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  • 51.
    Nordgren, Kenneth
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Historiemedvetande och undervisningen2018In: Historiedidaktik i praktiken: För lärare 4-6 / [ed] Martin Stolare; Joakim Wendell, Gleerups Utbildning AB, 2018, p. 41-52Chapter in book (Other (popular science, discussion, etc.))
  • 52.
    Nordgren, Kenneth
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Johansson, Maria
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Intercultural historical learning: A conceptual framework2015In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 47, no 1, p. 1-25Article in journal (Refereed)
    Abstract [en]

    This paper outlines a conceptual framework in order to systematically discuss themeaning of intercultural learning in history education and how it could be advanced. Wedo so by bringing together theories of historical consciousness, intercultural competenceand postcolonial thinking. By combining these theories into one framework, we identifysome specific and critical aspects of historical learning that are relevant for today. Wehave constructed a matrix with three rows of narrative abilities intersecting with threecolumns of intercultural dimensions. This generates a matrix that consists of nine cells.By formulating a set of questions and answers for each cell, we outline learning applica-tions and demonstrate how the historical and intercultural concepts are mutually enrich-ing. The framework addresses two issues: firstly, the intercultural historical competencethat may result; and secondly, how it can be developed. This can be used by researchersto analyse the intercultural elements of historical learning, in schools and in society, andby educators to construct relevant learning activities.

  • 53.
    Nordgren, Kenneth
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Kristiansson, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Bergh, Daniel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for Research on Child and Adolescent Mental Health (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Social and Psychological Studies (from 2013).
    Lärares planering och efterarbete av lektioner: Infrastrukturer för kollegialt samarbete och forskningssamverkan2019Report (Refereed)
    Abstract [sv]

    I denna rapport beskrivs de huvudsakliga resultaten från en enkätstudie om hur lärare i svensk skola uppfattar sina förutsättningar att planeraoch efterarbeta sina lektioner. Studien visar för det första att de flesta lärare inte har organiserad tid för kollegialt samarbete runt planering och efterarbete av lektioner. För det andra visar studien att när det finns organiserat samarbete så är lärarna betydligt mer positiva till sin arbetsmiljö och sina möjligheter att planera och efterarbeta sina lektioner. För det tredje visar studien att skolor i liten utsträckning arbetar med formativ undervisning. Detta även på skolor med tid för organiserat samarbete. Sammantaget tyder resultaten på att vissa grundläggande förutsättningar för en skola på vetenskaplig grund saknas.

  • 54.
    Nordgren, Kenneth
    et al.
    Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics. Karlstad University, Faculty of Arts and Social Sciences (starting 2013).
    Liljekvist, Yvonne
    Karlstad University, Faculty of Technology and Science, Department of Mathematics. Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Kristiansson, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Bergh, Daniel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for Research on Child and Adolescent Mental Health (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Social and Psychological Studies (from 2013).
    Reformer verkningslösa om lärare inte får tid att planera2018In: Dagens nyheterArticle, book review (Other (popular science, discussion, etc.))
  • 55.
    Olin-Scheller, Christina
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Center for Language and Literature in Education (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Tani, Sirpa
    Helsingfors Universitet.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Niemi, P-J
    Helsingfors universitet.
    Tainio, Lisa
    Helsingfors Universitet.
    Powerful Knowledge across curricula, academic disciplines and school subjects2018Conference paper (Refereed)
  • 56.
    Osbeck, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    More purpose than meaning in RE: a response to James Conroy, David Lundie, and Vivienne Baumfield2012In: Journal of Beliefs and Values, ISSN 1361-7672, E-ISSN 1469-9362, Vol. 33, no 3, p. 325-328Article in journal (Refereed)
    Abstract [en]

    In their essay Failures of meaning in religious education, James Conroy, David Lundie, and Vivienne Baumfield report findings from their recent project Does Religious Education Work?, during which ethnographic studies in 24 British schools were conducted. In this response I first highlight the importance of the character of RE for considering what works and describe the kind of RE that the authors discuss. Secondly, I point to findings and conceptualisations which I consider important. Thirdly, I comment on factors which, the authors maintain, are important regarding failures of meaning in RE. I conclude with my interest in further empirical findings resulting from the rich material of this project.

