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  • 1. Allodi, Mara
    et al.
    Almgren, Ellen
    Amnå, Erik
    Örebro University, Department of Social and Political Sciences.
    Ekman, Tiina
    Eriksson, Cecilia [ Arensmeier ]
    Örebro University, Department of Social and Political Sciences.
    Johansson, Susanna
    Theodorsson, Niklas
    Munck, Ingrid
    Zetterberg, Pär
    Ungas demokratiskolor i internationell belysning2007In: Resultatdialog 2007: forskning inom utbildningsvetenskap, Stockholm: Vetenskapsrådet , 2007, p. 7-13Chapter in book (Other academic)
  • 2.
    Amnå, Erik
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Arensmeier, Cecilia
    Örebro University, School of Humanities, Education and Social Sciences.
    Ekman, Joakim
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Ljunggren, Carsten
    Örebro University, School of Humanities, Education and Social Sciences.
    Skolornas institutionella karaktär och elevernas medborgarkompetens: en jämförelse av olika kommunala och fristående skolor över tid och rum2010In: Statsvetenskaplig Tidskrift, ISSN 0039-0747, Vol. 112, no 1, p. 23-32Article in journal (Other academic)
    Abstract [en]

    Institutional Settings and Civic Education: A Comparative Study of Different Types of Publicand Private Schools.

    Since the 1990s, the Swedish school systemhas become increasingly more diversified. Decentralization, the introduction ofprivate schools, the challenge of globalization and increased ethnic diversity amongpupils have contributed to an increasingheterogeneity.

    This project analyses the prospects for civiceducation in different institutional settings and contexts, in both public and private schools. Using unique survey data1999 and 2009 we ask which effects differentinstitutional settings have on ”citizen competences”, i.e. civic engagement, political efficacy, knowledge about democracy and political issues, and democratic values and tolerance.

    The project breaks down into three distinct but interrelated parts. The first deals with changes over time in young Swedes' civic competences. The second subproject focuses on the way and consequences when controversial issues are taught in different schools and institutional settings. The third sub-project adds acomparative perspective by analyzing similarities and differences among young people and schools in Sweden, Norway, Denmark, Finland and England.

  • 3.
    Amnå, Erik
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Englund, TomasÖrebro University, School of Humanities, Education and Social Sciences.Arensmeier, CeciliaEkman, JoakimÖrebro University, School of Humanities, Education and Social Sciences.Ljunggren, CarstenÖrebro University, School of Humanities, Education and Social Sciences.Unemar Öst, IngridÖrebro University, School of Humanities, Education and Social Sciences.Zetterberg, PärStatsvetenskapliga institutionen, Uppsala universitet, Uppsala, Sweden.
    Skolor som politiska arenor: medborgarkompetens och kontrovershantering : internationella studier2010Collection (editor) (Other academic)
    Abstract [sv]

    Villkoren för skolans demokratiuppdrag har förändrats. Det offentliga huvudmannaskapet har utsatts konkurrens från privata initiativ och en ökad kulturell mångfald har konfronterat skolan med nya utmaningar.

    Vad betyder detta för skolans möjligheter att bidra med demokratisk utveckling hos skoleleverna?

    I den här forskarantologin presenteras en fördjupad analys av svenska elev-, lärar- och skoldata från den internationella utvärderingen ICCS 2009. Rapporten innehåller beskrivande analyser av förutsättningarna för skolor och lärare att hantera kontroverser och av vad eleverna har för medborgarkompetens.

    Avslutningsvis görs även preliminära försök att förklara de mönster som präglar svenska elever, lärare och skolor när det gäller medborgarkompetens.

  • 4.
    Amnå, Erik
    et al.
    Örebro University, Department of Social and Political Sciences.
    Eriksson, Cecilia [ Arensmeier ]
    Örebro University, Department of Social and Political Sciences.
    Frihet, jämlikhet och ovisshet2007In: En ny demokrati, Stockholm: Global utmaning , 2007, p. 10-14Chapter in book (Other academic)
  • 5.
    Arensmeier, Cecilia
    Örebro University, School of Humanities, Education and Social Sciences.
    Different Expectations in Civic Education: A Comparison of Upper-Secondary School Textbooks in Sweden2018In: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 17, no 2, p. 5-20Article in journal (Refereed)
    Abstract [en]

    Purpose: The aim of the article is to examine civic education in Sweden with regard to equality, by comparing curricula and textbooks for social studies in different tracks in upper-secondary school.

