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Publications (10 of 26) Show all publications
Ljunggren, C., Unemar Öst, I. & Englund, T. (2015). Controversial issues education - på svenska. In: Carsten Ljunggren, Ingrid Unemar Öst, Tomas Englund (Ed.), Kontroversiella frågor: om kunskap och politik i samhällsundervisningen (pp. 11-24). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Controversial issues education - på svenska
2015 (Swedish)In: Kontroversiella frågor: om kunskap och politik i samhällsundervisningen / [ed] Carsten Ljunggren, Ingrid Unemar Öst, Tomas Englund, Malmö: Gleerups Utbildning AB, 2015, p. 11-24Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2015
Keywords
Utbildning, politik, moral, kontroversiella frågor
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-47001 (URN)978-91-40-691 139-2 (ISBN)
Projects
Skolornas institutionella karaktär och elevernas medborgarkompetens. En jämförelse av olika kommunala och fristående skolor över tid och rum
Funder
Swedish Research Council
Available from: 2015-12-08 Created: 2015-12-08 Last updated: 2017-10-18Bibliographically approved
Ljunggren, C. (2015). Det offentliga rummet. In: Carsten Ljunggren, Ingrid Unemar Öst, Tomas Englund (Ed.), Kontroversiella frågor: om kunskap och politik i samhällsundervisningen (pp. 25-42). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Det offentliga rummet
2015 (Swedish)In: Kontroversiella frågor: om kunskap och politik i samhällsundervisningen / [ed] Carsten Ljunggren, Ingrid Unemar Öst, Tomas Englund, Malmö: Gleerups Utbildning AB, 2015, p. 25-42Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2015
Keywords
Utbildning, kulturell integration, lärarprofession
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-47002 (URN)978-91-40-69139-2 (ISBN)
Available from: 2015-12-08 Created: 2015-12-08 Last updated: 2017-10-17Bibliographically approved
Ljunggren, C., Unemar-Öst, I. & Englund, T. (Eds.). (2015). Kontroversiella frågor: om kunskap och politik i samhällsundervisningen. Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Kontroversiella frågor: om kunskap och politik i samhällsundervisningen
2015 (Swedish)Collection (editor) (Refereed)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2015. p. 204
Keywords
kontroversiella frågor, samhällsundervisning
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-46822 (URN)9789140691392 (ISBN)
Projects
Skolornas institutionella karaktär och elevernas medborgarkompetens. En jämförelse av olika kommunala och fristående skolor över tid och rum.
Funder
Swedish Research Council
Available from: 2015-11-26 Created: 2015-11-26 Last updated: 2017-10-18Bibliographically approved
Ljunggren, C. (2014). Citizenship education and national identity: teaching ambivalence. Policy Futures in Education, 12(1), 34-47
Open this publication in new window or tab >>Citizenship education and national identity: teaching ambivalence
2014 (English)In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 12, no 1, p. 34-47Article in journal (Refereed) Published
Abstract [en]

The article is concerned with issues of national identity in a multicultural society (Sweden) and the role of citizenship education in creating a national identity. After having witnessed the terrorist attack and the traumas from Oslo and Utøya (22 July 2011), and the suicide bombing in Stockholm 11 December 2010, certain words, such as national identity and patriotism, make the project of writing on national identity from a Scandinavian perspective not just urgent but somewhat problematic. What I term national identity and democratic patriotism in the article is intended to combat all forms of chauvinistic ethno-nationality, on the one hand, and, on the other, fundamental ethno-religious identity. I argue for a particular way of understanding national identity that transcends ethnicity but also acknowledges it, by elaborating on the conception of ‘democratic patriotism’. In this respect my discussion is framed by the discussion of social integration and its importance to citizenship education, where my intention is to discriminate between the kind of national identity that refers either to aspects of political domination or a cultural hegemony, or both, and democratic and critical understanding of national identity in relation to pluralism and contingency, i.e. claims on respect for difference and otherness. The purpose of this article is to provide theoretical and empirical arguments for a didactical professional attitude and practice for reciprocal communication in this sense where meanings of national identity are discussed, tested and challenged in class. In light of the ongoing debate the article is a revisiting of concepts and a debate over concepts of national identity and belonging: how national identity can be identified, and what might be done to affirm a constructive, democratic national identity beyond both nationalism and multiculturalism. 

