| 1. |
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| 2. |
- Ammert, Niklas, 1968-, et al.
(författare)
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Bridging historical consciousness and moral consciousness : promises and Challenges
- 2017
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Ingår i: Historical Encounters. - Newcastle : HERMES History Education Research Network. - 2203-7543. ; 4:1, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- This special issue is the result of the workshop, Towards an integrated theory ofhistorical and moral consciousness, supported by Riksbankens Jubileumsfond (The SwedishFoundation for Humanities and Social Sciences) and Suomen kasvatuksen ja koulutuksen historianseura (The Finnish Society for the History of Education) and held at the University of Helsinki, in2015. History teaching and social studies education are increasingly expected to develop, amongother things, students’ historical consciousness. This goal is highly relevant for students’ ability todeal constructively with controversial issues of history which is an important civic competence inthe situation where in many societies’ political arguments concerning, for example, citizenshiprights, ethnic and cultural diversity, and democracy are only too often fuelled by simplistic narrativesof historical change and continuity. However, there is a blank spot in the existing research onhistorical consciousness in that intersections between historical and moral consciousness remainvery much unexplored. This special issue seeks to identify promising theoretical and conceptualpoints of convergence for future interdisciplinary studies of historical and moral consciousness.Contributors are from the fields of history, educational research, social psychology, and philosophy.
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| 3. |
- Ammert, Niklas, 1968-, et al.
(författare)
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Historical and Moral Consciousness in Education : Learning Ethics for Democratic Citizenship Education
- 2022
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Bok (refereegranskat)abstract
- Historical and Moral Consciousness highlights how ethics can be understood in the context of History education. It analyses the qualitative differences in how young people respond to historical and moral dilemmas of relevance to democratic values and human rights education.Drawing on a four-year international project, the book offers nuanced discussion and new scholarly understanding of the intersections between historical consciousness and moral consciousness within research. It develops new theoretical tools for history teaching and learning that can support teachers as they endeavor to educate for democratic citizenship. The book includes a meta-analysis of research within history Didaktik and around historical events with a moral bearing, and presents a comparative study of Australian, Finnish, and Swedish high school students’ moral understandings of historical dilemmas.Raising important questions about how our learning from the past is intertwined with our present and future interpretations and judgements, this book will be of great interest to academics, scholars, teachers, and post graduate students in the fields of history education, democratic education, human rights education, and citizenship education.
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| 4. |
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| 5. |
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| 6. |
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| 7. |
- Ammert, Niklas, 1968-, et al.
(författare)
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Identifying aspects of temporal orientation in students’ moral reflections
- 2020
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Ingår i: History Education Research Journal (HERJ). - London : UCL Press. - 2631-9713 .- 1472-9474. ; 17:2, s. 132-150
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Tidskriftsartikel (refereegranskat)abstract
- History education comprises moral issues and moral aspects, often perceived as an important and meaning-making foundation that makes learning relevant and interesting. The interrelationship between time layers fuels historical interpretations and facilitates perceptions of moral issues. This article focuses on a study investigating how secondary school students express inter-temporal relationships in encounters with a morally challenging historical event, which for the participants would have been a moral dilemma. Using historical consciousness as the theoretical framework, a matrix linking two prominent theoretical models – Jörn Rüsen’s (2004) types of narratives and Ann Chinnery’s (2013) strands of historical consciousness – was developed to analyse and categorize secondary school students’ expressions of temporal orientation. To carry out the research, 15-year-old Finnish and Swedish students read an excerpt from Christopher Browning’s (2017) book Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (originally published in 1992). The students answered and discussed open-ended questions regarding the relevance of the text to their lives and others’ lives, and the applicability of this historical situation to Europe now and in the future. Using this empirical material, the analysis provides a tentative overarching depiction of students’ expressions of temporal orientation, and reports on findings of how temporal orientations relate to moral reflection.
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| 8. |
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| 9. |
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| 10. |
- Ammert, Niklas, 1968-, et al.
