| 1. |
- Blåvarg, Ebba Christina, 1967-
(författare)
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Alluring Artefacts : The Hidden Message about Psychology
- 2022
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Konferensbidrag (refereegranskat)abstract
- The purpose of this paper is to introduce how authors and publishers of textbooks have used the cover to entice readers through color, form, and hidden messages on the subject. The subject serving as an example are Swedish textbooks in psychology. Implicit in addition to the more explicit messages of social and cultural dimensions in the portraying of the subject psychology through these artefacts will be explored. Swedish textbooks in psychology have been around for at least two hundred years and since the 1950s the cover of these textbooks, as well as textbooks in other subjects, have been illustrated. These textbook cover illustrations naturally follow contemporary trends for how textbooks look in terms of design. But, still within the different time frames, they have their own style that signals what this specific book is about and in the case of psychology textbooks, what exactly psychology is about. The analysis will be achieved mainly through discourse analysis, with the inclusion of social construction and social semiotic theories concerning mediated meaning, based on the idea that illustrations and signs play an important role in the forming a possible first impression and an idea of the school subject. The selected textbooks are from early 1950s until the most recent in 2022. The analysis shows how ideas on gender, equality, madness, danger, mysteries, and a possibly unconscious, and unpredictable world of the psyche are portrayed through these cover illustrations. Also noted are how specific illustrations have been used almost as a trademark for some book series and for the subject of psychology over time.BibliografiEco, U. (1979). A theory of semiotics. Indiana University Press.Foucault, M. (1970). The order of things: an archaeology of the human sciences. London.Furhammar, S. (1973). Elementär psykologi. Lärobok för gymnasieskolan. [Elementary Psychology. Textbook for the Gymnasium.] Stegelands.Hacking, Ian (1999). The social construction of what? Cambridge Mass.: Harvard University Press. Hacking. I. (2002). Historical ontology. Harvard University Press.Kress, G. R. (2010). Multimodality: a social semiotic approach to contemporary communication. London: Routledge.Kress G & Van Leeuwen T. (2006). Reading images: the grammar of visual design. New York: Routledge.Levander, M. (1992). Psykologi. Lärobok för gymnasiet. [Psychology. Textbook for The Gymnasium.] Natur & Kultur.Ljunggren, N. (2011). Psykologi: för gymnasiet. [Psychology: for The Gymnasium.] Stockholm: Liber.Lundgren, Mikael (2013). Psykologi - vetenskap eller galenskap?. 2. uppl. . [Psychology – science or insanity?] Lund: Studentlitteratur. Perlmutter D. D. (1994). Visual historical methods: problems, prospects, applications. Historical Methods, 27(4): 167–84.Rose G. (2001). Visual methodologies: an introduction to the interpretation of visual materials. London:Sage; 2001.
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| 2. |
- Blåvarg, Ebba Christina, 1967-
(författare)
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Buoyant plans and heavy silence - the Swedish case of upper secondary psychology in the 1970s and the 1990s
- 2023
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Ingår i: Abstracts, ECER 2023.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This study aims to analyse the discourse on the school subject psychology, in upper secondary school subject in the national curricula, during 1970s and 1990s as a school subject went through tangible shifts (Blåvarg 2018; Blåvarg, manuscript). The empirical material is drawn from three main discursive spaces that which includes governing documents relating to the subject, the practical, which includes the subject's teaching materials, and the professional, which includes t the 1970s there was an intense activity within all three discursive practices concerning the subject and its content and purpose. Perhaps most prominent durin professional space and the teachers’ debates. During these years, the 1970s, a sharp break with prevailing formation of the subject at the time occurred and a, i on the psychology subject took its place. It was a strongly social and humanistic psychology that expanded within all three practices. The subject became main experiences. Psychotherapy and quasi-therapeutic exercises dominated the subject, which was completely in line with the social development at the time, pr health care, especially mental health care. Following this major transformation of the subject came a palpable absence of activity in all three discursive spac silence prevailed around the subject. This absence of mentioning is particularly visible in the bureaucratic space where psychological aspects and the subject p the silence is also reflected to a certain extent in the professional space. In the practical space and its textbooks, certain aspects of the subject are quickly sile the subject of psychology as a subject of knowledge recede into the background as applied personal development expanded. Methodology, Methods, Research Instruments or Sources Used The empirical material consists of texts and is drawn from three main discursive spaces. The bureaucratic, which includes various governing documents such as subject inquiries (e.g, Skolöverstyrelsen, 1970; 1979; Skolverket, 1994) The practical space, which includes teaching materials such as the Swedish textbooks in the professional space, which includes the texts from the subject teacher associations (e.g., PS-aktuellt 1976-1982; SOPHIA, 1989-1999). The archives of these t discursively. The archives of these three spaces have been analysed discursively (e.g., Danziger, 1996; Fairclough, 2003; Foucault, 1972). Conclusions, Expected Outcomes or Findings Expected findings are expressions of how the intense activity that spurred within the discursive spaces, in parallel to societal changes, in the 1970s altered the su of the subject psychology. These transformations and the associations with private personal growth and therapeutic instances, together with the distancing from p have a role in the marked silence and marginalisation that became prominent in the 1990s around the subject.
