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  • 1.
    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 globalizationand increased ethnic diversity amongpupils have contributed to an increasingheterogeneity.

    This project analyses the prospects for civiceducation in different institutional settingsand contexts, in both public and privateschools. Using unique survey data1999 and 2009 we ask which effects differentinstitutional settings have on ”citizencompetences”, i.e. civic engagement, politicalefficacy, knowledge about democracyand political issues, and democratic valuesand tolerance.

    The project breaks down into three distinctbut interrelated parts. The first dealswith changes over time in young Swedes´civic competences. The second subprojectfocuses on the way and consequences when controversial issues aretaught in different schools and institutionalsettings. The third sub-project adds acomparative perspective by analyzing similaritiesand differences among young peopleand schools in Sweden, Norway, Denmark, Finland and England.

  • 2.
    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.

  • 3.
    Amnå, Erik
    et al.
    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.
    Skolor som politiska arenor2010In: Skolor som politiska arenor, Stockholm: Skolverket , 2010, p. 8-16Chapter in book (Other academic)
  • 4.
    Boman, Ylva
    et al.
    Örebro University, Department of Education.
    Ljunggren, CarstenÖrebro University, Department of Education.von Wright, MoiraÖrebro University, Department of Education.
    Erfarenheter av pragmatism2007Collection (editor) (Other academic)
  • 5.
    Boman, Ylva
    et al.
    Örebro University, Department of Education.
    Ljunggren, Carsten
    Örebro University, Department of Education.
    von Wright, Moira
    Örebro University, Department of Education.
    Variationer av pragmatism2007In: Erfarenheter av pragmatism / [ed] Ylva Boman, Carsten Ljunggren, Moira von Wright, Lund: Studentlitteratur , 2007, p. 13-22Chapter in book (Other academic)
  • 6.
    Englund, Tomas
    et al.
    Örebro University, Department of Education.
    Gustavsson, Bernt
    Örebro University, Department of Education.
    Ljunggren, Carsten
    Örebro University, Department of Education.
    Education widens democracy widens education... ? [editorial]2007In: Nordisk Pedagogik, ISSN 0901-8050, E-ISSN 1504-2995, Vol. 27, no 1, p. 1-7Article in journal (Refereed)
  • 7.
    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

  • 8.
    Ljunggren, Carsten
    Örebro University, School of Humanities, Education and Social Sciences.
    Agonistic Recognition in Education: On Arendt's Qualification of Political and Moral Meaning2010In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 29, no 1, p. 19-33Article in journal (Refereed)
    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.

  • 9.
    Ljunggren, Carsten
    Örebro University, School of Humanities, Education and Social Sciences.
    Citizenship education and national identity: teaching ambivalence2014In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 12, no 1, p. 34-47Article in journal (Refereed)
    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. 

  • 10.
    Ljunggren, Carsten
    Örebro University, School of Humanities, Education and Social Sciences.
    Citizenship education beyond multiculturalism: national identity, patriotism and the cosmopolitical2012Conference paper (Other academic)
  • 11.
    Ljunggren, Carsten
    Örebro University, Department of Education.
    Communities of action and thought: controversial issue education from a teacher standpoint2008Conference paper (Refereed)
  • 12.
    Ljunggren, Carsten
    Örebro University, School of Humanities, Education and Social Sciences.
    Det offentliga rummet2015In: 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)
  • 13.
    Ljunggren, Carsten
    Örebro University, Department of Education.
    Det offentliga rummets princip: – om kontroversiella frågor i utbildningen2008In: Norsk pedagogisk tidsskrift, ISSN 0029-2052, E-ISSN 1504-2987, Vol. 92, no 4, p. 316-327Article in journal (Refereed)
  • 14.
    Ljunggren, Carsten
    Örebro University, Department of Education.
    Medborgarpubliken och det offentliga rummet: Om utbildning, medier och demokrati1996Doctoral thesis, monograph (Other academic)
  • 15.
    Ljunggren, Carsten
    Örebro University, School of Humanities, Education and Social Sciences.
    Nationell identitet: om medborgarutbildning i ett mångkulturellt samhälle2012In: 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)
  • 16.
    Ljunggren, Carsten
    Örebro University, Department of Education.
    Privat och offentligt2007In: Erfarenheter av pragmatism / [ed] Ylva Boman, Carsten Ljunggren, Moira von Wright, Lund: Studentlitteratur , 2007, p. 125-153Chapter in book (Other academic)
  • 17.
    Ljunggren, Carsten
    Örebro University, Department of Education.
    Public private persons in higher education2007Conference paper (Other academic)
  • 18.
    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)
  • 19.
    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)
  • 20.
    Ljunggren, Carsten
    Örebro University, Department of Education.
    Utbildning som politisk kommunikation: om deliberation och agonism2007In: Utbildning som kommunikation: deliberativa samtal som möjlighet / [ed] Tomas Englund, Göteborg: Daidalos , 2007, p. 205-239Chapter in book (Other academic)
  • 21.
    Ljunggren, Carsten
    Örebro University, Department of Education.
    Utbildning som situation: en läroplansteoretisk modell för studier av politiskt moraliska kontroverser i utbildningen2007Conference paper (Other academic)
  • 22.
    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.

  • 23.
    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.
    Teachers' dealings with controversial issues: a typology from the 2009 IEA/ICCS study2011In: Politics, Culture and Socialization, ISSN 1866-3427, E-ISSN 2196-1417, Vol. 2, no 3Article in journal (Other academic)
  • 24.
    Ljunggren, Carsten
    et al.
    Örebro University, Department of Education.
    Unemar Öst, Ingrid
    Örebro University, Department of Education.
    Understanding self-reflexivity and personal responsibility in higher education2008Conference paper (Refereed)
    Abstract [en]

    The purpose of the study from which this paper emanates is to investigate and discuss how aspects of professional and civic responsibility in higher education can be motivated in terms of self-reflexivity. The research questions are: What kinds of arguments are provided by social theory and educational policy regarding the role of higher education and self-reflexivity? Which specific cultural life styles for students and institutions are established through the different arguments? What are the concepts and views suitable for a theory of self-reflexivity in higher education? In the paper we draw on mainly Dewey’s concept of individuality and on arguments promoting the university as an open reflexive institution supporting students’ autonomy. By discursive text analysis, we study the arguments provided by social theory and Swedish educational policy (1990-2006). Our findings show that social theory stresses the critical role of higher education and provides arguments for a self reflexive life style. Educational policy tends to stress the economic role of higher education and thereby promotes a more instrumental life style. However, our analysis indicates that the educational policy area simultaneously represents a complex net of interwoven and ambiguous aims, which makes it impossible to reduce higher education to an institution living or promoting only one life style.

  • 25.
    Ljunggren, Carsten
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Unemar Öst, Ingrid
    Englund, Tomas
    Örebro University, School of Humanities, Education and Social Sciences.
    Controversial issues education - på svenska2015In: 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)
  • 26.
    Ljunggren, Carsten
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Unemar-Öst, IngridEnglund, TomasÖrebro University, School of Humanities, Education and Social Sciences.
    Kontroversiella frågor: om kunskap och politik i samhällsundervisningen2015Collection (editor) (Refereed)
1 - 26 of 26
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