  • 57.
    Robertsson, Caroline
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Har NPM påverkat kommunernas ledning?: En undersökning om Eskilstuna kommunkoncern2019Student paper second term, 5 credits / 7,5 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna uppsats är att undersöka Eskilstuna kommuns styrning för att se om dem är påverkade av NPMs tankar om hur organisationer ska styras. För att undersöka detta använder jag mig av en kvalitativ innehållsanalys där jag undersöker kommunens policyer angående ledarskap. För att kunna applicera dessa på NPMs tankar har jag bland annat använt mig av Lena Agevall och Roland M. Almqvist definitioner av vad begreppen betyder.  Slutsatsen av min undersökning var att Eskilstuna kommun är starkt influerad av NPMs tankar och att deras styrsätt bygger på NPM. För att forska vidare inom ämnet skulle det vara möjligt att jämför Eskilstuna kommun med en likande kommun antingen i Sverige eller internationellt för att de om deras styrning påverkats på samma sätt av NPM men istället för att göra en fallstudie skulle man gå kunna genomföra en jämförande analys.  

  • 58.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Grundskollärares ämnesdidaktiska bedömningspraxis: Exemplet historia2015In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 20, no 1-2, p. 54-78Article in journal (Refereed)
  • 59.
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Ämnesintegrering och ämnesspecialisering: SO-undervisning i Sverige 1980-20142014In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2014:1, p. 85-118Article in journal (Refereed)
    Abstract [en]

    A major issue in Swedish and international research has, indeed, been the overriding purpose of social studies, along with the recurring discussion on whether the teaching of social studies should be organised in the individual subjects or be subject-integrated. The main aim of this article is to analyse how social studies as a specific field of study is featured in government commissions of inquiry and steering documents in the period 1980-2014. The analysis is primarily based on American and Nordic history and social studies education theory, which has identified a number of concepts regarding the purpose and organization of the social studies subject; the humanistic approach; the progressively approach; the disciplinary oriented approach and the postmodern and interpretive approach. The article is based on an analysis of national evaluations and reviews of social studies as well as curricula and government commissioned inquiries. The analysis shows that social studies as a knowledge domain is characterized by progressivism in the national evaluations in the whole period. Although curricula nowadays have a disciplinary perspective on the purpose and organization of social studies, progressivism is still prevalent in evaluations. It is clear that the public authorities responsible for the most recent inspections embrace progressivism. Concurrent with the predominance of certain education philosophies–progressivism in 1980-2011 and the disciplinary perspective from 2011– there are also traces of other approaches in the curricula, for example, the humanistic as well as the postmodern perspectives.

  • 60.
    Samuelsson, Johan
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Brismark Östlin, Anna
    Mittuniversitet.
    Löfgren, Håkan
    Linköpings universitet.
    Papperspedagoger – lärares arbete med administration i digitaliseringens tidevarv2018Report (Refereed)
    Abstract [sv]

    Syftet med studien har varit att undersöka hur lärare uppfattar att reformer för att minska deras administrativa uppgifter har slagit igenom i praktiken. Fokus har främst legat på förändringar som rör åtgärdsprogram och skriftliga individuella utvecklingsplaner. I samband med detta har också relationen mellan illegitima och legitima administrativa uppgifter studerats. Undersökningen bygger på intervjuer och do kumentstudier. Kraven på skriftliga individuella utvecklingsplaner i årskurser med betyg försvann 2013, men data indikerar att ett omfattande arbete med att doku-mentera och informera om elevernas kunskapsutveckling kvarstår på de skolor som tagit bort dessa. Lärare anger också att vissa skolor behållit skriftliga omdömen även när kravet inte längre finns. Extra anpassning är en åtgärd som nu skrivs fram när det gäller arbetet med elever som behöver hjälp att nå kunskapskraven, åtgärden är tänkt som en insats som kräver mindre arbete med dokumentation än ett åtgärdsprogram. Det är rimligt att anta att arbetet med åtgärdsprogram har minskat. Men denna minskning beror troligen på att lärarna nu istället arbetar med den mindre reglerade stödinsatsen ”extra anpassning”.  Reformernas inverkan påverkas av kontextuella faktorer som tillgång till tekniska hjälpmedel och förväntningar från vårdnadshavare.Flera delar av det administrativa arbetet ses av lärarna som en legitim del av deras professionella kärna.