(författare)
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Perspectives on History and Moral Encounters
- 2022
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Ingår i: Historical Encounters. - Newcastle : HERMES Research Group, University of Newcastle. - 2203-7543. ; 9:2, s. 1-6
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- We are at a time in world political history that seems to be on a precipice. Over the past decade, it is difficult to ignore the global growth in popularity for autocratic governments, also in some countries which for decades were either strong democracies or moving towards stable democratic governance. The current Russian attack on Ukraine brings into stark focus the political instability many citizens are facing—historical problems are causing, or used as a pretext for, current conflicts. History educators across many sectors—primary, secondary, university, and in public spaces such as museums and galleries – are curious about how these and other current events and issues can and should be approached. The events raise anew the questions of whether and how we can learn from the past, what we value as good and bad in the past, and how these insights might affect our present and future judgements. In relation to this it becomes vital to ponder how educators and members of the public can communicate the situation in Ukraine and similar events to others, while avoiding the bias that presentism can bring.
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| 11. |
- Ammert, Niklas, 1968-, et al.
(författare)
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Social perspective taking and moral reflection [judgment] in lower secondary school students’ responses to historical moral dilemmas : observations from a Swedish-Finnish survey study
- 2019
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Ingår i: NOFA7 Abstracts. - Stockholm : Stockholm University. ; , s. 20-20
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Konferensbidrag (refereegranskat)abstract
- One the general learning objectives in school education is often development of students’ abilities of empathy, as part of their ability to deal with moral questions in ethically commendable ways. In history teaching one of the main learning objectives is development ofstudents’ historical empathy, i.e. their ability of social perspective taking that involves putting oneself in the position of historical actors and understanding the cultural, social and psychological factors that probably were present in the historical situation. Our paper discusses the relation between development of historical empathy and development of moral sensitivity as learning objectives, and it presents the matrix that we have used in the preliminary analysis of the complexity of students’ responses in a questionnaire which involved historical dilemmas. The question discussed in the paper is part of a wider research project on intersections of historical and moral consciousness.The empirical material discussed in the paper derives from a questionnaire study of c. 200 Swedish and Finnish lower secondary school students (9th grade). Students were asked to put themselves in the situation of particular historical actors and to answer questions that involved dealing with moral dilemmas. The students were asked to read an excerpt from Christopher Browning’s book Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland (orig. 1992) that describes the actions of men in the Police Battalion in the Holocaust during World War II. After reading the text the students were asked to answer open questions relating to the events in the excerpt. The material was analysed using a theory-driven qualitative analysis and the students’ answers were interpreted as expressions of their ability of social perspective taking and moral sensitivity. The analytic frame was built on theories of levels of historical empathy (Lee & Ashby 2001), social perspective taking (Hartmann & Hasselhorn 2008), and moral sensitivity (Rest 1986). The paper analyses the patterns that are visible in the students’ responses, the focus being on potential connections between levels of
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| 12. |
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| 13. |
- Cendel, Karaman, et al.
(författare)
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Introduction
- 2021
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Ingår i: Professional learning and identities in teaching. - London : Routledge. - 9780367463595
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Bokkapitel (refereegranskat)
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| 14. |
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| 15. |
- Edling, Silvia
(författare)
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A lilving democracy begins with a moral encounter?
- 2005
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Konferensbidrag (populärvet., debatt m.m.)abstract
- Learning to Become a Responsible CitizenDemocracy has a very significant position in the Swedish school system. The democratic mission is in school documents described in both procedural and moral terms which implies that it is both something young people should learn about but also live according to in their every-day lives. The idea of a democratic spirit that is to permeate all action in school is strongly proclaimed in recent documents and is believed to take place through young people’s active responsibility for others. But how is this responsibility to be understood? The purpose of this paper is to investigate mainstream research conducted in Sweden about responsibility and democracy as a form of life by applying the idea of a permeating democracy as a starting-point for discussions. How do the research enable or/and restrict an active responsibility towards others and what kind of responsibility is favoured?
