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Perspektiv på gymnasial yrkesutbildning
- 2013
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Avsikten med detta temanummer är att synliggöra och problematisera den gymnasiala yrkesutbildningens spänningsfält.I temanumret återfinns bidrag som på olika sätt studerar, belyser och diskuterar hur dessa spänningsfält ger avtryck och sätter möjliga spår av betydelse för både elever, lärare, skola, arbetsplatser och samhälle.
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| 2. |
- Sandahl, Johan, 1974-, et al.
(författare)
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Överdrivna slutsatser om gymnasieelevers demokratikunskaper
- 2022
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Ingår i: Skola & Samhälle [S.O.S] Webbtidskrift. - : Föreningen Skola & Samhälle - webbtidskrift. - 2001-6727.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Rapporten från Stiftelsen Rättsfonden om gymnasieelevers kunskaper om demokrati har både metodologiska och teoretiska brister. Eftersom rapporten saknar stöd för flera av de rekommendationer som lämnas är risken att föreslagna förändringar inte gör någon skillnad eller i värsta fall leder i fel riktning, skriver Johan Sandahl med flera, alla forskare i samhällsvetenskapernas didaktik.
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| 3. |
- Wedin, Åsa, 1955-, et al.
(författare)
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Introduktion
- 2018
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 12:1, s. 5-6
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Wedin, Åsa, 1955-, et al.
(författare)
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Introduktion
- 2018
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Ingår i: Utbildning och Lärande / Education and Learning. - Falun : Högskolan Dalarna. - 2001-4554. ; 12:1, s. 5-6
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Andersson, Anna
(författare)
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Ett öppet klassrumsklimat är viktigt för elevers demokratilärande
- 2023
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Ingår i: Skolforskningsportalen. - Stockholm : Skolforskningsinstitutet.
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Annan publikation (populärvet., debatt m.m.)abstract
- Skolan har ett viktigt demokratiuppdrag och undervisningens utformning påverkar elevers lärande. Ett öppet klassrumsklimat där elever bjuds in att fråga, diskutera och komma med synpunkter på ämnesinnehållet är det i särklass viktigaste för att skapa förutsättningar för demokratilärande – oavsett skolämne.
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| 6. |
- Andersson, Erik, 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. - 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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| 7. |
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| 8. |
- 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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| 9. |
- Brunila, Kristiina, et al.
(författare)
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From Welfare To Wellbeing : the politics of Finnish, Swedish and UK education policy
- 2019
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Konferensbidrag (refereegranskat)abstract
- The amount of public debate and media attention concerning mental health problems, stress and anxiety among young people in education in Western Europe has reached record levels while the therapeutic ethos has prompted considerable changes in educational and cross-sectoral policies. Psycho-emotional wellbeing of young people has become a central concern, youth support systems have increased, and educational policies have aligned with therapeutic ethos. This trend is marked out by a more general shift of policy agendas where the former stress on welfare regimes is replaced for a stress on individual and psycho-emotional wellbeing and therapeutic regimes. Accordingly, psychologically and therapeutically oriented language has become prevalent in cross-sectoral policies as well as in social and cultural practices in Europe (e.g. Madsen, 2018; Wright, 2011; Ecclestone & Brunila, 2015; Brunila, 2017; Brunila, forthcoming; Gillies et al 2017; Irisdotter Aldenmyr & Olson, 2016; Fejes, 2008).Earlier research has linked the neoliberalization of the welfare state to the rise of therapeutic ethos (e.g. Brunila & Ylöstalo, forthcoming; Wright, 2011; Isin, 2004). We argue that therapeutic ethos works in accordance to neoliberalization because they aim at producing resilient citizens who provide for their own needs and develop their competitiveness (see also, Brunila & al., forthcoming; Kananen, 2012, Kantola, 2003). As a result of this shift, political claims are today being made on the basis of inherent mental and psycho-emotional vulnerabilities while long established education political demands for recognition among different individuals and groups have resulted in therapeutic implementations (Ecclestone & Hayes, 2005; Brunila & Rossi, 2016). The rise of the so-called psy-discourses (e.g. psychology, psychiatry, psychoanalysis) in education can be seen as closely allied with this shift (Rose, 1998; Petersen & Millei, 2016). What is new is not the policy phenomenon as such, but rather the very mainstreaming of mental-health categories in education policy and in other areas, such as public health and social workers’ (and the police’s) policy and practical programmes. Followed by an altered way in which the very meaning and public/common understanding of mental health has changed in these policy agendas.Heavy stress on psychology as an ‘explicatory’ discipline to young people’s (ill)health and wellbeing has hitherto, it seems, become more common than before (Brunila & al., forthcoming; Gillies 2016; Honkasilta, 2017). Mental health categories have been inflated to embrace a much wider span of the population. This tendency is in line with the international trend, where the diagnostic categories seem to have tripled in the world, and that the threshold of what counts as a disorder kept falling until it includes embarrassment at meeting people (social phobia), according to different editions of the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders, XX).With McLaughlin (2012) this trend might be depicted as an altered conception of ‘respect’. A tendency that has its roots in the current state of the art, where the welfare regimes of Western Europe seem to have substituted psychic goods for material wellbeing. This state of the art can be seen as a part of a general decline of social struggles over wages and incomes, connected with the state’s attempts to reconnect with a more individuated citizenry.In this paper, the different ways in which this intricate travelling policy (Alexiadou, 2005) – from welfare to wellbeing - is being handled at education policy level in three different national contexts in Western Europe; Finland, Sweden and UK. The aim is, more specifically, to present an analysis at policy level of how the governments in these contexts position the issue of wellbeing, and its related packages of health care stemming from other policy fields, within the(ir) politics of education addressing young people enrolled in education.MethodFor this presentation, we brought our previously collected data from cross-sectoral and educational policies together to build a theory of the travelling policy ‘from welfare to wellbeing’ in the therapeutic ethos. This enabled us to jointly analyse documents related to educational and cross-sectoral policies in order to define their similarities and differences. We adapted a discursive approach to identify educational policies as discursive practices, emphasizing an analysis of the power relations inherent in them (Bacchi & Bonham, 2014).Expected OutcomesThis presentation deals with the policy shift from welfare to wellbeing, neoliberalization of the welfare state and the rise of the therapeutic ethos. We claim that neoliberal welfare state reform is intensified by therapeutic ethos, as they aim at producing resilient (youth) citizens who provide for their own wellbeing while constantly developing their competitiveness. By treating social problems as questions of individual deficiencies and improvement via the therapeutic ethos, the state is constantly divesting its responsibilities towards its citizens. Analysing recent policy reforms in education in Finland, Sweden and UK, the presentation aims to show how neoliberal welfare state reform is not only intensified by the therapeutic ethos, but that the state also acts as a powerful instrument of this reform.
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