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| 3. |
- Blåvarg, Ebba Christina, 1967-
(författare)
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Changing Times Changing Curricula : The School Subject Psychology in Social and Cultural Context, 1965 – 2011
- 2022
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Konferensbidrag (refereegranskat)abstract
- The purpose of this paper is to introduce how curricula for a school subject can mirror societal changes and trends in various ways. The school subject that serves as an example in this case is psychology at upper secondary level during the time period of 1965 up to 2011 in Sweden. During this time four major and a couple of minor revisions of the curricula took place in Sweden. The outcome of these, as reflected in the subject psychology, will be considered in relation to contemporary societal activities and trends. The studied material consists of curricula, other policy documents, reports, newspaper articles, and journals related to the profession and the subject. Identifying markers and changes within the curricula are set in a larger contextual and societal framework and patterns that are visible running in parallel or in line with each other over time are analyzed. The preliminary results indicate that national as well as global societal trends within the field are mirrored in the curricula, in both more overarching aspects and in subject specific approaches, diction, and content. Two more noticeable occasions when this mirroring is visible are in the 1970s with new ideas about mental illness and its management and treatment, and later in the early 2000s when the marketization of the school began to be increasingly prominent in the Swedish school system. Bibliografi Blåvarg, E. C. 1967. (2018). Psychology in theSwedish Curriculum: Theory, Introspection or Preparation for the Adult,Occupational Life. Teaching Psychology Around the World, 380–391.Skolöverstyrelsen (1965). Lgy 65. Läroplan för gymnasiet. [Curriculum for upper secondary school.] Stockholm, Sweden: SÖ-förlaget URI: http://hdl.handle.net/2077/50913Skolöverstyrelsen (1965). Lgy 65. Läroplan för gymnasiet. [Curriculum for upper secondary school.] Stockholm, Sweden: SÖ-förlaget URI: http://hdl.handle.net/2077/50913Skolöverstyrelsen (1970a). Lgy 70. Läroplan för gymnasieskolan. Allmän del. [Curriculum for upper secondary school. 1, General part.] Stockholm, Sweden: Utbildningsförlaget. URI: http://hdl.handle.net/2077/30914Skolöverstyrelsen (1970b). Planeringssupplement 1. Ekonomiska och samhällsorienternde ämnen. Läroplan för gymnasieskolan. Lgy 70.Skolöverstyrelsen (1979). Läroplan för gymnasieskolan. 2, Supplement, 48, Psykologi [Curriculum for upper secondary school. 2, Supplement. Psychology.] Stockholm, Sweden: Skolverket. URI: http://hdl.handle.net/2077/31351Skolverket (1994a). The 1994 curriculum for the non-compulsory school system (Lpf 94). Stockholm, Sweden: Skolverket. URI: http://hdl.handle.net/2077/30806Skolverket (1994b). Läroplaner för det obligatoriska skolväsendet och de frivilliga skolformerna: Lpo 94: Lpf 94 [Curricula for compulsory and non-compulsory schools: Lpo 94: Lpf 94.] Stockholm, Sweden: Skolverket. URI: http://hdl.handle.net/2077/31298Sverige. Skolverket (2000). Gy2000 2000:15 Omvårdnadsprogrammet: programmål, kursplaner, betygskriterier och kommentarer: [OP]. Stockholm: Statens skolverk.Sverige. Skolverket (2000). Gy2000 2000:16 Samhällsvetenskapsprogrammet: programmål, kursplaner, betygskriterier och kommentarer : [SP]. Stockholm: Statens skolverk.Sverige. Skolverket (2000). Gy2000 2000:01 Barn- och fritidsprogrammet: programmål, kursplaner, betygskriterier och kommentarer : [BF]. Stockholm: Statens skolverk.Sverige. Skolverket (2000). Gy2000 2000:19 Programhandledning: programöversikter samt förteckning över ämnen och kurser : [programstrukturer, kurser och kurskoder m.m.]