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| 16. |
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| 17. |
- Edling, Silvia
(författare)
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Approaching the Spirit of Democracy through Lenses of the Imaginary
- 2006
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Konferensbidrag (populärvet., debatt m.m.)abstract
- This paper explores the field of the imaginary through the readings of Kristeva and Castoriadis with the purpose to find a specific lens with which the spirit of democracy – an essential issue in the Swedish educational policy - can be understood. Imagination is the engine which interconnects terms such as knowledge, identity, and democracy/politics. Applying the notion of the imaginary entails a view of the world as a creation in constant move through people’s imagination and the way the imagination affects their actions. More specifically this implies that imagination and the understandings of reality are un-separable entities: the way we imagine the world, ourselves, and others is a way of knowing how they are. Since everyone is bearers of images/knowledge, their thoughts, manifested through language, are given educational relevance; every single image has the potential of setting our previous images in movement there through creating something new (learning). Consequently the imaginary means that there is no fixed truth and no fixed identity. The idea that the world lacks a stable foundation indicates that even the subject’s reflection of herself is bound to change in parallel with the alteration of her image/knowledge. The imaginary also carries a democratic/political dimension seeing that it has the power to create social change through questioning the obvious. By not only linking democracy/politics to collective encounters, but also to the sphere of the intimacy, accentuates the importance of paying attention to change as something that ultimately begins within each of us.
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| 18. |
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| 19. |
- Edling, Silvia, 1974-
(författare)
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Between curriculum complexity and stereotypes : Exploring stereotypes of teachers and education in media as a question of structural violence
- 2015
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Ingår i: Journal of Curriculum Studies. - : Informa UK Limited. - 0022-0272 .- 1366-5839. ; 47:3, s. 399-415
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Tidskriftsartikel (refereegranskat)abstract
- The paper highlights four tendencies in the media reporting of teachers and education: (a) recurring patterns of defining education in crisis, (b) mantling responsibility as exterior spokespersons for education and teachers, (c) excluding teachers’ and educational researchers’ knowledge and experiences in the media and (d) simplifying the notion of a good and bad teacher through stereotypes and dualistic frameworks that overlook task and relational complexity. In this paper, I explore how the simplifications of teachers and education that are often presented in the media can be interpreted as structural violence. In the light of these tendencies, research on structural violence helps to remind us that: (a) teachers are unwillingly forced into a paradoxical (in)visibility, (b) they are squeezed in-between two pressuring external demands, namely the complexities in their professional assignment that are politically steered and stereotypes of the good and bad teacher produced by, in this case, the media, (c) they risk wasting time and energy on addressing prejudices that have nothing to do with the specific work they are expected to do and (d) the logic of binary stereotypes is a power issue that brands teachers into a position of permanent failure.
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| 20. |
- Edling, Silvia, 1974-
(författare)
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Between curriculum complexity and stereotypes : Exploring stereotypes of teachers and education in media as a question of structural violence
- 2014
-
Konferensbidrag (refereegranskat)abstract
- The paper highlights four tendencies in the media reporting of teachers and education: a) recurring patterns of defining education in crisis, b) mantling responsibility as exterior spokespersons for education and teachers, c) excluding teachers’ and educational researchers’ knowledge and experiences in the media, and d) simplifying the notion of a good and bad teacher through stereotypes and dualistic frameworks that overlook task- and relational complexity. In this paper I explore how the simplifications of teachers and education that are often presented in the media can be interpreted as structural violence. In the light of these tendencies, research on structural violence helps to remind us that: a) teachers are unwillingly forced into a paradoxical (in)visibility, b) they are squeezed in-between two pressuring external demands, namely the complexities in their professional assignment that are politically steered and stereotypes of the good and bad teacher produced by, in this case, the media, c) they risk wasting time and energy on addressing prejudices that have nothing to do with the specific work they are expected to do, and d) the logic of binary stereotypes is a power issue that brands teachers into a position of permanent failure.
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| 21. |
- Edling, Silvia, Universitetslektor, 1974-, et al.
