| 1. |
- Allard, Christina, et al.
(författare)
-
Rasbiologiskt språkbruk i statens rättsprocess mot sameby
- 2015
-
Ingår i: Dagens Nyheter. - 1101-2447.
-
Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Statens hantering av forskningsresultat i rättsprocessen med Girjas sameby utgör ett hot mot Sverige som rättsstat och kunskapsnation. Åratal av svensk och internationell forskning underkänns och man använder ett språkbruk som skulle kunna vara hämtat från rasbiologins tid. Nu måste staten ta sitt ansvar och börja agera som en demokratisk rättsstat, skriver 59 forskare.
|
|
| 2. |
- Allard, Christina, et al.
(författare)
-
Rasbiologiskt språkbruk i statens rättsprocess mot sameby : DN Debatt 2015-06-11
- 2015
-
Annan publikation (populärvet., debatt m.m.)abstract
- Statens hantering av forskningsresultat i rättsprocessen med Girjas sameby utgör ett hot mot Sverige som rättsstat och kunskapsnation. Åratal av svensk och internationell forskning underkänns och man använder ett språkbruk som skulle kunna vara hämtat från rasbiologins tid. Nu måste staten ta sitt ansvar och börja agera som en demokratisk rättsstat, skriver 59 forskare.
|
|
| 3. |
|
|
| 4. |
|
|
| 5. |
- Björn, Norlin, 1976-, et al.
(författare)
-
Educational history in the age of apology : The Church of Sweden's "White book" on historical relations to the Sami, the significance of education and scientific complexities in reconciling the past
- 2019
-
Ingår i: Educare. - Malmö : Malmo University Library. - 1653-1868 .- 2004-5190. ; :1, s. 69-95
-
Tidskriftsartikel (refereegranskat)abstract
- Reconciliation processes – wherein governments and other organizations examine their past institutional practices to understand contemporary problems in relation to minorities or indigenous groups – have become a widespread international phenomenon in recent decades. In Sweden, such an ongoing process is the reconciliation work between the Church of Sweden and the Sami. In this process, which recently resulted in the publication of a scholarly anthology (or a “white book”), educational history has come to play a vital part. The present article uses the Church of Sweden’s White Book as an empirical object of study to examine in more detail the role and significance of knowledge of educational history for this specific reconciliation process. By focusing on various scientific complexities and epistemological tensions that tend to arise in these kinds of undertakings, this paper also aims to problematize the white book genre itself as a path to historical knowledge. By doing this, this article’s overall ambition is to contribute to future scholarly work in reconciliation activities, white papers and truth commissions. This study applies a qualitative content analysis and connects theoretically to the growing field of transitional justice research.
|
|
| 6. |
|
|
| 7. |
- Drugge, Anna-Lill, 1974-, et al.
(författare)
-
Teaching Sami pasts and presents : complexities in teaching practice in contemporary Swedish classrooms
- 2023
-
Ingår i: History education at the edge of the nation. - : Palgrave Macmillan. - 9783031272455 - 9783031272486 - 9783031272462 ; , s. 221-244
-
Bokkapitel (refereegranskat)abstract
- Today, there are several ongoing processes in Sweden that affect education, pedagogy and the teaching of history and civics with regard to the five officially recognised national minorities. This chapter highlights these contemporary developments in Swedish politics and education concerning one of these minorities (the indigenous Sami) and, against this backdrop, discusses (1) how practising school teachers of social studies (including history and civics) think and teach about the Sami population and culture, past and present, and (2) the complexities in doing this in terms of existing curricula, teaching material and so on. This chapter builds on teacher interviews and can be regarded as piloting research into an area that has not yet been systematically studied in Sweden.
|
|
| 8. |
-
Education and Violence
- 2018
-
Samlingsverk (redaktörskap) (refereegranskat)abstract
- This special issue addresses the broad theme of education and violence. Its overall aim is to contribute to the understanding of different forms, roles, and meanings of symbolic and physical violence and their significance for past educational practices, and at the same time to give theoretical, methodological, and empirical impetus for future studies in this area.
|
|
| 9. |
|
|
| 10. |
-
Engaging with Educational Space : Visualizing Spaces of Teaching and Learning
- 2014
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book weaves together two central dimensions of contemporary educational research, namely the attention to school spaces and the use of visual sources. Its sixteen brief case studies deal with both contemporary and historical settings, topics including teachers’ perception of educational change, their working places and daily tasks, the interlacing of social, spatial and knowledge differentiation in schools, discrepancies between students’ and teachers’ ways of visualizing school life, commercial representations of the school environment and the spatial fluidity between indoor and outdoor. The ongoing technology shift and its impact on schooling is an undercurrent running through the entire volume.The authors – the majority of whom are practicing teachers – are Ulrika Boström, Maria Deldén, Carl Emanuelsson, Catharina Hultkrantz, Aleksandra Indzic Dujso, Cecilia Johansson, Kristina Ledman, Synne Myreböe, Lena Almqvist Nielsen, Peter Norlander, Annie Olsson, Karin Sandberg, Lina Spjut, Robert Thorp, Åsa Wendin and Andreas Westerberg. The book is edited and introduced by Catherine Burke, Ian Grosvenor and Björn Norlin.Engaging with Educational Space is suitable to both academic courses focusing on methodological issues associated with the study of school spaces and to the use of visual sources in educational research, and for the in-service training of teachers and other individuals involved in education.
