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  • 1.
    Almqvist, Jonas
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Artefaktanvändning i undervisningssammanhang: En privilegieringsanalys2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 47-68Article in journal (Refereed)
    Abstract [en]

    The use of artefacts is a central part of many human activities. In education, for example, people use them to deal with didactic problems otherwise not possible to solve. However, even though often taken for granted and not explicitly thought of in most practices, the use of artefacts is not given beforehand. In fact, they are constituted in sociocultural contexts where different agents, including the users, may have contributed. Consequently, this is an issue possible to discuss and debate. The aim of this article is to describe an approach in studies of how the use of artefacts is constituted in educational settings. Examples from video recorded classroom situations illustrate how artefacts contribute to meaning making in practice. It is also argued that there is a need for further studies and discussions about the use of artefacts in education.

  • 2.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Bilder av Internet: en studie av IT som verktyg för meningsskapande2001In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 10, no 1, p. 7-27Article in journal (Refereed)
  • 3.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Bilder av Internet: En studie av IT som verktyg för meningsskapande2001In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 10, no 1, p. 7-27Article in journal (Refereed)
  • 4.
    Almqvist, Jonas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Vi och våra goda kunskaper: Om (natur)vetenskaplig rationalitet och talet om IT i undervisningen1998In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 7, no 3, p. 61-76Article in journal (Refereed)
  • 5.
    Almqvist, Jonas
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Kronlid, David
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Quennerstedt, Mikael
    Hälsovetenskapliga institutionen, Örebro universitet.
    Öhman, Johan
    Pedagogiska institutionen, Örebro universitet.
    Öhman, Marie
    Hälsovetenskapliga institutionen, Örebro universitet.
    Östman, Leif
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Pragmatiska studier av meningsskapande2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 11-24Article in journal (Refereed)
    Abstract [en]

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

  • 6.
    Almqvist, Jonas
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Kronlid, David
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Quennerstedt, Mikael
    Örebro universitet.
    Öhman, Johan
    Örebro universitet.
    Öhman, Marie
    Örebro universitet.
    Östman, Leif
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Tema: Didaktiska undersökningar2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 5-10Article in journal (Refereed)
  • 7. Andersson, Pernilla
    et al.
    Öhman, Johan
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    A business to change the world: moral responsibility in textbooks for international economics2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 1, p. 79-96Article in journal (Refereed)
  • 8.
    Bergström (fd Boman), Ylva
    et al.
    Institutionen för humaniora, utbildning och samhällsvetenskap, Örebro universitet.
    Öst, Ingrid
    En kritisk läsning av Studentspegeln 20022002In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, ISSN ISSN 1102-6472, Vol. 11, no 3, p. 107-119Article in journal (Refereed)
  • 9.
    Bergström, Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att skolas i en värld att dela med andra2016In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 25, no 3, p. 69-87Article in journal (Refereed)
    Abstract [en]

    To be educated in a world that is shared with others. This article’soverall purpose is to contribute to the discussion on the relevance ofDemocracy and Education (1916) a hundred years after its publication. Itis first and foremost John Dewey as a political thinker, whose philosophywas determined by a commitment to the values of community, publiclife, and shared experience, that stands in focus. The aim is twofold;to begin with the article sets out to discuss the concept of democracyand its roots in Dewey’s early writings and simultaneously a foundationfor conceptualizations in later works. Democracy and Education is thusinterpreted at the intersection of early findings and future work. Secondly,in the light of reading Democracy and Education between his past andfuture writings, the article sheds light on the shortcomings of the presenteducational debate and argues for the importance to re-think the socialfunction of education amidst the private and the public sphere.

  • 10.
    Bergström, Ylva
    Institutionen för humaniora, utbildning och samhällsvetenskap, Örebro universitet.
    En reformerad gymnasieskola - med vilka ambitioner?2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, ISSN ISSN 1102-6472, Vol. 17, no 1, p. 3--10Article in journal (Refereed)
  • 11.
    Bergström, Ylva
    Institution för humaniora, utbildning och samhällsvetenskap, Örebro universitet.
    Föreställningar av en gemenskap1999In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 8, no 1, p. 21-50Article in journal (Refereed)
  • 12.
    Bergström, Ylva
    Institutionen för humaniora, utbildning och smhällsvetenskap.
    Konceptioner av en person1997In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, ISSN ISSN 1102-6472, Vol. 6, no 3, p. 65-86Article in journal (Refereed)
  • 13.
    Bergström, Ylva
    Institutionen för humaniora, utbildning och samhällsvetenskap.
    Michel Wlazer: Om tolerans1999In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, ISSN ISSN 1102-6472, Vol. 8, no 1, p. 145-154Article in journal (Other academic)
  • 14.
    Brantefors, Lotta
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Den paradoxala frågan om etnocentrismen.1998In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 7, no 1, p. 33-50Article in journal (Other academic)
  • 15.
    Brantefors, Lotta
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Globalisering, interkulturella relationer och global rättvisa som utbildningspolitiskt problem.1999In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 8, no 1, p. 89-111Article in journal (Other academic)
  • 16.
    Bruno, Linnéa
    Uppsala University, The Swedish Collegium for Advanced Study in the Social Sciences (SCASSS).
    Skolan, familjerätten och barnen2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 2, p. 73-92Article in journal (Refereed)
    Abstract [en]

