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  • 1.
    Agic, Haris
    et al.
    Tema teknik och social förändring, Linköpings universitet.
    Samuelsson, Tobias
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics. Jönköping University, School of Education and Communication, HLK, Global Studies.
    Föräldrastödsprogram för utrikesfödda föräldrar: Vad händer när manualbaserade föräldrastödsprogram översätts och implementeras i svensk kontext?2015In: Socialmedicinsk Tidskrift, ISSN 0037-833X, Vol. 92, no 5, p. 545-552Article in journal (Other academic)
    Abstract [sv]

    På senare år har ett antal program som t.ex. Community Parent Education Program (COPE) initierats för att främja barns hälsa och psykosociala utveckling. COPE är ett manualbaserat program som ofta används som del i de föräldrautbildningar som ges i invandrartäta områden. COPE utvecklades i Kanada och vid användningen i Sverige översätts materialet. Program erbjuds på språk som t.ex. arabiska och somaliska och när dessa kurser ges översätts materialet ytterligare. I artikeln undersöks vad som händer när ett manualbaserat program översätts och implementeras i svensk kontext. Studien visar att de samtalsledare som leder programmen strävar efter manualtrogenhet, men att översättningar och kulturella anpassningar sker för att de utrikesfödda deltagarna ska förstå programmet. Många föräldrar är dock nöjda med och känner sig stärkta i sitt föräldraskap efter att ha genomgått COPE programmen.

  • 2.
    Ahlgren, Jennie
    et al.
    Ethics Unit, Centre for Theology and Religious Studies, Lund University, Lund, Sweden.
    Nordgren, Anders
    Centre for Applied Ethics, Linköping University, Linköping, Sweden.
    Perrudin, Maud
    Keller and Heckman LLP, Brussels, Belgium.
    Ronteltap, Amber
    LEI, Wageningen University and Research Centre, Wageningen, The Netherlands.
    Savigny, Jean
    Keller and Heckman LLP, Brussels, Belgium.
    van Trijp, Hans
    Marketing and Consumer Behaviour, Group Wageningen University and Research .
    Nordström, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Görman, Ulf
    Jönköping University, School of Education and Communication.
    Consumers on the Internet: ethical and legal aspects of commercialization of personalized nutrition2013In: Genes & Nutrition, ISSN 1555-8932, E-ISSN 1865-3499, Vol. 8, no 4, p. 349-355Article in journal (Refereed)
    Abstract [en]

    Consumers often have a positive attitude to the option of receiving personalized nutrition advice based upon genetic testing, since the prospect of enhancing or maintaining one’s health can be perceived as empowering. Current direct-to-consumer services over the Internet, however, suffer from a questionable level of truthfulness and consumer protection, in addition to an imbalance between far-reaching promises and contrasting disclaimers. Psychological and behavioral studies indicate that consumer acceptance of a new technology is primarily explained by the end user’s rational and emotional interpretation as well as moral beliefs. Results from such studies indicate that personalized nutrition must create true value for the consumer. Also, the freedom to choose is crucial for consumer acceptance. From an ethical point of view, consumer protection is crucial, and caution must be exercised when putting nutrigenomic-based tests and advice services on the market. Current Internet offerings appear to reveal a need to further guaranty legal certainty by ensuring privacy, consumer protection and safety. Personalized nutrition services are on the borderline between nutrition and medicine. Current regulation of this area is incomplete and undergoing development. This situation entails the necessity for carefully assessing and developing existing rules that safeguard fundamental rights and data protection while taking into account the sensitivity of data, the risks posed by each step in their processing, and sufficient guarantees for consumers against potential misuse.

  • 3.
    Andersson, Ann-Kristine
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Begreppet likvärdig bedömning: En intervjustudie med sex verksamma lärare2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här studien syftar till att utveckla kunskap om hur lärare ser på begreppet likvärdig bedömning vilket är intressant eftersom bedömning och likvärdighet är ständigt aktuella ämnen i skoldebatten. Frågeställningarna rör sig om vad likvärdig bedömning innebär för lärare och vad som är betydelsefullt för den likvärdiga bedömningen. Den metod som används är kvalitativa intervjuer med sex yrkesverksamma lärare. Teoretiska utgångspunkter är sociokulturellt perspektiv (Vygotsky, 1987; Säljö, 2000; Gipps, 1999) med fokus på likvärdighet och alla elevers rätt till utveckling där bedömning är dynamiska kulturella processer som kan användas som verktyg för lärande (Eggen, 2010). I studiens resultat beskrivs hur lärare dels uttrycker att det är omöjligt att uppnå likvärdig bedömning och dels att likvärdig bedömning handlar om hur alla elever ska ges möjligheter till lärande och utveckling. 

    Slutsatser som dras är att likvärdig bedömning har olika betydelser beroende på de studerade lärarnas kunskapssyn. För att elever ska bli bedömda likvärdigt krävs att alla får lika möjligheter till lärande utifrån vad den enskilda individen har för behov och förutsättningar. Det i sin tur kräver hög kompetens hos läraren som måste skapa en undervisning som ständigt anpassas till alla elevers behov och förutsättningar. Diskussion förs utifrån frågeställningarna och de teoretiska utgångspunkterna där begreppet likvärdig bedömning belyses ur sociala, kulturella, ekonomiska och politiska aspekter. 

