| 1. |
- Atkinson, Lucy, et al.
(författare)
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The Environment and Political Participation in Science Education
- 2023
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Konferensbidrag (refereegranskat)abstract
- There is increasing attention to the role of education in teaching environmental issues such as climate change (Teach the Future, n.d.). Whilst environmental issues are science-dependent, science is not sufficient to respond to today’s environmental challenges. Yet internationally, science and geography are those subjects most likely to include environmental content (UNESCO, 2021). In England, students can expect to learn about environmental challenges including climate change, biodiversity and pollution during their compulsory science education (DfE, 2013). These topics are often controversial, rife with moral tensions (Zeidler, Herman, & Sadler, 2019), and characterised by both descriptive facts and normative values. The values often deal with solutions to the problems, what kind of actions can be taken on an individual or societal level and even what kind of society is preferred. This makes the issues both scientific and political. Yet little is known about how politics enters the science classroom. In this study, we aim to understand how environmental politics enters the classroom, and how science teachers address different approaches to political participation with their students.In order to develop democratic environmental governance, there is a need for representation of different groups of people, opportunities for participation and for spaces for deliberation (Lidskog & Elander, 2007), i.e. for politics. Schools are potential sites for participation and deliberation and for learning democracy (Biesta & Lawy, 2006). Politics can be defined in different ways, from a narrow focus on electoral processes to broader conceptualisations which include different ways of making decisions and shaping power relations. In this study, we are concerned with power and social change (Dahl & Stinebrickner, 2003) i.e. “the capacity for agency and deliberation in situations of genuine collective or social choice” (Hay, 2007, p. 77) through science education. This definition of politics goes beyond electoral and party politics and includes activities outside formal political institutions. This is in accordance with Heywood (1999)’s characterisation of politics as an a social activity that arises out of interaction between or among people, which develops out of diversity (the existence of different interests, wants, needs and goals), and which relates to collective decisions which are regarded as binding upon a group of people. Carter (2018) identifies the environment as a policy problem for several reasons, including that the environment can be considered a public good, with complex and interdependent relationships between people and ecosystems acting across national borders with consequences felt into the future.This characterisation of politics is relevant to the study context as education is a social activity which brings together people with different views, interests and goals in relation to the environment, and it is a context in which collective decisions can be made, for example, about how the school function, what is taught (and how), and what actions or outcomes are desirable as a result of education. Not all of these actions and outcomes can be considered political and we see politics as related to societal engagement and political participation more broadly. Ekman and Amnå (2012) have developed a typology of different forms of participation in society. They distinguish between (a) non-participation (disengagement); (b) civic participation (latent political), whether social involvement or civic engagement; and (c) political participation (manifest political), which can be formal political participation or activism. Each of these three types of participation are further classified in terms of individual and collective forms. In this study, we use Ekman and Amnå’s (2012) typology to understand the ways in which teachers address the political dimensions of the environment in school science. The research question we set out to explore in the study is: how do science teachers address political participation in science education?Methodology, Methods, Research Instruments or Sources UsedAn exploratory qualitative approach was used to understand science teachers’ perceptions and approaches to environmental politics. We focused on science teachers with responsibility for teaching students aged 11-16 in England because we were interested in what students experience during their compulsory secondary science education, where the curriculum demands that they learn about ecosystems and the environment.A deductive approach to instrument design was used, drawing on Ekman and Amnå’s (2012) typology of latent and manifest political participation and non-participation (see Table 1 above) in the design of the interview guide and in the analysis of data to understand the ways in which politics enters the science classroom. Given the potentially sensitive nature of some of the questions, we used one-to-one interviews, conducted online to increase the geographical reach, and minimise the need for travel. The interview guide contained open-ended questions on science teachers’ perspectives on and experiences of teaching environmental politics in science education. We deliberately did not ask about educational policy; only about teachers’ own experiences, practices, personal perspectives and barriers they encountered. Participants were provided with an infographic using examples from Ekman and Amnå’s (2012) typology and asked to mark ways of participating in society which they had:planned and taught (green); mentioned in passing or in response to a question from a student (orange); and, never addressed (red). The interview focused on reasons for these decisions. Interviews were conducted by three members of the research team and took place in January - June 2022. Each lasted approximately 1 hour.Interviews with 11 teachers were recorded and transcribed and interpretive phenomenological analysis (IPA) (Smith, 2004) used to analyse the data. This approach aims not at generalisation but rather to understand how individuals make sense of their own experiences (Guihen, 2019), namely, how politics enters the science classroom. IPA is typically used to generate meaningful insights from a small dataset, often in psychology and health sciences. It is appropriate here because it provides a way to understand how participants make sense of their social world, it allows for diversity of perceptions rather than looking for a single objective truth and it allows researchers to interpret these experiences and understand the perspective of an insider and then interpret what it means for them to have this perspective (Reid, Flowers, & Larkin, 2005). An iterative approach to data analysis was used, with reflexive discussions between each stage of analysis. Conclusions, Expected Outcomes or FindingsTeachers participating in this study saw a place for politics in science education. However, it was described as almost absent in lessons. Teachers were more likely to discuss individual, legal, forms of participation, focusing on civil (latent political) actions rather than collective, manifest forms of participating. Even when politics enters the classroom, it tends to be students rather than teachers who introduce the topic, unless there are links to the curriculum or other legal and political frameworks. Policy (national and school) and colleague and student perceptions prevented teachers from planning to discuss manifest forms of political participation with students. Politics (especially collective aspects) are experienced as off-limits to teachers in the study. This post-political logic distances people (here, young people but also teachers) from involvement in decision-making and reduces their capacity to be involved in environmental decision-making now and in the future. These absences, we argue, contribute to a broader societal trend which closes off spaces to discuss and celebrate disagreement (Blühdorn & Deflorian, 2021), and which diminish the potential for young people to learn democracy. In order to develop democratic governance of environmental issues, there is a need for representation, opportunities for participation and for spaces for deliberation (Liskog & Elander, 2007). Schools are in many ways ideal sites to encourage political participation as they are shared spaces of learning - both about forms of participation but also how to participate and to deliberate across disagreement, or as one of the teachers in this study put it ‘we need to teach them how to use their voice properly and how to be heard’. This requires those who are in positions where they can act to listen to these voices and engage in deliberation and bring politics - as the capacity to deliberate and make collective decisions - into the science classroom.
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| 2. |
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| 3. |
- Caiman, Cecilia, et al.
(författare)
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Didaktiska perspektiv på hållbar utveckling
- 2018
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Annan publikation (refereegranskat)abstract
- Kapitlet ger en introduktion till lärande i hållbar utveckling. Det görs genom att ge en bild av hur de komplexa och ämnesövergripande hållbarhetsfrågorna kan karaktäriseras. Kapitlet lägger vikt vid att diskutera och problematisera de viktiga frågorna, varför behövs en undervisning i hållbar utveckling, vad ska undervisningen innehålla samt hur ska den organiseras.
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| 4. |
- Caiman, Cecilia, et al.