    Method: The study is based on qualitative text analysis, with quantitative features. The analysis maps themes covered, the extent and depth of thematic coverage, and amount of emphasis on conceptual understanding and analytical training.

    Findings: The results point to some similarities between the tracks; limited attention is given to democratic values and civic engagement, apart from voting. Clear differences are found in amount of information and complexity. The most basic textbooks target the vocational track, while (some of) the textbooks for the academic track have an elaborated focus on complex conceptual understanding and analytical training.

    Practical implications: The findings indicate different expectations in civic education. Vocational students receive more limited opportunities to develop civic abilities, which might negatively affect the exercise of citizenship and increase political inequality.

  • 6.
    Arensmeier, Cecilia
    Örebro University, School of Humanities, Education and Social Sciences.
    Grundskolebetyg under tre betygssystem: Fördelning på betygssteg och genomsnittliga ämnesbetyg 1990-20172019Report (Other academic)
    Abstract [sv]

    I rapporten beskrivs, med hjälp av SCB:s betygsstatistik, betygsutfallet för årskurs 9 åren 1990-2017, då tre olika betygssystem varit i bruk (2013-17 ingår även årskurs 6). Tonvikten ligger på att åskådliggöra hur elevernas prestationer i olika ämnen fördelas på de betygssteg som används vid olika tidpunkter. Därigenom synliggörs också hur betygssystemens skilda logiker och språk har betydelse för särskilt de elever som presenterar svagast. Systemen som sådana jämförs således inte, utan enbart hur betygssystemen fördelar alla elevprestationer i åk 9 under 28 års tid. En analys av de politiska ambitionerna bakom olika betygsreformer – vilka problem de ska lösa – ramar in rapporten. En av de mest framträdande slutsatserna är att införandet av ett målrelaterat betygssystem på 1990-talet, med skarp gräns för godkänt, omgående – i kontrast till förväntningarna – medför att en märkbar och över tid påtagligt stabil andel grundskoleelever inte når upp till den godkända nivån. Bytet till en ny skala på 2010-talet innebär härvidlag ingen förändring, vilket också är i linje med den politiska avsikten att låta gränsen för godkänt ligga fast. Under de målrelaterade systemen syns i många ämnen samtidigt en kontinuerlig ökning av andelen elever som får de högsta betygen. De sista åren med ett relativt betygssystem (1990-97) uppvisar, i linje med det systemets logik, en större stabilitet i fördelningen. Vissa ämnesskillnader finns dock under alla tre betygssystemen. 

  • 7.
    Arensmeier, Cecilia
    Örebro University, School of Humanities, Education and Social Sciences.
    Medborgarkunskaper i sikte: nordisk jämförelse och fördjupad analys av svenska elevers svårigheter i ICCS 20092012Report (Other academic)
    Abstract [sv]

    Den som inte förstår viktiga samhällsfrågor, har svårt att följa nyheter och debatt. Då begränsas också möjligheten att agera som medborgare - att påverka politik och samhälle. I den internationella undersökningen ICCS 2009 undersöktes 14-åringars kunskaper om demokrati och samhälle. I denna fördjupade analyspresenteras de svenska elevernas kunskapsprofil i jämförelse med andra nordiska länder. Studien belyser dessutom, medhjälp av nya intervjuer, särskilda svårigheter för de svenska eleverna. Med koppling till samhälllsdidaktisk forskning diskuteras bland annat hur begreppsförståelse och förståelse för samhälleliga principer, förmåga att urskilja frågeställningar, läsförmåga och språkförståelse i hög grad påverkar elevernas prestationer i ICCS.