  • 61.
    Samuelsson, Johan
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Gericke, Niklas
    Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Environmental and Life Sciences (from 2013).
    Olin-Scheller, Christina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies (from 2013).
    Progressive education and grammar schools in Sweden: Mother tongue, History and Biology teaching in the 1940s2019Conference paper (Refereed)
    Abstract [en]

    The first half of the 20th century saw the breakthrough of the idea of democratic education with an emphasis on accessibility of education for all citizens. Also John Dewey's ideas that the content and form of instruction should be based on democratic principles influenced many school systems. In Sweden, these ideas had an impact not least on the school reform initiated in Sweden during the 1940s, as manifested in the School Commission report (SOU 1948:27)

    Research into this period has primarily focused on two educational levels. The first level deals to a large extent with policy and the character of curricula (Labaree, 2005; Popkewitz, 2006), while the second level concerns teaching in general with a special focus on how reform pedagogy has been implemented, for example, in studies of student influence and interaction (Cuban, 1993). In Sweden only the curricular level has been studied (Englund, 1996) leaving a knowledge gap regarding the reform pedagogics on the enacted curricula. In this study we fill this gap by investigating previously unexplored historical documents of teachers reports on their practice collected by the Swedish school commission from 1930s to the 1940s.  

    In addition, in this study we also focus on how different subject teachers handled the expectations of student-centred teaching in their subjects. Admittedly, we are inspired by the approaches above, but apply a comparative subject-specific perspective on reform pedagogical teaching by using the perspective of didactic transposition (Chevallard, 2007).

    The general approach of this study (and the project) is based on the education research tradition in which the voices and experiences of the members of the profession serve as a basis for generating new knowledge of specific professional issues (Schön, 1983; Lortie, 1992; Ball & Goodson, 1985)

    The overarching aim of this paper is to study how secondary education teachers in mother tongue(MT), history (HI) and biology (BI) conducted their teaching inspired by reform pedagogy. The following questions guide our study:

    What similarities and differences are there between the three subjects regarding

    -          Students' opportunities to study on their own (StudentPart)

    -          Student interaction (StundInter)

    -          Using the surrounding community as a resource (SCPR)

    A comparative perspective allows for more nuanced knowledge of the facets of reform pedagogy. It also adds to the field of history of education as it enables a better understanding of how different subject traditions influence how reforms are interpreted. The results presented here are part of a major project recently launched and are so far tentative. 

     The study particularly highlight the importance of professional practitioners’ own reflections on their work. Such reflections are assumed to generate new concepts and theories. Ball & Goodson, (1985), Goodson & Hargreaves (1996) and Ball et al (2012) are central regarding teachers’ work in general and the changes made in a reform context. They work on the assumption that teachers’ accounts and experiences contribute to understanding key aspects of the profession. This also applies to the historical development and current challenges.

