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  • 1.
    Almqvist, Jonas
    et al.
    Uppsala universitet.
    Kronlid, David
    Uppsala universitet.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Östman, Leif
    Uppsala universitet.
    Pragmatiska studier av meningsskapande2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 11-24Article in journal (Refereed)
    Abstract [en]

    The overall aim of the article is to present a pragmatic approach for studies of meaning-making used in the articles of this issue. The approach, which is developed within the SMEDgroup (Studies of Meaning-making in Educational Discourses), mainly builds on the writings of John Dewey, Ludwig Wittgenstein and Michel Foucault. A common ambition for the researchers in SMED is to enable studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to carry out these studies beyond assumptions of dualism, essentialism, causality and determinism. In this perspective learning and socialization are viewed in a communicative perspective. We argue in the article that our approach makes it possible, and important, to study meaning-making in action in different kinds of educational practices.

     

  • 2.
    Almqvist, Jonas
    et al.
    Uppsala universitet.
    Kronlid, David
    Uppsala universitet.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Östman, Leif
    Uppsala universitet.
    Tema: Didaktiska undersökningar2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 5-10Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    En presentation av det didaktiska angreppssättet som ligger till grund för temat Didaktiska undersökningar i Utbildning och demokrati nr 3, 2008.

  • 3.
    Andersson, Erik
    Örebro University, School of Humanities, Education and Social Sciences. School of Humanities and Informatics, University of Skövde, Skövde, Sweden.
    The political voice of young citizens: Educational conditions for political conversation - school and social media2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 97-119Article in journal (Refereed)
    Abstract [en]

    Political conversation is a prerequisite for social cohesion in society. Due to digital media, a new educational situation has been shaped that creates different conversational possibilities in which the political conversation can take place. The analysis of two cases, the international students' questionnaire used in the ICCS 2009 and findings from research in a Swedish net community, represents two spaces - school and social media - containing specific educational conditions for political conversation. These two spaces are used to problematize and discuss, in terms of political socialisation, educational conditions for political conversation in school. The Political Voice of Young Citizens is shown to be framed by different conditions depending on where, when, and how the political conversation is institutionally arranged and directed.

  • 4.
    Andersson, Pernilla
    et al.
    Södertörns högskola, Stockholm, Sweden.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Östman, Leif
    Uppsala universitet, Uppsala, Sweden.
    A business to change the world: moral responsibility in textbooks for international economics2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 1, p. 79-96Article in journal (Refereed)
  • 5.
    Arensmeier, Cecilia
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Lennqvist Lindén, Ann-Sofie
    Örebro University, School of Humanities, Education and Social Sciences.
    Bemyndigande eller granskning: nationella prov som styrinstrument2017In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, ISSN 1102-6472, Vol. 26, no 2, p. 49-74Article in journal (Refereed)
    Abstract [en]

    Authorizing or auditing – national tests as a governing tool

    NPM, particularly in the form of output evaluations, have had a large impact on Swedish educational reforms over the past decades. This article focuses on the governing of schools and the professional status of teachers by examining how teachers have experienced the new national tests, introduced in compulsory schools in 2014 in social study subjects. Two ideal types of governing, authorizing and auditing, provide the theoretical framework. The empirical material consists of focus group interviews. The results expose a tension in teacher experience. On the one hand, the teachers feel validated by the tests; on the other, they oppose the questioning of their profession that the tests imply. Trust is a key factor at play. The current way Swedish schools are governed signals a distrust in teachers. At the same time, the teachers display a significant level of trust in the state, combined with a limited professional confidence. This reinforces the status of teaching as a semi-profession. 

  • 6.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Bergh, Andreas
    Örebro University, School of Humanities, Education and Social Sciences.
    Redaktionellt U&D 25:1. Tema: Juridifieringen av skolan2016In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 25, no 1, p. 3-9Article in journal (Refereed)
  • 7.
    Bagga-Gupta, Sangeeta
    Örebro University, Department of Education.
    Challenging understandings in pluralistic societies: language and culture loose in school sites and losing sight of democratic agendas in education?2004In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 13, no 3, p. 11-36Article in journal (Other academic)
  • 8.
    Bagga-Gupta, Sangeeta
    Örebro University, Department of Education.
    Diskursiva och teknologiska resurser på visuella tvåspråkiga pedagogiska arenor2001In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 10, no 1, p. 55-83Article in journal (Refereed)
    Abstract [en]

