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Mårdh, A. (2019). Between stability and contingency: A case study of the social, political and fantasmatic logics of Swedish history classroom practice. Nordidactica: Journal of Humanities and Social Science Education (1), 132-155
Open this publication in new window or tab >>Between stability and contingency: A case study of the social, political and fantasmatic logics of Swedish history classroom practice
2019 (English)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 132-155Article in journal (Refereed) Published
Abstract [en]

This study explores the political and ideological workings of history classroom practices enacted in the context of Swedish upper secondary education. Using the post-structuralist logics of critical explanation framework (Glynos & Howarth, 2007), the paper reports on a series of video-recorded observations and outlines the discursive logics found to constitute the studied practices. At the heart of the analysis are the socially shared assumptions, political relationships of us-and-them, and ideological narratives that alternately furnish the history classroom practices with stability and contingency. The results encompass three case-specific logics: (I) a social logic demonstrating that the stability of the studied classroom practices rests on shared assumptions about historical idealism and partial progress, (II) a political logic indicating that the classroom practices are unsettled when students establish temporal equivalence between past and present us-and-them relationships, and (III) a fantasmatic logic showing that teachers and students become ideologically invested in said practices through narratives emphasizing the need to prevent the repetition of past injustices.

Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2019
Keywords
HISTORY DIDACTICS, CLASSROOM PRACTICE, POLITICAL DIMENSION, LOGICS
National Category
Didactics
Research subject
History; Education
Identifiers
urn:nbn:se:oru:diva-73988 (URN)
Available from: 2019-05-02 Created: 2019-05-02 Last updated: 2019-09-18Bibliographically approved
Quennerstedt, M., McCuaig, L. & Mårdh, A. (2019). Fantasmatic logics of Physical Education. In: AIESEP, International Conference, 2019, Adelphi University: Book of Abstracts. Paper presented at AIESEP International Conference, Adelphi University, New York, USA, June 19-22, 2019 (pp. 495-495).
Open this publication in new window or tab >>Fantasmatic logics of Physical Education
2019 (English)In: AIESEP, International Conference, 2019, Adelphi University: Book of Abstracts, 2019, p. 495-495Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Historically, physical education (PE) has embraced practices that promise an idealized scenario in terms of e.g moral and aesthetic development, and the building of national identity as in Ling gymnastics, or a healthy and fit population seeking to achieve national health objectives through exercise oriented programs (Kirk 2010, Tinning 2011). As Kirk and Tinning highlight, these practices are ideological and this presentation seeks to further explore the ideological workings of PE  with a particular focus on a more recent ‘seductive’ practice  – physical literacy.

In the presentation we draw on Glynos’s (2008) and Mårdh’s (2019) work on logics and ideology to explore the case of physical literacy, and to consider  what an approach that interrogates social,political and fantasmatic logics might reveal about PE practice. 

We begin with a brief overview of dominant PE practices, identifying the manner in which the logics of each practice has resulted in roads to closure and a movement towards ideology. Following this, we focus on physical literacy to investigate how this emerging practice might represent yet another road to closure. Here we provide illustrations from across the PE and sport community to identify the social and political logics that underpin this practice.

Specifically employing Glynos’ (2008) notion of beatific and horrific narratives , we then explore the sport, public health, and educative fantasmatic logics of physical literacy to reveal the shared ideological workings of this collection. Together, the logics show the increasing seduction of physical literacy and its operation as an all-inclusive grand narrative. In conclusion we discuss what is promised in the name of physical literacy and how its ever-expanding purview involves an over-investment in its beatific narratives regarding the physically literate citizen which, potentially, closes down opportunities to engage critically with this recent development in PE policy and practice.

