult students enact citizenship, and what discursive and material conditions make certain enactments more or less possible? This article draws on 37 interviews with adult students at Swedish Folk High Schools and focuses on the everyday material-discursive enactments of interactive media in adult students’ statements about citizenship. Drawing on a post-constructional perspective, the analysis illustrates how students’ statements about citizenship are made possible by ever-present media technologies and the associated practices of ‘living in media’. Students’ statements continuously reiterate how notions of citizenship are entangled with the Internet (and other new media). However, while new media are deeply embedded in the everyday lives of citizens and enables important citizenship enactments, they are also a source of discomfort, giving rise to ambiguous statements. These double-edged statements refer on the one hand to negative implications on physical health, distraction from important tasks and an over-reliance on the Internet as an everyday need, and on the other hand to improved access to information, convivial communities and empowered citizenship.
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| 8. |
- Reichenberg, Monica, 1950, et al.
(författare)
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The puzzle of low voter turnout : on the association between swedish special educators’ self-efficacy for inclusive education and attitudes toward encouraging pupils with intellectual disability to vote
- 2019
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Ingår i: Citizenship Teaching and Learning. - : Intellect Ltd.. - 1751-1917 .- 1751-1925. ; 14:1, s. 67-85
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Tidskriftsartikel (refereegranskat)abstract
- The voter turnout among citizens with intellectual disability (ID) is alarmingly low. This raises the question of why people with ID do not show up to vote. The overall aim of this study was to describe the role of self-efficacy for inclusive education as a predictor of special educators’ attitudes towards encouraging voting behaviour among pupils with ID. Consequently, our research question was the following: To what extent does self-efficacy for inclusive education predict Swedish special educators’ attitudes towards voting encouragement among pupils with ID? We studied 148 special educators from northern and western Sweden by using a non-random sample survey. In addition, we used an exploratory factor analysis and fit an ordinal logistic regression. We argue that the relative strength of civic education and, more precisely, attitudes towards encouraging voter behaviour are positively associated with teachers’ self-efficacy as special educators. Special educators who feel that they have mastered dealing with special-education tasks contribute to increasing the propensity of positive attitudes towards encouraging voting behaviour. Our study is – to our knowledge – the first to address the association between efficacy and voting encouragement among pupils with ID.
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