. Stockholm: Statens skolverk.Gy2000 [Elektronisk resurs] 2000:19 Programhandledning: programöversikter samt förteckning över ämnen och kurser : [programstrukturer, kurser och kurskoder m.m.], Statens skolverk, Stockholm, 2000. http://hdl.handle.net/2077/30767Skolverket (2011a). Gymnasieskola 2011. [Upper secondary school 2011.] Stockholm, Sweden: Skolverket.Skolverket (2011b). Ämne – psykologi. [Subject – psychology.] Stockholm, Sweden: Skolverket. + a large number of various other sources such as policy papers, new papers, journals, union magazines etc.
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| 4. |
- Blåvarg, Ebba Christina, 1967-
(författare)
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Psykologi på schemat : Formeringen av ett skolämne, 1960–2015
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The school subject psychology in Sweden has undergone several extensive transformations during the period 1960–2015. Since the launch of Läroplan för gymnasiet 1965, psychology is a part of the national curriculum for upper secondary level as a standalone school subject in Sweden. However, it has been formulated differently within different discursive practices. This thesis focuses on the formation of the school subject psychology by analyzing texts on the subject from mainly three different practices where the subject is constructed. The first is a bureaucratic space that includes public policy texts developed through cooperation and regulation by way of bureaucratic processes. The second is a practice-oriented space and it includes teaching materials such as textbooks produced by publishers and individual authors. The third practice is a professional space and includes the discourse on the school subject psychology among teachers in the subject teacher’s association, teacher magazines and debate articles. Through a discursive perspective, the source material from these practices have been analyzed both by focusing on each space separately, and in parallel. Overall, the discourse on the school subject psychology has changed dynamically during the focused period, in the different spaces, which is depicted in detail with examples and excerpts. In addition, four overarching discourse orders are presented. First, the overarching empirical and scientific stance that permeated the subject at the beginning of the national curriculum in the 1960s. Later, in the 1990s and 2000s, an inward shift in subject focus, from being useful for understanding the world with a critical view, to critically examining and evaluating various psychological theories. However, perhaps the most unexpected finding are two major orders of discourse that can be seen in between these in time. Firstly, an overall vivid activity in all the practices and the major change that the subject underwent in the 1970s, in conjunction with the subject revision in 1979. And secondly, the extensive and almost absolute silence that followed in relation to the subject psychology. This thesis contributes to the research field by mapping the formation of psychology as a school subject in Sweden through different discursive practices, as well as highlighting various orders of discourse in relation to psychology as a school subject.