    This article attempts to make visible everyday activities and underlines the importance of ethnographic studies of communication in order to allow for expanded understandings of diversity and bilingualism in the context of ”one school for all”. The article is based on studies conducted in visual educational arenas (i e settings for Deaf students that can be understood as ”segregating integrated”). Technological tools are used as resources and a natural part of activities in these arenas. In addition different linguistic systems are used in complex patterned ways. Here different codes and systems are chained  together in two ways: local chaining and event chaining. Demystifying interaction between human beings and between human beings and cultural artefacts and tools in institutional settings enables an understanding of bilingualism in terms of complex discursive-technological practices . This is contrasted against a common reductionistic conceptualisation of bilingualism that is problematic.

  • 9.
    Bagga-Gupta, Sangeeta
    Örebro University, Department of Education.
    Forskning om mångfald och utbildningsinstitutioner som arenor för mångfald: demokratiska aspekter2004In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 13, no 2, p. 115-149Article in journal (Other academic)
  • 10.
    Bagger, Anette
    Umeå University, Umeå, Sweden.
    Den flerspråkiga elevens nationella provdeltagande i matematik: diskursiva förutsättningar2017In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 2, p. 95-111Article in journal (Refereed)
    Abstract [en]

    Multilingual students’ participation in national tests in mathematics – discursive prerequisites. This article explores discursive prerequisites in test-taking for second language learners with other mother tongues than Swedish. Four students were interviewed in 2016 during their final year of compulsory school. The results imply that multilingual students are positioned as disadvantaged within testing. This phenomenon is mainly situated in a competitive discourse with several subordinated discourses that further position the students: A discourse of justice positioned the students as being sorted or left behind, a discourse of handling the assessment positioned the students as caretakers and a discourse of future challenges positioned the students as struggling while learning, being capable to learn or facing positive challenges. The results imply that national testing is a personal and relational experience and gives rise to issues of legitimacy and equality. These issues should be considered in policy-making, the construction and the carrying out of tests as well as in the conclusions which are based on the results on individual, group and organisational levels.

  • 11.
    Bergh, Andreas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Arneback, Emma
    Örebro University, School of Humanities, Education and Social Sciences.
    Hur villkorar juridifieringen lärarprofessionens arbete med skolans kunskaper och värden?2016In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 25, no 1, p. 11-31Article in journal (Refereed)
    Abstract [en]

    How does juridification condition the teaching profession’s work with educational knowledge and values? Over the last twenty years the governance of Swedish education has radically changed. As a specific part of this transformation, the aim of this article is to investigate how juridification conditions the teaching profession’s work with educational knowledge and values as formulated in the national curriculum. The article makes use of two governing logics – the management of placement and the management of expectation – that position teachers’ assignments and possible actions in different ways. The empirical material consists of national policy texts. The analysis points to different dilemmas that result from juridification, namely that teachers are expected to shoulder a decentralized moral responsibility and at the same time be controlled against nationally formulated rights and obligations.

  • 12.
    Bergström, Ylva
    et al.
    Örebro University, Department of Education.
    Wahlström, Ninni
    Örebro University, Department of Education.
    En reformerad gymnasieskola: med vilka ambitioner?2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 1, p. 5-16Article in journal (Refereed)
  • 13.
    Bonnevier, Jenny
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Borgström, Eric
    Örebro University, School of Humanities, Education and Social Sciences.
    Yassin, Daroon
    Örebro University, School of Humanities, Education and Social Sciences.
    Normers roll i ett mål- och kriterierelaterat bedömningssystem2017In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 2, p. 21-47Article in journal (Refereed)
    Abstract [en]

    Relating to norms in a criterion-referenced system of evaluation.

    Since the 1990s, the Swedish system of evaluation is criterion-referenced. In this system, one of the main purposes of national tests is to promote equity in assessment. This article explores how teachers in the subject fields of English and Swedish in compulsory school (grades 6 and 9), understand the relationship between the act of grading and the national test results. We find that the teachers we have interviewed typically dismiss quantitative data and comparisons at aggregated levels and we argue that this dismissal has its root cause in an erroneous understanding of criterion-referenced assessment as completely independent of norms. A better, more nuanced understanding of the role of norms in criterion-referenced assessment would, we suggest, allow teachers to make better use of the potential of national tests in promoting equity.

