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- Andersson, Jan, 1965-
(författare)
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Yttrandefrihetens dilemman : Debatten om hetspropaganda, mediekoncentration samt personlig integritet mellan 1940- och 2000-tal
- 2004
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis focuses on different types of value conflicts that have been actualized by proposals of legislation on freedom of speech. The thesis analyses three different debates which each relate to a different type of value conflict. An important objective of the study is to discern what fundamental values underlie the concern for upholding freedom of speech in a democratic society. Those fundamental values have been formulated as three type-arguments: the argument from democracy, the argument from truth, and the argument from autonomy respectively. The first type of free speech dilemma is represented by the debate around a legal clause on the prohibition of racist hate speech. The second type of free speech dilemma is illustrated by the debate on the concentration of the Swedish media. The third type of dilemma concerns the conflict between the law against the spreading of information regarding the individual on the Internet, and the constitutional right of information. The findings of the thesis includes that the argument from democracy has been the most prominently invoked in the debates. However, most often the argument from democracy is used in a rather unprecise manner, and there occurs a quite frequent conflation of the concept of democracy with several other values considered important, e.g. the right not to be discriminated against. The prospects of finding a “unified” free speech theory in which all the type-arguments for free speech can be brought together does not seem good. The arguments for free speech are interdependent and can be ultimately assessed only in the context of a broader theory of the democratic system. Here it is argued that the theory of “deliberative democracy” in comparison with rival conceptions of democracy offers some valuable tools for a better interpretation of the conception of the right to free speech in a democratic system.
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| 2. |
- Forsberg, Åsa, 1957-
(författare)
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”Folk tror ju på en om man kan prata” : Deliberativt arrangerad undervisning på gymnasieskolans yrkesprogram
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Young male vocational students are in academia described as being less interested by politics and social issues and having less knowledge regarding democracy than other students. A culture of resistance is the appellation of the specific culture that emphasise the relations between young male vocational students. Deliberately arranged teaching with deliberate qualities has shown a positive impact on students’ learning as well as being a way of working with moral issues in school. The purpose of this study is to make researches into whether deliberately arranged teaching has an impact on the political and social interest amongst young male vocational students. A questionnaire was conducted before and after the Civics A (social studies) course. Individual interviews, where the students’ ways of expressing themselves in regards to politics and social issues were in focus, were carried out. The deliberately arranged teaching was conducted once a week during one academic year. The students were then responsible for the content as well as ensuring that they abided by the set rules for the conversation. Limited alterations regarding the students’ interest for politics and social issues were identified in the questionnaire. However, the interviews revealed that some of the students have changed their way of looking at politics and their interest has increased. The culture of resistance that usually distinguishes the behaviour of vocational students in regards to core subjects was not found as a dominating factor. The students taking part in focus groups expressed a positive response to the deliberately arranged teaching stating it was the part of the course they enjoyed the most. To be able to express their views and listen to others was highly appreciated by the students who described themselves as serious and ambitious during classes. The teachers felt that this teaching style meant that there was a focus on relations and that the didactic question about content in the course were more complicated to execute.
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| 3. |
- Grönlund, Agneta, 1959-
(författare)
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Redskap för lärande? : Återkoppling i samhällskunskap på gymnasiet
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation explores written and oral feedback in different contexts. The study is based on interviews with five Swedish teachers in Civics and on observations of their way of giving feedback in the classroom. Furthermore, teachers’ comments on the students’ written tasks were examined.Feedback from the teacher to the student has been classified into the categories: Focus on task, Focus on grade, Focus on learning process and Focus on self-regulation. According to previous research feedback with focus on process and self-regulation is the most powerful tool for enhancing learning. The result shows that the feedback which was given on written tests and written tasks was not favourable for enhancing learning. Feedback in a written log and during work in class was more effective. In the context where teacher gave oral feedback when giving back the written texts both grades and learning process appeared to be in focus.Activity theory has influenced the analysis of variation in feedback and of obstacles and possibilities for developing formative feedback. In order to explain the variation I discuss the form of the task, the nature of the subject and the fact that feedback is given in both a formative and a summative discourse.In the formative discourse, where the teacher acts as a promoter, I find good possibilities for developing formative feedback. Open tasks, feedback towards abilities and a direct relation between the student and the subject matter appeared in this discourse. A summative discourse, where examination and grades characterized the feedback, has been interpreted as an obstacle for development of a more formative practice. In that discourse the teacher acts as a mediator between the student and the subject matter.
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| 4. |
- Gustavsson, BO, et al.
(författare)
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Work in the 1980s
- 1985
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Rapport (övrigt vetenskapligt/konstnärligt)
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| 5. |
- Jansson, Tobias, 1972-
(författare)
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Vad kommer på provet? : Gymnasielärares provpraxis i samhällskunskap
- 2011
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to investigate the assessment practices of civics teachers in upper secondary school. The main purpose is to analyze, using Bloom’s revised taxonomy, which kind of knowledge civics teachers test in their written test examinations. The analyses show that they mainly test factual and conceptual knowledge. Procedural knowledge is tested in other ways, mostly by means of essays. Metacognitive knowledge is not found in this study. In contrast to earlier findings the teachers in this study test a variation of cognitive processes. Between 50 and 90 percent of test questions relate to the category remember, but there are also questions testing the categories to understand, analyze and evaluate, only a few test apply and create. There is a good alignment in teachers’ knowledge of the grading criterions and the curriculum. There are however discrepancies between this knowledge and their testing practices, which causes some problems concerning the validity of their tests. As the tests mainly are used for summative purposes, teachers varying practices lead to problems with grade equality. Frame factors may explain differences in practices. Mainly administrative factors such as working hours and schedule are significant, since teachers need time to prepare and to mark the tests and pupils need time to write them. Pupils also wish to have written tests and teachers adapt to this. Still, the significance of these factors is decided by teachers’ freedom of action. Most teachers know how to and want to make valid tests, but they need the time, both to prepare and to mark them, and the possibilities to extend lessons when more writing time is needed.
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| 10. |
- Lindh, Magnus, et al.
(författare)
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Fusing Regions? Sustainable Nordic Regional Governance in the Context of European Integration
- 2007
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Konferensbidrag (refereegranskat)abstract
- This breifing paper outlined the research questions and design associated with the study of Regional Action and European integration using fusion techniques. The paper draws upon some of the initial ideas developed for the successful Fusing Regions? project being funded by the Nordic Council of Ministers' research programme in 2007-2008
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