  • 8.
    Arensmeier, Cecilia
    Örebro University, School of Humanities, Education and Social Sciences.
    Studiecirklar och socialt kapital2013In: Nyttan med folklig bildning: En studie av kapitalformer i folkbildande verksamhet / [ed] Gustavsson, Bernt & Wiklund, Matilda, Lund: Nordic Academic Press, 2013, p. 113-147Chapter in book (Other academic)
  • 9.
    Arensmeier, Cecilia
    Örebro University, School of Humanities, Education and Social Sciences.
    Swedish students’ conceptual knowledge about civics and citizenship: An interview study2015In: Citizenship Teaching and Learning, ISSN 1751-1917, E-ISSN 1751-1925, Vol. 11, no 1, p. 9-28Article in journal (Refereed)
    Abstract [en]

    The background for this study is a model for civics knowledge and teaching that distinguishes conceptual knowledge, ability to identify social and political issues, and civic literacy. The study itself investigates challenges in civics teaching by focusing on students’ difficulties understanding the subject matter. In a think aloud interview, some of the most difficult questions from the IEA International Civic and Citizenship Education Study were presented to 29 eighth-grade students in a municipality fairly representative of average Swedish conditions. There were shortcomings in their conceptual knowledge and also in their understanding of social and democratic principles, highlighting the importance of reading skills for civic ability. The article suggests strategic work with conceptual learning and for civic teaching to include an explicit focus on reading comprehension. It suggests that the ability to reflect on complex civic issues is benefited by asking questions and discussing social and political principles from different perspectives.

  • 10.
    Arensmeier, Cecilia
    Örebro University, School of Humanities, Education and Social Sciences.
    The democratic common sense: Young Swedes' understanding of democracy – theoretical features and educational incentives2010In: Young - Nordic Journal of Youth Research, ISSN 1103-3088, E-ISSN 1741-3222, Vol. 18, no 2, p. 197-222Article in journal (Refereed)
    Abstract [en]

    This article highlights ordinary young citizens’ understanding of democracy. In a system based on rule of the people, it is surprising how little attention scholars have paid to common-sense views of democracy. The article is based on focusgroup interviews with young Swedes. Their views of democracy are analyzed in the context of democratic theory. The results show that there is massive support among the youths for the democratic idea, that they see elite democracy as as self-evident form of democracy and that they consider democracy to be a problematic good, emphasizing their doubts about human capacity, limited ruling opportunities and problems around inequality and risky principles. References to research on Swedish education show that the conceptualizations in several respects reflect how democracy and citizenship are framed in Swedish schools. It is suggested that the results of the study can influence both the form and contentof civic education.

  • 11.
    Arensmeier, Cecilia
    Örebro University, School of Humanities, Education and Social Sciences.
    Ungdomars syn på tolerans2016Report (Other academic)
  • 12.
    Arensmeier, Cecilia
    Örebro University, School of Humanities, Education and Social Sciences.
    Ungdomars tyn på tolerans2017In: Toleransens mekanismer: en antologi / [ed] Lundberg, Erik, Stockholm: Forum för levande historia , 2017, p. 171-221Chapter in book (Other academic)
  • 13.
    Arensmeier, Cecilia
    Örebro University, School of Humanities, Education and Social Sciences.
    Young people’s views on tolerance2017In: Mechanisms of tolerance: an anthology / [ed] Lundberg, Erik, Stockholm: The Living History Forum , 2017, p. 177-231Chapter in book (Other academic)
  • 14.
    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. 

  • 15.
    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.
    Studenter som kunder och konsten att vara lärare: från frustration till självreflektion2014In: Statsvetenskaplig Tidskrift, ISSN 0039-0747, Vol. 116, no 4, p. 379-404Article in journal (Refereed)
    Abstract [en]

    The first generation of students who started school after the large Swedish educationalreforms of decentralization and marketization in the 1990s is now enteringthe university. They have grown up in an individualized society, with a publicsector permeated by new public management ideals. The purpose of this articleis to discuss students' attitudes and approaches to studies, in the light of thesesocio-political changes, and to reflect on challenges and possibilities for teachingin higher education. With an empirical material consisting of correspondence withstudents and comments in course evaluations, we give examples of attitudes andbehaviours that can be understood as expressions of a rather demanding individualisticcustomer approach to education. We conclude by arguing that our teachingpractice must take these partly new circumstances into account. If we want tobecome better teachers, we must understand our students.