  • 4.
    Borell, Klas
    et al.
    Jönköping University, School of Health and Welfare, HHJ. SALVE (Social challenges, Actors, Living conditions, reseach VEnue).
    Westermark, Åsa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Siting of human services facilities and the not in my back yard phenomenon: a critical research review2018In: Community Development Journal, ISSN 0010-3802, E-ISSN 1468-2656, Vol. 53, no 2, p. 246-262Article in journal (Refereed)
    Abstract [en]

    Current research on local siting conflicts are primarily about environmental threats. Following a boom during the two last decades of the 1900s, research on community opposition to the establishment of human services is a shrinking field with inadequate articulation and comparisons of various approaches. The aim of this research review is to critically scrutinize the first wave of research on local protests against human services and expose and contrast later approaches in order to lay the necessary groundwork for synthesis attempts. The first wave approach is characterized by its far-reaching generalization claims; all local protests against perceived social threats were seen as instances of Not In My Back Yard protests and as a function of general, hierarchically arranged attitudes toward client groups. By contrast, in later attempts to shed light upon neighbourhood protests, real life protests against the establishment of human services – not general attitudinal data – are focused upon. But the degree of contextualizing varies greatly within this more protest-centred research. The indirect approach is based on data that are collected in interviews with human service administrators and concern the extent and duration of neighbors’ protests, while in the direct approach the protests are studied as such, and especially issues having to do with the local protests’ ability to generate public support. In this article, the alternatives to the first wave of research on siting conflicts have been demonstrated for the first time and contrasted with each other. This is a necessary requirement and a first step for efforts to provide the syntheses that this research area so sorely needs.

  • 5.
    Brikell, Berndt H.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Utbildning i förändring – en jämförande studie av utbildningssystemen i Mongoliet och Sverige2014In: 14 röster kring samhällsstudier och didaktik / [ed] Hans Albin Larsson, Jönköping: Samhällsstudier & didaktik , 2014, p. 277-302Chapter in book (Other academic)
  • 6.
    Brobäck, Joakim
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Kriget i samtidens spegel: En historiedidaktisk studie av massmedias beskrivning av första världskriget märkesåren 1964 och 20142016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 7.
    Bybro, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Att organisera för klassrumsinteraktion2014Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Den här uppsatsen vänder sig till dig som är intresserad av betydelsen av interaktion för lärande i klassrummet. Aktuell forskning tar sin utgångspunkt i att elever lär genom att interagera med varandra såväl som med läraren och förmedlingspedagogik har inte längre en framträdande roll i skolan, vilket stöds av vetenskap om lärande. I läroplanen beskrivs skolan som en social och kulturell mötesplats och ett av lärarens uppdrag är att ge eleven möjlighet att utveckla sin förmåga att arbeta tillsammans med andra. Uppsatsen presenterar forskning om samlärande och relationell pedagogik som olika sätt att förhålla sig till interaktion för lärande. Reflektionens betydelse för lärande lyfts fram liksom betydelsen av skickliga lärares tysta kunskap. Den teoretiska ansatsen i studien är livsvärldsfenomenologi. Syftet är att bilda kunskap om hur lärares organiserande för interaktion i klassrummet framträder. Resultatet baseras på observationer och intervjuer av tre lärare som arbetar i skolans lägre årskurser och presenteras varje lärare för sig i teman. Lärarna visar tydliga gemensamma drag i sitt förhållningssätt till organiserande för interaktion i klassrummet men deras beskrivningar av fenomenet skiljer sig åt på så sätt att de lyfter fram olika aspekter av organiserandet för interaktion och lägger olika stor vikt vid olika saker. En slutsats är att olika modeller och teorier om interaktion som leder till lärande behöver lyftas fram i skolan idag.  Lärare behöver styra undervisningen så att alla elever får lika möjligheter att uttrycka sig för att undvika att vissa elever talar mycket medan andra sitter tysta. Lärare behöver utveckla ett förhållningssätt till att lära genom interaktion och behöver vara hängivna i byggandet av relationer för trygghet i klassrummet för att alla elever ska vilja och våga tala. Elever behöver tidigt skolas in i arbetssätt där de tränas i att interagera för att skapa förväntningar på att skolan är en plats där lärande genom samtal är ett naturligt sätt att arbeta på. Samhället behöver ge skolan goda ekonomiska förutsättningar för att lokaler ska vara ändamålsenliga och för att det ska finnas tillräckligt med lärare som undervisar.

  • 8.
    Cardell, David
    et al.
    Tema Barn, Linköpings universitet.
    Sparrman, Anna
    Tema Barn, Linköpings universitet.
    Lindgren, Anne-Li
    Tema Barn, Linköpings universitet.
    Samuelsson, Tobias
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Doing Parenthood through Children’s (Consumer) Culture2013In: TORINO, 28-31 August 2013ESA 11th Conference, Crisis, Critique and Change: Abstract book, Torino: European Sociological Association (ESA), University of Torino, Department of Culture, Politics and Society , 2013, p. 267-268Conference paper (Refereed)
  • 9.
    Carlsson, Emma
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    "Som vilken sagoberättelse som helst": Fem lärare berättar om sin historieundervisning i mångkulturella klassrum2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Today both society and school is a multicultural meeting place and in some classrooms more than half of the students have a foreign background. There is a divergence between the multicultural classroom and the focus on the Swedish history in the syllabus in history. The identity development can be hampered for students with foreign background if they don’t get to learn about their origin in school. The aim of this study has therefore been to examine how teachers adapt their teaching to meet pupils’ identity development based on the pupils’ ethnic and cultural backgrounds. The theoretical approach of the study is hermeneutic. Trough semi structured interviews with five teachers that teach history in grade 4–6 emerged that the teachers mainly adapt their teaching methods due to the pupils’ linguistic difficulties and they don’t adapt the content due to the students’ background. Though the teachers see the pupils’ differences as an access in the teaching.

  • 10.
    Carlsson, Leif
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics. Jönköping University, School of Education and Communication, HLK, Global Studies.
    Det förkastade judefolket: Synen på judar och judendom i svenska skolläromedel2013Book (Other academic)
  • 11.
    Carlsson, Leif
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Jag fattar ingenting: Möjliga svar på omöjliga bibelställen2016Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Förlagets beskrivning:

    Böckernas bok. Den heliga Skrift. Guds Ord. Bibeln är världens mest lästa bok, full av fantastiska berättelser. Men det är också en snårig och svår samling texter, även för de mest hängivna. För varför är det okej att äta makrill men inte räkor? Hur överlever man egentligen tre dagar i en fisk? Och hur kommer det sig att dinosaurierna inte finns nämnda en enda gång?

