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  • 1.
    Andersson Happe, Emma
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Ungdomar, nyheter och stora händelser: En enkätstudie av gymnasieelevers nyhetskonsumtion, källkritik och kunskaper om terrordåden i Bryssel den 22 mars 20162016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay aims to study students’ consumption of news, their criticism towards sources and knowledge of facts about big news events. Surveys about the terror attacks in Brussels in March 2016 were handed out in order to collect data. The goal was to create a comprehensive picture of youths between the age of 16-20. The background of this topic is that all students in upper secondary school today have access to all news in the world, which has increased the need for knowledge on which sources to trust. Even though they have this unlimited access to news and information, studies showed that the younger generation has the lowest consumption of news and is the largest age group that do not consume news at all. This affects the teachers who meet and educate them; particularly the teachers in social studies where teachers often include studying the news in the classroom and the curriculum says to grade the students’ ability to criticize sources. 109 upper secondary school students from two schools participated in the survey. The results showed that about 60-80% reflect critically on news sources and they received information mainly from online newspapers and articles on social media. The results from the questions on the Brussel incidents generated two conclusions; the results showed that the knowledge varied depending on the type of knowledge asked for. Furthermore, as a group, 47% of the questions were correct answered. These results also confirm that society needs to teach the youngest generation the importance of reading, listening and watching the news in order to prevent political gaps in the future.  

  • 2.
    Anderström, Helena
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Lärares samtal om etik: Sociala representationer av etikundervisning på mellanstadiet inom ramen för de samhällsorienterande ämnena2017Licentiate thesis, monograph (Other academic)
    Abstract [en]

    This study draws attention to how teachers view and reason about ethics education in social studies. Based on the Social representation theory, the study aim to answer questions about the content and themes which are expressed in the teachers' conversations about ethics education. The study also wants to emphasize the communicative resources used by participants when they create a common understanding of ethics education.

    The study's empirical data consists of six focus groups interviews with teachers working with student in school year 4-6. Teachers in three teams (a total of 13 teachers) met at two occasions to talk about ethics education in social studies.

    The result from the analysis is presented in three parts. The first part draws attention to teachers' social representations of ethics education in social studies. Four social representations were found and they consist of teachers' ideas about content, methods and strategies, and the purpose and goals and difficulties in ethics education. The second part shows that the teachers express three social representations of how ethics education is related to, religious education, social studies and the school's overall mission. The analysis shows that ethics education is an important part of the religious education but also other subjects in social studies and the school's overall mission. The third part draws attention to the communicative resources that teachers use to create a common understanding of ethics education. Examples of communicative resources used in the conversations is teaching materials, national tests, the curriculum and their own teacher education.

  • 3.
    Berg, Mikael
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Historielärares ämnesförståelse: Centrala begrepp i historielärares förståelse av skolämnet historia2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis focuses on four different aspects of history teachers’ comprehensive understanding of the school subject history. More specifically, the aim is to study the comprehension of the subject as perceived by individual history teachers. Special emphasis is placed on identifying the concepts of the field of history that are central to the teachers’ understanding of the school subject history.

              The first aspect studied is the teachers’ biographical changes. In a life history perspective it seems as if the teachers’ subject conception changes from an unproblematic and tentative approach to a more complex and confident understanding of the subject. The second aspect treated is the rationale behind their grasp of the purpose and content of the subject. Three major positions are identified, namely educational (bildung) orientation, critical orientation, and identity orientation.

              The third aspect studied is the teachers’ interpretation of a curriculum new to them. The teachers placed the curriculum in the field of tension between an education policy position, emphasizing more precise knowledge, on the one hand, and a history science position, emphasizing concepts of historical consciousness. The fourth aspect studied is five different conceptual tools displayed in the teachers’ remarks on having completed the teaching of a new course. These are termed ‘history as narrative’, ‘history as time-space’, ‘history as explanation’, ‘history as perspective taking’, and ‘history as skills’

              At the general level the study shows not only that subject conception is of importance to the teachers’ understanding of their obligation as teachers of history but also how it is formed and constantly transformed by many different factors. In this process it is clear that the concepts used by the teachers, although variously defined, can be seen as specific to the school subject history and essential to the construction of history as a school subject.