    In 1946, the School Commission started collecting teachers' experiences of teaching. The Swedish schools received a circular requesting teachers to submit their accounts, and this request was also made in teaching magazines. A total of 850 accounts written by teachers were submitted to the commission (SOU 1948:27). The material consists of written accounts by elementary school teachers and grammar school teachers. These reports are now stored in the The Swedish National Archives (RA). The texts are divided into all the school subject blocks. In a pilot study, we went through all the reports that all have a narrative or story character in which the teachers describe how they enact the reform pedagogy in the classrooms. The “stories” can be categorised as related to history (N=83 stories), mother tongue (N=130 stories) and biology (N=38 stories) in grammar schools. Altogether, there are over 251 stories available in these categories in the archive. Note that this number represents about 10 per cent of the entire teaching staff in 1946, i.e. making up a substantial representation of the teachers at that time. The stories mostly includes detailed accounts of the teaching practised and its relation to the pedagogical approach of the reform. Recurring elements are perspectives on the role of the pupil, the organisation of instruction etc. The stories cover between one page to 100 pages and often include lesson plans, and student responses. There are descriptions of their own teaching, often in a historical perspective. In this proposal, we present our first initial comparison of the teaching reported in the stories of history, mother tongue and biology reports. The comparative aspects are developed in a forthcoming in-depth analysis. The basis of a comparison is that the “cases” should be different but at the same time similar enough to be interesting to compare in terms of similarities and variations. Using more than one case (e.g. only history teachers) increases the chances to theorise and generalise. In this case the variable was the context of reform, as all teachers and subjects were under pressure to make changes in preparation of reform implementation. In identifying subject-specific teaching perspectives in relation to democratisation of instruction, the analytical frames from Cuban (1993) to describe reform pedagogy were used. In this particular study we analyse three specific criteria of reform pedagogy as defined by Cuban: student participation, student interaction and surrounding community as pedagogical resource.

    Below, we present some general descriptive results based on the first quantitative analyses of the material, which focused on how teachers in different subjects relate to Cuban’s teaching criteria as mentioned in the method section. We present the results as frequencies as well as their relative distribution in per cent (%) of the three subjects of the three group of school subject reports of history, mother tongue and biology, see Table 1. If an instance of the specific criteria could be identified in a teacher story of their teaching it was included. Tabel 1 Distribution of reform pedagogical activities in the different school subjects. Frequency (per cent) StudPart Studinter SCPR Total HI 27 (33) 28 (34) 29 (35) 84 (34) MT 65 (50) 61 (47) 14 (11) 140 (36) BI 20 (53) 14 (37) 29 (76) 63 (55) T 112 (45) 103 (41) 72 (29) (Source Swedish National Archives) As can be seen in Table 1 the total results including all the three criteria of progressive teaching shows that the Biology teachers in average report far more reform pedagogic activities (55%) than Mother Tongue teachers (36%) and history teachers (34%). All in all, the first analysis shows that progressively oriented teaching occurred in upper secondary schools early in Sweden. It is also clear that there were variations between subjects. The differences should be understood as a result of various subject traditions that are enacted differently, which should be studied further by using qualitative in depth studies of the various didactic transpositions taking place in the different subjects. Further, studies will reveal whether these activities are an expression of a more close connection to the academic discipline, or a true influence of reform pedagogics

  • 62.
    Smedberg, Alexandra
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Fostransuppdraget i Samhällskunskap: En studie i hur samhällskunskapsämnet kan uppfattas när det gäller fostran2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to gain insight into how the education system (particularly social studies) is morally-minded based on the governing documents, former students and a textbook. I wanted to find out what morally-minded means and if it has a big role in social studies. Through interviews with former high school students (when my thesis is aimed at high school) I wanted to find out how they felt their social studies were educational and which the values that they had taken on from the lessons. I also chose to analyze a textbook to get a broader understanding of how the morally-minded education is written in specific areas relating to social studies. My study is a qualitative study and what I came up with is that the former students consider their social studies teaching lacked to some degree when it came to the morally-minded education.

     

    My investigation concludes that the morally-minded education is important in social studies as the purpose of social studies is to promote active democratic citizens. In the curriculum for social studies, there is also a considerable scope for knowledge that is educational for the students. Although the former students feel that they lack the morally-minded educational part of social studies they agreed with the guidelines which values that is important.