National Category
Educational Sciences
Research subject
Sports Science
Identifiers
urn:nbn:se:oru:diva-78669 (URN)
Conference
AIESEP International Conference, Adelphi University, New York, USA, June 19-22, 2019
Available from: 2019-12-16 Created: 2019-12-16 Last updated: 2019-12-17Bibliographically approved
Mårdh, A. (2019). Inquiring into the political dimension of history classroom practices: Suggestions for epistemological criteria and analytical concepts. Historical Encounters: A journal of historical consciousness, historical cultures and history education, 6(1), 15-28
Open this publication in new window or tab >>Inquiring into the political dimension of history classroom practices: Suggestions for epistemological criteria and analytical concepts
2019 (English)In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 6, no 1, p. 15-28Article in journal (Refereed) Published
Abstract [en]

In this paper, three epistemological criteria are suggested against which analytical frameworks for studying the political dimension of history classroom practices can be deemed viable. The suggested criteria - (I) the primacy of practice, (II) the primacy of empirical openness and (III) the primacy of the political - are articulated by conducting critical and affirmative readings of previously established concepts, primarily historical consciousness. To clarify their application, the criteria are positioned in relation to the premises and concepts of a potential framework; namely, the logics of critical explanation (Glynos & Howarth, 2007), the viability of which is argued for theoretically and empirically.

Place, publisher, year, edition, pages
HERMES History Education Research Network, School of Education, The University of Newcastle, 2019
Keywords
History Education, History Wars, Politics, Classroom Practice
National Category
Didactics Pedagogy History
Research subject
Education; History
Identifiers
urn:nbn:se:oru:diva-75848 (URN)000481624600002 ()
Available from: 2019-08-21 Created: 2019-08-21 Last updated: 2019-11-15Bibliographically approved
Mårdh, A. (2019). Om historieämnets politiska dimension: diskursiva logiker i didaktisk praktik. (Doctoral dissertation). Örebro: Örebro University
Open this publication in new window or tab >>Om historieämnets politiska dimension: diskursiva logiker i didaktisk praktik
2019 (Swedish)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Today, history education is often a contested issue over which political frontiers are drawn between adversaries advocating fundamentally different visions of what constitutes a desirable curriculum and, by extension, a desirable society. At present, this dimension is in need of increased attention, considering that populist rhetoric has gained a foothold in mainstream politics and that history, as a school subject, continues to serve the purpose of constituting “the people”, often in national and ethnic terms. Against this background, the aim of this thesis is to comprehensively grasp the political dimension of history education by conducting methodological, empirical and theoretical investigations.

The thesis draws on the pragmatist philosophy of democratic education as well as on post-structuralist theories of history, antagonism and populism. Methodologically, the thesis make use of the logics of critical explanation framework (LCE) to empirically explore how history classroom practices as well as contemporary right-wing populist discourse operate.

The results show that the LCE methodology constitutes a viable analytical vocabulary for generating knowledge of the political dimension of history education. Furthermore, the thesis offers empirical knowledge about how and why practices of history education are interchangeably politicised and rendered stable by teachers, students and members of the public. Theoretically, populism, as a discursive logic, is criticised and then reconceptualised into an educative mode by which history teaching practices can be enacted. Collectively, the results provide a comprehensive understanding of the political dimension of history education.

Place, publisher, year, edition, pages
Örebro: Örebro University, 2019. p. 122
Series
Örebro Studies in Education, ISSN 1404-9570 ; 60
Series
Örebro Studies in Educational Sciences with an Emphasis on Didactics ; 19
Keywords
History Education, History Didactics, History Wars, Classroom Practice, Political Discourse Theory, Logics, Populism
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-75192 (URN)978-91-7529-300-4 (ISBN)
Public defence
2019-10-11, Örebro universitet, Prismahuset, Hörsal P1, Fakultetsgatan 1, Örebro, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2019-07-22 Created: 2019-07-22 Last updated: 2019-09-23Bibliographically approved
Tryggvason, Á. & Mårdh, A. (2019). Political emotions in environmental and sustainability education. In: Katrien Van Poeck, Leif Östman and Johan Öhman (Ed.), Sustainable Development Teaching: Ethical and Political Challenges (pp. 234-242). Milton Park and New York, NY, USA: Routledge
Open this publication in new window or tab >>Political emotions in environmental and sustainability education
2019 (English)In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York, NY, USA: Routledge, 2019, p. 234-242Chapter in book (Refereed)
Abstract [en]

Environmental and sustainability education (ESE) has a political dimension and is intertwined with questions of emotions and conflicts. When discussing sustainability issues in the classroom, heated emotions and conflicts between students can arise. But discussions about sustainability issues can also lack both engagement and emotional involvement from the students, even when the teacher brings up what s/he thinks is a burning sustainability issue. A crucial question is then how to approach emotions in ESE in a non-instrumental way and where the political dimension of emotions can be put to the fore. This chapter outlines two strategies to teach with and through political emotions in environmental and sustainability education. The first strategy is simplification, which simplifies the complexity and the conflictual aspect of sustainability issues. When a classroom discussion is characterised by an emotional indifference or a lack of engagement, simplification is a strategy to approach this indifference. The second strategy is circulation, which is a way to maintain the intensity of emotions, or to (re)orientate them toward other objects and issues. When emotions run high in a discussion, circulation is a strategy to approach these emotions as productive elements of a vibrant environmental and sustainability education.