    Leif Carlsson ger sig i kast med Bibelns allra mest omöjliga texter, de som till synes saknar svar. Med tillförsikt, skärpa och mod hittar han såväl rim och reson som möjliga svar för alla troende och tvivlare som någon gång velat utbrista – jag fattar ingenting! I bokens avslutande del finns studiefrågor för gruppsamtal och diskussion.

  • 12.
    Carlsson, Leif
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Stereotyper i religionskunskapsundervisningen2014In: 14 röster kring samhällsstudier och didaktik / [ed] Hans Albin Larsson, Samhällsstudier & Didaktik , 2014, p. 55-78Chapter in book (Other academic)
  • 13.
    Carlsson, Leif
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Möllås, Hanna
    Med hela ditt liv: Sexualitet i Bibeln och Kyrkan2014Book (Other academic)
  • 14.
    Dybelius, Anders
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Det svarta området utvidgas för vart år som går - en annorlunda berättelse om en geografisk plats i förändring och vad som där hände2016In: Geografiska Notiser, ISSN 0016-724X, ISSN 0016-724X, no 2, p. 85-96Article in journal (Other academic)
  • 15.
    Dybelius, Anders
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies. Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    En riktig karolinerpräst: En källkritisk studie över rysshärjningarna 1719 på orterna Södertälje, Ytterjärna, Mörkö, Hölö och Trosa2015In: Karolinska förbundets årsbok 2015 / [ed] Marie Lennersand, Stockholm: Karolinska förbundet , 2015Chapter in book (Other academic)
  • 16.
    Dybelius, Anders
    Jönköping University, School of Education and Communication, HLK, Media and Communication Studies. Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    En riktig karolinerpräst: En källkritisk studie över rysshärjningarna 1719 på orterna Södertälje, Ytterjärna, Mörkö, Hölö och Trosa2015In: Det historiska perspektivet / [ed] Hans Albin Larsson, Jönköping: Samhällsstudier & didaktik , 2015, p. 31-54Chapter in book (Other academic)
  • 17.
    Dybelius, Anders
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Vad ska jag skriva om? - Ett didaktiskt perspektiv om att finna ett uppsatsämne2014In: 14 röster kring samhällsstudier och didaktik / [ed] Hans Albin Larsson, Jönköping: Samhällsstudier & didaktik , 2014, p. 171-185Chapter in book (Other academic)
  • 18.
    Dybelius, Anders
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Varför läser man till lärare i historia?: Några kritiska reflektioner kring en enkätundersökning bland nya historiestudenter2017In: Framåt uppåt!: Samhällsdidaktiska utmaningar / [ed] Rebecka Florin Sädbom, Mikael Gustafsson & Hans Albin Larsson, Jönköping: Jönköping University , 2017, p. 85-96Chapter in book (Other academic)
  • 19.
    Garphammar, Jonas
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    "Man köper en Ferrari men använder den som en Skoda"? Lärares syn på surfplattor i grundskolan2015Independent thesis Advanced level (degree of Master (One Year)), 10 HE creditsStudent thesis
  • 20.
    Grander Berglund, Victoria
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics. Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    Wolf, Jenny
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics. Jönköping University, School of Education and Communication, HLK, School Based Research, School Based Research and Professional Development.
    Professionell identitet: Förskollärares yrkesspecifika kompetenser, i en förskola på vetenskaplig grund.2014Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    2011 fick det svenska utbildningsväsendet en ny skollag, i vilken det står att utbildningen ska vila på vetenskaplig grund och beprövad erfarenhet. Tidigare studier har påvisat att förskollärare känner en osäkerhet inför vad det vetenskapliga begreppet innebär. Den här studien syftar till att undersöka förskollärares yrkesidentitet och yrkesspecifika kompetenser i relation till att förskolan vilar på vetenskaplig grund. Studien utgår från ett sociokulturellt perspektiv vilket innebär en syn på människor som deltagare i en social interaktion där handlingar och tänkande är situerade i en social kontext.  Studiens empiriska data härrör från fokusgrupper med förskollärare samt intervjuer med en lektor och en professor. Analysarbetet har genomförts med inspiration av Grounded Theory. Resultatet består av sju olika kategorier. Kollektiv kompetens som praxisbunden och verbal, Kompetens i form av görande, Kompetens som förmåga att hantera en komplex verksamhet, Personlighet som kompetens, Reflektion som kompetens, Se och förstå barns intentioner samt Kompetens och identitet i relation till en vetenskaplig grund. Det framkommer en hög kompetens hos förskollärare när de samtalar om sin verksamhet, men de har svårt att uttrycka sin kunskap i relation till vetenskapliga teorier. När de sätter ord på sin kompetens gör de det i termer av ett görande i en kollektiv och praxisbunden kultur.

  • 21.
    Gunterberg, Sophia
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Westerlund, Felicia
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    De svor på lagboken att de sett Marjitt i Knutshult rida på en varg: En källkritisk studie om häxprocesser i Jönköpings län 1588-16262015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 22.
    Görman, Ulf
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Editorial2013In: Genes & Nutrition, ISSN 1555-8932, E-ISSN 1865-3499, Vol. 8, no 4, p. 345-347Article in journal (Other academic)
    Abstract [en]

    This special section of Genes and Nutrition presents a baseline analysis of ethical and legal issues undertaken within the EU FP7 research project Food4Me, which investigates the feasibility today of the vision for delivering personalized nutrition. Four major topics are addressed: Do we know enough for offering personalized nutritional advice? How can personal, cultural, and scientific perspectives on food and health be integrated? How does personalized nutrition affect individual autonomy? Which urgent ethical and legal matters stand out when personalized nutrition is commercialized?