(författare)
-
Children’s right not to be subjected to violence – a comparative discourse analysis of educational policy between Sweden and Italy
- 2018
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Konferensbidrag (refereegranskat)abstract
- The desire to protect children from violence is clearly formulated in the Children’s Right Convention (CRV). For example, the right of children to be protected from:” /…/all forms of physical or mental violence, injury or abuse, neglect or negligent treatment, maltreatment or exploitation, including sexual abuse, while in the care of parent(s), legal guardian(s) or any other person who has the care of the child is clearly stated in Article 19 of the CRC, which was ratified by Sweden in 1989 (United Nations, 1989). The right of children not to be subjected to various forms of violence is also emphasized in other international treaties signed and/or ratified by the Swedish state (the Universal Declaration of Human Rights, the European Convention of Human Rights, the Convention on the Rights of Persons with Disabilities 2010, the Treaty of Lisbon). In order to assure this right, the Swedish legal framework (Prop., 2009/10:232) stipulates that the subjection of children to violence should be avoided at all cost. Italy assures the right of a childhood free from violence thanks to its legal framework as well. Italy’s legal framework is made up of the international documents previously cited, the CRC (ratified in 1991 with the LEGGE 27 maggio 1991, n. 176. Italy’s legal framework is also made up of national laws, in particular by the founding one: the Constitution. Art. 3. This article is used as a base for the creation of national policy to prevent the subjection of children to violence.In this study, the word violence is used in a broad sense to cover the numerous situations in which people are at risk of being physically and psychologically damaged (Hamby and Grych, 2013), such as in cases of discrimination, bullying, violation, or harassment (cf. Greeff and Grobler, 2008; Parkes, 2007). The ambition to oppose and counteract violence through juridification in schools has increased in Sweden through the introduction of the Discrimination Act (SFS, 2008:567) and the paragraph regarding the treatment of others in the Education Act (SFS, 2010:800, paragraph 6). For what concerns the treatment of others and discrimination, Italy refers to the National Plan for educating to the respect of others (Rispetta le differenze. Piano nazionale per l’educazione al rispetto). This plan aims at promoting the values stated in the 3rd article of the Constitution by educating and training students, teachers and families.There are several studies conducted in Italy and Sweden about how this particular right is approached in policy (Francia and Edling, 2016, Edling and Francia, 2017, Biffi, 2017). Although, children’s right not to be subjected to violence is given attention in many countries today it is still a question of negotiation as concerns how these rights are materialized in each country’s educational policy as well as why they are described as important to consider. Whereas Sweden is described as a highly secular (previously protestant) and individualistic country, Italy is pictured as a non-secular, catholic country premiering the collective (see Meyer, 2014; Integrationsverket, 2005). Against this background, it becomes of interest to compare how two different countries like Sweden and Italy approach children’s right not to be subjected to various forms of violence by analysing educational policy that presents motifs and directives for teachers in different stages. In Italy, the plan for the 2016-2019 teacher training in chapter 4.6 (Piano per la formazione dei docenti 2016-2019) declares that teachers have to be trained in order to teach them how to promote respect for others in their classrooms in order to prevent violence.MethodThe following questions are asked: 1. How do the different policy documents in Sweden and Italy describe and explain teachers’ responsibilities to oppose violence in school? 2. Are there any similarities and/or differences between the countries as regards the question above? If so what kind of similarities and/or differences? To conduct a comparative study, both linkages and differences need to be taken into account. Linkages are created by posing similar questions to the material analysed and differences imply awareness that all comparisons always contain cultural and contextual differences and contestations that need to be addressed (e.g. No´voa & Yariv-Mashal, 2003). As regards linkages, Kazamias (2001) points to the need to use theoretical concepts as lenses to make more 200 coherent comparisons (p. 446) – in this case theoretical understandings of violence. This paper is based on a critical discourse analysis (CDA) of educational policy highlighting teachers’ responsibilities to promote children’s right not to be subjected to violence. Based on Fairclough (1992, 2000, 2001), we argue that CDA facilitates an understanding of the dialectical relation between discourse and social practice. Following Fairclough (2000), the interpretation of the data encompasses three dimensions: (a) text analysis (description), (b) processing analysis (interpretation), and (c) social analysis (explanation). In our study, these dimensions correspond to our research questions.Expected outcomesThe study aims to distinguish how teachers’ responsibilities to oppose violence towards children is expressed and motivated by the various policy documents. The comparison makes it possible to discuss plausible similarities and differences between the countries as well as discuss cultural and political explanations for the findings that can help combat child violence. ReferencesBiffi, Elisabetta. (2017). Protecting minors against violence: from strategy to practice. Education Sciences & Society. 