     

  • 4.
    Bladh, Gabriel
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Gottfridsson, Hans Olof
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Perspectives on Swedish geography teachers subject knowledge2013Conference paper (Refereed)
  • 5.
    Bladh, Gabriel
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Molin, Lena
    Uppsala universitet, Uppsala University.
    Research on Geography Education. Introduction to Nordidactica 2016:12016In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2016:1, i-vi p.Article in journal (Other academic)
  • 6.
    Bladh, Gabriel
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Molin, Lena
    Uppsala Universitet.
    Skolämnet geografi och geografididaktisk forskning i Sverige och Norden2012In: Ämnesdidaktisk komparation: Länder, ämnen, teorier, metoder, frågor och resultat / [ed] Gericke, N, & Schüllerqvist, B., Karlstad: Karlstad University Press, 2012, 59-74 p.Chapter in book (Refereed)
  • 7.
    Blanck, Sara
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    När ämnen möts: En analys av samhällskunskapsämnets funktioner och karaktärer vid ämnesintegrerad undervisning2014Licentiate thesis, monograph (Other academic)
    Abstract [en]

    This study examines the subject civics (social studies) in interaction with other subjects in interdisciplinary projects. By studying three different integrated projects in the grades 7-9, the study examines how subjects interact with one another. The aim of the study is to describe and analyze the character and function of civics in interdisciplinary projects. The results are used to discuss the relationship between subject and integration.

    In the world of education, there are two endeavors that may seem to counteract each other: on the one hand, focus on more clearly subject-specific knowledge and, on the other, the pursuit of cooperation and interaction between subjects in different forms of interdisciplinary organization of teaching and learning. Integration between subjects can be seen as an opportunity to address the complex problems and challenges of today's citizens in a changing global world.

    The results of the study describe three dynamic interdisciplinary projects that all contain a movement between different types of interaction between subjects with various degrees of integration. These types are predisciplinaryhelpingcorrelated, shared and reconstructed.

    In addition, the study shows that civics in the three projects is emerging as an obvious main subject that aims to develop the pupils’ abilities to orientate (facts and concepts), analyze and discuss. So far integrated teaching appears to result in both what subject-specific teaching reaches and, moreover, it seems to form a synthesis knowledge that can be difficult to measure, but that relates to the main goals of the curriculum beyond subjects. These abilities to act can be used to describe the synthesized knowledge citizens need in order to act in the world.

  • 8.
    Dalevi, Sören
    et al.
    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.
    Niemi, Kristian
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    RE didactics in Sweden - defined by the national curriculum?: Discussing didactics of RE in a Swedish context2016In: Usuteaduslik Ajakiri, ISSN 1406-6564, Vol. 69, no 1, 62-78 p.Article in journal (Refereed)
  • 9.
    Dalevi, Sören
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Niemi, Kristian
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Vad kännetecknar ämnestexter? (inriktning religion)2016Other (Other academic)
  • 10.
    Eliasson, Per
    et al.
    Malmö högskola.
    Nordgren, Kenneth
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Vilka är förutsättningarna i svensk grundskola för en interkulturell historieundervisning?2016In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2016:2, 47-68 p.Article in journal (Refereed)
    Abstract [en]