(författare)
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Hela skolan för hållbar utveckling
- 2018
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Annan publikation (refereegranskat)abstract
- Den här delen avslutar modulen samtidigt som den blickar framåt mot arbetslagets och skolans utveckling. Syftet med delen är att bidra till hur skolans personal kan arbeta med att utveckla en skola som har som mål att i verksamheten som helhet arbeta med hållbarhet.I delen presenteras en modell för hur en skola kan arbeta med skolutveckling som en demokratisk process. Delen diskuterar Framtidsverkstad, som är en metod för att starta en förändringsprocess. Den visar ett exempel från en skola och hur ett arbetslag genomför en framtidsverkstad. Ni får även möjlighet att pröva att genomföra en framtidsverkstad på den egna skolan. Delen tar också upp idéer om organisationsförändring.
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| 5. |
- Dunlop, Lynda, et al.
(författare)
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Treading carefully : the environment and political participation in science education
- 2024
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Ingår i: Cultural Studies of Science Education. - Dordrecht : Springer Netherlands. - 1871-1502 .- 1871-1510.
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Tidskriftsartikel (refereegranskat)abstract
- Politics and science are inextricably connected, particularly in relation to the climate emer-gency and other environmental crises, yet science education is an often overlooked site forengaging with the political dimensions of environmental issues. This study examines howscience teachers in England experience politics—specifically political participation—inrelation to the environment in school science, against a background of increased obstruc-tion in civic space. The study draws on an analysis of theoretically informed in-depth inter-views with eleven science teachers about their experiences of political participation in rela-tion to environmental issues. We find that politics enters the science classroom primarilythrough informal conversations initiated by students rather than planned by teachers. Whenplanned for, the emphasis is on individual, latent–political (civic) engagement rather thanmanifest political participation. We argue that this is a symptom of the post-political condi-tion and call for a more enabling environment for discussing the strengths and limitationsof different forms of political participation in school science. © The Author(s) 2024
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| 6. |
- Eriksson, Helena, 1978-, et al.
(författare)
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Strategier för höjd utbildningsnivå : Slutrapport från en studie i Falkenbergs kommun
- 2014
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med studien är att undersöka och förstå den bristande utbildningsbenägenheten i Falkenbergs kommun utifrån de ungas perspektiv. Studiens frågeställningar är:– Hur definierar unga ett ”framgångsrikt” liv och vilka vägar har de för att nå dit?– Vad har unga för attityd till högre utbildning?– Vilken betydelse har omgivningen (hem, skola, arbetsmarknad) för de ungas utbildnings- och framtidsval?För att fånga studiens syfte så allsidigt som möjlig valdes ett upplägg med fyra delstudier där ett flertal olika aktörer fick möjlighet komma till tals, så som unga, skolpersonal, arbetsförmedlare och företrädare för arbetslivet. Den första delstudien består av en enkätstudie bland unga i tre åldersgrupper; grundskoleelever i årskurs nio, gymnasieelever i avgångsklasserna på tredje året och 25-åringar. I den andra delstudien fördjupas resultaten från enkätstudierna bland unga genom intervjuer med ett flertal 25-åringar med anknytning till Falkenbergs kommun. Den tredje delstudien består av intervjuer med föräldrar tillsammans med sina barn samt med lärare och studie- och yrkesvägledare. Den fjärde delstudien består av en enkätstudie bland företrädare från det privata och kommunala näringslivet i Falkenbergs kommun samt intervjuer med arbetsförmedlare.Resultatet av studien visar att den dominerande synen på högre utbildning i Falkenberg är att det är ett medel för att få ett arbete, även om det också i viss utsträckning framkommer perspektiv på högre utbildning som något som leder till personlig utveckling och mer kunskap. Det senare perspektivet står främst de unga som studerar eller har studerat på högskola eller universitet för. Den sammantagna bilden som ges av de unga, lärare, studie- och yrkesvägledare, arbetsförmedlare och näringslivet, är att Falkenberg är en kommun där högre utbildning inte värderas så högt och att Falkenberg inte är en kommun där högre utbildning är särskilt betydelsefullt. Högre utbildning ses inte av unga i Falkenberg som så betydelsefullt för att skapa sig vad man själv anser vara ett bra och framgångsrikt liv. De unga värderar främst fritid, vänner och trygghet i form av till exempel arbete med stabil inkomst för ett gott liv. Detta förefaller vara möjligt att uppnå utan högre utbildning för dem som bor i Falkenberg. Särskilt gäller detta för männen, vilka prioriterar att bygga upp ett kontaktnät för att erhålla ett arbete i Falkenberg. Denna strategi är gångbar då den del av näringslivet som inte värderar högre utbildning bland sin personal tenderar att rekrytera män i sitt eget kontaktnät. Kvinnor däremot ser i högre utsträckning vikten av att vidareutbilda sig, men har då svårt att se möjlighet till karriär i Falkenberg.Studien visar, liksom tidigare forskning, att socioekonomiska faktorer och kön påverkar motivation och benägenheten att studera vidare på högskola eller universitet. De unga som har föräldrar som har högre utbildning är mer benägna att själva studera på högskola eller universitet och flickor/kvinnor studerar i högre utsträckning på högskola eller universitet än pojkar/män. Utöver dessa faktorer har anknytning till Falkenberg en betydelse för de ungas motivation och utbildningsval. Har man minst en förälder som är född utanför Falkenberg ökar motivationen att studera vidare. De som är motiverade till högre studier vill i stor utsträckning flytta från Falkenberg och de (25-åringar) som har flyttat från Falkenberg har högre utbildningsnivå än de som bor i Falkenberg.Studien visar att unga som är engagerade i sina studier i grund- och gymnasieskolan ofta också uppger att de är motiverade till högre studier. De sammantagna resultaten synliggör att stödet från vuxna, speciellt föräldrar och lärare, i de ungas studier har avgörande betydelse för deras engagemang i studierna. Föräldrar med högre utbildning stöttar oftare sina barn i deras skolarbete än föräldrar utan sådan utbildning. Om föräldrarna inte har tillräckliga kunskaper för att stötta sina barn blir stödet från vuxna i skolan avgörande för deras studiemotivation. Resultaten visar att flickor inte är lika beroende av stödet i hemmet eftersom de i högre utsträckning än pojkarna svarar att de får stöd av lärare. Det framgår att lärarna känner till att flickorna få mer stöd men upplever en avsaknad av strategier för stötta pojkar att bli mer engagerade i sina studier.Studien visar att en övervägande majoritet av grundskole- och gymnasieeleverna är osäkra på sitt val av framtida utbildning och yrke. Valet att studera på högskola eller universitet görs många gånger redan vid valet av gymnasieprogram, även om det i vissa fall har gjorts senare. Många unga uttrycker en påtaglig avsaknad av stöd från omgivningen, i synnerhet från vuxna i skolan, när det gäller val av yrke och utbildning. Lärarna och studie- och yrkesvägledarna beskriver hur de bör vara aktiva i förhållande till att få eleverna att tänka på framtiden samtidigt som de anser att de ska vara passiva i förhållande till att påverka och styra eleverna, exempelvis till att gå vidare till högre studier. Lärarna uppger att frågor som rör framtidsval berörs utanför ordinarie undervisning eftersom de inte anser att de har stöd i det styrande regelverket för att ta upp frågan om framtiden (inkluderat högre studier) inom ramen för undervisningen. De beskriver att det saknas strategier kring att belysa frågor som rör arbetsliv och högre studier. Samtidigt framhåller studie- och yrkesvägledarna att de saknar strategier för att möta dagens unga som de beskriver som okunniga om arbetsliv och utbildning och därmed allt för omogna för att göra några framtidsval. Sammanfattningsvis åläggs de unga ett stort eget ansvar för sina utbildnings- och framtidsval parallellt med att vuxenvärlden saknar strategier för att öka unga kunskaper om deras framtida möjligheter och abdikerar på grund av sin rädsla för att påverka.