|
|
| 11. |
- Félix, Inês, 1985-
(författare)
-
School journeys : ideas and practices of new education in Portugal (1890-1960)
- 2020
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this dissertation I examine school journeys in secondary education in Portugal between 1890 and 1960, focusing on State regulation, educational ideas and school practice. By bringing together the various parts of a broader discourse on a way of thinking and making schooling, I look at how this active method was regulated, argued and reportedly undertaken with a twofold aim: to expand the knowledge on the history of school journeys, and to contribute to the research on the ideas and practices of educational modernity.School journeys were an activity that was intended to take the students out of the school in order to observe, study and actively experience historical heritage, industrial processes, natural objects and phenomena, and societal achievements in situ, i.e. all culture related to what was to be seen, thought about and acted upon. Moreover, these journeys were imbued with the desire to produce a metamorphosis from student to citizen by promoting the students’ learning and becoming processes.The advent of school journeys in Portugal was deeply connected to the aims of New Education and to the idea of education as an instrument of societal renewal and progress of the nation. Their boom in the mid-1910s was accompanied by the proliferation of ideas that ultimately referred to the need to accomplish results. This, in turn, led to the strengthening of the teachers’ role and to the reliance on once perceived traditional forms of teaching and learning in which the students’ engagement was restricted to that of observers, readers, listeners and writers of notes. Although by the 1930s this had already become engrained in the grammar of schooling, it was the meticulous regulations enforced by the recently established dictatorship that crystallised the legal framework, educational ideas and practice of school journeys.Thus, by taking the particular case of school journeys, I show how ideas of educational modernity became increasingly articulated and blended with longestablished practices, and how learning was placed in relation to learning and becoming, both closely connected to narratives of national progress and belonging. Indeed, activities based on observation, study and experience were connected to knowledge transfer as much as to the production of subjectivities. For this reason, I argue that school journeys were part of a ‘Reason’ that established objective systems to apprehend both individuals and the world, connecting each other by shaping an idea of cultural empowerment and intellectual emancipation through knowledge and identity.
|
|
| 12. |
- Félix, Inês, 1985-, et al.
(författare)
-
The art of going away and coming back ‘home’ : on short-term immersion visits as a means of doctoral internationalisation
- 2024. - 1
-
Ingår i: Internationalization of the doctoral experience. - Abingdon : Routledge. - 9781032329673 - 9781032329680 - 9781003317555 ; , s. 262-269
-
Bokkapitel (refereegranskat)abstract
- The present chapter provides a case reflection of an international doctoral seminar week in Ljubljana in spring 2015 seen in retrospect both from the viewpoint of a (then) doctoral student and a supervisor. For two educational historians, both new to engaging in multidisciplinary meetings in the educational sciences and to the concept of intense doctoral seminar weeks, this short form immersion began with a slight academic shock, a shock that gradually, and particularly in a long-term perspective, turned out to be a good start for conversations about potential values of international and multidisciplinary meetings as a part of doctoral training, for reflections on disciplinarity, and not least for a rediscovery of their academic homes. The main argument is that doctoral internationalisation is a multilayered and slow-cooking procedure and that the homecoming – and postprocessing – is an almost equally important step as the actual act of going away. This, in turn, might require active planning and making room for reflection.
|
|
| 13. |
-
Historical justice and history education
- 2021. - 1
-
Samlingsverk (redaktörskap) (refereegranskat)abstract
- This book explores how the expectations of historical justice movements and processes are understood within educational contexts, particularly history education. In recent years, movements for historical justice have gained global momentum and prominence as the focus on righting wrongs from the past has become a feature of contemporary politics. This imperative has manifested in globally diverse contexts including societies emerging from recent, violent conflict, but also established democracies which are increasingly compelled to address the legacies of colonialism, slavery, genocides, and war crimes, as well as other forms of protracted discord. This book examines historical justice from an educational perspective, exploring the myriad ways that education is understood as a site of historical injustice, as well as a mechanism for redress. The editors and contributors analyse the role of history education in processes of historical justice broadly, exploring educational sites, policies, media, and materials. This edited collection is a unique and important touchstone volume for scholars, policy-makers, practitioners, and teachers that can guide future research, policy, and practice in the fields of historical justice, human rights and history education.