    This is the first major quantitative study of how teachers at the compulsory school look at the subject of History and its conditions. The article focuses on elements of the survey related to the content of teaching and how teachers perceive the conditions for the intercultural mission of the subject. The historical content in the form of selected time periods and geographic focus forms a clear canon: in grades 1–3 local history and Swedish history, in 4–6 Swedish and Nordic history, and in 7–9 Western European history with global, but mainly Eurocentric, outlooks. In terms of students’ skills to interpret history they encounter the result is to some extent contradictory. Empathy and critical thinking are highly valued but the actual work to develop these abilities is of lesser importance. Instead, storytelling is stressed as the major form of education. Teachers in grades 7–9 emphasize that long lines of development are important in their teaching. History’s orienting function leans more to the future and contemporary perspectives in grades 7–9, while students’ perspective on their own historical background ranked highest in 1–3 and 4–6. Future and contemporary issues are highlighted as a pattern in which racism and xenophobia become more important in higher grades while environmental issues decrease in importance. Multiculturalism and diversity issues occupy an intermediate position in this context but are perceived as important by teachers on all levels. An overall conclusion is that in the tension that exists between the traditions of the subject and an external pressure for change teachers need support to deal with the intercultural perspective.

  • 11.
    Eriksson Gustavsson, Anna-Lena
    et al.
    Linköping.
    Göransson, KerstinMälardalens högskola.Nilholm, ClaesHögskolan i Jönköping.Bladini, KerstinKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Educational Studies.Samuelsson, JohanKarlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Specialpedagogisk verksamhet i grundskolan2011Collection (editor) (Other academic)
  • 12.
    Estenberg, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics. Karlstads kommun.
    "Ett snäpp högre": En studie av historielärares hanterande av tankeredskap.2016Licentiate thesis, monograph (Other academic)
    Abstract [en]

    Abstract

    The aim with this study is to examine how practicing history teachers in upper secondary school deal with historical thinking concepts. The three main questions are: which concepts do teachers use in their courses and when do they use them? How can teachers’ use of different historical thinking concepts be described in terms of reconstruction and construction? What factors influence teachers when they work with historical thinking concepts?

     

    To answer these questions, the material, for example tests, lesson plans and notes of seven teachers has been analyzed. These analysis were followed by interviews with the teachers.

     

    The empirical data have been handled in two steps. The first step is a survey of what historical thinking concepts teachers use and when they use them. The survey was done as a detailed reading of the teachers’ material. In this survey two historical thinking concepts, evidence and cause and consequence, have been selected for further analysis, which is the second step.

     

    The results show that when teachers deal with the historical thinking concept of evidence they show their students models and ways to handle evidence. This is not the case when teachers handle the historical thinking concept of cause and consequence. Models are shown here as well but not to the same extent. The result also shows that the teachers’ handling of evidence in a greater extent leads to construction compared with their handling of cause and consequence.

     

    The explanations provided in the study also point to the different character between the two concepts and what form of test the teachers’ use and what words are used to communicate for example cause and consequence. Furthermore, the explanations also indicate that the teachers’ view of what historical knowledge contains of, together with what kind of students and what other subject they teach play some part in their dealing with historical thinking concepts.

  • 13.
    Holmberg, Ulrik
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics. ulrik_holmberg@hotmail.com.
    Significant history and historical orientation: Ugandan students narrate their historical pasts2016Licentiate thesis, monograph (Other academic)
    Abstract [en]

    In 2012, Uganda celebrated 50 years of independence. The postcolonial era in the country has been marked by political turmoil and civil wars. Uganda, like many other postcolonial states in Africa, cannot be described as an ethnically or culturally homogenous state. However, history education has globally been seen as a platform for constructing national identities in contemporary societies. At the same time, it is assumed that specific historical experiences of countries influence historical understanding. This study takes its starting point in the theories of historical consciousness and narrativity. A narrative could be viewed as a site where mobilization of ideas of the past to envisage the present and possible futures is made and hence the narrative expresses historical orientation. Through the concept of historical orientation historical consciousness can be explored, i.e. what history is viewed as significant and meaningful. The aim in the study is to explore in what ways students connect to their historical pasts.