1, 47-64. Fairclough, Norman. (1989). Language and power. London: Longman. London: Longman. Fairclough, Norman. (1992). Discourse and Social Change. Cambridge: Polity Press. Francia, Guadalupe, & Edling, Silvia. (2016). Children's rights and violence: A case analysis at a Swedish boarding school. Childhood, in process. Greeff, P., & Grobler, A. (2008). Bullying during the intermediate school phase. Childhood 15(1), 127-144. Hamby, Sherry , & Grych, John (2013). The Web of Violence Exploring Connections Among Different Forms of Interpersonal Violence and Abuse. New York, London: Springer Dordrecht Heidelberg. Kazamias, Andreas M. . (2001). ‘Re-inventing the Historical in Comparative Education: Reflection on a Protean Episteme by a Contemporary Player’. Comparative Education, 37(4), 439-450. LEGGE 27 maggio 1991, n. 176 Ratifica ed esecuzione della convenzione sui diritti del fanciullo, fatta a New York il 20 novembre 1989. (GU n.135 del 11-6-1991 - Suppl. Ordinario n. 35-), The Universal Declaration of Human Rights; The European Convention of Human Rights; The Convention on the Rights of Persons with Disabilities 2010, and the Treaty of Lisbon. Linee Guida Nazionali -art. 1 comma 16 L. 107/2015- Educare al rispetto: per la parità tra i sessi, la prevenzione della violenza di genere e di tutte le forme di discriminazione Linee di orientamento per la prevenzione e il contrasto del cyberbullismo nelle scuole -art. 4 L. 71/2017- Meyer, Erin. (2014). The cultrure map. Breaking Through the Invisible Boundaries of Global Business. NY: PublicAffairs US. Nóvoa, Antonio , & Yariv-Mashal, Tali (2003). Comparative Research in Education: A Mode of Governance or a Historical Journey? Comparative Education, 39(4), 423-438. Parkes, Jenny. (2007). The multiple meanings of violence. Children's talk about life in a South African neighbourhood. Childhood 14(4), 401-414. Prop. (2009/10:232). Strategi för att stärka barnets rättigheter i Sverige. Stockholm. SFS. (2008:567). Diskrimineringslag. SFS. (2010:800). Skollag.
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| 22. |
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| 23. |
- Edling, Silvia, Universitetslektor, 1974-, et al.
(författare)
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Conclusion
- 2021
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Ingår i: Professional learning and identities in teaching. - London : Routledge. - 9780367463595
-
Bokkapitel (refereegranskat)
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| 24. |
- Edling, Silvia, Universitetslektor, 1974-, et al.
(författare)
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Conclusion: Context, interconnectedness, balance, and risk in teachers’ narratives
- 2021
-
Ingår i: Professional Learning and Identities in Teaching: International Narratives of Successful Teachers. - London : Routledge. - 9781000374155 - 9781003028451 ; , s. 190-202
-
Bokkapitel (refereegranskat)abstract
- This chapter provides with in-depth profiles of teachers from unique sociocultural contexts that can raise thoughts of patterns and connections that can help enhance teacher judgment and professional development all over the world. Research shows that teachers’ competences hold a key position to increase students’ achievements. Approaching the teacher profession as a simplistic division between excellent and non-excellent teachers in a dual sense is common not the least in media coverages about education. This tendency to simplify and divide complex phenomenon gives the impression that there is such a thing as a perfect teacher meaning that every shortcoming is a signal about teacher failure. Central in all of the teacher narratives and perhaps also as a consequence of the narrative methodology as such is an awareness that various units in education are interconnected and influence outcomes. This can also be described in terms of a relational dimension in education.
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| 25. |
- Edling, Silvia, et al.
(författare)
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Conscious and Unconscious Forces in Democratic Relationships : Implications for the Range of Teacher Responsibility
- 2006
-
Konferensbidrag (refereegranskat)abstract
- In this paper Edling and Frelin strive to incorporate the features of complexity in discussions about democracy as a form of life and especially teachers’ moral responsibility for others. By placing the unconscious in relation to mainstream educational policy documents (deliberate democracy) the authors strive to illuminate the conditions these imply for teacher responses. In this paper they discuss the restrictions present in a predefined democratic model and argue for a view of responsibility and learning that takes its beginning in the complexity of the educational process in which the unconscious is a significant force.
