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von Brömssen, Kerstin
Alternative names
Publications (10 of 17) Show all publications
Abraham, G. Y. & von Brömssen, K. (2018). Swedish student teachers´ perspectives on their short field study in South Africa. In: : . Paper presented at 11th Annual International Southern African - Nordic Centre (SANORD) 2018 Conference. 15 - 17 August 2018, University of Jyväskylä, Finland.
Open this publication in new window or tab >>Swedish student teachers´ perspectives on their short field study in South Africa
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper explores if and in what way experiences from a short field study can contribute to student teachers intercultural learning and professional development. The paper is based on focus groups and individual interviews, with two groups of Swedish student teachers that undertook a two-week field study in South African schools. Researches on internationalisation in higher education especially trying to show intercultural learning in teacher education, often last several months or a whole year. Thus, there is a knowledge gap on students’ doing shorter field studies, which our study wants to help fill. The findings show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and awareness of teachers’ living and working conditions in a different culture like South Africa.  It is impossible to conclude that the student teachers became more interculturally competent through this short field study. However, the student teachers in their reflections turn their attention back to their own national context for critical comparisons. As underlined by the student teachers, experiencing the context of teaching and learning and meeting people “in reality” is something that really “grabs your heart”. 

 

 

Keywords
Field study, intercultural competence, internationalization, student teachers
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-68957 (URN)
Conference
11th Annual International Southern African - Nordic Centre (SANORD) 2018 Conference. 15 - 17 August 2018, University of Jyväskylä, Finland
Available from: 2018-09-01 Created: 2018-09-01 Last updated: 2019-06-03Bibliographically approved
von Bromssen, K. (2016). Religious education at schools in Europe. Part 3: Northern Europe [Review]. British Journal of Religious Education, 38(1), 104-106
Open this publication in new window or tab >>Religious education at schools in Europe. Part 3: Northern Europe
2016 (English)In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 38, no 1, p. 104-106Article, book review (Other academic) Published
National Category
Religious Studies Didactics
Research subject
Religious Studies and Theology; Education
Identifiers
urn:nbn:se:kau:diva-40972 (URN)10.1080/01416200.2015.1110970 (DOI)000366515200009 ()
Available from: 2016-03-03 Created: 2016-03-03 Last updated: 2017-11-30Bibliographically approved
von Brömssen, K. & Skeie, G. (2015). Diversities in School and Education- and what role does/can religious education play in "changing times"?: Lived Religion - religion embedded in the body and materiality. In: : . Paper presented at NoFa5, Helsinki University, Finland, 27-29/5, 2015..
Open this publication in new window or tab >>Diversities in School and Education- and what role does/can religious education play in "changing times"?: Lived Religion - religion embedded in the body and materiality
2015 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Symposium session at NoFa5

Helsinki University, 27-29/5, 2015

Diversities in School and Education- and what role does/can religious education play in "changing times"?

Religious education forms part of the curriculum in state-maintained schools of most European countries, although regulations and educational practice differ. In some nation states, the relation between state-maintained schools and private/independent schools influences the status of religious education, while in others religion and religious education have no place at all, or are subsumed in subjects which have ostensibly no connection to religion. There are thus different ‘layers’ in the way religious education is organized in different national contexts, with each approach shaped by its specific composition. This also applies to religious education in the Nordic countries, which construct religious education in surprisingly different ways.

Given this background, we welcome in this panel papers that relate and discuss the fundamental and central educational/subject matter didactical questions: For whom is religious education aimed, and what is the subjects’ overall purpose and central perspectives in todays’ Nordic societies? Also, research in relation to curriculum changes and/or subject matter didactics in religious education on all levels in education are welcomed.

Organizers:

Kerstin von Brömssen Geir Skeie

Karlstad University Stockholm University

Faculty of Arts and Social Sciences Centre for Teaching and Learning in the

Karlstad University Humanities

SE 106 91 Stockholm

Kerstin.von.bromssen@kau.se geir.skeie@cehum.su.se

+46(0)54 7001302 (work) +46(0)08 12076686 (work)

+46(0)707 367036 (cell-phone) Abstract NOFA 5

Abstract Kerstin von Brömssen

Lived religion - religion embedded in the body and materiality

In the commentary to the Swedish syllabus for Religious Education (2011) it is argued that lived religion is highlighted to a greater extent than previously. One of the basic questions in education relates to which subject content teachers and students together choose to study. What is the meaning and interpretation then of the concept of lived religion that should be made visible in the curriculum? Is the description in the commentary a relevant description? And if so, what is the difference between lived religion and other perspectives in the study of religion? In this paper I will discuss two researchers in the field of religious studies (sociology) who claim the relevance of studying lived religion, namely Meredith McGuire (2008) and Nancy T. Ammerman (2007). What then does the concept of lived religion imply for these two researchers and how does their work relate to the interpretation of the concept in the Swedish commentary? In "changing times" in education, is the concept of lived religion part of a change in Religious Education?