     

    The study explores 219 narratives of 73 Ugandan upper secondary students. Narratives elicited through written responses to three assignments. Designed to capture different approaches to history: either to start from the beginning and narrate history prospectively or to depart from the present narrating retrospectively. The colonial experience of Uganda affected the sampling in the way that students were chosen from two different regions, Central and Northern Uganda. The comparison was a way to handle the concept of ‘nation’ as a presupposed category. Narrative analysis has been used as a method to explore what the students regarded as historically significant and what patterns among the narratives that point towards particular historical orientations.

     

    The empirical results show how different approaches to history, a prospective or a retrospective approach, influence the student narratives. For instance, valued judgments on past developments were more common with the retrospective approach. The results also show differences in evaluating past developments according to regional origin. Students from northern Uganda were generally more inclined to tell a story of decline. Also, it is argued that the student narratives were informed by a meta-narrative of Africa. It was as common to identify oneself as African as it was to identify as Ugandan.

  • 14.
    Holmqvist Lidh, Carina
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Representera och bli representerad: Elever med religiös positionering talar om skolans religionskunskapsundervisning2016Licentiate thesis, monograph (Other academic)
    Abstract [en]

    This study focuses on the encounter between students who postition themselves within a religious tradition and the Swedish school system´s mandatory, integrative and non-confessional subject Religious Education.

    The aim of the study is to show how students who position themselves within a religious tradition speak about the school's religious education. The interest is directed towards three themes. Firstly, the encounter between teaching content and the students experiences of their own religious tradition and faith. A second theme deals with the issue of being representatives of their own tradition in the classroom. A third theme addresses how the students describe the framework and conditions for religious education. The empirical material consists of twenty-one group- and individual interviews with students ages 16-19 from Muslim, Jewish, Christian and Buddhist traditions. Social constructionist theory provides the basis and critical discourse analysis is used as theoretical and analytical approach.

    The results show that all the students in the study find it difficult to recognise and relate to their own tradition in the framework of religious education. According to the students, religious traditions are presented in a shallow, stereotypical and fact-oriented manner with a focus on history, strict rules and obedience. Another finding is summarised in the discourse "religious positioning as an independent choice". These articulations are understood as a resistance discourse. It seems necessary for the students to challenge what they perceive as dominant discourses of religion and religious life, as expressed in the religious education classroom, in school and in society. For some students, representing their own tradition in the classroom, is discribed as a selfimposed position allowing them to defend and give a more nuanced picture of their own tradition. Most students, however, describe the position of being a faith representative in the classroom as assigned and undesirable.

    Within the discourse "the neutral religious education", teaching is described as tightly regulated by the requirements of neutrality, objectivity and fairness. In the light of students' talk about other school subjects (NO and Philosophy), it is possible to understand ”the neutral religious education” as part of a wider secular, possibly secularist discourse, where the school fosters critical thinking and imposes a strict scientific worldview, where religion and religious beliefs are dismissed, ridiculed and denied. Although the students criticise the teaching, they value the subject´s potential of contributing to tolerance and mutual understanding.

    Implications of the findings are discussed in relation to the teachers didactical choices, the classroom practice and the aims of Religious Education.

  • 15.
    Kristiansson, Martin
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Samhällskunskapsämnet och dess ämnesmarkörer på svenskt mellanstadium – ett osynligt eget ämne som bistår andra ämnen2014In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2014:1, 212-233 p.Article in journal (Refereed)
    Abstract [en]

    Based on interviews with teachers about their social studies teaching in Swedish middle schools (age 10-12), the characteristics and contents of civics, as one of the subjects in social studies, is interpreted related to the concept of "subject markers". The interviews show that civics is vague and incoherent. Yet, the teachers teach about a similar content but whose parts are unclear and not clearly interconnected. Hence, civics remains unclear and incoherent, reinforced by its outer unclear boundaries. Based on this interpretation, questions of the visibility of civics as a distinct school-subject have occurred which have led to the formation of the concept of "subject-markers". Its function is to make the subject visible. The concept has been differentiated in order to highlight different aspects of visibility and shows that the presence, or lack of, and the interactions between the various types of markers makes civics invisible as a distinct subject. More than operating independently, it tends to be pulled apart mostly assisting other school-subjects, especially geography and history. These subjects appear to be far more clear, coherent and visible as distinct subjects within social studies.