  • 23.
    Görman, Ulf
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Mathers, John C.
    Human Nutrition Research Centre, Institute for Ageing and Health, NewcastleUniversity, Campus for Ageing and Vitality, Newcastle upon Tyne, NE4 5PL, UK .
    Grimaldi, Keith A.
    Eurogenetica Ltd, 7 Salisbury Road, Burnham-on-Sea, TA8 1HX, UK.
    Ahlgren, Jennie
    Ethics Unit, Centre for Theology and Religious Studies, Lund University, Lund, Sweden.
    Nordström, Karin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Do we know enough? A scientific and ethical analysis of the basis for genetic-based personalized nutrition2013In: Genes & Nutrition, ISSN 1555-8932, E-ISSN 1865-3499, Vol. 8, no 4, p. 373-381Article in journal (Refereed)
    Abstract [en]

    This article discusses the prospects and limitations of the scientific basis for offering personalized nutrition advice based upon individual genetic information. Two divergent scientific positions are presented, with an ethical comment. The crucial question is whether the current knowledge base is sufficiently strong for taking an ethically responsible decision to offer personalized nutrition advice based upon gene–diet–health interaction. According to the first position, the evidence base for translating the outcomes of nutrigenomics research into personalized nutritional advice is as yet immature. There is also limited evidence that genotype-based dietary advice will motivate appropriate behavior changes. Filling the gaps in our knowledge will require larger and better randomized controlled trials. According to the second position, personalized nutrition must be evaluated in relation to generally accepted standard dietary advice—partly derived from epidemiological observations and usually not proven by clinical trials. With personalized nutrition, we cannot demand stronger evidence. In several specific cases of gene–diet interaction, it may be more beneficial for individuals with specific genotypes to follow personalized advice rather than general dietary recommendations. The ethical comment, finally, considers the ethical aspects of deciding how to proceed in the face of such uncertainty. Two approaches for an ethically responsible way forward are proposed. Arguing from a precautionary approach, it is suggested that personalized dietary advice should be offered only when there is strong scientific evidence for health effects, followed by stepwise evaluation of unforeseen behavioral and psychological effects. Arguing from theoretical and applied ethics as well as psychology, it is also suggested that personalized advice should avoid paternalism and instead focus on supporting the autonomous choice of each person.

  • 24.
    Halvardsson, Åsa
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Östlund, Linda
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Jämställdhet är en kunskapsfråga: En studie om jämställdhet, genus och sexualitet inom samhällskunskapsämnet för årskurs 4–62014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Samhällskunskapsämnet är under ständig förändring, precis som samhället. I kursplanen för samhällskunskap har flera centrala innehåll tillkommit i och med läroplansreformen 2011. Det är inte längre ett ämne som enbart berör demokratisk fostran och kunskap. I undervisningen för årskurs 4–6 ska ”Hur könsroller och sexualitet framställs i medier och populärkultur” och ”Familjen och olika samlevnadsformer. Sexualitet, könsroller och jämställdhet” (Skolverket, 2011b, s. 201) behandlas. Denna studie utreder vad könsroller, sexualitet och jämställdhet innebär samt vikten av ett normkritiskt förhållningssätt i samhällskunskapslärarens undervisning. Det redogörs även för hur kön och sexualitet gestaltas i medier. Syftet med studien är att redogöra för hur synen på sexualitet och könsroller framställs och förstås i olika sammanhang. Metoden som har använts är en kvalitativ litteraturstudie där vi analyserat tidigare forskning. Resultatet av studien visar att alla människor är medskapare och återskapare av normer, vilket inte behöver vara dåligt i sig, men de bör inte föras vidare utan reflektion. Det är alla lärares uppdrag att ifrågasätta normer som kan vara av kränkande eller diskriminerande karaktär. Det är därför viktigt att samhällskunskapslärare utmanar och ifrågasätter stereotypa gestaltningar av kön och sexualitet i sin undervisning. I studien framgår även att många lärare undervisar om jämställdhet och genus utan att ha gedigen kunskap i ämnet. Undervisningen baseras då på lärarens åsikter i ämnet, när det istället bör baseras på kunskap och vetenskap.

  • 25.
    Hedegaard, Joel
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Hugo, Martin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Jag har lärt mig en vettig grej när jag har vart här… och det är försök för helvete själv du kommer klara det - En följeforskningsstudie om studenters upplevelser av en utbildning för unga vuxna med asperger2015Conference paper (Other (popular science, discussion, etc.))
  • 26.
    Hummerdal, Björn
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Our Rights, Our Development: A Research about Christian Women in Egypt and Their Perception of Everyday Life2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 27.
    Jansund, Bodil
    et al.
    Institutionen för Kulturgeografi och ekonomisk geografi vid Göteborgs universitet.
    Westermark, Åsa
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Tidsgeografi i undervisning för hållbar utveckling: En helhetsorienterad tankemodell2013In: Geografiska Notiser, ISSN 0016-724X, Vol. 71, no 1, p. 24-40Article in journal (Other academic)
  • 28.
    Jörnborn, Jens
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Evaldsson, Sara
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Jag är inte en viking!: Utomnordiska elevers identitetsskapande i den svenska skolans historieundervisning i årskurs 4–62014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Kursplanen för historia i årskurs 4–6 är till stor del utformad efter det västerländska och nordiska samhället. Denna studie har därför haft sin utgångspunkt i att undersöka hur elevers identitet påverkas genom en eurocentrisk historieundervisning. Målgruppen har varit elever med utomnordisk bakgrund. Syftet var att se elever och lärares erfarenheter och tankar kring mångkulturell historieundervisning samt hur denna bedrivs. Arbetet baserades på en litteraturöversikt där forskning som gjorts på området analyserades. Det finns olika faktorer som påverkar elevers identiteter, däribland historieundervisning, familj och fritidsintressen. Det vi dock har funnit vara gemensamt för eleverna är att skolan och lärarna är viktiga för elevers identitetsskapande. Lärarna är medvetna om sin betydande roll, men tidsbrist och en eurocentrisk kursplan gör det svårt för lärarna att bedriva en jämlik undervisning.