  • 63.
    Stange, Hanna
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    "Prestationsångest: gör om när du får ett B": En studie om elevers uppfattning och upplevelse av stress, prestationsångest och betygshets i skolämnet Idrott och Hälsa.2019Student paper second term, 5 credits / 7,5 HE creditsStudent thesis
    Abstract [en]

    Pupils today put high demands on their performance and getting good results is something that has become like an obsession. Stress in school and performance anxiety is something that is often addressed in television, social media and in newspapers.

    The purpose of this study is to examine students' experience of stress, performance anxiety and grading in the school environment, with the main focus on school sports.

    The thesis and the study are based on qualitative research method. The data collection method consisted of three semi-structured focus group interviews. Two of the groups consisted of four pupils in each group, with 50/50 gender distribution. The third group consisted of five students where two were boys and the rest were girls. During the focus group interviews, the students got to interpret and reflect on the three phenomena of stress, performance anxiety and grading. They also discussed and reflected on the influence of school sports.

    The pupils' perception of the various phenomena is largely reflected in the school environment and school sport. The stress is largely linked to the grades. The performance anxiety can be linked to the stress, but also to the grading rating and that the students have very high demands on their own performance and ability. The phenomenon is affected and also exists within the school sport. The influence of school sports on the phenomena is positive and negative. The pupils show clear links between the school sport and the three phenomena of stress, performance anxiety and grading.

     

    Keywords: stress, performance anxiety, grading, school sports

  • 64.
    Stolare, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Did the Vikings really have helmets with horns?: Sources and narrative content in Swedish upper primary school history teaching2017In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 45, no 1, p. 36-50Article in journal (Refereed)
  • 65.
    Stolare, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Social and Life Sciences, Department of Politics and History. Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Läraryrket förr och nu2018In: Värmländsk kultur, ISSN 0282-5856, no 5, p. 30-32Article in journal (Other (popular science, discussion, etc.))
  • 66.
    Stolare, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    På tal om historieundervisning: Perspektiv på undervisning i historia på mellanstadiet2014In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, ISSN 1504-9922, E-ISSN 1504-9922, Vol. 8, no 1, p. 1-19Article in journal (Refereed)
  • 67.
    Stolare, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Var mjuk i knäna!: Sociala rörelseentreprenörer och platasers betydelser för sociala rörelsers mobiliseringsarbete2011In: Kreativitet på plats / [ed] Lars Aronsson och Lotta Braunerhielm, Karlstad: Karlstad University Press, 2011, p. 93-116Chapter in book (Refereed)
  • 68.
    Stolare, Martin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Persson, Anders
    Att använda historiska begrepp2018In: Historiedidaktik i praktiken: För lärare 4-6 / [ed] Martin Stolare & Joakim Wendell, Malmö: Gleerups Utbildning AB, 2018, 1, p. 73-97Chapter in book (Other academic)
  • 69.
    Stolare, Martin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Schüllerqvist, Bengt
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Berg, Mikael
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Is a scientific basis for subject specific teaching possible?: The example of history education2015In: Education: Opole university Annual, ISSN 2450-7121, Vol. 1, p. 135-151Article in journal (Other academic)
  • 70.
    Stolare, Martin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Wendell, Joakim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Historiedidaktik i praktiken: För lärare 4-62018 (ed. 1)Book (Other academic)
  • 71.
    Stolare, Martin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics.
    Wendell, Joakim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Historieämnet i Lgr 112018In: Historiedidaktik i praktiken: För lärare 4-6 / [ed] Martin Stolare & Joakim Wendell, Malmö: Gleerups Utbildning AB, 2018, p. 15-23Chapter in book (Other academic)
  • 72.
    Stolare, Martin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Wendell, Joakim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Introduktion2018In: Historiedidaktik i praktiken: För lärare 4-6 / [ed] Martin Stolare & Joakim Wendell, Malmö: Gleerups Utbildning AB, 2018, p. 9-14Chapter in book (Other academic)
  • 73.
    Tani, Sirpa
    et al.
    Helsingfors Universitet.
    Beneker, Tine
    Utrecht Universitet.
    Bladh, Gabriel
    Karlstad University, Faculty of Social and Life Sciences, Centre for the Studies of Social Sciences Didactics. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Utrecht Universitet.
    The capability approach and geography education. An opportunity to construct bridges between school geography and young people’s geographies.2016Conference paper (Refereed)
  • 74.
    Tanner, Marie
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Samuelsson, Johan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Pérez Prieto, Héctor
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013).
    Skolan, marknaden och ämnet.: Kommersiella aktörer på internet i undervisningen2017In: Kapet (elektronisk), E-ISSN 2002-3979, Vol. 13, no 1, p. 3-26Article in journal (Other academic)
    Abstract [sv]