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| 5. |
- Blåvarg, Ebba Christina, 1967-
(författare)
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Revising the Curriculum : The Swedish Case of Upper Secondary Psychology in 2023
- 2023
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Ingår i: Abstracts, ECER 2023.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The study focuses on the present reform of Swedish Upper Secondary School curricula and in particular the revision of the subject Psychology. Since 2021, the the process of implementing a grading reform where the course grades that were previously valid are to be replaced by subject grades (Skolverket, 2023). Cons must be revised so that each level in a subject build on the previous ones. Today's Swedish curriculum system is made up of various separate courses, wh although within the same subject area, and each of which is graded separately throughout the upper secondary education. An underlying reason for the subjec dispose of the fragmentation of subjects that arose with the course grading system and to open up for more acceptable planning conditions for teachers and stu new grading reform, all Swedish syllabi for upper secondary school must be reworked. For some school subjects such as for instance civics or language, the s the same as before. For other subjects, including Psychology, a major revision is required where the subject content is revised in its entirety. This work is completed in 2024. I will describe and discuss and problematize aspects of tradition, focusing chiefly on the work with the school subject psychology. The research questions concern how a subject change in terms of purpose with the subject and how this can come to light in a curricular revision. In this study s of the subject Psychology, in relation to existing traditions within the subject Psychology and consider it as a subject for Bildung, as a subject for proficiency, a approach to study subject reforms has been previously applied on other subjects such as Swedish (Hultin, 2008). The public drafts of the syllabi for Psycholo relation to the historic formation of the subject (Blåvarg 2018; Blåvarg, manuscript). Also, the outcome of the current referral procedure, where authorities, comment on the proposals, and consequential changes that the referrals give rise to, will be considered in relation to the existing traditions. Methodology, Methods, Research Instruments or Sources Used The material for this study of the Swedish case of curriculum revision consists of governing document such as national curricula: the Upper Secondary School Cu 1965), the Upper Secondary School of 1970 (Skolöverstyrelsen, 1970), Curriculum for Upper Secondary School. 2, Supplement. Psychology (Skolöverstyrelsen 1 Compulsory School System (Skolverket, 1994), Upper Secondary School 2000 (Skolverket 2000), Upper Secondary School 2011 (Skolverket 2011) and Upper S other policy documents, collected referral responses from authorities, organizations, and the public and other process documents from the work with the curriculu the workgroup writing the new syllabi comprehensive records of the formulation process will be added. The overall focus in this study of the upper secondary school subject psychology in Sweden as a case study (e.g., Crowe et al., 2011; Öhman & Öhman, 2012; S manifestation of traditions of Bildung, proficiency and experience (e.g., Hultin, 2008), mediated in the documents accompanying the revision of the subject. Conclusions, Expected Outcomes or Findings Expected findings are expressions of the various traditions in the subject psychology within the current syllabi and that responses from the referral will correspond experience of the subject. Also, parallels to and reflections of the subject’s historical curricular formation is expected to be evident. Overall, even though the aim o secondary level has in some views remained the same it has also fundamentally changed in its relation to contemporary society and the educational ambition wit seen as distinctly different from what it was in the previous curricula, but that the traditions within the subject are still evident and developing with the subject.
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| 6. |
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| 7. |
- Blåvarg, Ebba Christina, 1967-
(författare)
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The Image of Swedish Textbook Psychology 1960 - 2015 in Relation to Social and Scientific Context
- 2021
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Ingår i: Looking from Above and Below. - Berlin : International Standing Conference for the History of Education (ISCHE). ; , s. 315-317
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Konferensbidrag (refereegranskat)abstract
- The aim of this paper is to introduce the school subject psychology and outline its historical and theoretical formation through psychology textbooks during 1960 to 2015. The development and the portrayed meaning of what psychology is as an epistemological subject inrelation to social and scientific context will be considered. Swedish textbooks on psychology have been around at least since the early 1900th. From early to mid-2000th century, there aretextbooks clearly intended for upper secondary school level. The empirical source material consists of excerpts from psychologytextbooks published between 1960 and 2015 in Sweden. One edition of each Swedish textbooks in psychology published for uppersecondary school level will be included. The selected excepts are the cover and the introductory texts. Curriculums, syllabus, and othercontextual material will also be included in the analytical process to