| 1. |
- Aarnio-Linnanvuori, Essi
(författare)
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Environmental issues in Finnish school textbooks on religious education and ethics
- 2013
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2013:1, s. 131-157
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Tidskriftsartikel (refereegranskat)abstract
- Solving global environmental problems requires a major change of values. As relates to environmental education, worldview, ethics and spiritual issues are important elements. But how are environmental issues included in such school subjects that especially discuss values and ethics? In this article I examine 24 Finnish religious education and ethics textbooks to analyze, to what extent environmental issues are integrated and discussed in them. I conclude that there is confusion about what environmental education can be in societal school subjects. The environmental texts in textbooks do not always draw on the specific content of the societal subject in question but repeat content from the natural sciences. Therefore, I suggest contexts and perspectives for discussing environmental issues that would comport with these subjects and supplement existing environmental education at school.
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| 2. |
- Ahlskog-Björkman, Eva, et al.
(författare)
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Barn och fred. En pilotstudie om förskolebarns förståelse av fred
- 2018
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :2018:4, s. 65-87
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Tidskriftsartikel (refereegranskat)abstract
- Enligt FN:s mål om hållbar utveckling (Agenda 2030) betonas bland annat främjandet av en kultur av fred och icke-våld. Utvecklingen i finländska styrdokument för förskolan visar däremot att temat fred har nedtonats. Denna studie vill genom ämnesdidaktisk samverkan mellan bildkonst och religion synliggöra 6-åringars förståelse av fred, deras sätt att samtala om och i teckningar gestalta ett liv i fred med varandra. Den kvalitativa temaanalysen visade att barn i denna pilotstudie förstår fred som tillstånd, fred som relationer, fred som förhandlingar och fred som möte och handling. Samtal kring barnens teckningar och de visuella konkretiseringarna stöder tolkningen. Pilotstudien har genom pedagogiska och ämnesdidaktiska perspektiv på lärande för fred uppmärksammat vikten av att barns lärandeprocesser om fred, icke-våld och globalt medborgaskap behöver beakta kravet på tid, rum, språk och struktur för interaktion, tolkning, fördjupning och handling.
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| 3. |
- Ahonen, Sirkka
(författare)
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Kan ett inbördeskrig försonas i ett historieklassrum? Teori och praktik
- 2015
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Ingår i: Nordidactica. - Karlstad : CSD Karlstads universitet. - 2000-9879. ; :2015:3, s. 19-33
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Tidskriftsartikel (refereegranskat)abstract
- Pursuing Post-Conflict Reconciliation in a History Classroom. Theoretical and Practical ConsiderationsIn a post-conflict society, history education may prolong the conflict on a symbolical level by fostering biased narratives of guilt and victimhood. To avoid this it is necessary to open and maintain a reconciling dialogue in history classrooms. The theory of deliberative communication, launched by Jürgen Habermas, has been applied to pedagogy by Tomas Englund. Deliberative pedagogical discourse implies an equal distribution of power in classroom interaction. Predetermined standpoints are avoided and majority decisions not pursued. Participants are expected to listen to each other instead of rushing to express their individual opinion. Deliberative discussion is founded on the ethos of social inclusion. Three concrete cases illustrate the chances of dialogical history education in post-conflict societies: Finland after the civil war of 1918, South Africa after the end of apartheid, and Bosnia-Hercegovina after the war of 1992–1995. South Africa provides the only example of a prompt post-conflict introduction of dialogical history education. The Afrikaner narrative of heroism and victimhood was after 1994 reserved a place in the new post-colonial history curriculum at the side of the narratives of apartheid and the Black resistance. The viability of dialogical history education has been monitored by attitude surveys. South African surveys reveal that dialogue does not inevitably rule out an identification with the traditional identity narratives. In Bosnia-Herzegovina only little has been achieved in introducing a dialogue in history education but there are signs of students, parents and teachers aspiring to inclusive lessons. The reconciliatory potential imbedded in the multiperspectival nature of the historical knowledge is available in history education.
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| 4. |
- Ahonen, Sirkka
(författare)
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Post-Conflict History Education in Finland, South Africa and Bosnia-Herzegovina
- 2013
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; :1, s. 90-103
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Tidskriftsartikel (refereegranskat)abstract
- A post-conflict society tends to get locked in a history war. As the practice of history in its broad sense is a moral craft, representations of guilt and victimhood prevail in social memory. The representations are often bolstered by mythical references, wherefore deconstruction of myths is expected from history education for the purposes of post-conflict reconciliation. This article deals with the post-conflict uses of history in Finland, South Africa and Bosnia-Herzegovina. The three cases constitute examples of a class war, a race conflict and an ethno-religious armed clash. The memory politics and history curricula differ between the cases. Their comparison indicates, how far an imposition of one ´truth´, a dialogue of two ´truths´ and segregation of different memory communities are feasible strategies of post-conflict history education. The article suggests that history lessons can be an asset instead of a liability in the pursuit of reconciliation.