|
|
| 14. |
-
Internationalization of the doctoral experience : models, opportunities and outcomes
- 2024. - 1
-
Samlingsverk (redaktörskap) (refereegranskat)abstract
- This groundbreaking book highlights the profound impact of internationalization in doctoral education, offering a variety of models to align with student interests and needs. It includes insights from over seventy contributors spanning more than thirty-five national contexts on six continents, who explore the values and benefits of internationalization at the doctoral level, such as social and cultural enrichment, academic and personal growth, network enhancement, and research collaboration, paving the way for meaningful career opportunities in academia or elsewhere. Evaluating the outcomes of internationalization and the development of researcher identities, the volume underscores the immeasurable value and impact of internationalized doctoral experiences while recognizing the importance of student agency. Reflections from students and graduates reveal the merits of international experiences but also address challenges and pitfalls, including environmental, economic, equity, and decolonization concerns.With implementable recommendations for institutions, academics, and students, this important book offers guidance for the future of internationalization in doctoral education and emphasizes the importance of strategic institutional approaches. Internationalization of the Doctoral Experience: Models, Opportunities and Outcomes is essential reading for anyone interested in the evolving landscape and transformative potential of internationalization in doctoral education.
|
|
| 15. |
|
|
| 16. |
- Jones, Elspeth, et al.
(författare)
-
Foreword : the importance of international and intercultural experiences at doctoral level
- 2024. - 1
-
Ingår i: Internationalization of the doctoral experience. - Abingdon : Routledge. - 9781032329673 - 9781032329680 - 9781003317555 ; , s. 3-4
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The present volume can be linked to a growing awareness of the potential in doctoral education for international experiences to deliver the pragmatic as well as values-based benefits of internationalisation (Jones & Killick, 2007). The former include the sharing of different perspectives on the field of study, alternative approaches to research and problem-solving, creating international collaboration and publication opportunities, developing research networks and offering career opportunities. The ‘values-based’ rationale for intercultural engagement is equally relevant at doctoral level as at other stages of education. Learning to work in multinational and multicultural teams and being open to different approaches and perspectives has become even more important as professional and project-based doctorates increase. Doctoral education is now much more than preparing candidates for academic careers.
|
|
| 17. |
- Jones, Elspeth, et al.
(författare)
-
Reflections and recommendations on the value of international experiences at doctoral level
- 2024. - 1
-
Ingår i: Internationalization of the doctoral experience. - Abingdon : Routledge. - 9781032329673 - 9781032329680 - 9781003317555 ; , s. 317-322
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This final chapter represents the Editors’ reactions to the chapters and case reflections within this book. It is structured around the three sections – Models, Opportunities/Challenges and Outcomes – and concludes by providing suggestions for the future of doctoral experience internationalisation for institutions, academics and students.
|
|
| 18. |
- Keynes, Matilda, et al.
(författare)
-
Introduction : connecting historical justice and history education
- 2021. - 1
-
Ingår i: Historical justice and history education. - Cham : Palgrave Macmillan. - 9783030704117 - 9783030704124 ; , s. 1-20
-
Bokkapitel (refereegranskat)abstract
- This chapter works as an introduction to the overall theme of the volume, details the origin of the book, and outlines thematic sections and individual chapters. It also supplies a research overview and a summary of the emergence and rise of historical justice movements and processes around the world, detailing the ways that history education, broadly conceived, has been positioned as a significant site of historical injustice, as well as a mechanism for historical redress. Further, the chapter discusses this evolving relationship between historical justice and history education, elaborates on central concepts that appear in the book, and outlines challenges and possibilities this relationship generates for both fields.
|
|
| 19. |
- Kindenberg, Björn, 1972-, et al.
(författare)
-
Budskap bortom raderna : Design-baserad forskning om undervisning för tolkande läsning
- 2019
-
Konferensbidrag (refereegranskat)abstract
- Tolkande och reflekterande läsning av skönlitteratur är en viktig del av ämnena svenska och svenska som andraspråk, inte minst i fostran av demokratiska medborgare (Svedner, 2012). Detta gör litteraturundervisningen till ett viktigt studieobjekt. Även om det genomförts många klassrumsstudier om litteraturundervisning (t.ex. Hultin, 2006; Bergman, 2007; Langer, 2011), har ganska få involverat lärare i forskningsprocessen. Vår studie utgår ifrån en design-baserad ansats (Cobb et al., 2003), där nio lärare från grundskolans tre stadier tillsammans med forskare planerat och genomfört undervisning i syfte att utveckla elevers tolkande och reflekterade läsning av skönlitterära texters budskap. Texters budskap är ett vanligt, men också omstritt (t.ex. Lundström et al., 2011) begrepp. I studien används begreppet budskap pragmatiskt, som en konkret utgångspunkt för undervisning där begreppet sedan breddas och fördjupas genom en iterativ serie av undervisningsinterventioner. I studien har följande forskningsfrågor formulerats: Vad innebär det att urskilja budskap i skönlitterära texter? Vad hindrar och möjliggör för elever att urskilja budskap i skönlitterära texter? Hur kan elevers förmåga att urskilja texters budskap fördjupas genom undervisning? Langers (2011) läsarpositioner används som ett teoretiskt och metodologiskt ramverk som väglett analys och undervisningsdesign. Det empiriska materialet består av elevtexter, inspelade elevsamtal, inspelade undervisningsavsnitt, lärares undervisningsmaterial och inspelade samtal mellan lärare och forskare. Resultatet visar bland annat att specifika undervisningsaktiviteter, exempelvis att försätta elever i situationer av aktivt budskapsskapande fördjupar elevers tolkning av text. Vidare visar resultaten att lärarens stöttning både kan underlätta och hindra elevers tolkning av text.
|
|
| 20. |
|
|
| 21. |
|
|
| 22. |
- Larsson, Anna, 1967-, et al.
