| 1. |
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| 2. |
- Borg, Farhana, et al.
(författare)
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Children's empowered inclusion in early childhood education for sustainability
- 2023. - 1
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Ingår i: International perspectives on educating for democracy in early childhood. - New York : Routledge. - 9781032135007 - 9781032135014 - 9781003229568 ; , s. 260-278
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Bokkapitel (refereegranskat)abstract
- This chapter discusses the recognition of children as citizens in education for sustainability in an early childhood education context. A crucial question is, how can the space for children's self-empowerment be expanded and their concerns become part of their education? As climate change is one of the current challenges to humanity, the presence of sustainability perspectives in education becomes most urgent – and the voices of children are needed to be included as they are the citizens of the world. Education for sustainability opens the way for emphasis on children's democratic rights, specifically their right to influence their education, their daily lives, and their preschool activities.To facilitate the development of practices where children's self-empowerment is recognized, the authors review the Swedish curriculum for preschool Lpfö 2018 and current international research on educating for sustainability in early childhood. The concept "empowered inclusion" guides the analysis. Empowered inclusion signifies the process whereby children's self-empowerment needs the recognition of others, which may be viewed as a challenge to curricula and teachers. The related concept, "deep interdependency," points to how human beings are globally linked with both one another and Earth.
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| 3. |
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Challenging life : existential questions as a resource for education
- 2018
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- There is increasing recognition today that young people need to have knowledge about religions and world views in order to live and work in diverse societies. What kind of 'maps' are they provided with through religious, values, and ethics education? Does education address the challenging existential questions that children and adolescents ask about life and the world? This volume addresses different aspects of how existential questions have been dealt with in educational research. It especially draws attention to the Swedish research tradition of focusing on life questions and the interpretation of life in education, but with contemporary international research added. It also addresses ethics education and discusses possible options for the future of existential questions as a resource for education.
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| 4. |
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Changing societies – values, religions, and education : a selection of papers from a conference at Umeå University, June 2009
- 2010
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Proceedings (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Moral education is envisioned change. As such it contains normative claims of the educating person or institution towards the person ‘to be educated’. The paper addresses the question of the legitimacy of moral education by examining the claims articulated in the pedagogical situation. In relation to autonomy as a goal of moral education, dialectic asymmetry and risky direction are suggested as adequate claims. They reflect the inter-subjective relationship between the educating person and the one ‘to be educated’ and they take into account a notion of negativity characterizing learning situations. The argument is developed by using the case of absenteeism SMS. As a pedagogic tool, absenteeism SMS should, according to my argumentation, be regarded as problematic, because of the tight control it creates.
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| 5. |
- DeZutter, Stacy Lee, et al.
(författare)
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Collaborative commentary : how do teachers support children as citizens?
- 2023
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Ingår i: International perspectives on educating for democracy in early childhood. - New York : Routledge. - 9781032135007 - 9781032135014 - 9781000865769 - 9781003229568 ; , s. 321-323
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Bokkapitel (refereegranskat)abstract
- This commentary traces shared themes across the six chapters of Part III of this volume. The examples of classroom practice presented in this part highlight the important role of critical dialogue and inclusive practices as foundations of global citizenship education. When classroom conversations engage students with big ideas and interrogate structural privilege and when they recognize and welcome all perspectives, children experience citizenship that works toward justice, sustainability, and democracy. Examples from the chapters also suggest that prevailing societal attitudes about children's competence may work against efforts to help children recognize their agency within classrooms. Implications for teacher preparation and future research are discussed.
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| 6. |
- Franck, Olof, 1958, et al.
(författare)
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What may be learnt in ethics? Varieties of conceptions of ethical competence to be taught in compulsory school
- 2015
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Ingår i: The 5th NoFa-Conference (Nordisk Fagdidaktisk konferens), Helsinki, Finland, 27-29 May.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the paper is to present the framework of this newly started project and report some initial findings. Questions about a compulsory school teaching ethics has regained urgency in Sweden since national tests are given in ethics. Every fourth child in grade six and nine are evaluated every year as having/not having approved knowledge of ethics, and one can ask if it is reasonable to be forced to undertake a test assessing your skills in ethics and risk being evaluated as not passing. This raises the question of what constitutes relevant knowledge in this field, a question which to a large extent has been absent in research. The purpose of the project is to identify and elucidate varieties of conceptions of ethical competence and critically analyse and discuss them, in relation to each other and in relation to ethical theory, as potential educational content in compulsory school.