  • 16.
    Eriksson [ Arensmeier ], Cecilia
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Granberg, Mikael
    Mörck, Johan
    Democracy and Local Self-Governance in Mongolia2000Report (Other academic)
  • 17. Eriksson [Arensmeier], Cecilia
    Lokalt engagemang med platsideologisk bas: exemplet lokala partier2000In: Tankar kring lokal och regional utveckling inför det nya årtusendet: antologi från Forskarforum 1999 / [ed] Haraldsson, Kjell, Östersund: Statens institut för regionalforskning (SIR) , 2000, 1, , p. 22p. 171-193Chapter in book (Other academic)
  • 18.
    Eriksson, Cecilia [ Arensmeier ]
    Örebro University, Department of Social and Political Sciences.
    "Det borde vara att folket bestämmer": en studie av ungdomars föreställningar om demokrati2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This study primarily investigates the conceptions of democracy held by young Swedes: What conceptions can be found? How are these conceptions similar to and different from each other? My main intention is to present nuanced pictures of different ways of viewing and of arguing for and against democracy. Some attention is also paid to possible differences between different youth groups, in terms of age, gender, and socioeconomic background. In addition, I will relate the investigation to research concerning school and the socialisation that is supposed to take place there. What concepts of democracy do Swedish schools seem to inculcate in students?

    Theoretical discussions of democracy serve as the framework of the study, and throughout the work democracy is regarded as an ambiguous concept. I have designed an analytical tool by depicting the discussions of democratic theory from three perspectives. The first concerns what democracy is and how the rule of the people should be designed. The second deals with the justifications for democracy, and why it is or is not to be preferred. The third perspective focuses on some crucial matters in discussions of democracy.

    The empirical material analyzed consists of ten focus group interviews with students in two age categories: 14–15 and 18–19 years old. The groups were composed so that the members would include both genders and a range of socio-economic backgrounds. The main idea of focus group interviews is to take advantage of group-interaction dynamics. Opinions are often formed in interaction with other people, and since consideration and reflection are central concerns of this thesis, focus group interviews are thus very suitable.

    The findings indicate that there is a dominant understanding of democracy. The young people interviewed emphasize that democracy means that everybody has a right to participate in decision making, that, for example, universal suffrage and freedom of speech are necessary features and that democracy in practice connotes an elite/electoral democracy (at the national level) with politicians as the real power holders. Although some features of Sweden’s existing democracy are widely criticized, democracy as a fundamental concept is celebrated. The main justification for this support is that democracy includes everybody. A view of everybody’s equal value is implicit. The critical matters highlighted concern human nature in relation to democratic requirements, how to handle extremist political movements, and the limited possibilities and unequal opportunities for people to participate in the existing democracy. Within this overall picture, somewhat different conceptions can also be detected.

    Two themes are particularly prominent in the discussions. Without overtly mentioning the word, the young people interviewed strongly emphasize the concept of equality. One line of discussion concerns the participants’ own experiences of being subordinate to adults, another the concept that equality presupposes equal opportunities to influence society. Democracy is also considered to be a human matter. Notably,when speaking of equality and freedom, the interviewees rarely mention these words directly. Mention of political institutions is also lacking from the discussions.

    Some of the findings can be regarded as reflecting the conceptions of democracy manifested in and passed on by schools. The study may also provide some guidance concerning how to approach social and political issues in the school.