(författare)
-
Den svenska skolgårdens historia
- 2012
-
Ingår i: Vägval i skolans historia. - Uppsala : Föreningen för svensk undervisningshistoria. - 1652-0610. ; 12:2-3, s. 16-20
-
Tidskriftsartikel (populärvet., debatt m.m.)
|
|
| 23. |
- Larsson, Anna, 1967-, et al.
(författare)
-
Den svenska skolgårdens historia : skolans utemiljö som pedagogiskt och socialt rum
- 2017
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- De flesta av oss har minnen kopplade till vår gamla skolgård – raster med avsides ro eller vild lek, gymnastik lektioner med idrott och tävlingar eller undervisning, kanske i naturkunskap eller bild. Idag har skolgården blivit en naturlig del av skolan, men hur har denna plats blivit så självklar? I sin intresseväckande bok redogör författarna Anna Larsson, Björn Norlin och Maria Rönnlund för den svenska skolgårdens historia utifrån historiskt källmaterial och människors minnesberättelser. De beskriver hur skolgården har tagit form och förändrats som koncept, hur den fysiskt har formgetts och utvecklats, och hur den har använts för social samvaro. Boken ger en ny och samlad kunskap om skolans utemiljö som ett pedagogiskt och socialt rum, både i en historisk och nutida kontext.
|
|
| 24. |
|
|
| 25. |
- Larsson, Anna, et al.
(författare)
-
The History of the Swedish Schoolyard : The Outdoor School Environment as a Pedagogical and Social Space, 1611–2011
- 2014
-
Konferensbidrag (refereegranskat)abstract
- Activities on the schoolyard, whether they take place during free recess or as a part of a more structured pedagogical practice, are highly important both to pupils’ social experiences of schooling and to their concrete learning processes. This has been made evident through several studies during the last decades (e.g. Blatchford & Sharp 1994; Pellegrini & Blatchford 2003) and it is today an increasingly common starting point for researchers engaged in the study of contemporary schooling. In educational history however, the picture is somewhat different. Even though the schoolyard seems to have a past almost as long as organised schooling itself, very little analytical attention has been provided this space (and the outdoor school environment as such), especially in the form of long-term historical studies.The main purpose of our study is to contribute to the understanding of the outdoor school environment as a pedagogical and social space by analyzing the history of the schoolyard in a Swedish educational context from the formation of the “modern” state governed school system in the early 17th century up until the very present.The theoretical point of departure is Henri Lefebvre’s (1991) theory of the production of social space. This implies that space should not be seen as a passive physical manifestation or merely a context for material activities but also a producer of subjectivities, mental conditions and social relations. Lefebvre’s three spatial dimensions are highlighted in our analysis, namely a) representations of space (conceived space); b) spatial practice (perceived space) and c) representational spaces (lived space). The first dimension corresponds to the imagined, planned, conceived space (often the professionalized public space), the second to the material, physically perceived space, and the third to the existential, lived space, which includes actions, experiences and feelings. Although analytically distinctive and useable, we understand these three dimensions as mutually intertwined in practice. Thus, intended schoolyard activities and material conditions merge with actions, social relations and mental structures. Based on Lefebvre, the schoolyard is seen as a physical place, which by nationally and locally formulated formal and informal representations becomes loaded with collective symbolic ambitions and expectations. On an everyday basis, pupils and teachers continuously participate in the forming of the schoolyard and negotiate its meanings and significances. In the ambition to examine and analyze the production of the schoolyard as a social space the following analytical dimensions and research questions will be guiding our study:A) Representations of space (conceived space): How has the conception of the schoolyard been formed and transformed in educational planning on a national and a local level? What central ideas about the ideal uses and features of the schoolyard have marked formal and informal regulation at different points of time, and how has this varied as regards to different parts of the educational system? What influences from dominating discourses (i.e. premises concerning childhood, play, pedagogy, knowledge, and so on) has effected these formal representations?B) Spatial practice (perceived space): How has the schoolyard been formed physically and materially?C) Representational space (lived space): What kinds of social activities have been conducted on the schoolyard, and what cultural and symbolic values have been attached to this space by pupils, school staff and others?Method: The most important sources for our study are formal instructions on national as well as local level, such as school curriculum texts, state regulations, construction plans and blueprints. This will make up the spine of the study. In addition to this, photographs and drawings are also being examined, as well as teacher, pupil and architect magazines. For the more recent parts of the investigated period interviews have been carried out with pupils, teachers and others engaged in schoolyard issues. The sorting and the analysis of the data are based on the three spatial dimensions described above, and has been carried out in a hermeneutic tradition. There are of course several methodological problems that need to be handled in a study like this. First of all, a challenging problem is