  • 14.
    Carlsson, Reidun
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Nilholm, Claes
    Örebro University, School of Humanities, Education and Social Sciences.
    Demokrati och inkludering: en begreppsanalys2004In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 13, no 2, p. 77-95Article in journal (Other academic)
    Abstract [sv]

    Notions of inclusion and democracy are distinguished, discussed and related to one another. Three notions of inclusion are discerned: weak inclusion, strong inclusion and inclusion as a dilemma. Whereas a weak notion of inclusion subscibes to a gereral idea of inclusion while at the same time allowing for exceptions, the strong notion supports inclusion as a firm principle. A dilemma perspective, on the other hand, to a larger extent involves the recognition of inclusion/exclusion as inherent characteristics of educational systems dealing with diversity. Four notions of democracy are discussed: rulegoverned, representative, participatory and deliberative. Relations between notions of inclusion and democracy are - tentatively - discussed. It is argued that the different models of democracy have implications vis-a-vis notions of inclusion and some of these implications are discussed.

  • 15.
    Engdahl, Emma
    Örebro University, Department of Social and Political Sciences.
    Kroppens och känslornas betydelse för självförverkligandet: en rekonstruktion av George Herbert Meads tänkande2001In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 10, no 3, p. 35-52Article in journal (Other academic)
    Abstract [en]

    Many social researchers mistakenly think that Mead had no interest in the body and the emotions of the human being. They seem to think that his social philosophy of the act is all about her mind. This is unfortunate since his idea of the significance of the body and emotions for the emergence and development of the self is of great relevance to the contemporary interest in the subject matter. First, this article presents Mead’s contribution to the area. Especially it considers his idea of emotions as a form of intersubjective corporeality.  econdly, to better fulfil Mead’s own wish to transcend the Cartesian mind-body dualism it reconstructs his idea of emotions by relating them not only to the social body of the human being, but also the structures of norms and values embodied in social life. In that way it becomes evident that not only mind but also the social body and the emotions of the human being is of great significance for her selfrealisation.

  • 16.
    Englund, Tomas
    Örebro University, Department of Education.
    Demokratifostran som forskningsobjekt ur statsvetar- och sociologperspektiv2006In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 15, no 3, p. 113-118Article, book review (Other academic)
  • 17.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Moralisk omdömesbildning genom deliberativ kommunikation: en ansats inspirerad av Dewey2016In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 25, no 3Article in journal (Refereed)
  • 18.
    Englund, Tomas
    Örebro University, Department of Education.
    Om skolplikt, föräldrars rätt och segregation2007In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, no 1, p. 5-8Article in journal (Other academic)
  • 19.
    Englund, Tomas
    Örebro University, Department of Education.
    Om villkor för pedagogisk kommunikation och kommunikativt handlande i skolan2007In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, no 1, p. 123-126Article, book review (Other academic)
  • 20.
    Englund, Tomas
    Örebro University, Department of Education.
    Pedagogisk filosofi, etik och politik2006In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 15, no 1, p. 5-11Article in journal (Other academic)
  • 21.
    Englund, Tomas
    Örebro University, Department of Education.
    Recension, Gert J J Biesta & Nicholas Burbules: Pragmatism and educational research2006In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 15, no 1, p. 127-130Article, book review (Other (popular science, discussion, etc.))
  • 22.
    Englund, Tomas
    Örebro University, Department of Education.
    The university as an encounter for deliberative communication: creating cultural citizenship and professional responsibility2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 2, p. 97-114Article in journal (Refereed)
    Abstract [en]

    How can higher and professional education contribute to the development of responsible citizenship and professional responsibility? In recent discussions on the role of the educational system, the idea of “deliberative communication” has been brought into focus and stands for communication in which different opinions and values can be set against each other in educational settings. It implies an endeavour by each individual to develop his or her view by listening, deliberating, seeking arguments and valuing, coupled to a collective and cooperative endeavour to find values and norms which everyone can accept, at the same time as pluralism is acknowledged. Within higher education deliberative communication might explicitly be used to develop professional responsibility and analysing consequences of different ways of solving problems. To what extent are and can universities become public spaces for encounters dealing with controversial questions of how to solve different problems and analyse different ways of professional acting? Can universities recreate their selective traditions, “institutionalize dissensus”, and “make the university a site of public debate” through deliberative communication?