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| 26. |
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| 27. |
- Edling, Silvia, 1974-, et al.
(författare)
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Democracy and emancipation in teacher education : A summative content analysis of teacher educators' democratic assignment expressed in policies for Teacher Education in Sweden and Ireland between 2000-2010
- 2018
-
Ingår i: Citizenship, Social and Economics Education. - : Sage Publications. - 1478-8047 .- 2047-1734. ; 7:1, s. 20-34
-
Tidskriftsartikel (refereegranskat)abstract
- How questions concerning democracy and emancipation thread through teacher education is currently under theorized and there is a paucity of cross-national studies examining the problem. In this study, we draw from a number of theoretical frameworks for their discursive positioning of democracy and emancipation in teacher education and what we are calling teacher educators’ democratic assignment. The framework allowed us to identify key words which we then used for a limited content analysis of policy documents in two European countries, Sweden and the Republic of Ireland, in two separate timelines 2000/2002 and 2010/2012. Our findings indicate that despite significant cultural and contextual differences between the two education systems, key words linked to democracy and emancipation have significantly decreased in policy documentation in both countries in this timeline. This prompts our hypothesis that a paradigm shift has occurred in the discursive positioning of teacher educators’ democratic assignment. The findings suggest the need for a deeper discourse analysis of the four documents as the next phase in the research design. The findings while tentative have implications, well beyond two nation states, for contemporary issues in teacher education and society that require collective consciousness and action.
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| 28. |
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| 29. |
- Edling, Silvia, Universitetslektor, 1974-, et al.
(författare)
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"Democracy for me is saying what I want”: The teaching profession on free speech, democratic mission and the notion of political correctness in a Swedish context
- 2020
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Ingår i: Teacher education and the development of democratic citizenship in Europe. - London, NY : Taylor & Francis Group. - 9780429030550
-
Bokkapitel (refereegranskat)abstract
- In the light of current tendencies for stable democratic states to be challenged by authoritarian forms of governance, issues of democracy and its status in teacher education institutions need to be problematised. This chapter focuses on democracy as an ideological form of governance in Swedish teacher education and discusses the implications that the various views of democracy have on teachers’ professionalism. Teachers’ responsibilities are fleshed out based on the current political guidelines for teacher education and discussed in relation to the tensions between free speech and the importance of taking a stand against oppression. Accordingly, students enrolled in Swedish teacher education institutions are expected to actively create conditions in everyday life that promote equal opportunities for children and students. Whereas some student teachers tend to regard free speech as the cornerstone of democracy, the data gathered from the ICCS study of teachers’ ways of understanding their democratic obligations indicates a more nuanced approach to obligations linked to democracy. The majority of these teachers stress that they actively intervene in discussions when students’ free speech risks violating ethnic groups.
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| 30. |
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| 31. |
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| 32. |
- Edling, Silvia, 1974-
(författare)
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Demokratidilemman i läraruppdraget : att arbeta för lika villkor
- 2016. - 1
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Bok (populärvet., debatt m.m.)abstract
- Läraruppdraget idag är komplext. Lärare förväntas jonglera såväl kunskapsförmedling som frågor kring socialisation och likabehandling. För att hantera detta komplexa arbete behöver läraren kunna förstå och värdera sina val i relation till olika syften. I boken berörs bland annat följande frågor: - Vilka dilemman brottas lärare med i sitt arbete med likabehandling? - Hur kan dessa dilemman förstås med utgångspunkt i forskning om våld? - Med avseende på våldets komplexitet – vilka handlingsstrategier finns att tillgå? Boken riktar sig främst till blivande och yrkesverksamma lärare. Den ger en repertoar av användbara begrepp och presenterar olika perspektiv som kan vara till stöd i det praktiska arbetet i skolan.
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| 33. |
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| 34. |
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| 35. |
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| 36. |
- Edling, Silvia, 1974-, et al.