  • 16.
    Lundqvist, Caroline
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Kvinnors historia: mer än vårt kön: En intersektionell studie över tidskriften Historiskan2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    There have been several studies that have found that history textbooks are not equal when it comes to the representation of men and women. They are characterized by male perspective, where women as individuals and in groups are unapparent. The magazine Historiskan arose as a response to this problem, whose stated purpose is to highlight women in history and creating a gender historiography. When women on the other hand are being highlighted in history, other studies have shown that it is in general only the white Western heterosexual middle-class woman's perspective that historians include. Women of other ethnicity, class and sexuality ​​are excluded. The Swedish schools policy documents expresses that equality must be included in students’ education, and ethnicity, class and sexuality are perspectives to be included in the teaching of history.

    Based on a qualitative content analysis and intersectional gender theory this essay aims to examine how Historiskan depict women from the social categories; ethnicity, class and sexuality. The result shows that the stories are dominated by white Christian Western women as the norm. Women of different ethnic origin, color and religion exist, to a lesser extent, in which their ethnicity and skin color are more prominent in the narrative. Class and social status is a clear category that explains women's diverse experiences and opportunities. Heterosexuality is the norm, which is depicted as an economic and political agreement between the sexes. The big deviant is the unmarried woman.

  • 17.
    Lundqvist, Caroline
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    "Som man och kvinna skapade han dem." På tal om genuskontrakt i våra mest älskade barnbiblar: En narratologisk- och könskonstruktivistisk genusanalys av Barnens bibel & Bibel för barn2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Most people in Sweden have come into contact with the narratives from the Bible, through a children’s bible book. There exists several different kinds of these books for children. Two of the most popular is Barnens bibel and Bibel för barn, which are the explored subjects of this essay. The narratives conveys different norms and values, and it is therefore legitimate to investigate what they convey about women and femininity. Five female characters; Eve, Sarah, Hagar, Naomi and Ruth are the focus of the study. The stories underwent a narratological analysis to clarify the narrative structure. Furthermore, sex- and gender theory were applied on the narratives and showed that they in general express a dominant male norm, and dichotomy between the sexes.

    Keywords: children’s bible, femininity, narratology, sex- and gender theory

  • 18.
    Lödén, Hans
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Varför fler (ibland) tänker bättre än färre: Erfarenheter från en forskarskola för lärare2013In: Religion och livsfrågor, ISSN 0347-2159, no 2, 8-9 p.Article in journal (Other (popular science, discussion, etc.))
  • 19.
    Lödén, Hans
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Critical events, national identity and foreign policy: Aftermath of the terror attacks in Norway 22 July 20112015Conference paper (Refereed)
  • 20.
    Molin, Lena
    et al.
    Uppsala universitet.
    Bladh, Gabriel
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics.
    Ämnessyn, ämneskunskaper och bedömning – ett samtal om aktuella geografididaktiska frågor.2013Conference paper (Refereed)
  • 21.
    Niemi, Kristian
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies. Stockholms universitet.
    Comparing Clementines and Satsumas: Looking at Religion in Indian Schools from a Nordic Perspective2015In: Religions of South Asia, ISSN 1751-2697, Vol. 9, no 3, 332-355 p.Article in journal (Refereed)
    Abstract [en]

    It is sometimes claimed that there is no religious education in the general Indian school system. there are reasons to suggest that matters are more complex than that. Combining the two fields of religious and comparative educational studies, this article shows that there are themes in Indian syllabuses and teaching materials that involve religious content. Empirical data include the Indian National Policy of education, the National Curriculum Framework and syllabuses, as well as syllabuses and textbooks from a particular school board (CISCe). 