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| 7. |
- Eriksson, Helena, 1978-, et al.
(författare)
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Young people, higher education and choice : The lack of support from guidance counsellors and teachers
- 2014
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Konferensbidrag (refereegranskat)abstract
- In a changing and complex world, young people are expected to make decisions and choices regarding their education and future. The purpose of this paper is to illustrate how guidance counsellors and teachers view their role in supporting students in these choices, and how young people regard the support they receive and have received during their years in school. The empirical data used in this paper is part of a larger study conducted in a municipality in Sweden. Interviews with teachers, guidance counsellors and young adults who live in or grew up in the municipality are presented and analysed in the paper. The empirical data also consists of surveys with students in their ninth year as well as students in their last year at school. The analysis is based on Pierre Bourdieu’s theory of field, capital and habitus. The analysis shows that there are differences in how the professionals and the young people view the support regarding education and the future. Young people feel that they have received little support from the school and want more guidance/help from teachers and guidance counsellors regarding their educational choices and their future. From the professionals’ side, there is an explicit fear of influencing the young and therefore they take a more passive approach. How to understand this fear and its consequences from a gender and class perspective is discussed in the conclusion of the paper.
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| 8. |
- Hasslöf, Helen, et al.
(författare)
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Konsekvenser av handlande i en komplex värld
- 2018
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Annan publikation (refereegranskat)abstract
- Syftet med delen är att bidra till hur skolan kan arbeta med komplexa sammanhang, människans betydelse i förhållande till lokala och globala perspektiv av påverkan och ansvar, betydelsen av hur vi tolkar kunskaper genom olika värdegrunder och vilken betydelse vi ger individens handlingar. Det konkretiseras med exempel på fördelar och nackdelar med olika val. Det förs även resonemang om hur människans handlingar bidrar till och ifall de har betydelse för en hållbar utveckling i en komplex värld.Deltagarna får genomföra en undervisning som bygger på livscylelanalys (LCA) och redogöra för den. Erfarenheterna används för ämnesövergripande diskussioner om hur undervisningen kan utvecklas.
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| 9. |
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| 10. |
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| 11. |
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| 12. |
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| 13. |
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| 14. |
- Högdin, Sara, 1972-, et al.
(författare)
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Förhandlingar om befrielse från obligatoriska inslag i grundskolans utbildning
- 2021. - 1
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Ingår i: Sexualitet och migration i välfärdsarbete. - Lund : Studentlitteratur AB. - 9789144133720 ; , s. 505-524
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Bokkapitel (refereegranskat)abstract
- Såväl forskning som massmedia har uppmärksammat ungdomar och unga vuxna, främst unga kvinnor, som växer upp med en situation där familjens och samhällets värderingar skiljer sig avseende synen på äktenskap, sedlighet och sexualitet. Det kan leda till att det uppstår motsättningar, som ställs på sin spets i den obligatoriska grundskolan när föräldrar inte vill att deras barn deltar i undervisning som strider mot familjens normer och värderingar. Det kan handla om barn som inte tillåts delta i sim- och idrottsundervisning, sexualkunskap eller åka på klassresor, med hänvisning till familjens religiösa eller filosofiska övertygelse. I detta kapitel riktas fokus mot motsättningar som kan uppstå mellan vårdnadshavare och staten när det gäller innehållet i den obligatoriska grundskolan. Syftet är att diskutera grundskolans förhållningssätt vid förhandlingar om befrielse från obligatorisk utbildning med utgångspunkt i aktuell lagstiftning.
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| 15. |
- Högdin, Sara, 1972-, et al.
(författare)
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Strategier för höjd utbildningsnivå : En studie bland unga i Åstorps kommun
- 2014
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Flera tidigare studier visar att utbildningstraditionen i samhället har förändrats. Idag utbildar sig fler på gymnasiet och fler läser vidare på högre utbildningar vilket innebär att utbildningsnivån i vårt samhälle ökat. Utbildningssystemet beskrivs ofta som ett “självreproducerande system”, där benägenhet att välja en viss utbildning i hög grad är beroende av utbildningstradition, framför allt i familjen, men också i samhället runt individen. I Åstorps kommun har en låg utbildningstradition uppmärksammats. Det är inte ovanligt med avhopp från gymnasiet och ett flertal gymnasieelever slutför inte sin gymnasieutbildning inom de avsedda tre åren. När det gäller högre studier vid högskola eller universitet ligger utbildningsnivån i Åstorps kommun lägre än riksgenomsnittet. Med anledning av detta beslutade Åstorps kommun att följa upp gymnasieeleverna genom en studie. Studiens syfte är att tillvara erfarenheter av utbildning bland ungdomar i Åstorps kommun samt öka kunskapen om hur ungdomarna ser på framtida utbildnings- och karriärmöjligheter. Resultaten i studien visar att många ungdomar efterfrågar mer stöd från vuxna i skolan när det kommer till val av utbildning och framtida yrke.
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| 16. |
- Högdin, Sara, 1972-, et al.
(författare)
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Strategies to strengthen outlook of life among young people : A case study in a Swedish municipality
- 2016
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Ingår i: SWSD 2016.
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Konferensbidrag (refereegranskat)abstract
- There is a continuous increase in mental health problems, such as stress symptoms, among young people in the Nordic countries. One source of stress concerns young people’s outlook of life in general, and more specific the choice of education and future carrier. Previous studies show that high education has positive impact on a person’s health, but also on regional development. The research project is based on a case study in a Swedish municipality with low educational level. The aim of the study is to explore and understand the low education among the citizens. The study starts in young person’s perspective on their future. Further, how adults in home, school and the neighborhood, influence the young person’s educational and carrier choices. The analyses of the results are based on theories on gender and cultural/social capital. The empirical material consists of surveys and interview studies with young people, teachers and guidance counsellors. The results show that young people often feel unsure of their future chooses and often ask for more support from adults regarding their future education. Several students find it stressful to manage their career choices, particularly if their parents do not have sufficient knowledge to support them in such matters. Teachers and guidance counselors describe a lack of strategies to support and addressing issues of education and future work, but also how they should be passive in relation to influencing the students. In conclusion, the results show the importance, when it comes to social work and social development practices on preventing mental health problems among young people, to develop strategies for working with young person’s educational and carrier choices. In this project some strategies have been identified, on local political and school level, to strengthen outlook of life among young people.
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| 17. |
- Högdin, Sara, 1972-, et al.