    The intersection between family law proceedings and the school system is a neglected area of research. Based upon a qualitative interview study involving 22 informants, this article explores how staff at school and preschool understands their professional task, when in encounters with children in difficulties in the context of family law proceedings. Which are the implications of these understandings of professionalism, for children exposed to violence? Further, the article explores the relations between established perspectives in the school domain and discourses dominating the immediate domain of family law. The results suggest that two competing perspectives shape understandings of risks, solutions and violence in dissimilar ways. When arguing from the child’s rights’ perspective, the staff prioritizes children’s safety and participation, while an upbringing perspective tends to understand violence mainly as a problem of order, with disquieting implications for vulnerable children.

  • 17.
    Carlbaum, Sara
    et al.
    Umeå universitet, Institutionen för tillämpad utbildningsvetenskap.
    Hult, Agneta
    Umeå univeristet, Pedagogiska institutionen.
    Lindgren, Joakim
    Umeå univeristet, Pedagogiska institutionen.
    Novak, Judit
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Rönnberg, Linda
    Umeå universitet, Institutionen för tillämpad utbildningsvetenskap.
    Segerholm, Christina
    Mittuniveristetet.
    Skolinspektion som styrning2014In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 23, no 1, p. 5-20Article in journal (Refereed)
    Abstract [en]

    In this article we argue that school inspection is an important and potentially influential way of governing education that deserves additional scholarly attention. This introductory article aims to situate and describe the origin, theoretical foundations and methods and materials gathered in the three research projects included in this special issue. We also briefly describe some important characteristics of the Swedish school inspection and finish off with short introductions to the six articles. 

  • 18.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    "Jag var inte direkt elak"2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, ISSN 1102-6472, Vol. 19, no 2, p. 91-106Article in journal (Other academic)
  • 19.
    Edling, Silvia
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The (embodied) citizen: Exploring young people’s possibilities to engage in the wellbeing of others2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 57-76Article in journal (Refereed)
    Abstract [en]

    The intention with this article is to contribute to discussions regarding the role of education to combat different forms of violence towards others, such as discrimination, bullying, oppression and so forth. This is done by exploring the relationship between how young people describe their everyday responses to other people’s life circumstances and the image of a citizen who engages in other people’s well-being presented in the ICCS report. In interpreting the relationship between the report and the young peoples’ narratives, Kristeva’s understandings of politics and the political have been fruitful. The concepts direct attention to embodied moments that are not captured in politics while at the same time they convey a message about young people’s possibilities of promoting the wellbeing of others in the field of the political. Hence, Kristeva’s interpretation of the concepts provides a language that makes it possible to think and hence approach the educational desire to stimulate young people’s engagement in the wellbeing of others otherwise (not instead).

  • 20.
    Evaldsson, Ann-Carita
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Velasquez, Adriana
    Institutionen för samhälls- och välfärdsstudier, LInköpings universitet.
    Maskulina iscensättningar och sociala kategoriseringar i en ADHD grupp2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 3, p. 13-33Article in journal (Refereed)
    Abstract [en]

    This article investigates the local social process through which boys are portrayed as having emotional, social and behavioral problems and, as part of this, categorized in terms of neuropsychiatric diagnoses. The invocation of biomedical categorizations, are here treated from an ethnomedodological and anti-mentalist view as people’s resources for conducting institutional business. Data draws on ethnographic work in a special educational needs unit attended by mainly boys diagnosed with ADHD. It was found that the boys’ through their resistance towards teachers’ authority forced the teachers to account for their actions. The boys’ resistance was mainly read as symptoms of inner emotional and mental states, warranting a solidi␣- cation of their category incumbency as ‘boys with ADHD’. Overall, our study demonstrates that the school is an important player in indexing boys’ troubling classroom conduct in terms of biomedical explanatory resources