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| 5. |
- Aldrin, Viktor, Docent, 1980-
(författare)
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Eleven och den andre : Statliga attityder till religion och livsåskådning i riktlinjer om sammankomster med religiösa inslag i skolan 2012 och 1967
- 2020
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; 2020:1, s. 137-153
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Tidskriftsartikel (refereegranskat)abstract
- This study aims at investigating and comparing state attitudes towards confession in policies regarding meetings with religious elements at schools. Two state policies have been examined through a text analysis inspired by Critical Hermeneutics – the 2012 guidelines, currently in use, and a historic guideline from 1967. Results show that two different stands are emerging regarding confessional elements. In the 1967 policy, pupils are encouraged to meet and tolerate different religious perspectives including non-religious attitudes in order to develop a democratic consciousness. Half a century later, the 2012 policy consider confession as problematic and something from which pupils ought to be protected. The study ends with a discussion of how recent regulations align with the ambition of training pupils in the encounter with religious others in the multicultural society Sweden and Europe presently are part of. Perhaps, something could be learned from previous state regulations – that encountering otherness does not necessary lead students to question their own beliefs, rather it may expand their horizon of cultural competence.
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| 6. |
- Aldrin, Viktor, Teol.dr. 1980-, et al.
(författare)
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Hur förmedlas kristendomen i läromedelstexter för gymnasieskolan? : En ideologikritisk analys
- 2018
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Ingår i: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; 2, s. 23-44
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Tidskriftsartikel (refereegranskat)abstract
- This study aims at investigating how the image of the religion of Christianity is constructed in Swedish textbooks for the Upper Secondary School (gymnasieskolan), with a specific focus on the perspective from which the text considers the religion and how this perspective creates possibilities for and limitations of pupils’ identification. Introductions of Christianity through text and images were selected from six current textbooks; five printed and one digital. The method used for analysis was ideological text criticism with a combination of Linguistic and Theological perspectives. Three aspects were highlighted in the analysis: interest making strategies, demands of previous knowledge, and subject perspectives. The study showed that the examined texts did not express Christianity as the cultural norm as considered in previous research. Instead there seemed to be an ambivalence in the perspective from which the textbooks considered the religion. Demands of previous knowledge as well as subject positions varied highly both within and between textbooks.
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| 9. |
- Alvén, Fredrik, 1972-
(författare)
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Historiemedvetande och jämställdhetstankar hos svenska ungdomar
- 2021
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Ingår i: Nordidactica. - : Karlstad University Press. - 2000-9879. ; 11:1, s. 22-53
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Tidskriftsartikel (refereegranskat)abstract
- Because Swedish teenagers bring with them a cultural background that affects their perception of history, this, in turn, affects how they understand and receive the history taught in school. For some decades now, the students´ historical consciousness should be the starting point to their history education in compulsory school in Sweden, that is, their understanding of their own lives in a temporal perspective. Consequently, educators should be interested in how the students understand societal issues through time, as this influences how they will understand history. This study explores the students’ understanding of gender equality in a temporal perspective. As the method is quantitative, the results must therefore be interpreted with caution. Nonetheless, there are some interesting results that should be taken into account before teaching gender equality in history. The girls understand the theme as mostly a conflict in the past, while the boys worry about the future. Moreover, the girls more easily imagine perspectives where women are the victims, while the boys more easily understand perspectives where men are the victims. These results call for a nuanced history teaching to reach both boys and girls.
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| 10. |
- Alvén, Fredrik
(författare)
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Var framtiden bättre förr? : temporal orientering i skolpolitiska dokument
- 2019
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Ingår i: Nordidactica. - Karlstad : Karlstad University Press. - 2000-9879. ; 2, s. 1-27
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a study of how the purpose of school in general and the civic education in particular has been told at the formal curricula. The used material are governmental documents about the compulsory school. The method used emanates from the concept of historical consciousness. It is however the concept´s narrative and temporal content that is the starting point, when David Carr´s theory of lived stories is used to understand temporal perceptions behind the formal curricula. Two time periods with different purposes for the school and the civic education, emanating from different temporal orientations, have been found, namely 1969-1980 and 1994-2011. During the first time period the temporal orientation was rather short in time, and the future vision clear. The purpose of school and civic education were told to prepare the citizens to cooperate in labour intensive workingplaces. Cooperation and willingness to defer to the collective, were the most important abilities. During the second time period the temporal orientation becomes more prolonged, a distant past was used to meet an uncertain future. The purpose of school and civic education were now told to foster a western moral cultural heritage together with a new creative entrepreneurial spirit.
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