(författare)
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Young people's educational and career choices : A case study among young people, guidance counsellors and teachers in a Swedish municipality
- 2016
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Ingår i: NERA2016. ; , s. 89-89
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Konferensbidrag (refereegranskat)abstract
- In a changing and complex world, young people are expected to make decisions and choices regarding their education and future careers. At the same time, there is a continuous increase in mental health problems, such as stress symptoms, among young people in the Nordic countries. One source of stress concerns young people’s outlook on life in general, and more specifically their choice of education and career. This paper is based on a research project in a Swedish municipality with a low level of education. The overall aim of the project was to explore and understand the low education among the citizens in the municipality. The aim of this paper is to illustrate how career counsellors and teachers view their role in supporting students when it comes to these choices, and how young people view the support they receive and have received during their years at compulsory and upper secondary school. The empirical material consists of surveys and interview studies with young people, teachers and career counsellors. The analyses of the results are based on Pierre Bourdieu’s theory of field, capital and habitus with a gender perspective from Beverley Skeggs’ theory on gender and capital. The study takes young people’s perspectives of their education and careers as its starting point. It also examines the support they have received from career counsellors and teachers at compulsory and upper secondary school and also from their parents and other significant persons in their home environment. The analyses show that there are differences in how professionals and young people view study and career guidance. Young people often express a feeling of uncertainty when it comes to their future choices and request more guidance from adults regarding possible opportunities. Several students find it stressful to manage their career choices, particularly if their parents do not have sufficient knowledge to support them in such matters. Girls express a feeling of stress in relation to educational choices more often than boys. Teachers and career counsellors describe a lack of strategies when it comes to vocational guidance and how to address issues of education and future work within the current curriculum. They also express a fear of influencing young people and therefore take a more passive approach in these matters. In conclusion, the results show that there is a gap between young people’s requests for guidance from adults at school and teachers’ and career counsellors’ view of their role in these matters. The results highlights the importance of developing strategies for working with educational and career choices at compulsory school as one way of preventing mental health problems among young people.
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| 18. |
- Lundegård, Iann, et al.
(författare)
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Didaktiska utmaningar och perspektiv på hållbar utveckling : Grundskola åk 1-6
- 2021
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Annan publikation (refereegranskat)abstract
- Introduktionen tar upp det vi kallar ett didaktiskt raster. Syftet med det är att ge en inblick i hur hållbarhetsfrågorna diskuteras i pedagogisk och didaktisk forskning och låta det bli redskap för reflektion över didaktiska vad-, hur- och varför-frågor kopplat till undervisning. I inledningen till modulen ligger frågornas allvar som en resonansbotten. Här tar vi upp några didaktiska spår som sedan följs upp i de olika delarna. Som vuxna behöver vi ta ansvar för våra barn och kommande generationer. I det sammanhanget är ditt arbete som lärare är ett av det mest viktiga som finns. Men hur problematiken ska tacklas i mötet med de yngre åldrarna är omdiskuterat. Här är det viktigt att inte förlora hoppet om att det också går att vända vissa av de negativa trenderna. Därför vill vi också bjuda på ingångar till hur man kan närma sig ett problematiskt och mörkt budskap genom att inspirera eleverna till nya tankar som ger dem kraft att kunna ta till sig och bearbeta de negativa bilder de omges av.
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| 19. |
- Malmberg, Claes, professor, 1956-, et al.
(författare)
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Critical Thinking, politics and political participation in S|E|H – to describe and/or prescribe as a teacher?
- 2022
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Konferensbidrag (refereegranskat)abstract
- Two ongoing research projects carried out by Halmstad University in cooperation with University of York and by University of Innsbruck aim to understand how science teachers approach politics in the classroom and how pre-service science teachers understand critical thinking. We argue that political participation and critical thinking needs to be at the heart of Science|Environment|Health (S|E|H) pedagogy to make effective change and find solutions to urgent social issues in a democracy. Critical thinking is crucial for negotiating socially urgent issues, such as climate change and pandemics, and debunking misinformation (e.g., Jiménez-Aleixandre & Puig 2022) and, thus, for civic education (e.g., ten Dam & Volman 2004; Glaser 1985; Oulton et al. 2004). Teachers need to create possibilities for young people to engage in actions to handle urgent societal challenges, that is political participation (Ekman & Amnå 2012). Science teachers might be reluctant to address politics and critical thinking both when it comes to prescribing and describing teaching content. However, especially in the context of S|E|H, neither science and school science nor critical thinking is independent of politics. Both S|E|H contents and critical thinking include descriptive and normative aspects and relate to conflict of interests and values. Therefore, teachers need to handle critical thinking, politics and political participation in a thoughtful way. The aim of the round table is to discuss future research about teaching critical thinking and politics in the science classroom and furthermore to consider theoretical and normative aspects - points of departure, conclusions and recommendations - in such research. First, the chairs will provide a short input. Then, participants discuss in small groups: 1) What kind of empirical research is needed? 2) How do we as researchers handle theoretical and normative aspects in research? Finally, all participants of the round table share their ideas.
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| 20. |
- Malmberg, Claes, professor, 1956-, et al.
(författare)
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Health and sustainable development education : A paradox of responsibility?
- 2018
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Konferensbidrag (refereegranskat)abstract
- Health and sustainable development are two urgent and global issues that needto be addressed by all societies.The issues are also an important part of the school curricula and present in everyday teaching.By this education has a key function in both qualifyingand socializing students to becomeactive individuals and citizens. Accordingly, health and sustainable development should be considered as both science and social science issues. The purpose of this chapter is to analyze and discuss how health and sustainable development aredescribed in Swedish textbooksforBiology, Science and Physicaleducationand health. The theoretical point of departure is the distinction between individual and societal/political responsibility. Thechapter showsthatthe textbooks create what we call a paradox of responsibility. This means that the issues are de-politicized (individualized) and that the responsibility is placed on the individual rather than on the societal/political level even when such solutions are needed. How textbooks portray issues is of great importance since it influences students understanding of the problems and their thinkablesolutions. We argue that health and sustainable developmentin school alwaysshould be portrayed as both individual andsocietal/political issues in order to empower the students to deal with the issues in a more adequate way.
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| 21. |
- Malmberg, Claes, 1956-, et al.
(författare)
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Health education and citizenship - from democratic politics to individual responsibility?
- 2017
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Konferensbidrag (refereegranskat)abstract
- According to previous research health is, in contemporary western societies, seen as an increasingly non-political issue. Rather than being at the centre of collective decision-making and democratic politics, health is more and more regarded as resting on individual responsibility. In our study we address the question of health education in schools as well as the question of citizenship. Our study consists of two parts. Firstly, we analyse whether health is portrayed as a political or non-political issue in teaching material, that is, whether health is regarded as a governmental or as an individual issue. Secondly, and informed by the results from our analyse, we dissect and problematize what kind of citizen (citizenship) that is constructed in teaching material. Our empirical data consists of Swedish textbooks for secondary and upper-secondary school in three school subjects’ biology, home economics and physical education and health. Our preliminary results are that the issue of health is quite strictly de-politicized and regarded as the responsibility of the individual, which not only corroborates previous research on health and citizenship. It also reinforces the currently predominant construction of the individual as detached from politics and democracy.