  • 23.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Uppdrag mångfald: lärarutbildning i omvandling2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 2, p. 161-162Article, book review (Other academic)
  • 24.
    Englund, Tomas
    et al.
    Örebro University, Department of Education.
    Karseth, Berit
    Ljunggren, Carsten
    Örebro University, Department of Education.
    Solbrekke, Tone Dyrdal
    Unemar Öst, Ingrid
    Örebro University, Department of Education.
    Educating towards civic and professional responsibility: the future of higher education?2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 2, p. 5-12Article in journal (Other academic)
    Abstract [en]

    This special issue of Education & Democracy – Journal of Didactics and Educational Policy (in Swedish: Utbildning & Demokrati – tidskrift för didaktik och utbildningspolitik) is dedicated to the challenges raised by current conditions in higher education when it comes to promoting civic and professional responsibility. The four articles emerged from a collaboration between research centres in Örebro and Oslo, initiated

    at the NERA Conference in Copenhagen in 2003, which has been followedup with seminar meetings and presentations, most recently at the NERA Conference in Copenhagen and the ISA Conference in Oslo, both in 2008. Our shared ambition has been to interrogate and critically discuss central aspects of the recent development of mass higher education, with regard to its role in educating towards engaged citizenship and professional responsibility. The cases are situated in a Scandinavian context, yet discussed in relation to the influence of European higher education policy.

    At a time when the dominant language

  • 25.
    Frostenson, Magnus
    Örebro University, Swedish Business School at Örebro University.
    Läraren som konkurrensmedel: kunskapskälla, stödperson eller icke-person?2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 2, p. 27-48Article in journal (Refereed)
  • 26.
    Frostenson, Magnus
    Örebro University, Örebro University School of Business.
    Lärarlegitimationen som organisationsfråga: strategisk respons och professionella konsekvenser2014In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 23, no 2, p. 45-69Article in journal (Refereed)
    Abstract [en]

    The Swedish teacher certification reform can beseen as a professional reform introduced to enhance the status and knowledge level of the teaching profession. However, a high degree of autonomy is granted to local schools when it comes to organizing and preparing for the reform. The article identifies different strategic responses of schools and discusses their professional consequences. Strategic responses include, for example, organizational selection and prioritization between certified and non-certified teachers, unwanted re-organization of schools and emergency solutions. It is argued that such responses imply a stronger division between certified and non-certified teachers as well as a clash between formalized competence and ideals relating to professional practice.

  • 27.
    Hogarth, Claire Milne
    Örebro University, School of Humanities, Education and Social Sciences.
    Summary of the Round-Table Discussion2019In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 28, no 2, p. 125-128Article in journal (Other academic)
  • 28.
    Hogarth, Claire Milne
    Örebro University, School of Humanities, Education and Social Sciences.
    Theme Introduction2019In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 28, no 2, p. 5-15Article in journal (Other academic)
  • 29.
    Hultin, Eva
    Örebro University, Department of Education.
    Gymnasiereformen och svenskämnets traditioner2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 1, p. 99-108Article in journal (Refereed)
    Abstract [sv]

    The article focuses how the present reform of the Swedish Upper Secondary School deals with the subject Swedish. Special attention is paid to the three dominating traditions of the Swedish Subject: Swedish as a Higher Subject of Bildung, Swedish as a Proficiency Subject, and Swedish as an Experience-Based Subject. It is pointed out how these traditions historically originate from the Swedish teaching within different school forms, and how they have survived various school reforms and now co-exists within the same school form (the Upper secondary school). An argument is presented in the article on the necessity of taking these traditions into account when suggesting changes concerning the Swedish subject, which is not done in the report proposing the present school reform.