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-41266 (URN)10.2304/pfie.2014.12.1.34 (DOI)2-s2.0-84897628152 (Scopus ID)
Projects
Institutional Settings and Civic Education: A Comparative Study of Different Types of Public and Private Schools
Funder
Swedish Research Council
Available from: 2015-01-13 Created: 2015-01-13 Last updated: 2018-04-17Bibliographically approved
Ljunggren, C. (2012). Citizenship education beyond multiculturalism: national identity, patriotism and the cosmopolitical. In: : . Paper presented at The international research conference cosmopolitanism, communication and citizenship education, Örebro university, Sweden, February 2–3, 2012.
Open this publication in new window or tab >>Citizenship education beyond multiculturalism: national identity, patriotism and the cosmopolitical
2012 (English)Conference paper, Oral presentation only (Other academic)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-26723 (URN)
Conference
The international research conference cosmopolitanism, communication and citizenship education, Örebro university, Sweden, February 2–3, 2012
Available from: 2012-12-21 Created: 2012-12-21 Last updated: 2017-10-17Bibliographically approved
Ljunggren, C. (2012). Nationell identitet: om medborgarutbildning i ett mångkulturellt samhälle. In: Trond Solhaug, Kjetil Børhaug, Ola Svein Stugu, Ove Kr. Haugaløkken (Ed.), Skolen, nasjonen og medborgaren: (pp. 155-172). Tapir Akademisk Forlag
Open this publication in new window or tab >>Nationell identitet: om medborgarutbildning i ett mångkulturellt samhälle
2012 (Swedish)In: Skolen, nasjonen og medborgaren / [ed] Trond Solhaug, Kjetil Børhaug, Ola Svein Stugu, Ove Kr. Haugaløkken, Tapir Akademisk Forlag , 2012, p. 155-172Chapter in book (Other academic)
Place, publisher, year, edition, pages
Tapir Akademisk Forlag, 2012
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-26722 (URN)9788251929165 (ISBN)
Available from: 2012-12-21 Created: 2012-12-21 Last updated: 2018-02-26Bibliographically approved
Ljunggren, C. (2012). Theme context: Citizenship education under liberal democracy: a contextualization of the comments on the IEA/ICCS 2009 study. Utbildning och Demokrati, 21(1), 5-16
Open this publication in new window or tab >>Theme context: Citizenship education under liberal democracy: a contextualization of the comments on the IEA/ICCS 2009 study
2012 (English)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 5-16Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Örebro universitet, 2012
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-26721 (URN)
Available from: 2012-12-21 Created: 2012-12-21 Last updated: 2019-06-14Bibliographically approved
Ljunggren, C. & Unemar Öst, I. (2011). Teachers' dealings with controversial issues: a typology from the 2009 IEA/ICCS study. Politics, Culture and Socialization, 2(3)
Open this publication in new window or tab >>Teachers' dealings with controversial issues: a typology from the 2009 IEA/ICCS study
2011 (English)In: Politics, Culture and Socialization, ISSN 1866-3427, E-ISSN 2196-1417, Vol. 2, no 3Article in journal (Other academic) Published
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-26719 (URN)
Available from: 2012-12-21 Created: 2012-12-21 Last updated: 2018-02-15Bibliographically approved
Ljunggren, C. (2011). Utbildning: mellan individ, nation och samhälle. Utbildning och Demokrati, 20(3), 7-28
Open this publication in new window or tab >>Utbildning: mellan individ, nation och samhälle
2011 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 3, p. 7-28Article in journal (Refereed) Published
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-26720 (URN)
Available from: 2012-12-21 Created: 2012-12-21 Last updated: 2017-12-06Bibliographically approved
Ljunggren, C. (2010). Agonistic Recognition in Education: On Arendt's Qualification of Political and Moral Meaning. Studies in Philosophy and Education, 29(1), 19-33
Open this publication in new window or tab >>Agonistic Recognition in Education: On Arendt's Qualification of Political and Moral Meaning
2010 (English)In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 29, no 1, p. 19-33Article in journal (Refereed) Published
Abstract [en]

Agonistic recognition in education has three interlinked modes of aesthetic experience and self-presentation where one is related to actions in the public realm; one is related to plurality in the way in which it comes into existence in confrontation with others; and one is related to the subject-self, disclosed by 'thinking. Arendt's conception of 'thinking' is a way of getting to grips with aesthetic self-presentation in education. By action, i.e., by disclosing oneself and by taking initiatives, students and teachers constitute their being. The way Arendt theorizes action (vita activa) makes it essentially unpredictable and destabilizing, which does not seem to fit into what should be expected from education. In the article I will argue that it should have a place by virtue of the debate, challenge and contest it offers. But education should also be defined from a specific kind of contemplation called 'thinking' to become the cultivation of a faculty of judgment in education-thinking (vita contemplativa) as a common virtue in education. Arendt's demarcation between truth and meaning does from the point of view of agonistic recognition in education call for 'thinking' as a qualification of political and moral meaning-the 'taste' to be established in the individual, by individual judgements but always judged in relation to members of a community.

Keywords
Actors and spectators, Agonism, Arendt, Judgement, Moral education, Politics, Thinking, Truth and meaning
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-13041 (URN)10.1007/s11217-009-9154-2 (DOI)000273166700003 ()
Available from: 2011-01-03 Created: 2011-01-03 Last updated: 2017-12-11Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1290-5977

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