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| 22. |
- Malmberg, Claes, professor, 1956-, et al.
(författare)
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Health education, obesity and the making of citizens
- 2020
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Ingår i: Disciplinary and Interdisciplinary Science Education Research. - Heidelberg : Springer. - 2662-2300. ; 2:8
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses the socioscientific issue of obesity in relation to citizenship and democratic politics. It is structured in three parts: a) a theoretical part that elaborates on health as an individual and/or societal problem and the concepts of politics, democracy and citizenship; b) an empirical part on how responsibility for obesity is treated in Swedish teaching materials for science and health education; and c) a discussion where the empirical results are analyzed in relation to the theoretical framework used and the implications for future health education with regard to individual responsibility, citizenship and democracy are addressed. The analysis of the teaching materials reveals a strong focus on the individual’s responsibility for obesity, formulated through explicit prescriptions and recommendations on how to think and act in everyday life. The implication is that the individual is made into the key actor in solving the problem of obesity. This predominantly individual perspective on solutions is problematic since a strictly individual perspective obscures the political dimension of obesity. Furthermore, the individualization and depoliticization of obesity in teaching materials contribute to and reinforces an ongoing erosion of citizenship and democracy. © The Author(s). 2020
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| 23. |
- Malmberg, Claes, professor, 1956-, et al.
(författare)
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Health in school : stress, individual responsibility and democratic politics
- 2019
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Ingår i: Cultural Studies of Science Education. - Dordrecht : Springer Netherlands. - 1871-1502 .- 1871-1510. ; 14:863, s. 863-878
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Tidskriftsartikel (refereegranskat)abstract
- According to previous research, in contemporary western societies health is seen as an increasingly non-political issue. Rather than being at the centre of collective decision-making and democratic politics, health is regarded as resting on individual responsibility. In this study we focus on, and explore an important and challenging socio-scientific issue through the concepts of politicization and the depoliticization. We address the question of health education in schools as well as the question of citizenship and democracy, which adds to research on scientific literacy and socio-scientific issues. The study consists of two parts: firstly, we analyse whether health—more precisely stress—is portrayed as a political or non-political issue in textbooks for secondary school; secondly, and informed by the results from our analysis, we dissect and problematise what kind of citizenship that is constructed in textbooks. From a theoretical framework of politics, the article explores how citizenship emerges. Our findings show that health, and more precisely stress, is depoliticized in the textbooks. Firstly, stress is regarded as an individual—not public or governmental—concern. Secondly, stress is depoliticized in a more rigorous manner by making its political dimensions invisible. A consequence is a displacement of stress, e.g., in school, from the democratic arena to the individual citizen. As an implication we recommend an education that emphasize a political and democratic perspective on health as a complement to the individual perspective. © 2018, The Author(s).
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| 24. |
- Malmberg, Claes, professor, 1956-, et al.
(författare)
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Hopp och handling – att bidra till elevers politiska deltagande
- 2021
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Annan publikation (refereegranskat)abstract
- Är det möjligt att ge elever hopp om framtiden i en tid med klimatförändringar och miljöhot? Hur kan elevers handlingskompetens utvecklas? Syftet med denna moduldel är att du som lärare ska få didaktiska tankeredskap som hjälper dig att utveckla elevers strategier för att hantera oro och förstå betydelsen av att handla.
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| 25. |
- Malmberg, Claes, professor, 1956-, et al.
(författare)
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Nutrition education and citizenship - Individual responsibility and democratic politics
- 2018
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Ingår i: XII Conference of European Researchers in Didactics of Biology. ; , s. 127-127
-
Konferensbidrag (refereegranskat)abstract
- According to previous research, in contemporary western societies health is seen as an increasingly non-political issue. Rather than being at the centre of collective decision-making and democratic politics, health is regarded as resting on individual responsibility. In our study, we address the question of nutrition education in schools as well as the question of citizenship and democracy. The study consists of two parts: firstly, we analyse whether health – more precisely nutrition and diet – is portrayed as a political or non-political issue in textbooks for secondary school; secondly, and informed by the results from our analysis, we dissect and problematize what kind of citizenship that is constructed in textbooks. From a theoretical framework of politics, the article explores how citizenship emerges. Our findings so far show that health, and more precisely stress, is depoliticized in the textbooks.
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| 26. |
- Malmberg, Claes, professor, 1956-, et al.
(författare)
-
Science|Environment|Health, young citizens and eco-and health depression – a need for scientific holism
- 2021
-
Konferensbidrag (refereegranskat)abstract
- We live in an individualized era. Responsibility for handling problems within complex S|E|H-fields such as health and sustainability are placed on the individual rather than on the society.Furthermore, young citizens often have a pessimistic view on the future with no clear solutions on problems. We also know that students are exposed to social media and “alternative facts”. Phenomena as eco-depression, health-depression and cognitive dissonance are put forward by S|E|H- researchers as something that often can be found among young citizens.School can combat eco- and health depression by using a holistic scientific perspective. This means that a pure scientific perspective on health and sustainable development must be complemented by an action competence perspective. In this respect is the concept of framing is central. School should give good examples of how challenges and problems historically have been and, in the future, can be tackled by individuals as well as by societies and political institutions. By this, school promotes action competence and hope.The presentation will use societal historical and contemporary S|E|H- cases and illustrate how these can be transformed into classroom practices. The presentation will discuss how the concepts of framing, responsibility and democratic politics contributes to Scientific Holism in a new Science|Environment|Health pedagogy.
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| 27. |
- Malmberg, Claes, professor, 1956-, et al.
(författare)
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Sin egen lyckas smed
- 2019
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Ingår i: Pedagogiska Magasinet. - Stockholm : Lärarförbundet. - 1401-3320. ; :1, s. 35-38
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- I läroböckerna blir hälsa en moralfråga. Stress och övervikt är individens ansvar, lösningarna heter motion och mindfulness. Politiska perspektiv existerar inte.
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| 28. |
- Malmberg, Claes, professor, 1956-, et al.
(författare)
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The Framing of Health and Sustainable Development as Individual Responsibility Contributes to the Paradox of Responsibility
- 2021
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Ingår i: Science | Environment | Health. - Switzerland : Springer Nature. - 9783030752996 - 9783030752965 - 9783030752972 ; , s. 85-103
-
Bokkapitel (refereegranskat)abstract
- Health and sustainable development are two urgent and global issues that need to be addressed by all societies. They are also an important part of school curricula and present in everyday teaching. Hence education has a key function in qualifying and socialising students to become active individuals and citizens. Accordingly, health and sustainable development should be considered as both science and social science issues. The purpose of this chapter is to discuss how health and sustainable development are described in Swedish textbooks for biology, science and physical education and health. The theoretical point of departure is the distinction between individual and societal/political responsibility. The chapter argues that the textbooks create what we call a ‘paradox of responsibility’. This means that the problems are de-politicised (individualised) and that responsibility is placed on the individual rather than on the societal/political level even when such solutions are needed. How textbooks portray such science and social science issues is of great importance since it influences students’ understanding of the problems and their thinkable solutions. We argue that health and sustainable development in school should always be portrayed as both individual and societal/political issues to empower students to deal with them in an adequate way.