  • 29.
    Karlsson, Josefin
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Toftgård, Charlotta
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Och så var det det där med att anpassa…: En litteraturstudie om hur lärare kan möta variationen av elevers olikheter i historieundervisningen2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I en elevgrupp finns det en stor variation av förutsättningar och behov som påverkar elevernas kunskapsutveckling. Lärare ska anpassa historieundervisningen utifrån elevers olikheter, vilket medför att det krävs goda kunskaper om undervisningsstrategier som möjliggör lärande för alla elever. Syftet med studien är att undersöka hur lärare i årskurs 4-6 kan anpassa sin historieundervisning så att den främjar hela elevgruppens lärande, oavsett vilka förutsättningar och behov som finns. Det uppfylls genom att beskriva användbara undervisningsstrategier i historia samt vilka utmaningar lärare möter. Nationella och internationella vetenskapliga publikationer som behandlar ämnesområdet har valts ut och analyserats. I studiens resultat framkommer flera undervisningsstrategier i historia som kan leda och stimulera alla elever. Det visar sig vara viktigt att lärare arbetar språkutvecklande, använder sig av olika didaktiska redskap samt har en strukturerad historieundervisning. Vidare presenterar resultatet att lärares attityd, samarbete med kollegor, tid samt kunskap om hur undervisningen kan anpassas och om hur undervisningsstrategier kan appliceras, utgör en utmaning när lärare anpassar historieundervisningen. Sammanfattningsvis är det viktigt att lärare är medvetna om och har tillgång till användbara undervisningsstrategier i historia samt känner till vilka utmaningar som finns, så att historieundervisningen kan utvecklas för att möta variationen av elevers olikheter.

  • 30.
    Karlsson, Linus
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Anpassningarnas dilemman: En studie om hur samhällskunskapslärare förstår och tolkar begreppet extra anpassningar2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The school has an important assignment when it comes to additional adaptations. Both Swedish and international research focuses on cooperation among all the schools' professions in the making of various support measures (Scherp & Scherp, 2007; Hernandez, 2013; m.fl.). Teachers in this study emphasize the importance of such cooperation. According to them, this cooperation should not only apply to teachers, but to all staff active within the school organisation. In this study, it is found that the interviewed teachers had a broader idea of the concept of additional adaptations then what is stated in Skolverkets Education's general advice on the subject in question (Skolverket, 2014). This broader view was not only about students with difficulties, but could rather be linked to concepts such as general adaptations, or individual adaptations. They see adaptations in general terms as extremely important for all pupils' opportunities for development and learning. Examples of more general adaptations were adaptations for student interests and adaptations for more study motivated students.

    In this study, the dual mission of the teaching profession becomes apparent. This dual mission is about getting students to evolve toward the knowledge requirements and a democratically fostering mission. It appears that the teachers experience both of these missions as a driving force in their adaptation work, which becomes particularly clear in the field of social sciences.

  • 31.
    Kindbom Larsson, Rebecca
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Medier som religionsdidaktisk utmaning: En kvalitativ studie av lärares förhållningssätt till mediers skildringar av religioner och dess utövare i årskurs 4–6.2016Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The media's increasingly important role in young people's lives can according to scientists help to strengthen and spread prejudices about different religions. However, there is limited research on how media portrayals of religions and its practitioners can be handled in religious education.  The study thus seeks to examine how media portrayals of different religions and its practitioners are handled in religious education in grades 4-6. The study is inspired by a phenomenological approach and consists of semi-structured interviews with five religious teachers in grades 4–6. The interviews have been recorded, transcribed and then analyzed with inspiration from a phenomenological analysis model. The result shows that all teachers only discusses religious media phenomena linked to Islam, such as the IS terrorist attacks and the ongoing refugee crisis. The study also shows that the teachers do not use specific approaches for analyzing media depictions of religions, but is treated primarily through discussions with the pupils, where the discussions do not solely take place in religious education. Teachers agree on the importance of discussing the media´s portrayals of religion as otherwise there is a risk that students generalize and relate all Muslims for the violent conflicts depicted in the media today.

  • 32.
    Larsson, Hans Albin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    14 röster kring samhällsstudier och didaktik2014Collection (editor) (Other academic)
    Abstract [sv]

    14 röster kring samhällsstudier och didaktik är enantologi tillkommen som ett resultat av en pågåendeutvecklingsprocess av samhällsämnenas didaktik vidforskningsplattformen Samhällsstudier och didaktikvid Högskolan för lärande och kommunikation (HLK),Högskolan i Jönköping. I boken presenterar 14 forskarefrån ett flertal samhällsdiscipliner olika aspekter på problematikenkring samhällsundervisningens villkor iskolan eller på akademisk nivå. Artiklarna är ordnadeefter fyra teman:

    • kring samhällsundervisningens innehålloch metod i skolan;
    • kring akademisk samhällsvetenskapligkunskapsutveckling;
    • kring medier och samhällsundervisning;
    • kring sambandet samhälls- och skolförändring.

    Avsikten med texterna är dels att de ska kunna användasinom den akademiska undervisningen, delsatt de ska ses som diskussionsinlägg i den pågåendedebatten om utbildningens villkor och kvalitet. Bokenriktar sig främst till forskare och studenter inom samhällsvetenskapoch lärarutbildning men även till demsom är allmänt intresserade av samhälls- och utbildningsfrågor.

  • 33.
    Larsson, Hans Albin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Det historiska perspektivet2015Collection (editor) (Other academic)
    Abstract [sv]

    Avsikten med denna bok är att presentera några olika artiklar som alla ryms under rubriken ”Det historiska perspektivet”. Texterna ska kunna utgöra inlägg i den inomvetenskapliga debatten eller användas som läromedel eller bådadera. De undersökta företeelserna har alla en koppling till samhällsförändringarna men på olika sätt. Texternas innehåll spänner över så skilda fält som hur synen på vad som är att betrakta som relevant fortbildning har påverkats av new age-liknande samhällstrender, hur historia och religionshistoria kan förstås ömsesidigt, hur litteraturhistoria och historia går hand i hand, hur förutsättningen för medborgarskap kan uppfattas utifrån en historisk bakgrund, hur källkritisk analys kan kullkasta populärhistoriska föreställningar, hur våra första skriftliga dokument, runorna, kan tolkas i sitt sammanhang samt hur olika skolideologier och deras genomslag kan historiskt analyseras som samhällsfenomen.