  • 22.
    Niemi, Kristian
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Relocating Religion in a Changing Classroom2016Conference paper (Other academic)
    Abstract [en]

    Religion as a subject is handled very differently in different, national contexts (see Davis & Miroshnikova, 2013). In this paper, we will discuss questions which surface in the meeting of two very different systems of RE: Sweden and India. The two paradigms interfere with each other (cf. Haraway, 1988). It reveals different ways of understanding religion in general and RE in particular. One focus will be on what sort of religious expression(s) pupils are allowed to meet in the two contexts. In this paper we will take both a theoretical and empirical approach on what sort of religious expression children in primary school are allowed to meet in RE. We show that the different histories of the two societies has shaped two particular understandings of religion, which in turn has resulted in two different ways of arranging RE. The Swedish, secular school-system tends to be Lutheran, although in an unconscious manner (cf. Buchardt, 2015). Whereas the Indian school-system on the face of it doesn't have religious education (cf. Mahmood, 2013). Looking closer, it can be found, but perhaps focusing on doings rather than knowledge of. One context highlights knowledge of, but avoids doings. The other context emphasizes do- ings, but avoids knowledge of and definitions. Both systems of RE offer particular opportunities and suffer difficulties in dealing with today's globalized world (cf. Kittelmann Flensner, 2015; K. Kumar, 2007).

  • 23.
    Niemi, Kristian
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    On Ethics in Indian Schools2016Conference paper (Other academic)
    Abstract [en]

    The `National Curriculum Framework 2005' [NCF] sets out to describe a core, common to all education in India. This is interpreted by various state and national school boards, all of which can add additional content to the curriculum. This paper focuses on the subject of ethics and moral values. The study as a whole combines textual analysis with ethnographic research, and uses as empirical material the NCF and textbooks, interviews, and observations from two different school boards (CISCE and CBSE). The study shows that moral values are seen as central in education, not as a theoretical subject about ethics, but rather values which ought to be inculcated in students.

  • 24.
    Niemi, Kristian
    et al.
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Dalevi, Sören
    Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Centre for the Studies of Social Sciences Didactics. Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Political, Historical, Religious and Cultural Studies.
    Discussing didactics of religious education in a Swedish context2015Conference paper (Other academic)
    Abstract [en]

    In Sweden, the didactics of religious education is perceived as a rel- atively new field of research. In this study we show that, in fact, the field has very old roots and that there were the beginnings of an aca- demic field of research in the 1970:s. The latter has in large parts been neglected or forgotten. We suggest that there currently is a lack of debate concerning the fundamental views of what the subject should be, as well overarching goals -- the lack of a “big picture”, if you will -- and that active teachers might lack a professional vocabulary. One might even question if there indeed is a field of didactics of religious education in Sweden. In this essay, we seek to look at that question. The main material is an overview of titles used in RE-teacher’s edu- cation, which illustrate the debate among scholars of religious educa- tion, as well as academic reviews of the subject. This is supplemented by interviews with three teachers. The study shows a fragmented field. No serious attempt is made at defining what the didactics of religious education is in a Swedish context. Few insights are imple- mented from the international field, such as Germany and England, nor even from the neighbouring countries Norway and Finland. This has repercussions for the teacher’s reflection on their practice. 

  • 25.
    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, 1-25 p.Article 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.

  • 26.
    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, 325-328 p.Article 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.

  • 27.
    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, Vol. 20, no 1-2, 54-78 p.Article in journal (Refereed)
  • 28.
    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, 85-118 p.Article 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.

  • 29.
    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.

  • 30.
    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, Vol. 8, no 1, 1-19 p.Article in journal (Refereed)
  • 31.
    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, 93-116 p.Chapter in book (Refereed)
  • 32.
    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, 36-50 p.Article in journal (Refereed)
  • 33.
    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, 135-151 p.Article in journal (Other academic)
  • 34.
    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, 104-106 p.Article, book review (Other academic)
  • 35.
    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, 31-46 p.Chapter in book (Other academic)
  • 36.
    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.

     

  • 37.
    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.

  • 38.
    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. 

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