Keywords: subject content, lived religion, "the long revolution", body, materiality.

National Category
Educational Sciences
Research subject
Religious Studies and Theology
Identifiers
urn:nbn:se:kau:diva-36134 (URN)
Conference
NoFa5, Helsinki University, Finland, 27-29/5, 2015.
Available from: 2015-05-30 Created: 2015-05-30 Last updated: 2015-07-02Bibliographically approved
Lovat, T., Kuusisto, A., Kuusisto, E., von Brömssen, K. & Riegel, U. (2015). Editorial notes: Identities, Worldviews and Religious Education: Theoretical and Empirical Perspectives. Journal of Religious Education, 63(2-3), 49-50
Open this publication in new window or tab >>Editorial notes: Identities, Worldviews and Religious Education: Theoretical and Empirical Perspectives
Show others...
2015 (English)In: Journal of Religious Education, ISSN 1442-018X, Vol. 63, no 2-3, p. 49-50Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Springer, 2015
National Category
Philosophy, Ethics and Religion
Research subject
Religious Studies and Theology
Identifiers
urn:nbn:se:kau:diva-64029 (URN)10.1007/s40839-016-0030-4 (DOI)000391432000001 ()
Available from: 2017-09-27 Created: 2017-09-27 Last updated: 2019-06-17Bibliographically approved
von Brömssen, K. (2015). Från "Paradise" till "Destroyedmichigan".: En användning av det skönlitterära arbetet We Need No Names som antropologiska data. In: Staffan Olofsson (Ed.), Den trogne arbetaren i vingården.: Festskrift till Bo Claesson. (pp. 31-46). Göteborg: LIR.skrifter.varia
Open this publication in new window or tab >>Från "Paradise" till "Destroyedmichigan".: En användning av det skönlitterära arbetet We Need No Names som antropologiska data
2015 (Swedish)In: Den trogne arbetaren i vingården.: Festskrift till Bo Claesson. / [ed] Staffan Olofsson, Göteborg: LIR.skrifter.varia , 2015, p. 31-46Chapter in book (Other academic)
Place, publisher, year, edition, pages
Göteborg: LIR.skrifter.varia, 2015
Series
LIR-skrifter 2015
National Category
Other Humanities
Research subject
Religious Studies and Theology
Identifiers
urn:nbn:se:kau:diva-36082 (URN)978-91-88348-66-1 (ISBN)
Available from: 2015-05-25 Created: 2015-05-25 Last updated: 2015-07-02Bibliographically approved
von Brömssen, K. (2015). The Swedish curriculum in religious education: Can it be viewed as intercultural?. In: : . Paper presented at ECER 2015. Education and Transition-Contributions from Educational Research. Budapest, Hungary, 7-11 Sept., 2015.
Open this publication in new window or tab >>The Swedish curriculum in religious education: Can it be viewed as intercultural?
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

There are a small number of binding legal standards requiring Europe or the international community at large to implement intercultural education. However, global actors such as UNESCO, the European Union, and the Council of Europe have raised the agenda and “inspired” national changes through reports, recommendations and action plans. However, research show that the newly formulated curricula in Sweden as well as all over the world, are under pressure of globalization and Europeanisation, leading to denationalization and an instrumental view of knowledge (Ball, Goodson & Maguire 2007; Wahlström 2014).The aim of this paper is to discuss the subject Religious Education in the Swedish curriculum out from a critical discourse analytic perspective (Fairclough 2003). Religious Education in Sweden is a subject for all students from grade one in primary school right through to grade three in upper secondary school. This model is sometimes categorized as an “integrative model” of Religious Education (Alberts 2007) and has always been so in Swedish compulsory schools (von Brömssen & 2Rodell Olgaç 2010; Hartman 2000).However, the subject has changed considerably over the years. It is currently stated in the curriculum that teaching in the subject of religion in Sweden should “aim at helping students broaden, deepen and develop knowledge of religions, outlooks on life and ethical standpoints, and where applicable different interpretations of these” (Lgr 11).As religion and Religious Education usually works as part of the national formation of a citizen, it is interesting to analyse potentially intercultural framework in the Swedish curriculum for Religious Education (cf Gruber & Rabo 2014). Thus, there will be a focus in the paper on the question whether the Swedish curriculum of Religious Education can be said to encompass intercultural perspectives and intercultural competencies or not. 

ReferencesAlberts, Wanda (2007) Integrative religious education in Europe- a study of religions education approach. Berlin: Walter de Gruyter.

Ball, Stephen, J., Goodson, Ivor & Maguire, Meg (2007) Education, globalization and new times. London: Roultledge.

von Brömssen, Kerstin & Rodell Olgaç Christina (2010) Intercultural education in Sweden through the lences of the national minorities and of religious education. Intercultural Education, 21(2), pp.  sidor:121-135.   

Fairclough, Norman (2003). Analysing discourse. Textual analyses for social research. New York: Routledge.