  • 30.
    Larsson, Katarina
    Örebro University, School of Humanities, Education and Social Sciences.
    Högre utbildning som politiskt instrument2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 1, p. 93-120Article in journal (Refereed)
  • 31. Linné, Agneta
    Läroplanshistorisk forskning: vad kan den bidra med i en lärarutbildning för morgondagens skola?1999In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 8, no 2, p. 15-32Article in journal (Refereed)
  • 32.
    Linné, Agneta
    Örebro University, Department of Education.
    Tid, rum, berättelse: en historia om pedagogik och lärarutbildning2003In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 12, no 1, p. 9-38Article in journal (Refereed)
  • 33.
    Ljunggren, Carsten
    Örebro University, School of Humanities, Education and Social Sciences.
    Theme context: Citizenship education under liberal democracy: a contextualization of the comments on the IEA/ICCS 2009 study2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 5-16Article in journal (Refereed)
  • 34.
    Ljunggren, Carsten
    Örebro University, School of Humanities, Education and Social Sciences.
    Utbildning: mellan individ, nation och samhälle2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 3, p. 7-28Article in journal (Refereed)
  • 35.
    Ljunggren, Carsten
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Unemar Öst, Ingrid
    Örebro University, School of Humanities, Education and Social Sciences.
    Professional and personal responsibility in higher education: an inquiry from a standpoint of pragmatism and discourse theory2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 2, p. 13-50Article in journal (Refereed)
    Abstract [en]

    In recent years, reports have drawn attention to an ongoing instrumentalization of academic actions, governed by economic power. In the light of these reports higher education in Sweden is analysed combining Deweyan pragmatism with the discourse theory of Laclau and Mouffe to construct a theoretical conception of professional and personal responsibility. At the beginning of the 1990s and the 21st Century it is possible to observe a discursive domain filled with variations in language use - the existence of a classical academic discourse, a discourse of Bildung, a discourse of democracy and a discourse of economic globalization - that causes both conflicts and oppenness regarding the meaning of higher education and professional responsibility. The closer we get to 2007, the more this variation in language use is reduced and the narrower the meaning we find, owing to the hegemonic tendencies of the discourse of economic globalization.

  • 36.
    Lundahl, Christian
    Örebro University, School of Humanities, Education and Social Sciences.
    Kunskap in/om pedagogik: produktion, visualisering och effekter av skolresultat2014In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 23, no 3, p. 7-31Article in journal (Other academic)
    Abstract [en]

    This paper is built upon an inaugural speech I gave at Örebro University on 1 October 2014. I start by positioning the disciplinary subject ‘Pedagogik’ within the larger field of ‘Utbildningsvetenskap’ [educational research] and I claim that ‘Pedagogik’ can serve the purpose of being an especially reflexive discipline within the field of ‘Utbildningsvetenskap’ based on its tradition and strength in the fields of knowledge production, knowledge dissemination and learning. Thereafter, I position myself in the discipline of education as a curricular theorist with a particular interest in the retrospective sociology of knowledge. My research emphasizes the processes and the context of knowledge production as well as the correspondence between actors, places and networks. I give three examples from my own research to illustrate the complexities of the production, visualisation and use of knowledge: the transnational flows of ideas at the world fairs; the production and editorial work of the International Encyclopaedia of Education; and the use of international comparisons of assessment systems in local politics. I conclude by stressing that a reflexive ‘Pedagogik’ has important politics of its own when it is used to scrutinise the structures and conditions that build up everyday discourses in and about education.

  • 37.
    Lundahl, Christian
    Örebro University, School of Humanities, Education and Social Sciences.
    Perspektiv på Nationella prov.2017In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 2, p. 5-20Article in journal (Refereed)
  • 38.
    Lundahl, Christian
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Wetterstrand, Frida
    Örebro University, School of Science and Technology.
    Sundhäll, Marucs
    Örebro University, School of Science and Technology.
    Att få sina bedömningar granskade: Lärares syn på de nationella provens syfte att främja likvärdig bedömning2017In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 2, p. 75-94Article in journal (Refereed)
    Abstract [en]

    Since 1940 there has been different types of national tests in Sweden, each with a different aim and purpose. Since 2011, Skolverket is required to review how teachers correct these national tests, and also to publish easily accessible statistics showing possible discrepancies between the results of the students and their final grades. Based on interviews with 17 teachers in mathematics between grade 6-9, the consequences of the review of teachers assessments have been investigated. The result shows worrying effects. The increased focus on discrepancies has led to an inadequate appraisal of teachers assessment competence. However, teachers are pleased to have their corrections reviewed in a formative way.