  • 34.
    Larsson, Hans Albin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics. hans_albin.larsson@hkr.se.
    Klassisk bildning för vår tid: Både bredd och djup för att möta framtiden2013In: Krävs en elitsatsning på utbildning för att klara världskonkurrens? / [ed] Kurt Almqvist & Lotta Gröning, Stockholm: Axel och Margaret Ax:son Johnsons stiftelse för allmännyttiga ändamål , 2013, 1, p. 95-109Chapter in book (Other (popular science, discussion, etc.))
  • 35.
    Larsson, Hans Albin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    När medlet blev mål: Om mål- och resultatstyrningens effekter på skolan2014In: 14 röster kring samhällsstudier och didaktik / [ed] Hans Albin Larsson, Jönköping: Samhällsstudier & Didaktik , 2014, p. 303-343Chapter in book (Other academic)
  • 36.
    Larsson, Hans Albin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Skolideologiernas kamp: En tolkning av synsätt och aktörer2015In: Det historiska perspektivet / [ed] Hans Albin Larsson, Jönköping: Samhällsstudier & Didaktik , 2015, p. 154-174Chapter in book (Other academic)
    Abstract [sv]

    Mot bakgrund av de senaste femtio årens samhälls- och skolförändring analyseras några principiellt olika sätt att se på skolan, alltså olika skolideologier, och vilka motiveringar de har givits. Vilket genomslag fick vilken ideologi under vilken period? Hur ställde sig de politiska och fackliga aktörerna? Hur kan man tolka förändringarna?

  • 37.
    Larsson, Hans Albin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics. Högskolan Kristianstad.
    Skolpolitiken: 2013In: Vad staten vill : Mål och ambitioner i svensk politik / [ed] Daniel Tarschys & Marja Lemne, Möklinta: Gidlunds , 2013, 1, p. 347-381Chapter in book (Other academic)
  • 38.
    Larsson, Hans Albin
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Vår demokratis värdegrund: Aspekter på en högst väsentlig del av lärarutbildningens gemensamma kärna2013 (ed. 3)Book (Other academic)
    Abstract [sv]

    Vår demokratis värdegrund behandlar en väsentlig del av lärarutbildningens gemensamma kärna, nämligen de värden som vår demokrati vilar på. Intresset koncentreras framför allt till de värderingar som återfinns i regeringsformen och skolans läroplan och hur dessa kan omsättas i skolans undervisning. I boken gesen historisk bakgrund och sammanhang kring hur värdegrunden kan tolkas. Ett kapitel innehåller sex dilemmasituationer i vilka läsaren ska ta ställning till vad som är rätt, fel, önskvärt, mindre önskvärt, möjligt och omöjligt på kort och lång sikt.

    Mot bakgrund av en ny skollag 2010, nya läroplaner 2011 samt en ny lärarutbildning 2011 har "Vår demokratis värdegrund" reviderats och anpassats efter de nya förutsättningarna. Boken - nu i sin tredje upplaga - är avseddd för blivande och redan verksamma lärare. Den kan med fördel användas i lärarutbildningens värdegrundsundervisning och i fortbildningssammanhang.

  • 39.
    Leighton, Ralph
    et al.
    Faculty of Education, Canterbury Christ Church University.
    Nielsen, Laila
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Ethnicity, gender, social class and citizenship: Comparative views from England and Sweden2017In: Teaching Citizenship, ISSN 1474-9335, Vol. 45, p. 42-43Article in journal (Other academic)
  • 40.
    Leighton, Ralph
    et al.
    Canterbury Christ Church University, UK..
    Nielsen, Laila
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    What are the gender, class and ethnicity of citizenship?: A study of upper secondary school students’ view on citizenship education in England and Sweden2015In: Political and economic systems under challenge - assessing the role and potential of citizenship education, 2015Conference paper (Other academic)
  • 41.
    Lindgren, Anne-Li
    et al.
    Institutionen för Tema, Linköpings universitet.
    Sparrman, Anna
    Institutionen för Tema, Linköpings universitet.
    Samuelsson, Tobias
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Cardell, David
    Institutionen för Tema, Linköpings universitet.
    Enacting (real) fiction: Materializing childhoods in a theme park2015In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 22, no 2, p. 171-186Article in journal (Refereed)
  • 42.
    Nielsen, Laila
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Historieundervisning och identitet i det mångkulturella samhället2013In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 38-64Article in journal (Refereed)
    Abstract [en]

    In a Swedish context multicultural research is a field of research in progress where much remains to be done, not least central for identity issues is studies about history teaching. The multicultural society challenges over the past two decades have clearly been intertwined with increased socioeconomic disparities. Out from a deteriorated equivalence in Swedish schools the teachers face increasingly large differences regarding students' potential, motivation and school results. The purpose of the article is to, on the basis of current Swedish and Anglo-Saxon research in this area, present an analysis tool of four possible strategies for teaching in the multicultural Society. The practical use of the analysis tool will be discussed by comparing the four strategies with the experiences from seven history teachers. The article has three starting points for such a discussion: The article begins with a brief account of some socio-economic and educational policy changes that have taken place in the Swedish school system in the past decades. After an Anglo-Saxon and Swedish research review, follows an account of the four strategies that make up the analysis tool. The article is concluded by a description and discussion of seven upper secondary school teachers’ experiences from teaching history to students with different identities and conditions in the multicultural society.