caused by the long time-span of the study and the different nature of sources at hand at different time periods. The pre-modern sources more or less exclusively consists of formal, national and local decrees on schooling, whereas the sources from mid-19th century and onwards becomes successively richer, and therefore permits more in depth studies on several areas. This, in turn, creates problems as regards to finding a balance in the overall analysis, for example when it comes to studying spatial change. It also has an impact on where the main focus of our study is placed; namely on representations of space and on formal planning on different levels (as this is the dimension where we can achieve a comprehensive long-term study). This imposes an inevitable hierarchisation both between the three general analytical dimensions of the study but also within each category. Secondly, Lefebvre’s grand theory about the production of social space might work well as a joint analytical hub, but needs to be combined and added up with other (spatial and discursive) theories and approaches, and perhaps also with a more common framework for understanding the role of education in society. Finally, methodological difficulties also stems from the schoolyard being an atomized and multi-functional space (including for example a plot, plantations, botanical garden, a play area, a privy, a flagpole, secret places, etc.) and thus also multi-dynamic as regards to change. This creates challenges as to how sort out different patterns of change related to this space.Expected Outcomes: Although the study is far from completed some preliminary conclusions can be discussed against the background of the analytical dimensions presented above. As regards to the schoolyard as a conceived space, it has, to varying extent, been a place for play and sports, for rest and recreation, for teaching, fostering or for moral influence; it has been an instructive and model outdoor space for pupils or the surrounding community due to its aesthetics, as well as an object for economic, safety and health considerations. This has had effects on the physical schoolyard where both changes and continuities over the long investigated period can be seen. The lived schoolyard appears to be highly age differentiated and partly gender differentiated and strongly connected to activities and social relations. The lived schoolyard is both a safe and a dangerous place, and even if it is regulated, it offers possibilities to challenge the rules of the school. The lived schoolyard is also a children’s place - the presence of adults has been minimal except from the latest two or three decades. When intersecting the analyses of the three dimensions can we see that central ideas about the schoolyard, formed in relation to historical changes in school and society, have been materialized in the physical shaping of school sites. We can also see how central ideas have affected the lived schoolyard, but also the other way around. In the presentation the conclusions about the production of the schoolyard as a social space will be discussed in the light of illustrating empirical examples.
|
|
| 26. |
- Myrebøe, Synne, 1972-
(författare)
-
Kultiveringens politik : Martha Nussbaum, antiken och filosofins praktik
- 2019
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The Politics of Cultivation is a study on how the American philosopher Martha Nussbaum actualizes Ancient political philosophy to re-negotiate core assumptions in her own contemporary ethical-political discussions. The aim is to explore the potentiality Nussbaum discerns in Ancient philosophy and how this potentiality is actualized in her thoughts on cultivation as a critique of what she sees as reductive cultures of knowledge. Also, I highlight what Nussbaum’s philosophical practice can contribute to a Swedish discourse on bildning as resistance. Following Nussbaum’s philosophy of cultivation from her first articles on Heraclitus in 1972 to her recent work, I focus on how she emphasizes the role of sensibility, sexuality and emotions for reason. The thesis is divided in six chapters. The first chapter gives an overview of cultivation as a recurrent theme throughout Nussbaum’s authorship. In the second chapter I explore her reading of Heraclitus and how this reading highlight her philosophy of cultivation. The third and fourth chapters study how Nussbaum mobilizes Plato and Aristotle to point at some of the problems she finds at the core of her contemporary political philosophy. The fifth chapter investigates how Nussbaum renegotiates Stoic and Epicurean philosophy in her defence of a therapeutic philosophical approach. The last chapter exposes how aesthetical, ethical and political dimensions are weaved into Nussbaum’s thoughts on cultivation. Here, I study her reading of two tragedies and one comedy, showing how Nussbaum’s philosophical practice can be understood as an art of memory.Set in a contemporary, Swedish discussion on bildning [Bildung], and the role of education for liberal democracy, I argue that Nussbaum lay bare the constructed division between education and self-formation where she calls for the urgency to scrutinize educational politics and educational practice. Hence, what Nussbaum emphasizes, is that everywhere people meet, we are already embedded in a process of cultivation of thoughts, emotions and perceptions. The central question on how we can live together in a pluralistic world will thus have different answers depending on what can be seen and heard within the epistemological and political regulation of the sensible. Nussbaum’s politics of cultivation insists not only on being a gadfly on the back of power, but also to change the political structures from a reductive masculinity to the dialectics of love.