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| 7. |
- Lilja, Annika, et al.
(författare)
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Barns existentiella frågor idag - och för 50 år sedan
- 2020
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Ingår i: Existentiella frågor i barns och ungas liv. - Malmö : Föreningen lärare i religionskunskap (FLR). ; , s. 29-39
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I texten presenteras forskningsprojektet Barn och läroplan. Existentiella frågor och skolans svar. I projektet besvarar barn i årskurs 5 i 10 skolklasser frågor om vad de funderar över. Samma frågor har riktats till barn från och med sent 1960-tal fram till och med 2000-talets början. I den publicerade texten ges exempel på den forskningsmetodik som använts och några jämförande exempel ges med barns svar idag och för 50 år sedan. Exemplen utgör några första mycket preliminära analyser. I forskningsprojektet ingår tillika läroplansanalyser och lärarintervjuer i ett studium av didaktiska förhållningssätt till barns frågor.
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| 8. |
- Lilja, Annika, 1963, et al.
(författare)
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Conditions for development of a multidimensional ethical competence through group discussions in fiction-based ethics education
- 2023
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Ingår i: Education 3-13. - : Routledge. - 0300-4279 .- 1475-7575.
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Tidskriftsartikel (refereegranskat)abstract
- Based on an analysis of Swedish students’ group discussions while taking part in a fiction-based ethics education, this article presents conditions for the development of a multidimensional ethical competence. Four crucial conditions in students’ group discussions are identified: focus on the task, interest in each other’s contributions, knowledge about the object of the ethical analysis and its context, and explorations of the complexity of the human being. The results show that the fiction stories, and the students who act as more capable others, support the development by modelling in different ways; both procedural and substantial knowledge in ethics are required.
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| 9. |
- Lilja, Annika, 1963, et al.
(författare)
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Ethical competence – a comparison between the Swedish and the Icelandic curricula and some teachers’ views
- 2018
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Ingår i: Education 3-13. - : Informa UK Limited. - 0300-4279 .- 1475-7575. ; 46:5, s. 506-516
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to highlight some conceptions of ethical competence identified in interviews with teachers in religious education in Sweden, and within analyses of policy documents in a Swedish and an Icelandic educational context. As a starting point we take seven interviewed teachers’ comments about what they view as important ethical competences for their pupils to have. A comparative analysis of Swedish and Icelandic policy documents with regard to the conceptual understandings of ethical competence is made, as well as a comparison between the policy documents and teachers’ comments. The Icelandic curriculum is chosen because it differs from the Swedish one in a sense relevant to an analysis of the teacher interviews. The analyses imply a tension between theoretical and analytical conceptions of ethical competence and an action competence. Finally, some possible threads to consider in developing a broadened and deepened understanding of ethical competence are outlined.
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| 10. |
- Lilja, Annika, et al.
(författare)
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Skolutveckling genom didaktiskt klassrumsarbete i samverkan lärare och forskare
- 2021
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Ingår i: Skolutveckling i teori och praktik. - Malmö : Gleerups Utbildning AB. - 9789151102832 ; , s. 283-291
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- I detta bokkapitel är ambitionen tvådelad – dels vill vi beskriva en skolutvecklingsmodell för samverkan mellan lärare och forskare och dels vill vi beskriva den undervisningsmodell i etik som lärare och forskare tillsammans utvecklat inom ramen för skolutvecklingsmodellen. Vårt sätt att arbeta i forskningsprojektet EthiCo II Att skärpa den etiska blicken och rösten. En skönlitteraturbaseradetikundervisnings möjlighet och svårigheter, ser vi här som en modell för skolutveckling.
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