clarify transformations and relations within the studied time period. Asemiotic approach is taken based on the idea that illustrations as well as text have an important role in forming the message of thesubjects that is being portrayed and the analysis will be achieved mainly by discourse analysis, with the inclusion of theories concerninglanguage and meaning. A main assumption in the analysis is that it is not possible to step outside of one’s language. By how psychologyis communicated, specific assumptions about it are displayed, as are contemporary general suppositions concerning the world.Historicity can provide us with insights about the various language games that takes place within the semiotics surrounding the schoolsubject psychology. Great emphasis will be put on the significant role of the metaphors and images in the text’s assumptions about theworld and in this case psychology. Psychology is a scientific field that relates to many other areas of science, philosophy and medicinebeing the most recognizable. The language used, the illustrations chosen, how psychology is communicated determines what is possibleto think about it.This paper will render an opportunity to reflect upon various and possibly interlocked meanings of psychology as a school subject thatare being depicted trough both text and images in Swedish psychology textbooks and to consider them in relation to contemporarysociety, social development and scientific development.BibliographyBillig (2019). More Examples, Less Theory: Historical Studies of Writing Psychology. Cambridge University PressBlåvarg, E. C. (2018). Psychology in the Swedish Curriculum: Theory, Introspection or Preparation for the Adult, Occupational Life. InTeaching Psychology Around the World (p. 380). Cambridge Scholars Publishing.Carpintero, H. (1992). International development of psychology as an academic discipline. In Puente, E. A., Matthews, J. R., & Brewer, C.L. (Eds.). Teaching psychology in America: A history. (1992). American Psychological Association.Daston L. (2006). Things that talk. Object lessons from art and science. New York: Zone Booksdel Pozo Andrés, M. d. M. & Braster S. (2019) The Visual Turn in the History of Education. In: Fitzgerald T. (eds) Handbook of HistoricalStudies in Education. Springer International Handbooks of Education. Springer, SingaporeEco, U. (1979). A theory of semiotics. Indiana University Press.Edfeldt Å. W. (1961). Lärarutbildning. Ämneslärarnas utbildning i psykologi och pedagogik. 2:a upplagan. [Teacher Training. SubjectsTeacher Training in Psychology and Pedagogy. 2nd edition] Liber.Foucault, M. (1969/2002). Vetandets arkeologi. [The Archaeology of Knowledge] Arkiv förlag.Foucault. M. (1972). The Archeology of Knowledge and the discourse of language. New York: Phanteon books.Furhammar, S. (1973). Elementär psykologi. Lärobok för gymnasieskolan. [Elementary Psychology. Textbook for the Gymnasium.]Stegelands.Hacking. I. (2002). Historical ontology. Harvard University Press.Kress G, Van Leeuwen T. (2006). Reading images: the grammar of visual design. New York: Routledge.Levander, M. (1992). Psykologi. Lärobok för gymnasiet. [Psychology. Textbook for The Gymnasium.] Natur & Kultur.Ljunggren, N. (2011). Psykologi: för gymnasiet. [Psychology: for The Gymnasium.] Stockholm: Liber.Lundgren, Mikael (2013). Psykologi - vetenskap eller galenskap?. 2. uppl. . [Psychology – science or insanity?] Lund: Studentlitteratur.Perlmutter D. D. (1994). Visual historical methods: problems, prospects, applications. Historical Methods, 27(4): 167–84.Rorty R. (1967), The linguistic turn. Recent essays in philosophical method. Chicago: Chicago University Press.Rorty, R. (1979). Philosophy and the mirror of science. Princeton University Press.Rose G. (2001). Visual methodologies: an introduction to the interpretation of visual materials. London:Sage; 2001.Skolverket (2011). Ämne – Psykologi. [Subject - Psychology] www.skolverket.se
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| 9. |
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| 10. |
- Williamson, Morag, et al.
(författare)
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What is EFPTA for? : Some self-reflection at the 20 year milestone.
- 2024
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Ingår i: The age of psychology. - Helsinki, Finland. ; , s. 10-10
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Konferensbidrag (populärvet., debatt m.m.)abstract
- It’s 2024, and we have good cause to celebrate 20 years of EFPTA activity. We have grown and thrived as an organisation, and can list a number of achievements, including numerous successful eventsfor psychology teachers /educators both in-person and online, collaboration with other organisations involved in psychology /psychology education in Europe, research publications, and presentations at international conferences. We effectively adapted our activities during the pandemic, and we continue to attract new member countries and individuals. Presumably we – and others - see ourselves as doing something important; if so, what is that? Or do we just love to get together socially with like-minded folk? Bearing in mind the enormous changes in the environment over the last 20 years – from local/national education issues to global crises – what should be EFPTA’s purpose in the coming years? what challenges do we face? where should we focus our efforts? This participative discussion-based workshop will consider these and other related questions, with reference to our formal aims as well as participants’ experiences. It is hoped that these discussions will help inform EFPTA’s priorities in terms of future strategy.
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