    I den här artikeln uppmärksammar vi förekomsten av olika privata och kommersiella webbsajter som specifikt riktar sig mot undervisning och lärande i skolan. Syftet är att beskriva och diskutera hur några olika kommersiella aktörer på internet tar plats som policyaktörer i ett utbildningssammanhang, och vad det kan betyda i relation till undervisningens ämnesinnehåll. Med ett särskilt fokus på historieämnet, analyserar vi med inspiration från metoden network ethnograpy två olika exempel på sådana webbsajter, SO-rummet samt studi.se. Vi undersöker det nätverk av aktörer som ligger bakom webbsajten, hur syftet med sajten framställs samt hur historieämnet konstrueras på dessa sajter. Resultatet visar hur den politiska styrningen av skolan har fått konkurrens av nya aktörer, vilket leder till att de förstnämndas inflytande minskar till förmån för det komplexa nätverk av aktörer som istället tar plats. På så vis skapas ett marknadens ämne, som visserligen i de två studerade exemplen visar sig ligga nära det konventionella skolämnet historia, men som också visar på ett starkt behov av ytterligare forskning som kan synliggöra hur olika och vitt skilda ideologiska intressen tar plats och skapar politiska kluster som kommer att påverka undervisningens innehåll.

  • 75.
    Uhlenwinkel, Anke
    et al.
    Alpen-Adria-Universität, Austria.
    Béneker, Tine
    University of Utrecht, The Netherlands.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Geography, Media and Communication (from 2013).
    Tani, Sirpa
    University of Helsinki, Finland.
    Lambert, David
    Institute of Education, United Kingdom.
    GeoCapabilities and curriculum leadership: Balancing the priorities of aims-based and knowledge-led curriculum thinking in schools2017In: International Research in Geographical and Environmental Education, ISSN 1038-2046, E-ISSN 1747-7611, Vol. 26, no 4, p. 327-341Article in journal (Refereed)
    Abstract [en]

    The small-scale research presented in this paper was conducted as part of the GeoCapabilities project. Though originating in the Anglophone world, the project attempts to address the purposes and values of geography education internationally. Using the idea of “powerful disciplinary knowledge” the project asks what geography has to offer that helps young people develop the human capabilities they need in order to live a life that they consider valuable. In this paper, we explore the challenges and opportunities presented by GeoCapabilities in several European national contexts. We asked selected teachers and teacher educators in four different countries (Finland, Germany, The Netherlands and Sweden) what role they thought geography plays in enhancing students’ “human potential.” Despite marked differences relating to the legal and structural background in each country we found major similarities in teachers’ and teacher educators’ curriculum thinking in relation to geography's contribution to the future well-being of their students.

  • 76.
    von Bromssen, Kerstin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Religious education at schools in Europe. Part 3: Northern Europe2016In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 38, no 1, p. 104-106Article, book review (Other academic)
  • 77.
    von Brömssen, Kerstin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Från "Paradise" till "Destroyedmichigan".: En användning av det skönlitterära arbetet We Need No Names som antropologiska data2015In: Den trogne arbetaren i vingården.: Festskrift till Bo Claesson. / [ed] Staffan Olofsson, Göteborg: LIR.skrifter.varia , 2015, p. 31-46Chapter in book (Other academic)
  • 78.
    von Brömssen, Kerstin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    The Swedish curriculum in religious education: Can it be viewed as intercultural?2015Conference paper (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.

