| 1. |
- Aalders, Johannes Theodor, et al.
(författare)
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Blogal Studies in 2020 and Beyond
- 2020
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Ingår i: School of Blogal Studies.
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Annan publikation (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Aalders, Johannes Theodor, et al.
(författare)
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Why we blog and you should too!
- 2019
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Ingår i: School of Blogal Studies.
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Annan publikation (övrigt vetenskapligt/konstnärligt)
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| 3. |
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| 4. |
- Hakvoort, Ilse, 1960, et al.
(författare)
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The School's Democratic Mission and Conflict Resolution: Voices of Swedish Educators
- 2014
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Ingår i: Curriculum inquiry. - : Informa UK Limited. - 0362-6784 .- 1467-873X. ; 44:4, s. 531-552
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Tidskriftsartikel (refereegranskat)abstract
- Swedish educational policy mandates have given schools a double mission: the development of content-based knowledge as well as the promotion of democratic values and competencies. While detailed learning outcomes are specified for content domains, the democratic mission is imprecisely described and unsupported by practical measures. This leaves interpretation and effective implementation up to schools and individual educators. One way in which this mission can be clarified is by examining how conflict resolution practices intersect with, and may contribute to, democratic citizenship education. This article presents findings from interviews with 10 Swedish educators regarding their interpretations of the democratic mission. Although every participant affirmed in general terms that there was an important relationship between the school's democratic mission and their practices of conflict management, no participant believed that he or she possessed the specific knowledge, skills, contextual support, or clarity of purpose to address conflicts democratically. The educators participating in our study focused on controlling disruptive and violent conflict incidents, rather than on democratic discussion of conflicting perspectives as learning opportunities. Informed by participating educators' understandings and experiences, this article examines how conscious and constructive conflict resolution practices might inform and, ultimately, improve educational practices for promoting democratic values and competencies.
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| 5. |
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| 6. |
- Olsson, Elizabeth, 1980
(författare)
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Apocalyptic Military Marketing Inspires Resistance
- 2019
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Ingår i: School of Blogal Studies.
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- In an uncertain time, we are certain about our mission. / I en osäker tid är vi säkra på vart uppdrag. What is waiting around the corner will not wait. / Det som väntar runt hornet väntar inte. A stronger defense for an uncertain future. / Ett starkare försvar i en osäker framtid. These are the slogans of the Swedish Armed Forces’ (SAF) latest recruitment campaign, “For the defense of the future.” (“Till framtidens försvar.”) Unlike messages of inclusion, diversity, and physical fitness used in previous campaigns, the campaign launched nationwide last week takes a decidedly ominous turn. The message is bleak: we are facing a crisis. The enemy is unclear: we do not know who is out to get us. The portrayal of the armed forces is decisive: we are the ones that can address the unnamed threat. The audience is vulnerable: young people should be afraid of the crisis awaiting them— the television commercial features anxious students graduating from upper secondary school juxtaposed with young soldiers holding assault rifles as they participate in a military maneuver. And the call to action is manipulative: if you are afraid— and you should be— you have to join us. With photographs featuring fighter jets and the slogan, “For everything that has not yet happened” (“För allt det som ännu inte hänt”), the SAF is trying to persuade Swedish youth that military solutions— including the use of violence— are the logical answer to an impending crisis. Many have taken notice of this apocalyptic military marketing campaign, questioning if it is ethical, or indeed legal, to use taxpayers’ money to promote fear. Several have engaged in debates online, and some have taken action. This post is about one 5-year-old child’s response to the Swedish Armed Forces’ attempt to scare young people into joining their ranks.
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| 7. |
- Olsson, Elizabeth, 1980
(författare)
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ChatGPT: Course Policy & Appropriate, Problematic, and Dishonest Uses in Higher Education
- 2023
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Ingår i: School of Blogal Studies.
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- I am a teacher and language advisor at the University of Gothenburg (GU), and I have spent the previous nine months attempting to wrap my head around the staggering implications of AI text-generating apps—such as ChatGPT, Bard, and Jenni AI—for teaching and learning in higher education. In doing so, I created a policy for a master’s level course in conflict resolution at the School of Global Studies. I am publishing that policy here in the hopes that other teachers can learn from and extend an early attempt to not only regulate the use of these apps in high-stakes academic writing but also to communicate the costs and benefits of generative AI to students.
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| 8. |
- Olsson, Elizabeth, 1980
(författare)
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Conceptualizing Conflict: How Do Student Teachers Discuss and Describe School-based Conflict?
- 2013
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Ingår i: European Conference on Educational Research (ECER), Istanbul.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Teachers encounter a variety of conflicts under a multiplicity of circumstances. In 2010, the Swedish Ministry of Education attempted to address the lack of formal teacher preparation to handle school-based conflicts constructively by amending the Higher Education Ordinance to require that all student teachers receive pre-service training in conflict and conflict handling (SFS 2010:541). However, the legislation did not specify the content of this training, sparking disputes over the characteristics of school-based conflict as well as the ways in which student teachers can be prepared to employ conflicts as learning opportunities. The following study addresses these issues by investigating the qualitatively distinct ways in which ten students training to become secondary school teachers conceptualize school-based conflict before and after their mandatory training. Data was gathered and analyzed via a phenomenographic protocol which yielded an outcome space containing six conceptualizations including arbitrating, asserting, informing, stimulating, guiding, and reflecting. Analysis of the changes in participants’ conceptualizations over time demonstrated that most participants abandoned the conceptualizations of arbitrating and asserting after completing their training. Additionally, the majority of participants portrayed more nuanced understandings of stimulating, guiding, and reflecting as constructive conflict handling strategies.
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| 9. |
- Olsson, Elizabeth, 1980
(författare)
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Conference Presentations 101
- 2018
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Ingår i: School of Blogal Studies.
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Annan publikation (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Olsson, Elizabeth, 1980
(författare)
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Constructive Classroom Conflict
- 2018
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Ingår i: School of Blogal Studies.
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Annan publikation (övrigt vetenskapligt/konstnärligt)
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