  • 43.
    Nielsen, Laila
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    History teachers working with high-school student's identity in a multicultural society2012In: Creating Communities: Local, National and Global Selected papers from the fourteenth Conference of the Children´s Identity and Citizenship in Europe Academic Network, London 2012 / [ed] Peter Cunningham and Nathan Fretwell, London: CiCe , 2012, p. 121-131Conference paper (Refereed)
    Abstract [en]

    The purpose of the paper is to, in a Swedish context, discuss and clarify the need for a shift in perspective within the field of research. That is, from earlier studies primary focus on the problems and challenges that history teaching meets in the multicultural society, to a project that examines examples of how history teachers deal with such challenges and work with students' identity in their multicultural teaching.

  • 44.
    Nielsen, Laila
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    History Teaching and Identity in the Swedish Multicultural Society2013In: Revista Internacional de Educación Para La Justicia Social, ISSN 2254-3139, Vol. 2, no 1, p. 139-157Article in journal (Refereed)
    Abstract [en]

    Over the past two decades deteriorated equivalence in Swedish schools has resulted in that teachers are increasingly faced with large differences regarding students' potential, motivation and school results. However, within Swedish research concerning the role of school in the multicultural society, focus has not been on teachers' experiences, but rather problem-oriented studies on teaching materials, students’ opinions and school policies. The objective of the article is to first, on the basis of Anglo-Saxon research and theories, present an analytical tool consisting of four possible strategies for teaching in a multicultural society. The analytical tool will be used to, out from semi-structured interviews, compare and discuss seven upper secondary school teachers’ experiences from teaching history in the Swedish multicultural society. To justify the relevance of such a discussion in a Swedish context, a brief presentation of Swedish research in the field are given. The teachers interviewed have primarily been chosen from their reputation of being talented, ambitious, and that they believe they have found workable models in their teaching. The comparison and discussion of the seven teachers' experiences show no clear pattern in relation to the four strategies as apparent from the analysis tool. It rather seems as it is foremost the teachers own background, values and educational context that affects what strategies they choose in their teaching. The result can be interpreted as if the space of interpretations regarding the school’s intentions are (too) great, which may be an expression of lack of clarity in objectives and guidelines from the current school politics.

  • 45.
    NIelsen, Laila
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Pass or Fail in the Swedish school?: A historical perspective on citizenship, diversity and social justice2013In: Identities and Citizenship Education: Controversy, crisis and challenges, London: CiCe , 2013, p. 213-225Conference paper (Other academic)
    Abstract [en]

    The article aims to discuss the school's education for citizenship and democracy in light of the economic crisis in the early 1990s and the subsequent depletion of the Swedish welfare state. Increased economic inequality, exclusion and marginalization of the school as well as in society in general raise the question about the school equivalency. The discussion sets out from a theoretical approach and a historical perspective to visualize how the meaning and policies of citizenship and democracy have changed and further to make comparisons between the experiences from the Swedish popular movement, the welfare state social engineering and the current challenges in multicultural Sweden. The article concludes with a discussion of need to (re) introduce a class perspective on democracy and education for citizenship in Swedish schools.

  • 46.
    Nielsen, Laila
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    The image of the Swedish citizen: A study of how the notion of citizen emerges in textbooks on the basis of ethnicity, gender and class2014In: Innovative Practice and Research Trends in Identity, Citizenship and Education: A symposium on how the notion of citizenship emerges in textbooks from the perspectives of Citizenship, Identity, and Diversity (Otherness), London: CiCe Childrens Identity & Citizenship in Europe, Erasmus Academic Network , 2014Conference paper (Other academic)
    Abstract [en]

    This paper explores how the image of the citizen emerges in current used textbooks of social sciences for Swedish students in upper secondary school. From the schools’ governing documents, it appears that the Swedish school system has the responsibility to prepare students for democratic citizenship. Policy documents presents a picture of "the abstract learner" who through the “right” knowledge and skills shall be prepared for a future democratic citizenship as adults. Hereby, citizenship appears as a state to be achieved in which the student is abstracted from their contexts of ethnicity, gender and social class. In the light of recent years' socio-economic and political changes in Sweden, earlier research has shown that such social ties do have a significant impact on the extent to which students succeed in school. Given this inconsistency between directives of the school's governing documents and the increasing importance of students' social context, it is interesting to examine how the image of citizen from the perspective of ethnicity, gender and class emerges in the school textbooks of social studies. Despite the growing importance of new technologies and alternative teaching methods, the textbook retains a central role for the content of teaching in Swedish schools. The issues of democracy and citizenship are today also prominent in a European context. To draw attention to the relationship between national and European notions of citizenship is an additional objective of the study to present a contribution to compare the image of the Swedish citizen with the image of the English citizen and of the Spanish citizen.

  • 47.
    Nielsen, Laila
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Vad har en samhällsmedborgare för genus, klass och etnicitet? Om svenska skolans medborgarundervisning och elevernas formella och reella villkor som blivande samhällsmedborgare historiskt och idag2015In: Det historiska perspektivet / [ed] Hans Albin Larsson, Jönköping: Samhällsstudier & didaktik , 2015, p. 100-132Chapter in book (Other academic)
    Abstract [sv]

    I kapitlet ”Vad har en samhällsmedborgare för genus, klass och kön” redogör Laila Nielsen för hur den svenska skolan har utvecklat uppdraget att rusta eleverna med medborgerliga kompetenser under 1900-talet och fram tills idag. Nielsen diskuterar medborgarundervisningens mål och riktlinjer i relation till elevernas reella villkor inför vuxenlivet som samhällsmedborgare med fokus på betydelsen av elevernas genus, klass och etnicitet.