     

  • 79.
    von Brömssen, Kerstin
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Skeie, Geir
    Stockholms Universitet.
    Diversities in School and Education- and what role does/can religious education play in "changing times"?: Lived Religion - religion embedded in the body and materiality2015Conference paper (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.

  • 80.
    Wagnsson, Stefan
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013).
    Idrott – men sen då? En uppföljningsstudie om den organiserade idrottens betydelse för ungas hälsoutveckling.2018Conference paper (Other academic)
  • 81.
    Wendell, Joakim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    "Förklaringar är ju allt på nåt sätt": En undersökning av hur fem lärare använder historiska förklaringar i undervisningen2014Licentiate thesis, monograph (Other academic)
    Abstract [en]

    The main purpose of this multiple case study is to investigate how high school history teachers in Sweden use historical explanations in their classroom teaching.  Specifically, the study explores how explanations are constructed in the clasroom interactions, and what thinking tools, if any, the teachers use to help students grasp central aspects of the historical explanation in question. The case study is based upon observation data from the classrooms of five Swedish high school teachers.

    A theoretical underpinning of this study is that historical explanations are best understood as cases of complex causality. In order to describe these cases as they are presented in the context of a classroom, a model for analysis is used which draws upon research conclusions from several fields, chiefly instructional theory (Gaea Leinhardt), theory of history (C.Behan McCullagh) and historical thinking (Peter Seixas). The study presents each teacher as a separate case in one chapter, while another chapter focuses on what different tools each teacher uses in his/her explanations. In the last empirical chapter, the teachers’ explanations are discussed in relation to how they emphasize and relate to diffent historical thinking concepts.

    The study shows that while explanations are intimately interconnected with causality, their use is intertwined with other historical thinking concepts. Furthermore,  teachers use a multitude of different tools when working with  explanations. While certain tools aim at reinforcing students’ thinking about causality, they may simultaneously weaken the explanation’s value for something else, such as historical empathy. Thus, the importance of planning for specific teaching objectives is emphasized by the study. 

  • 82.
    Wendell, Joakim
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Qualifying counterfactuals: students' use of counterfactuals for evaluating historical explanationsManuscript (preprint) (Other academic)
  • 83.
    Wendell, Joakim
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013).
    Danielsson Malmros, Ingmarie
    Malmö universitet, fakulteten för lärande och samhälle, institutionen för samhälle, kultur och identitet.
    Referensram i historieämnet2018In: Historiedidaktik i praktiken: för lärare 4-6 / [ed] Martin Stolare, Joakim Wendell, Gleerups Utbildning AB, 2018, 1, p. 53-72Chapter in book (Other academic)
  • 84.
    Zanazanian, Paul
    et al.
    McGill University, Montreal.
    Nordgren, Kenneth
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics (from 2013). Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies (from 2013). Karlstads universitet.
    Introduction2019In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 6, p. 771-778Article in journal (Refereed)
    Abstract [en]

    This special issue contributes to a growing international dialogue on historical consciousness and its manifold implications for research and pedagogy in the area of history education. It questions general mind-sets that exert influence in the field and seeks to expand the boundaries of what scholars are currently doing. Holding the promise to build on historical consciousness’ general appeal, the aim is to find ways to tap into its full potential and to capture its workings as a social phenomenon that is basic to everyday human needs. Most scholars would agree that people’s understandings of the past, or rather of history’s workings, strongly impact individuals’ ability to navigate the world and to orient themselves temporally. Yet when it comes to being more precise in defining and operationalising historical consciousness, its elusive nature becomes apparent, making the whole process all the more challenging. Sometimes, a reliance on standard interpretations for conceptualizing historical consciousness contributes to such difficulties. Other times, it is a conflation of historical consciousness’ relevance and workings with other important concepts, such as historical thinking, without recognizing and questioning differences and tensions between them, that does so. Add to this the complexity of translating all that emerges into something pedagogically workable and of relevance to learners’ overall interests, then you have an entanglement that is hard to redress and that risks taking historical consciousness’ workings for granted

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