  • 19.
    Eriksson, Cecilia [ Arensmeier ]
    Örebro University, Department of Social and Political Sciences.
    "Not that only some decide": the meaning of democracy to young people in Sweden2007In: Democracy and human rights in education and society: explorations from South Africa and Sweden / [ed] Chaterine Odora Hoppers, Bernt Gustavsson, Enver Motala, John Pampallis, Örebro: Örebro university , 2007, p. 217-244Chapter in book (Other academic)
  • 20.
    Eriksson, Cecilia
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Amnå, Erik
    Örebro University, School of Humanities, Education and Social Sciences.
    Hur gick det med medborgarstyret i 1990-talets sjukvård1999Report (Other academic)
  • 21.
    Huang, Lihong
    et al.
    NOVA, OsloMet – storbyuniversitetet, Oslo, Norway.
    Bruun, Jens
    Aarhus universitet, Aarhus, Denmark.
    Lieberkind, Jonas
    Aarhus universitet, Aarhus, Denmark.
    Arensmeier, Cecilia
    Örebro University, School of Humanities, Education and Social Sciences.
    Nye tall om ungdom: Skandinaviske ungdommers tillit til samtid og framtid2018In: Tidsskrift for ungdomsforskning, E-ISSN 1894-1036, Vol. 18, no 1, p. 146-165Article in journal (Refereed)
    Abstract [en]

    Trust in the contemporary society and future projections among Scandinavian youth Using data from the International Civic and Citizenship Education Study, ICCS 2016, the article compares the views of 14-year-olds in Denmark, Norway and Sweden. We analyze and compare young people’s trust in political and social institutions and in people in general, as well as the young people’s views on threats and challenges for their future. The presentation of results is mainly descriptive with the attention to show similarities and differences among Scandinavian youths and in comparison with young people in other parts of the world. The level of general trust in other people has declined in all three countries since ICCS 2009. Compared to other countries, Scandinavian adolescents express greater trust in institutions, lower concern for threats of different kinds and greater optimism about their own future. High-trusting youths are the most optimistic about their own future, but they are on the other hand in some respects more worried about future threats.

  • 22.
    Sohl, Sofia
    et al.
    Örebro University, School of Law, Psychology and Social Work.
    Arensmeier, Cecilia
    Örebro University, School of Humanities, Education and Social Sciences.
    The school’s role in youths’ political efficacy: can school provide a compensatory boost to students’ political efficacy?2015In: Research Papers in Education, ISSN 0267-1522, E-ISSN 1470-1146, Vol. 30, no 2, p. 133-163Article in journal (Refereed)
    Abstract [sv]

    In the democracies of today, school often have a dual role to play. Not only should they give students the knowledge they need to enter the labour market, they should also teach young people about democracy, and develop students’ capacity to exercise their citizenship. A third task for schools is to enhance political equality in society by supporting the least privileged students. In this study, we explore how school can contribute to increased equality by strengthening students’ political efficacy. Upper secondary students’ political efficacy levels are compared over time by creating four groups on the basis of their educational choices and experiences of the school and teaching environment. The results indicate that school matters for the development of political efficacy, but not in the same ways for all students. Signs of there being compensatory effects of having a positive school/teaching environment are found for students on vocational programmes, but not for those on academic programmes. Moreover, the results suggest that classroom/teaching factors play a more important role than the social environment offered by schools.

  • 23.
    Lundahl, Christian (Contributor)
    Örebro University, School of Humanities, Education and Social Sciences.
    Bonnevier, Jenny (Contributor)
    Örebro University, School of Humanities, Education and Social Sciences.
    Arensmeier, Cecilia (Contributor)
    Örebro University, School of Humanities, Education and Social Sciences.
    Borgström, Eric (Contributor)
    Örebro University, School of Humanities, Education and Social Sciences.
    Lennqvist-Lindén, Ann-Sofie (Contributor)
    Örebro University, School of Humanities, Education and Social Sciences.
    Nilsson, Per (Contributor)
    Örebro University, School of Science and Technology.
    Sundberg, Bodil (Contributor)
    Örebro University, School of Science and Technology.
    Sundhäll, Marcus (Contributor)
    Örebro University, School of Science and Technology.
    Yassin, Daroon (Contributor)
    Örebro University, School of Humanities, Education and Social Sciences.
    Wetterstrand, Frida (Contributor)
    Örebro University, School of Science and Technology.
    Nationella proven i grundskolans årskurs 6 och 9: En uppföljning av lärares, rektorers och elevers uppfattningar om proven2016Report (Other academic)
1 - 23 of 23
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