  • 39.
    Lundin [Thunman], Elin
    Örebro University, School of Humanities, Education and Social Sciences.
    G H Mead och de sociala strukturernas betydelse för individen2001In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 10, no 3, p. 53-65Article in journal (Refereed)
    Abstract [en]

    This article draws attention to unnoticed aspects of Mead’s social pragmatism. I argue that in his social pragmatism, put in modern social scientific terms, there is a tendency to transcend the dualism between agency and structure. Modern social scientists as Bourdieu, Giddens and Habermas all approach this dualism. Mead’s social pragmatism can be interpreted as an attempt to transcend the dualism by stressing the reciprocity between agency and structure. The article shows that his view is best described in the following way: social structures are both enabling and constraining in relation to the individual. In Mead’s descrip- tion of taking the role of the other, especially the generalized other, and the relationship between ”I” and ”me” it clearly appears how the internalization of social structures is a necessary condition for agency. It also becomes evident how agency or creativity have a vital importance in relation to social structures, particularly for structural change.

  • 40.
    Nordvall, Henrik
    Linköpings universitet.
    Folkbildning som mothegemonisk praktik?2002In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 11, no 2, p. 15-32Article in journal (Refereed)
    Abstract [en]

    This article focuses on social movements as learning sites in Gramscian terms of hegemony and counter-hegemony. The author relates the emancipatorial aspects of the Swedish tradition of liberal adult education, to the early 2000s new (and older) social movements challenging for example neo-liberal and corporate globalization. Hence the article presents a perspective on learning environments and public spheres created within progressive social movements as possible sites of counter-hegemonic activity.

  • 41.
    Nordvall, Henrik
    et al.
    Linköpings universitet.
    Dahlstedt, Magnus
    Folkbildning i (av)koloniseringens skugga: demokrati, nationella mytologier och solidaritetens paradoxer2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 3, p. 29-47Article in journal (Refereed)
  • 42.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Mänskliga rättigheter som värdefundament, kunskapsobjekt och inflytande: en läroplansanalys2015In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 24, no 1, p. 5-27Article in journal (Refereed)
    Abstract [en]

    This paper analyses the Swedish national curricula for preschool and school with the purpose of clarifying how the responsibility of educational institutions regarding human rights for children and young people is expressed. Framed by rights theory and educational philosophy, the paper examines (i) how human rights for children and young people are articulated as relevant for preschools and schools, and (ii) what expectations on preschools and schools that are indicated. The analysis shows that many human rights aspects appear in the curricula and are articulated as relevant in terms of values, objects of knowledge and children’s influence. The curricula indicate that preschools and schools are expected to use human rights as guidance, ensure that pupils learn about rights and develop the capacity to act in accordance with human rights. The analysis also shows a lack of explicit rights terminology, which means that rights are not always easy to identify in the curricula.

  • 43.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    Hälsa eller inte hälsa – är det frågan?2007In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, no 2, p. 37-56Article in journal (Refereed)
    Abstract [sv]

    Health or not – is that the question? In relation to an international debate as well as an upcoming revision of the syllabi of Physical Education in Sweden, this article discusses the question, whether physical education should consider a limited or an increased commitment towards the goals of public health and a health agenda. With a point of departure in a salutogenic approach the article hopefully adds richness to the perspective of health in physical education. In this way the article contributes to the discussion about health issues in physical education, and whether physical education can be a part of a sustainable health development.

  • 44.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    Pragmatisk diskursanalys av praktiknära texter: en analys av meningsskapandets institutionella innehåll och villkor2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, no 3, p. 89-112Article in journal (Refereed)
    Abstract [en]

     In this article, a way to study subject content through analysis of practice near texts (for example local curriculum documents) is presented. With a point of departure in Dewey’s transactional perspective on meaning making as well as a discourse theoretical position, the article suggests that results of pragmatic analysis’ can be considered as investigations of the institutional content and conditions of meaning making. The results of an analysed text content can consequently be discussed as part of meaning making processes. As an example of the approach, results from a study of health in physical education is presented. 