  • 48.
    Nielsen, Laila
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    What are the gender, class and ethnicity of citizenship?: A theoretical approach to a comparative study on citizenship education n England and Sweden2017In: Reaffirming citizenship education in an uncertain world, 2017Conference paper (Other academic)
    Abstract [en]

    What are the gender, class and ethnicity of citizenship? At theoretical approach to a comparative study on citizenship education in England and Sweden. The paper aims to present a theoretical approach that visualize how gender, class and ethnicity affect the real meaning of citizenship, as well as civic education, in the UK and Sweden. The theoretical approach is applied to empirical data (in Swedish and English school) based on three levels as they are presented by Yuval-Davis (2011): First; social locations, second; peoples' identifications and attachments to various collectivities, and thirdly; ethical and political values with which people judge their own and others' belonging/s. Recent research and debate in both countries show how gender, class and ethnicity have great influence on students’ conditions and results at school, which generally has shown to also have a significant impact on youngsters future prospects as adult citizens. According to this intersectional approach, the aspects of gender, class and ethnicity should not primarily be seen as perspectives of social differences in an additive way. Instead, the three aspects, depending on the specific empirical context, interact mutually to constitute the conditions that affect people differently. The purpose of the on-going project is to examine and compare how the ethnicity, gender and social class conditions of citizenship influence on, and are understood by, teachers and secondary school students in England and Sweden. The intention is also to compare how conditions of citizenship are dealt with in social studies for upper secondary school in England and Sweden. The relationship between students' education and real conditions for citizenship is complex and partly differs between, as well as within, the two countries. The present comparative examination and analysis aim to visualize both specific and common conditions of citizenship in England and Sweden.

  • 49.
    Nielsen, Laila
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Leighton, Ralph
    Faculty of Education, Canterbury Christ Church University.
    What are the gender, class and ethnicity of citizenship?: A study of upper secondary school students' views on Citizenship Education in England and Sweden2017In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 5, no 1, p. 11-70Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to examine and compare how the ethnicity, gender and social class conditions of citizenship influence, and are understood by, teachers and secondary school students in England and Sweden. The intention is also to compare how conditions of citizenship are dealt with in social studies for upper secondary school in England and Sweden. The relationship between students education and real conditions for citizenship is complex and partly differs between, as well as within, the two countries. The present comparative examination and analysis aims to visualize both specific and common conditions of citizenship in England and Sweden. This is to draw attention to how the meaning of frequently used terminology and images in the field of Citizenship Education do not always coincide with teachers’ and students’ own opinions and perceived meanings. By doing this we hope to contribute some new knowledge regarding one of the most difficult challenges that citizenship education is struggling with, whether the provided knowledge and values prepare todays youth to defend and develop future democratic and just societies. To achieve this, we have conducted a number of interviews with teachers and secondary school students and asked them about their experiences and opinions regarding Citizenship Education and the nature of citizenship. The following main questions were central to the interviews:

    • What knowledge and skills does a citizen need in a democracy and how is the meaning of citizenship connected to gender, class and ethnicity?
    • How are personal liberties affected by the citizen’s gender, class and ethnicity according to the respondents?
    • What are teachers’ and students’ experiences of Citizenship Education and how does school pay attention to citizens´ conditions based on gender, class and ethnicity?

    In recent years, both public debate and published research have shown that, in order to understand the real meanings of citizenship, it is necessary to understand and interpret formal citizenship rights and responsibilities from individuals’ social and cultural conditions as characterised by gender, ethnicity and social class. During the 2000s, the Swedish National Agency for Education (Skolverket) presented recurrent reports that shows how socio-economic background, in combination with foreign background, are crucial for pupils school results. The reports also show how segregation between schools and residential areas has increased on the basis of residents socio-economic and ethnic background. This group of students are a part of tomorrows citizens, which are also likely to remain marginalized even as adults. The links between Swedish school policy, pupils school results and the democratic development of society at large has been observed and analysed in contemporary Swedish research.

    In England, the picture is slightly different with the 7 per cent of the population who experience private education being over-represented in positions of power and influence. In May 2012, the then Secretary of State for Education Michael Gove provided a list of leaders in the arts, sciences, politics, sports, journalism, entertainment and other fields who had all been to independent schools, concluding that

    “the sheer scale, the breadth and the depth, of private school dominance of our society points to a deep problem in our country  . . .  Those who are born poor are more likely to stay poor and those who inherit privilege are more likely to pass on privilege in England than in any comparable county.”

    There is significant evidence that socio-economic background, in combination with ethnic background, continue to be highly influential on pupils school results. Links between national education policy, social class and pupils school results appear to remain entrenched in England. 

    When we identify cultural and social conditions as in any way hindering the status of citizenship, we do so from a perspective which does not seek to blame the less powerful for holding particular cultural perceptions but which recognises the barriers a dominant culture sets against those with less power. The insight that tells us it is necessary to comprehend individuals’ social and cultural conditions in order to understand and interpret their formal citizenship rights and responsibilities is not, however, particularly recent. Marx wrote over 160 years ago that, “if you assume a particular civil society . . . you will get particular political conditions”, from which it must follow that any society divided on the grounds of class, ethnicity and gender will present political conditions which reflect such divisions. It is also the case that there is likely to be a significant space between what is (the real) and what is perceived (the formal); just because there is inequality it does not follow that everyone is aware of that inequality.

  • 50.
    Nilsson, Håkan
    Jönköping University, School of Education and Communication, HLK, School Based Research, Social Studies and Didactics.
    Cultivating Mindfulness Through The Practice Of Iaidō2017In: Contemporary Buddhism, ISSN 1463-9947, E-ISSN 1476-7953, Vol. 18, no 1, p. 37-46Article in journal (Refereed)
    Abstract [en]

    Iaidō is a Japanese swordsmanship art that teaches the practitioner, iaidokan, a series of sword techniques known as kata. The number, and severity of [sword] techniques increases as the practitioner achieves higher grades (kyu and dan). To understand and conduct the [spiritual] core of iaidō, the iaidoka must learn how to be attentive and bodily and mindfully present when carrying out these [sword] techniques. In this respect, mindfulness training could be of great help by enhancing the ability of the iaidokan skills in this regard. Additionally, mindfulness training may be used to teach the practitioner of iaidō how to develop a being-mode. This article discusses, from both an outside-in perspective, as academic researcher and an inside-out perspective as a mindfulness and iaidō practitioner, the meaning of iaidō in terms of attention, [mindfulness] meditation and a being-mode. This discussion may prepare the way for a new and inspiring understanding of Asian spiritual practices in a Western guise.

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