Gruber, Sabine & Rabo, Annika (2014) Multiculturalism Swedish Style: shifts and sediments in educational policies and textbooks. Policy Futures in Education 12(1), pp.  56-66.

Hartman, Sven, G. (2000) Hur religionsämnet formades. In Edgar Almén, Ragnar Furenhed, Sven G. Hartman & Björn Skogar (Eds) Livstolkning och värdegrund. Att undervisa om religion, livsfrågor och etik. Skapande Vetande, 37, pp. 212-251.Linköping: Linköpings universitet.

Hartman, Sven, G. (2011) Perspektiv på skolans religionsundervisning. In Malin Löfstedt (Ed.) Religionsdidaktik. Mångfald, livsfrågor och etik i skolan, pp. 19-34. Lund: Studentlitteratur.

Kursplan – Religionskunskap, http://www.skolverket.se/laroplaner-amnen-och-kurser/grundskoleutbildning/grundskola/religionskunskap

Lgr 11 (2011) Curriculum for the Compulsory School, Preschool Class and the Recreation Centre 2011. http://www.skolverket.se/publikationer

Wahlström, Ninni (2014) Utbildningens villkor II- en denationaliserad utbildningskonception. Utbildning & Demokrati, 23(3): pp. 77-91.

 

Keywords
Curriculum, Religious education, Interculture, Sweden
National Category
Pedagogy
Research subject
Education; Religious Studies and Theology
Identifiers
urn:nbn:se:kau:diva-37929 (URN)
Conference
ECER 2015. Education and Transition-Contributions from Educational Research. Budapest, Hungary, 7-11 Sept., 2015
Note

EERA - EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION

Available from: 2015-09-13 Created: 2015-09-13 Last updated: 2016-03-11Bibliographically approved
von Brömssen, K. (2014). Att förstå religiositet i dagens Europa. Stockholm
Open this publication in new window or tab >>Att förstå religiositet i dagens Europa
2014 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Stockholm: , 2014
Keywords
Ämnesdidaktik, religionskunskap
National Category
Didactics
Research subject
Religious Studies and Theology
Identifiers
urn:nbn:se:kau:diva-32638 (URN)
Available from: 2014-06-18 Created: 2014-06-18 Last updated: 2017-12-07Bibliographically approved
von Brömssen, K. & Risenfors, S. (2014). In different worlds: religious discourses in students' space. In: : . Paper presented at ISREV Session XIX (International Seminar on Religious Education and Values), York,UK, 27/7-1/8, 2014..
Open this publication in new window or tab >>In different worlds: religious discourses in students' space
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Religious Studies Didactics
Research subject
Religious Studies and Theology; Education
Identifiers
urn:nbn:se:kau:diva-33304 (URN)
Conference
ISREV Session XIX (International Seminar on Religious Education and Values), York,UK, 27/7-1/8, 2014.
Available from: 2014-08-03 Created: 2014-08-03 Last updated: 2014-08-14Bibliographically approved
von Brömssen, K. (2014). Is there a Place for Intersectionality in Religious and Values Education?. In: : . Paper presented at ISREV Session XIX (International Seminar on Religions Education and Values), York, UK, 27/7- 1/8, 2014..
Open this publication in new window or tab >>Is there a Place for Intersectionality in Religious and Values Education?
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Religious Studies
Identifiers
urn:nbn:se:kau:diva-33300 (URN)
Conference
ISREV Session XIX (International Seminar on Religions Education and Values), York, UK, 27/7- 1/8, 2014.
Available from: 2014-08-03 Created: 2014-08-03 Last updated: 2014-08-14Bibliographically approved
Abraham, G. Y. & von Brömssen, K. (2014). Learning through short field studies, Swedish students voice on field studies in schools in South Africa.. In: : . Paper presented at NFPF Lillehammer 5-7 March.
Open this publication in new window or tab >>Learning through short field studies, Swedish students voice on field studies in schools in South Africa.
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Abstract

The focus of this study is to explore in what way a short term field study can contribute to teacher students intercultural learning and professional development. The role that firsthand experience plays in culture learning has invariably been discussed to be a critical part in intercultural learning (Quezada 2012, 8). The empirical material for the study consists of interviews before, during and after a two week field study conducted with six Swedish teacher students in South Africa. Observations during the field visits were also part of the used methods. The students specifically reflects on the observed language barriers for children who are attending education with other languages than their mother tongue, strong discipline in classrooms and resource differences between schools. According to the students diversity in the culture and seeing pupils with diverse backgrounds in the same context will be helpful for their future carriers. They believe in particular that the field study experience will help them to meet pupils with diverse backgrounds in their own school classes. They also believe the field study helped them to gain an understanding of the Swedish education system in comparison to others. Thus, we argue that a short term field study can contribute to intercultural learning and professional development, although findings also suggest that the tutoring in the field plays a crucial role.

National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:kau:diva-31959 (URN)
Conference
NFPF Lillehammer 5-7 March
Available from: 2014-04-23 Created: 2014-04-23 Last updated: 2018-03-12Bibliographically approved
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