|
|
| 27. |
|
|
| 28. |
- Norlander, Peter, 1974-
(författare)
-
Historieundervisning i det multimediala klassrummet : lärares förhållningssätt till olika mediers kvaliteter och användbarhet
- 2016
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In Sweden, the subject of history has become more comprehensive and diverse in recent decades. Parallel to this development, a new media landscape has been established, both in society at large and in school. Today there is a wide variety of teaching materials available, such as documentaries, news media, digitalized source material, music, computer games, encyclopedias, popular scientific articles, etc. This raises questions about which types of media history teachers use to teach their subject. The aim of this study is to analyze how teachers approach and relate to the qualities and usability of different media for teaching and learning history in upper secondary school. Semi-structured interviews are used to obtain detailed accounts of how teachers view their media use. Methodologically, the study examines teaching materials in a practice-oriented research tradition, focusing on the perceptions and uses of various media. Media ecology and sociocultural theory serve as the theoretical basis of the study. In brief, these theoretical perspectives claim that media should not be seen as neutral and value-free channels for conveying information, because intermediary media can both form and affect the learning that comes through the use of a certain medium. The concept of affordance is used in order to highlight and analyze how teachers view the effects that various types of media might have on how students understand history. This study shows that history teaching in upper secondary school is conducted in a media-rich environment. Based on the categorizations used, the eleven teachers who participated in this study report that they use a total of eighteen different types of media, and this complements and nuances the image of history teaching as a textbook-driven activity. This study also shows diversity in the teachers’ media repertoires. To explain this variation and to show the considerations underlying teachers’ media use, the term mediation strategies is used. The use of this concept shows that teachers’ perceptions of the usability of various media depend on how they perceive the qualities of these various media, as well as how the teachers relate both to the subject of history and to the pupils. Based on previous research and the results of the present study, it is concluded that it is advisable to advocate an extensive and varied media use when teaching history. Furthermore, it is highlighted that there is a need for a thorough discussion regarding which types of media should be part of history teachers’ media repertoires and what kind of mediation competence history teachers require today.
|
|
| 29. |
|
|
| 30. |
- Norlin, Björn, 1976-
(författare)
-
Bildning i skuggan av läroverket : Bildningsaktivitet och kollektivt identitetsskapande i svenska gymnasistföreningar 1850-1914
- 2010
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present dissertation investigates pupil fraternities in the Swedish state grammar school system from 1850 to 1914, in an effort to contribute to the understanding of peer group socialisation as part of the overall pedagogical process. Focus is trained on the practice of liberal education (Sw. bildning ) and the construction of collective identity. Modern pupil associations emerged in the mid-nineteenth century from the ruins of outdated educational traditions. Due to sharpened discipline, institutional changes and external societal pressure, previously existing corporative modes of organisation successively disappeared. To fill the void, pupils began founding fraternities, thereby introducing a new organisational form and a new set of activities based on an ideological foundation more in sync with the ideals of the emerging industrial society. Infused with the liberal, neo-Romantic ideals of the day, the introduction of fraternal life laid out new tools for selfadministered socialisation. After analysing the growth of pupil associations in the mid- nineteenth century, the thesis concentrates on fraternal practice at one particular institution, Umeå State Grammar School. This case study shows that fraternal activity revolved around creating lending libraries and reading circles, assemblies, school magazines and aesthetic pursuits including musicmaking, singing, acting and dancing. The thesis suggests that the fraternity had a structuring impact on the student body as a whole, serving to homogenise the school experience and provide a viable alternative to the allurements of town life. Subjects favoured by the fraternity included philosophy and ethics, literature and history and, to a lesser extent, current events. A slight shift in interest toward the natural sciences can be detected at the end of the period under investigation. Furthermore, it is revealed that peer socialisation encouraged identification with the school. It transmitted a set of values stressing idealism and anti-materialism, patriotism and regionalism, intellectualism (as opposed to athleticism), religious and/or secular piety, historism, cultural and political traditionalism, an acknowledgement of the powers – and limitations – of youth and an idealisation of friendship and camraderie. Insofar as social mores and relationships between the sexes was concerned, peer socialisation also provided pupils with practical instruction on proper conduct, and laid the foundation for an ambiguous understanding of the opposite sex. It promoted an ideal of masculinity closely associated with what may be characterised as the civil servant ideal. The thesis finally reveals that strong links were forged between fraternities on a regional, nationwide and Nordic level, bearing strong resemblance to contemporary social youth movements regarding attitudes toward society, culture and knowledge. Upper secondary school fraternities considered themselves guardians of the nation and its culture and became a conformist force in late nineteenth-century Sweden. On the other hand, pupils also constituted an active force in the modernisation of Swedish institutional practice, in the vitalisation of the state grammar schools, and as forerunners in the conceptualisation of a new cult of youth.
|
|
| 31. |
- Norlin, Björn, 1976-, et al.