(författare)
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Doing Good? : Interpreting teachers’ given and felt responsibilities for pupils’ well-being in an age of measurement
- 2013
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Ingår i: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 19:4, s. 419-432
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to theoretically discuss a specific aspect of teachers’ responsibilities: their responsibility for pupils’ or children’s well-being. We ask two interrelated questions: firstly, how might (Swedish) teachers’ sense of responsibilities for their pupils’ well-being be understood in relation to ethical theory? Secondly, what does this insight bring to the discussion of teachers’ professional responsibility within the global discourse of educational policy that increasingly stresses accountability and efficiency in an “age of measurement?´ Education can be described as an intervention in a pupil’s life, motivated by the idea that it will somehow improve it. When one implements this intervention, from a legal/political perspective it boils down to a series of responsibilities assigned to teachers, as expressed in current policy documents. However, an exploration of empirical examples in a Swedish context of teachers’ sense of responsibility for their pupils’ or children’s well-being, expressed in everyday situations, indicates that the matter is complex. In order to find tools with which to better understand such expressions, we turn to the field of SNIP ethics. A thorough inquiry into the various reasoning regarding responsibility reveals that responsibility as socially defined and given is not sufficient to capture the intimacy and relational uncertainties of the teachers’ stories, which is why we turn to the writings of Emmanuel Lévinas and his ethics of responsibility. His ethical language helps to capture relational processes that cannot be predefined and that are based on an infinite sense of responsibility for the other person. We continue by discussing and problematising the increasing importance of measurability and accountability in the field of teachers’ professionalism. Here we illuminate the risks involved with the movement towards the fixed and calculable, since they overlook the intricate ways in which teachers’ given and felt responsibilities are woven together.
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| 37. |
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| 38. |
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| 39. |
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| 40. |
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| 41. |
- Edling, Silvia, 1974-
(författare)
-
Ethics of dissensus: One approach to handle plurality in education
- 2017
-
Konferensbidrag (refereegranskat)abstract
- In the light of current tendencies where the fear of foreigners is increasing in seemingly stably democratic societies and educational debates tend to emphasize large scale investigations to solve various educational issues the relationship between plurality and ethics becomes important to revive. The purpose of this contribution is to theoretically explore and empirically exemplify how an ethic that take into consideration research about oppression (social) and an awareness about peoples intrical differrence (individual) might contribute to education. Through the concept of ethics of dissensus she brings a fresh dimension into the discussion about ethics in education by providing an understanding that strives not to overlook the complicated presence of difference between the past-present-future, between two subjects and between the inner and the outer life. Accordingly, Ziarek’s reasoning suggests the need to leave the simplified playing field of ’either-or’ and engage in the communicative negotiation that constitutes the fragile middle-ground between two extreme poles in history education.
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| 42. |
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| 43. |
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| 44. |
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| 45. |
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| 46. |
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| 47. |
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| 48. |
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| 49. |
- Edling, Silvia
(författare)
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Exploring Young People’s Images of Responsibility for Others : A Significant Question for Democracy
- 2007
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Ingår i: The International Journal of Learning. - 1447-9494. ; 14:7, s. 171-178
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Tidskriftsartikel (refereegranskat)abstract
- Due to the social and political changes that have taken place in Sweden and other Western countries, the task of creating a democratic environment is more markedly than before assigned to the free individual and her responsibility (SOU: 1988, p. 20, SOU 2001:1, p. 37, Halstead: 2005, p. 116). Hence, people’s responsibility for others can be understood as playing a key role in producing ‘good’ responses to others which in turn are seen as essential for a democracy as a form of life (Dewey: 1916/2002) that strives to be open for everyone. However, the meaning of ‘good’ responses to others is far from obvious. Notwithstanding the intricate features of responsibility for others, school documents often deal with the question by advocating for the manifestation of the Democratic Value Foundation. Responsibility for others is there understood as the summary of the democratic values stated in the curriculum (Hedin’s & Lahdenperä’s: 2003, p. 23) as well as a hierarchical phenomenon that will grow hand in hand with the increase of individual influence or power (prop. 1996/97:109, p. 5). However, considering the changes in society and the world in large the narrow focus upon the meaning of responsibility for others seems inadequate. Instead of mainly striving to pass on pre-defined values or encourage students to actively adapt them there is a point in probing into the field of responsibility differently, namely by focusing on the complex web of human power-relations rather than policy documents and by paying regard to different and sometimes contradictory forces in society. The purpose of this article is to approach and discuss the meaning of responsibility by presenting one person’s story about how she comprehends good and bad responses towards others.
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