Place, publisher, year, edition, pages
Milton Park and New York, NY, USA: Routledge, 2019
Series
Routledge studies in sustainability
Keywords
Sustainable development, teaching, emotions, political dimension, simplification, circulation, conflict, consensus, Sara Ahmed, Chantal Mouffe
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74718 (URN)9780815357537 (ISBN)9781351124348 (ISBN)
Available from: 2019-06-20 Created: 2019-06-20 Last updated: 2019-06-26Bibliographically approved
Mårdh, A. & Tryggvason, Á. (2017). Democratic Education in the Mode of Populism. Studies in Philosophy and Education, 36(6), 601-613
Open this publication in new window or tab >>Democratic Education in the Mode of Populism
2017 (English)In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 36, no 6, p. 601-613Article in journal (Refereed) Published
Abstract [en]

This paper seeks to bring John Dewey’s pragmatist philosophy of democratic education and the public into dialogue with Ernesto Laclau’s theory of populism. Recognizing populism as an integral aspect of democracy, rather than as its antithesis, the purpose of this paper is to provide a theoretical account of populism as being of educational relevance in two respects. First, it argues that the populist logic specifies a set of formal elements by which democratic education could operate as a collective enterprise. Second, it asserts that the notion of populism supplements any congenial understanding of democratic education by bringing political demands, conflicts and affects to the fore. Finally, the paper discusses the risks and possibilities inherent in visualizing populism as an educational modus.

Place, publisher, year, edition, pages
Springer, 2017
Keywords
Populism, Democratic education, The public, Demands, Affect, Antagonism
National Category
Pedagogy Philosophy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-54881 (URN)10.1007/s11217-017-9564-5 (DOI)000412461800001 ()2-s2.0-85009848651 (Scopus ID)
Note

Funding Agency:

LUN (The Board of Teacher Education) at Örebro University

Available from: 2017-01-20 Created: 2017-01-20 Last updated: 2019-09-18Bibliographically approved
Mårdh, A. (2016). History Education and the Logics of Right Wing Populism. In: : . Paper presented at European Conference on Educational Research (ECER 2016), Dublin, Ireland, August 22-26, 2016.
Open this publication in new window or tab >>History Education and the Logics of Right Wing Populism
2016 (English)Conference paper, Oral presentation only (Refereed)
National Category
History Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-69980 (URN)
Conference
European Conference on Educational Research (ECER 2016), Dublin, Ireland, August 22-26, 2016
Available from: 2018-11-02 Created: 2018-11-02 Last updated: 2018-11-05Bibliographically approved
Mårdh, A. (2015). The Concept of Logics as an Analytical Approach in History Didactics. In: : . Paper presented at European Conference on Educational Research (ECER 2015), Budapest, Hungary, September 7-11, 2015.
Open this publication in new window or tab >>The Concept of Logics as an Analytical Approach in History Didactics
2015 (English)Conference paper, Oral presentation only (Refereed)
National Category
Didactics History
Research subject
Education; History
Identifiers
urn:nbn:se:oru:diva-69979 (URN)
Conference
European Conference on Educational Research (ECER 2015), Budapest, Hungary, September 7-11, 2015
Available from: 2018-11-02 Created: 2018-11-02 Last updated: 2018-11-05Bibliographically approved
Mårdh, A.Right-wing populism and history education: Some insights from a Swedish case study.
Open this publication in new window or tab >>Right-wing populism and history education: Some insights from a Swedish case study
(English)Manuscript (preprint) (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:oru:diva-76498 (URN)
Available from: 2019-09-18 Created: 2019-09-18 Last updated: 2019-09-18Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9876-6255

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