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| 29. |
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| 30. |
- Malmberg, Claes, professor, 1956-, et al.
(författare)
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Utbildning om hälsa och hållbar utveckling : Individuellt ansvar eller demokratisk politik?
- 2018
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Ingår i: FND 2018. ; , s. 13-13
-
Konferensbidrag (refereegranskat)abstract
- Hälsa och hållbar utveckling är två aktuella, utmanande och globala problemområden som för att närma sig en lösning behöver hanteras på såväl nationell som global nivå. Då utbildning ges en avgörande roll i att förmedla kunskap och värden, får dylika frågor därmed en framträdande plats i läro- och kursplaner samt i den dagliga undervisningen. På så sätt får utbildning en nyckelfunktion i att såväl kvalificera som att socialisera elever att bli aktiva individer och medborgare i ett demokratiskt samhälle. Följaktligen bör undervisning om hälsa och hållbar utveckling betraktas som samhällsfrågor med naturvetenskapligt innehåll.Syftet med den redovisade studien är att analysera och diskutera hur hälsa och hållbar utveckling beskrivs i svenska läroböcker för skolämnena biologi, naturkunskap samt idrott och hälsa. Demokratisk politik är en teoretisk utgångspunkt, och studien lägger specifikt fokus på skillnader mellan individuellt och samhälleligt ansvar.Forskningsstudien visar att läroböckernas framställning av hälsa och hållbar utveckling skapar det som vi kallar ansvarsparadoxen. Paradoxen innebär att frågorna är avpolitiserade och individualiserade genom att ansvaret för dess lösning placeras på individnivå snarare än på samhällelig / politisk nivå, även då samhälleliga och politiska lösningar vore mer passande.Hur läroböcker framställer lösningar på problem rörande hälsa och hållbar utveckling kan ha stor betydelse då dessa framställningar rimligtvis påverkar elevers förståelse av problemen och dess tänkbara lösningar. Vi argumenterar för att hälsa och hållbar utveckling i skolan alltid ska beskrivas som både individuella och samhälleliga / politiska frågor för att ge eleverna möjlighet att förstå och hantera frågorna på ett mer adekvat sätt.
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| 31. |
- Malmberg, Claes, 1956-, et al.
(författare)
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Värdekonflikter och kommunikativa utgångspunkter
- 2019
-
Annan publikation (refereegranskat)abstract
- Kapitlet diskuterar vad som kan göras när intresse- och värdekonflikter framträder i klassrummet. Utgångspunkten är hållbar utvecklings komplexa och ämnesövergripande karaktär där fakta möter värden. Den behandlar hur samtal i klassrummet kan organiseras där skilda åsikter och röster kommer fram, möts, bearbetas och bemöts. I ett sådant klassrum uppstår såväl intresse- som värdekonflikter.
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| 32. |
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| 33. |
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| 34. |
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| 35. |
- Staland Nyman, Carin, 1963-, et al.
(författare)
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Gaps in the Social Protection System? : A Study on Five Intervention Projects in Welfare Services in Sweden
- 2016
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Ingår i: SWSD2016.
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Konferensbidrag (refereegranskat)abstract
- Background: Key actors in the Swedish social protection systems are the social welfare offices, the social insurance offices, the employment services and primary health care services. These actors provide different cash benefits and care services with the aim to protect individuals from poverty, and social exclusion and to reduce social and health inequality. During the last decades, welfare service institutions in Sweden have undergone a development towards stricter regulations; more specialized work organizations and more focus on cost effectiveness which in turn has influenced the provision of services. Earlier reports have identified that individuals with multifaceted social and health problems in need of support from multiple welfare institutions face an increased risk of falling between different support systems. Various projects have, therefore, been introduced in order to increase and deepen the collaboration between responsible institutions. In order to promote sustainable support system for individuals with multifaceted needs the overall objective of this study was to identify favorable forms of collaboration and methods used within the projects and which are possible to implement into the regular institutional settings. In addition potential hindering factors were studied. Methods: The case study followed five municipality based intervention projects, during three years, focusing on individuals, aged 16-64, with multifaceted social and health problems. Interactive research design including interviews, workshops and seminars conducted with team- and steering group members and officials was used. Results: The significance of improved information- and knowledge exchange between the institutions, tailored interventions aiming at a holistic view on the individual and a need for personal coordinators were emphasized. Implications for Social Work and Social Development practiceServices running from the individuals´ needs, rather than from organizational structures within and between the institutions, have to be promoted. Measures offering a pre-institutional service with institutions in close collaboration could be of interest.
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| 36. |
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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. |
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| 42. |
- Urbas, Anders, 1977-
(författare)
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Den svenska valforskningen : vetenskapande, demokrati och medborgerlig upplysning
- 2009
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis is an examination and a critical account of the Swedish Election Studies, carried out at the Department of Political Science, Gothenburg University in collaboration with Statistics Sweden. The primary sources are the fifteen main reports delivered to the public through the years 1977 – 2006. The method is to reconstruct some central blocks of thought and ideas in these reports, on the one hand, and to scrutinize and criticize them, on the other. The overarching result is that the Swedish Election Studies, in spite of its proclaimed scientific objectivity and value-neutrality, in fact can be characterized as permeated by normative political thought, explicitly as well as implicitly. Concerning the view of science, the Swedish Election Studies proclaims objectivity and value-neutrality. This is criticized in the thesis as impossible, from the point of view of philosophy of the social sciences, and as de facto wrong, since normative political thought is shown to be both present and important in all the reports. Concerning the Swedish democratic system, the Swedish Election Studies: 1) use Sweden as its immediate starting-point for description and explanation, and not some specific ideal or normative perspective, 2) maintain that Swedish democracy, empirically seen, equals electoral and representative democracy (swed. “valdemokrati”), 3) and that Swedish democracy, equally empirically seen, is in good health. This is criticized in the thesis as containing a subtly masked and deviously defended implicit normative ideal, i.e electoral and representative democracy, as a democratic model, and for leading to an equally implicit and masked guardianship of the existing democratic system in Sweden. Concerning the enlightened citizen, the Swedish Election Studies formulate an explicit ideal. Citizens in a democracy should be politically enlightened in order to be self-governing; and according to the accompanying operational criteria, Swedish citizens are. This is criticized in the thesis as an ideal that is reduced to an utter absurdity, where the operational criteria chosen are both narrow and shallow, and the interpretative thresholds low. The accompanying empirical results, and the continuing interpretation in all the reports, are that Swedish citizens always are sufficiently enlightened. This is regarded in the thesis as just another block of thought in the guardianship and normative bias inherent in the Swedish Election Studies.
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| 43. |
- Urbas, Anders, 1977-, et al.