(författare)
-
Colonialism
- 2016
-
Ingår i: Encyclopedia of the barents region. - Oslo : Pax Forlag. - 9788253038575 ; , s. 117-118
-
Bokkapitel (refereegranskat)
|
|
| 32. |
- Norlin, Björn, 1976-
(författare)
-
Comenius, moral and pious education, and the why, when and how of school discipline
- 2020
-
Ingår i: History of Education. - : Routledge. - 0046-760X .- 1464-5130. ; 49:3, s. 287-312
-
Tidskriftsartikel (refereegranskat)abstract
- The present study provides an analysis of John Amos Comenius’s thoughts on moral and pious education, educational governance and school discipline as expressed in Didactica Magna. This is examined from the background of his view of education as a societal phenomenon, the purposes of different categories of knowledge for individual formation and the role of pedagogy in the upbringing of children. Theoretically, this paper expands on Michel Foucault’s ideas about governmentality and discipline, as well as on Henri Lefebvre’s spatial theories. The article argues that Comenius can be viewed as a significant contributor to the early modern shift towards new administrative techniques for school governance, transmitting the mode of disciplinary power into pedogogised and didactic forms. The article contributes to achieving more systematic knowledge for understanding the focused areas of schooling, the concept of discipline and the pedagogic premises of disciplinary practice in an early modern European educational context.
|
|
| 33. |
|
|
| 34. |
|
|
| 35. |
- Norlin, Björn, 1976-
(författare)
-
Exploring Violence(s) in the History of Education
- 2018
-
Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 5:2, s. 1-15
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
|
|
| 36. |
|
|
| 37. |
- Norlin, Björn, 1976-, et al.
(författare)
-
Generating and popularising historical knowledge in a reconciliation process : the case of the church of Sweden and the Sami
- 2021. - 1
-
Ingår i: Historical justice and history education. - London : Palgrave Macmillan. - 9783030704117 - 9783030704124 ; , s. 131-151
-
Bokkapitel (refereegranskat)abstract
- This chapter takes an on-going reconciliation process in Sweden, the case of the Church of Sweden and its historical relations to the indigenous Sami people, as a point of departure for analysing official white paper projects and truth commissions from the perspective of generating and disseminating historical knowledge. What happens with historical knowledge when historical problems are formulated, researched, and published within a reconciliation process driven by an ideological agenda? How can such a process be analysed from a theoretical point of view? This chapter argues that the examined process follows a general pattern that can be divided into at least three distinguishable phases. Each phase is marked by distinctly different characteristics with regards to the (scientific) shape of historical knowledge, the main agents and audiences involved in the process, and the specific media that history is filtered through. All phases also display different characteristics concerning their educational scopes. Through this analysis, the authors aim to contribute to a deeper understanding of how historical knowledge is generated within official historical justice processes and how it is transformed through processes of educationalisation, recontextualisation, and remediation.
|
|
| 38. |
|
|
| 39. |
- Norlin, Björn, 1976-
(författare)
-
Isak vid läroverket
- 2021
-
Ingår i: En resa genom skolans historia. - Uppsala : Uppsala universitet. - 9789186701048 ; , s. 65-70
-
Bokkapitel (populärvet., debatt m.m.)abstract
- Hur var det egentligen att gå i skola förr i tiden? I den här boken får du träffa tolv elever som gick i en skola som inte var som skolan är idag. Det är berättelser om både tjejer och killar, en del fattiga och en del rika. Den första berättelsen handlar om 1600-talet och den sista om 1980-talet. Gemensamt för alla berättelser är att de är skrivna av personer som forskat om skolans historia och som är experter på den tid de skriver om.
|
|
| 40. |
|
|
| 41. |
|
|
| 42. |
- Norlin, Björn, 1976-
(författare)
-
Kyrkan, missionen och skolan
- 2017
-
Ingår i: Samerna och Svenska kyrkan. - Möklinta : Gidlunds förlag. - 9789178449750 ; , s. 37-50
-
Bokkapitel (populärvet., debatt m.m.)
|
|
| 43. |
- Norlin, Björn, 1976-
(författare)
-
Kyrkan och samiska kulturella uttryck
- 2017
-
Ingår i: Samerna och Svenska kyrkan. - Möklinta : Gidlunds förlag. - 9789178449750 ; , s. 51-63
-
Bokkapitel (populärvet., debatt m.m.)
|
|
| 44. |
|
|
| 45. |
- Norlin, Björn, 1976-, et al.
(författare)
-
Kyrkan, utbildningspolitiken och den samiska skolundervisningen vid sekelskiftet 1900 : inflytande, vägval och konsekvenser?