  • 45.
    Quennerstedt, Mikael
    et al.
    Örebro University, School of Health and Medical Sciences.
    Burrows, Lisette
    University of Otago, Dunedin, New Zealand.
    Maivorsdotter, Ninitha
    Örebro University, School of Health and Medical Sciences.
    From teaching young people to be healthy to learning health2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 2, p. 97-112Article in journal (Refereed)
  • 46.
    Quennerstedt, Mikael
    et al.
    Örebro University, School of Health and Medical Sciences.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Kropp, hälsa och genus – kritiska perspektiv på idrott och hälsa?2007In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, no 2, p. 5-16Article in journal (Refereed)
  • 47.
    Rosenquist, Joachim
    Örebro University, Department of Education.
    Politisk liberalism och skolans religionsundervisning2007In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, no 1, p. 73-94Article in journal (Refereed)
    Abstract [en]

    Based on John Rawls’ later theory of political liberalism, this article critically analyses what religious education could mean in times of increasing societal pluralism and a worldwide revival of religion. Important elements of political liberalism – such as the notions of reasonable persons and public reason – are elaborated on and related to religious individuals and perspectives. It is argued that political liberalism supports mandatory religious education, but of a certain kind. Schools have an obligation to provide students with knowledge about religions, and to foster a spirit of tolerance and respect for the demands of public reason. But they cannot legitimately give students the impression that all religions are equally true or false. This makes for a problematic situation: how is it possible to teach students about religion without crossing the line and teaching religious relativism? If it is not possible, then political liberalism seems to be more controversial than Rawls would admit.

  • 48.
    Sund, Louise
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Cosmopolitan perspectives on education and sustainable development: between universal ideals and particular values2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 1, p. 13-34Article in journal (Refereed)
  • 49.
    Wahlström, Ninni
    Örebro University, School of Humanities, Education and Social Sciences.
    Ett nytt språk om skola?: Recensionsessä2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 2, p. 113-118Article, book review (Other academic)
    Abstract [sv]

    När AERA[1] presenterar sitt konferenstema för 2011 års konferens ställer man forskning kring ”the public good” i centrum, med en ambition att väcka en ny dialog om relationen mellan pedagogisk forskning och det offentliga skolväsendet.  AERA pekar på det till synes motstridiga i att vi å ena sidan lever i en tid av exceptionellt intresse för utbildning och utbildningsfrågor som tar sig uttryck i stor reformiver, en våg av lagstiftning inom utbildningsområdet samt en policyretorik om skolans möjligheter att öppna upp för social och ekonomisk utveckling. Samtidigt har dessa ambitioner lett till att skolans dagliga liv och frågeställningar kanaliserats in i teknokratiska och marknadsinspirerade banor vilket å andra sidan leder till ökad skolsegregation, stor tro på utvärdering och tester samt en förskjutning från ett allmänt till ett privat drivet skolsystem.

    Boken ”Why School?” av Mike Rose. Som en introduktion till 2011 års konferens på temat ”Inciting the Social Imagination: Education Research for the Public Good” relaterar AERA sitt tema till boken Why School? Reclaiming Education for All of Us” av professor Mike Rose, University of California, Los Angeles (UCLA). Boken Why School? är såväl till omfång som till innehåll en behändig och lättillgänglig skrift. Det riktigt intressanta med boken är kanske främst dess roll som en symbol för en ny diskussion om en allmän skola genom att den på detta sätt lyfts fram av AERA, med en uppfordran att gå till botten med våra föreställningar om varför allmän utbildning behövs.

    [1] American Educational Research Association

  • 50.
    Wahlström, Ninni
    Örebro University, Department of Education.
    Kan vi tala med främlingar?: Om Danielle S. Allens bok "Talking to Strangers" och om att känna tillit2007In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, no 3, p. 107-110Article, book review (Other academic)
    Abstract [sv]

    I "Talking to Strangers" ställer Danielle Allen viktiga demokrati- och samhällsfrågor om samhörighet och rättvisa. Boken har sin främsta styrka just i diskussionen om vad som krävs av ett demokratiskt medborgarskap. Allens betoning av begreppet "tillit", grundat i ömsesidighet mellan människor (som man inte känner), som ett centralt begrepp för medborgarskap är intressant också som en del av en större filosofisk diskussion. Danielle Allen har, som jag uppfattar det, genom denna bok försökt att flytta fokus i en sådan diskussion från ett mer ensidigt ansvar för att vara-med-andra till ett mer ömsesidigt åtagande av att vara-med-varandra, även om vi fortfarande är främlingar.

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