(författare)
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First Teacher Assignments in the light of Responsibility and Accountability
- 2023
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Konferensbidrag (refereegranskat)abstract
- There is increasing attention to the role of education in teaching environmental issues such as climate change (Teach the Future, n.d.). Whilst environmental issues are science-dependent, science is not sufficient to respond to today’s environmental challenges. Yet internationally, science and geography are those subjects most likely to include environmental content (UNESCO, 2021). In England, students can expect to learn about environmental challenges including climate change, biodiversity and pollution during their compulsory science education (DfE, 2013). These topics are often controversial, rife with moral tensions (Zeidler, Herman, & Sadler, 2019), and characterised by both descriptive facts and normative values. The values often deal with solutions to the problems, what kind of actions can be taken on an individual or societal level and even what kind of society is preferred. This makes the issues both scientific and political. Yet little is known about how politics enters the science classroom. In this study, we aim to understand how environmental politics enters the classroom, and how science teachers address different approaches to political participation with their students.In order to develop democratic environmental governance, there is a need for representation of different groups of people, opportunities for participation and for spaces for deliberation (Lidskog & Elander, 2007), i.e. for politics. Schools are potential sites for participation and deliberation and for learning democracy (Biesta & Lawy, 2006). Politics can be defined in different ways, from a narrow focus on electoral processes to broader conceptualisations which include different ways of making decisions and shaping power relations. In this study, we are concerned with power and social change (Dahl & Stinebrickner, 2003) i.e. “the capacity for agency and deliberation in situations of genuine collective or social choice” (Hay, 2007, p. 77) through science education. This definition of politics goes beyond electoral and party politics and includes activities outside formal political institutions. This is in accordance with Heywood (1999)’s characterisation of politics as an a social activity that arises out of interaction between or among people, which develops out of diversity (the existence of different interests, wants, needs and goals), and which relates to collective decisions which are regarded as binding upon a group of people. Carter (2018) identifies the environment as a policy problem for several reasons, including that the environment can be considered a public good, with complex and interdependent relationships between people and ecosystems acting across national borders with consequences felt into the future.This characterisation of politics is relevant to the study context as education is a social activity which brings together people with different views, interests and goals in relation to the environment, and it is a context in which collective decisions can be made, for example, about how the school function, what is taught (and how), and what actions or outcomes are desirable as a result of education. Not all of these actions and outcomes can be considered political and we see politics as related to societal engagement and political participation more broadly. Ekman and Amnå (2012) have developed a typology of different forms of participation in society. They distinguish between (a) non-participation (disengagement); (b) civic participation (latent political), whether social involvement or civic engagement; and (c) political participation (manifest political), which can be formal political participation or activism. Each of these three types of participation are further classified in terms of individual and collective forms. In this study, we use Ekman and Amnå’s (2012) typology to understand the ways in which teachers address the political dimensions of the environment in school science. The research question we set out to explore in the study is: how do science teachers address political participation in science education?Methodology, Methods, Research Instruments or Sources UsedAn exploratory qualitative approach was used to understand science teachers’ perceptions and approaches to environmental politics. We focused on science teachers with responsibility for teaching students aged 11-16 in England because we were interested in what students experience during their compulsory secondary science education, where the curriculum demands that they learn about ecosystems and the environment. A deductive approach to instrument design was used, drawing on Ekman and Amnå’s (2012) typology of latent and manifest political participation and non-participation (see Table 1 above) in the design of the interview guide and in the analysis of data to understand the ways in which politics enters the science classroom. Given the potentially sensitive nature of some of the questions, we used one-to-one interviews, conducted online to increase the geographical reach, and minimise the need for travel. The interview guide contained open-ended questions on science teachers’ perspectives on and experiences of teaching environmental politics in science education. We deliberately did not ask about educational policy; only about teachers’ own experiences, practices, personal perspectives and barriers they encountered. Participants were provided with an infographic using examples from Ekman and Amnå’s (2012) typology and asked to mark ways of participating in society which they had:planned and taught (green); mentioned in passing or in response to a question from a student (orange); and, never addressed (red). The interview focused on reasons for these decisions. Interviews were conducted by three members of the research team and took place in January - June 2022. Each lasted approximately 1 hour. Interviews with 11 teachers were recorded and transcribed and interpretive phenomenological analysis (IPA) (Smith, 2004) used to analyse the data. This approach aims not at generalisation but rather to understand how individuals make sense of their own experiences (Guihen, 2019), namely, how politics enters the science classroom. IPA is typically used to generate meaningful insights from a small dataset, often in psychology and health sciences. It is appropriate here because it provides a way to understand how participants make sense of their social world, it allows for diversity of perceptions rather than looking for a single objective truth and it allows researchers to interpret these experiences and understand the perspective of an insider and then interpret what it means for them to have this perspective (Reid, Flowers, & Larkin, 2005). An iterative approach to data analysis was used, with reflexive discussions between each stage of analysis. Conclusions, Expected Outcomes or FindingsTeachers participating in this study saw a place for politics in science education. However, it was described as almost absent in lessons. Teachers were more likely to discuss individual, legal, forms of participation, focusing on civil (latent political) actions rather than collective, manifest forms of participating. Even when politics enters the classroom, it tends to be students rather than teachers who introduce the topic, unless there are links to the curriculum or other legal and political frameworks. Policy (national and school) and colleague and student perceptions prevented teachers from planning to discuss manifest forms of political participation with students. Politics (especially collective aspects) are experienced as off-limits to teachers in the study. This post-political logic distances people (here, young people but also teachers) from involvement in decision-making and reduces their capacity to be involved in environmental decision-making now and in the future. These absences, we argue, contribute to a broader societal trend which closes off spaces to discuss and celebrate disagreement (Blühdorn & Deflorian, 2021), and which diminish the potential for young people to learn democracy. In order to develop democratic governance of environmental issues, there is a need for representation, opportunities for participation and for spaces for deliberation (Liskog & Elander, 2007). Schools are in many ways ideal sites to encourage political participation as they are shared spaces of learning - both about forms of participation but also how to participate and to deliberate across disagreement, or as one of the teachers in this study put it ‘we need to teach them how to use their voice properly and how to be heard’. This requires those who are in positions where they can act to listen to these voices and engage in deliberation and bring politics - as the capacity to deliberate and make collective decisions - into the science classroom.
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| 44. |
- Urbas, Anders, 1977-, et al.
(författare)
-
Hållbar utveckling, avpolitisering och avdemokratisering
- 2018
-
Annan publikation (refereegranskat)abstract
- Syftet med kapitlet är att lyfta fram hållbar utveckling som en gemensam angelägenhet vars riktning styrs av de kollektiva beslut som fattas. Detta ställs i relation till ett individuellt perspektiv. Det politiska och demokratiska är genomgående begrepp. Särskilt betonas kategorierna som handlar om politisering och avpolitisering av frågor som handlar om hållbar utveckling. Ni får möjlighet att använda begreppen för att analysera undervisningsmaterialet som används i klassrummet och den egna undervisningens fokus.
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| 45. |
- Urbas, Anders, 1977-, et al.
(författare)
-
Hållbar utveckling – vem är och bör vara ansvarig?
- 2018
-
Annan publikation (refereegranskat)abstract
- Syftet med kapitlet är att lyfta fram hållbar utveckling som en gemensam angelägenhet vars riktning styrs av de kollektiva beslut som fattas. Detta ställs i relation till ett individuellt perspektiv. Det politiska och demokratiska är genomgående begrepp. Särskilt betonas kategorierna som handlar om politisering och avpolitisering av frågor som handlar om hållbar utveckling. Ni får möjlighet att använda begreppen för att analysera undervisningsmaterialet som används i klassrummet och den egna undervisningens fokus.