- 2016
-
Ingår i: De historiska relationerna mellan Svenska kyrkan och samerna. - Skellefteå : Artos & Norma bokförlag. - 9789175807959 - 9789152635858 ; , s. 403-438
-
Bokkapitel (refereegranskat)abstract
- Under mer än 300 år har Svenska kyrkan haft en central roll för framväxten och organiseringen av samiskt skolväsende. I artikeln beskrivs grunddragen i hur det samiska skolväsendet vuxit fram och förändrats från 1600-talets inledning till nomadskolans införande på 1910-talet. Artikeln ämnar föra fram de uttalade målsättningar som föranledde nomadskolans inrättande 1913 och i viss mån ställa dessa i relation till tidigare former för utbildning. Nomadskolan som undervisningsform vilade nämligen på såväl nyetablerade föreställningar om samer och samernas framtid, som tidigare upparbetade former för samisk skolundervisning. Initiativen för skolreformerna togs av kyrkliga företrädare. Dessa hade också initiativet i fråga om att formulera utgångspunkter för samernas situation och renskötselns framtid och föra samman dessa utgångspunkter till grundvalar för hur den samiska undervisningen skulle organiseras. Avslutningsvis diskuteras hur det kyrkliga inflytandet över utbildningssystemet kanaliserades genom fyra, delvis överlappande, roller eller ansvarsområden. Hit hörde 1) ett övergripande ansvar för utbildningspolitiskt policyarbete, 2) en kunskapsförmedlande och opinionsbildande roll i fråga om det samiska och samiska intressen och därmed även rätten att definiera samiskhet i en utbildningskontext, 3) en organiserande roll vad gällde utbildningens administrativa ordnande samt 4) ett mer praktiskt förankrat ansvar för överinseende och konkret implementering av skolundervisningen.
|
|
| 46. |
- Norlin, Björn, 1976-
(författare)
-
Making the schoolyard : recess, recreation, play, and other pedagogical incentives to regulate outdoor school spaces in seventeenth- and eighteenth-century Sweden
- 2018
-
Ingår i: Making education. - Cham : Springer. - 9783319970189 - 9783319970196 ; , s. 33-48
-
Bokkapitel (refereegranskat)abstract
- The present chapter examines early modern schooling in Sweden and more precisely how spatial conceptualizations of the outdoors (with regard to theuse of it for recess, physical activity, recreational play, and other educational activities) were accumulated in formal curricula. The chapter draws attention to the introduction and origins of ideas connected to the use of the outdoors,the link between outdoor activities and specific school subjects, and the influence of dominating discourses. Theoretically, it expands on a Lefebvrian understanding of the production of social space and on his analytical distinction between different dimensions in this process. The chapter argues that this emergence of the schoolyard as a concept in formal planning was connected to a 'pedagogization' of the outdoor environment, which in turn enforced the design of new rules of conduct and an extended thinking about school governance. The making of the schoolyard meant a reconfiguration of the temporal and spatial preconditions of schooling and an expansion of ambitions to regulate pupils' behaviour outside of the classroom walls.
|
|
| 47. |
- Norlin, Björn, 1976-, et al.
(författare)
-
Notes from the Editorial Team
- 2015
-
Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 2:1, s. 1-2
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
|
|
| 48. |
- Norlin, Björn, 1976-
(författare)
-
Pandemin och skolan : Spanska sjukan i lärarpress och skolors årsredogörelser
- 2020
-
Ingår i: Vägval i skolans historia: Tidskrift från föreningen för svensk undervisningshistoria. - Uppsala : Föreningen för svensk undervisningshistoria. ; :4
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- I artikeln undersöks en tidigare pandemi, spanska sjukan, och några av de avtryck den gav dels i den professionsbundna lärarpressen, i form av Svensk Läraretidning (SL), dels i material från lokala skolor. Syftet är att utifrån detta källmaterial blottlägga möjligheter att nå mer detaljerad kunskap om pandemiers inverkan på förflutna skolmiljöer. Hur tog sig spanska sjukan uttryck i lärartidningar och årsredogörelser från lokala skolor, och vilken potential har denna typ av skrifter som kunskapskällor? Vad berättar de om hur skolmiljöer påverkats av en pandemi?
|
|
| 49. |
|
|
| 50. |
- Norlin, Björn, 1976-
(författare)
-
School jailhouse : discipline, space and the materiality of school morale in early-modern Sweden
- 2016
-
Ingår i: History of Education. - 0046-760X .- 1464-5130. ; 45:3, s. 263-284
-
Tidskriftsartikel (refereegranskat)abstract
- This paper uses a specific phenomenon of early-modern education in Sweden, the school jail, as a point of departure for a broader analysis of educational policy in the areas of discipline and moral instruction. The paper demonstrates how the jail evolved as a part of a wider network of objects, pedagogical technologies and social routines in this area and how this gradually came to change. From being part of a disciplinary rationale leaning on public corporal punishment, the prison was successively set aside in favour of new symbolic and more productive forms of discipline. This process of modernisation also enforced spatial and material reconfigurations, as the classroom acquired a more prominent role as an arena for regulatory practice. The paper also suggests a shift of the general scope in formal policy from a religious frame of reference towards a more secular and independent positioning of schooling.
|
|