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| 46. |
- Urbas, Anders, 1977-, et al.
(författare)
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Politiskt eller individuellt ansvar
- 2019
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Annan publikation (refereegranskat)abstract
- Texten ger idéer om hur skolan kan arbeta med ansvarsfrågan kring hållbar utveckling. Den tar upp ansvarsfrågan utifrån två olika perspektiv, ett individuellt och ett politiskt, samt presenterar en teoretisk modell om hur samhällsfrågor kan politiseras och avpolitiseras. Modellen kan användas som stöd vid utvärdering av läromedel och undervisning om hållbar utveckling.
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| 47. |
- Urbas, Anders, 1977-, et al.
(författare)
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Valfrihetssystem inom primärvården och personer med intellektuell funktionsnedsättning – en kunskapsöversikt
- 2015
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Ingår i: Nordisk Administrativt Tidsskrift. - København : DJØF Forlag. - 0029-1285. ; :2, s. 18-36
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Tidskriftsartikel (refereegranskat)abstract
- I Sverige trädde Lagen om valfrihet (LOV) i kraft 1 januari 2009 och 2010 blev det obligatoriskt för landstingen/regionerna att införa valfrihetssystem inom hälso- och sjukvårdens primärvård. Valfrihetssystemet innebär att vårdgivare (offentliga och privata) har rätt att etablera sig inom primärvården med offentlig ersättning och att medborgarna har rätt att välja vårdgivare. Syftet är att vårdgivarna ska konkurrera om medborgarna vilket ska leda dels till ökat individuellt inflytande, dels till ökad kvalitet och effektivt inom välfärdssektorn. I denna artikel avrapporteras en kunskapsöversikt på temat valfrihetssystem inom primärvården och vuxna med intellektuell funktionsnedsättning. Insamling av material har skett genom sökningar i databaser (28st), granskning av rapporter och utvärderingar (22st) och kontakter med forskare på området (9st). Slutsatsen av översikten är att tematiken valfrihetssystem inom primärvården och vuxna med intellektuell funktionsnedsättning är outforskad. © Nordisk Administrativt Tidsskrift
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| 48. |
- Urbas, Anders, 1977-, et al.
(författare)
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Valuepremises in Sustainability Education Research
- 2023
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Konferensbidrag (refereegranskat)abstract
- The aim of the study is to analyse how researchers handle value-premises in environmental and sustainability education research. The theoretical perspective that is used consists of three ways of dealing with value-premises:1. Value-premises are explicitly stated and argued for,2. Values-premises are explicitly stated but not argued for, and3. Values-premises implicitly incorporated without discussion and seen as given and unproblematic.We will, furthermore, argue that it is crucial that researchers critically reflect on and argue for the choice of values-premises – as opposed to other value-premises (and values) – and discuss the possible consequences of not doing so.Scientific research is traditionally based upon observation and empirical knowledge; it describes and explains and has the observable world in its focus. Scientific research thus differs from religion, ideology, and politics as these are built on opinions in which people’s values and norms are blended with descriptions and explanations (Myrdal 1970).An implication of the focus on the observable world in science is that values – normally thought of as goals – in themselves are beyond the reach of scientists in their scientific – empirical – endeavour. Scientific research is characterized by scientific value relativism meaning that a value in itself cannot be empirically proved to be better or more correct than another value.Our point is that scientific research, in the sense of observation of observable reality, cannot prove that specific values are inherently superior and more important than other values (Brecht 1959). For example, if one considers the Covid-19 pandemic and the issue of the lock-down and its effects or consequences, there is no way for scientists to prove, through observations, that saving human life in itself is superior to, for example economic growth, human freedom, physical health, young people's education or the absence of domestic violence. Scientific research can, of course, by observation identify what values individuals, groups of citizens, politicians or policy makers prefer. But this is something different than choosing and deciding between conflicting values.It is important to acknowledge that scientific research and scientific value relativism are bound together due to science focus on observation of reality. However, the claim is not unproblematic. Scientific research is performed by humans and is therefore, to a high extent, impregnated by values. Scientific research is characterized by value-based choices in all its parts, from the selection of a problem and theory, the operationalization, the collection of data to the analysis and the conclusions. But science is also in many cases driven by a chosen value-premise or, differently expressed, a chosen goal that the scientist desire and wants to be achieved. If we turn it around; there are few scientists who believe that scientific research is totally free from values. The key point, however, is that value-premises and values can be handled in a least three different ways: (1) Value-premises are explicitly stated and argued for, (2) Values-premises are explicitly stated but not argued for, and (3) Values-premises are implicitly incorporated without discussion and seen as given and unproblematic (Myrdal 1970).This study analyses environmental and sustainability education research from the three ways in which value-premises can be handled. It furthermore discusses why it is important that researchers critically reflect on and argue for the choice of values-premises.Methodology, Methods, Research Instruments or Sources UsedThe study is based on a qualitative text analysis (Lindberg 2017). In order to analyze how researchers, handle value-premises in environmental and sustainability education research a systematic reading of scientific articles from three journals published during 2022 will be done. The analysis consists both of systematizing and critical scrutiny of the content in the articles. The theoretical perspective used in the analysis is whether value-premises are (1) explicitly stated and argued for, (2) explicitly stated but not argued for, or (3) implicitly incorporated without discussion and seen as given and unproblematic.Conclusions, Expected Outcomes or FindingsBased on an ongoing study (Rafolt et.al, forthcoming) and previous studies and knowledge within the field (Urbas 2009) the expected findings are that value-premises to a large extent are present in the research on education for sustainable development. Furthermore, the expected findings are that value-premises and values are predominantly within categories 2 and 3, i.e. they are either stated but not critically discussed or implicitly incorporated without discussion and seen as given and unproblematic.The implications of the expected findings are several. Firstly, a lack of clarity regarding the difference between a) value-statements, (e.g., desired end states or goals), b) descriptive statements (e.g., descriptions and explanations) and c) prescriptive statements (e.g., norms and recommendations) (Lindberg 2017) contributes to a problematic confusion. The problem is a confusion of, on one hand, what scientific research is characterized by and what scientists as scientists can achieve knowledge about and, on the other hand, political activism. For example; there is a difference between a) empirically establishing that having one less child significantly reduce the individuals carbon footprint (Wynes & Nicholas 2017) and b) arguing that the government should prohibit citizens from having more than one child. Secondly, a lack of clarity regarding the fact that value-premises are chosen by the scientist (based on, for example, political ideology), might lead to the effect that citizens believe that the chosen values are scientifically proven.These implications can undermine both scientific research and democratic politics.
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| 49. |
- Urbas, Anders, 1977-, et al.
(författare)
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Vetenskap, politik och kommunikation
- 2015. - 1:1
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Ingår i: Vinklade budskap – perspektiv på politisk kommunikation. - Halmstad : Halmstad University Press. - 9789187045233 - 9789187045226 ; , s. 33-46
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Bokkapitel (refereegranskat)
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| 50. |
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