  • 21. Forsberg, Eva
    Framtidsvägen – en huvudled eller en skiljeväg?2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 1Article in journal (Refereed)
  • 22.
    Forsberg, Eva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Utbildningens bedömningskulturer i granskningens tidevarv2014In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 23, no 3, p. 53-76Article in journal (Refereed)
  • 23.
    Frostenson, Magnus
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Business Studies.
    Läraren som konkurrensmedel: kunskapskälla, stödperson eller icke-person?2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 2, p. 27-48Article in journal (Refereed)
    Abstract [en]

    The purpose of the article is to show empirically how upper-secondary schools describe, understand and present teachers in their external communication. The ambition is to demonstrate to what extent and how teachers’ competencies are stressed by local school management in a competitive setting. Swedish upper-secondary schools’ Internet communication to external audiences is content analyzed. Private and public schools are compared. The study finds that teachers’ qualities and competencies are rarely communicated. Other aspects are emphasized. When teachers are mentioned, it is usually as a depersonalized category whose function is stressed, for example the role of the teacher in the pedagogical concept or idea that the school adopts. In practice, no differences between private and public schools are found. The findings of the study can be understood in the context of the ongoing discussion on teachers’ status. By being “non-existent” in the external communication, the image of the teachers as a group with low professional status is sustained.    

  • 24.
    Frostenson, Magnus
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Business Studies.
    Lärarlegitimationen som organisationsfråga: Strategisk respons och professionella konsekvenser2014In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 23, no 2, p. 45-69Article in journal (Refereed)
    Abstract [en]

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

  • 25.
    Garme, Birgitta
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Skolan, proven och demokratin2003In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 12, no 2, p. 105-117Article in journal (Other academic)
  • 26. Göransson, Kerstin
    et al.
    Nilholm, Claes
    Högskolan i Jönköping.
    Recension av Camilla Brörup Dyssegaard, Michael Sörgaard Larsen & Neriman Tiftikci C. Effekt av paedagogisk insatts ved inklusion of born med saerlig behov i grundskolen2013In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22:1, s. 137-143Article, book review (Other academic)
  • 27.
    Hedefalk, Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Diskurser om undervisning för hållbar utvecking på ett förskollärarprogram2018In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 2, p. 37-58Article in journal (Refereed)
    Abstract [en]

    The present study examines the discourses that are formed in texts written by a student group studying education for sustainable development (ESD) at a pre-school teacher programme. Discourse analysis is used to investigate what meaning of this teaching content is created during the course. The result shows that three discourses about teaching that were identified previously could also be identified in this course: fact-based, normative and pluralistic teaching discourse. Three categories of tensions between the discourses arose: tensions between the teacher’s choices and the children’s choices, tension between content and aim and finally tensions within discourses and exams. The tensions show the complexity of ESD and the contradictions that make it difficult to combine the teaching discourses. There is a need of opportunities for teacher students to develop skills to teach in new ways, something that does not appear in the texts of the students in the studied course.

  • 28.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Om jämställdhet i grundskollärarutbildningen.2002In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 5, no 2, p. 49-62Article in journal (Other academic)
  • 29.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Synen på det praktiska arbetet i grundskolans tre läroplaner, Lgr62, Lgr69 och Lgr80, med särskild inriktning mot ämnet hemkunskap1992In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 1, no 1, p. 49-65Article in journal (Other academic)
  • 30.
    Hjörne, Eva
    et al.
    Institutionen för pedagogik och specialåpedagogik, Göteborgs universitet.
    Evaldsson, Ann-Carita
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att normalisera de marginaliserade: Om motstånd och kategoriseringsarbete i specialpedagogisk praktik i Sverige2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 3, p. 5-12Article in journal (Refereed)
  • 31.
    Kronlid, David
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Etikens bidrag till pragmatiska studier av moraliskt meningsskapande2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 139-158Article in journal (Refereed)
  • 32.
    Lundqvist, Eva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Lidar, Malena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Nationella prov i NO och lärares val av undervisningsinnehåll2013In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, no 3, p. 85-106Article in journal (Refereed)
    Abstract [en]

    From 2009/10, all pupils in Year 9 in Sweden are obliged to take a national test in one of the science subjects physics, chemistry or biology. There are several aims of the national test system, among others to support teachers’ work by concretizing the curriculum and syllabi. In this article, we examine how the introduction of national tests in science education could affect the content selection teachers express that they do in their teaching. The data consists of interviews with 29 teachers teaching science in the upper years of compulsory school. The result shows that there are three themes of contents that teachers highlight as new in the national tests; scientific argumentation, the history of science and laboratory work. In an analysis, looking through the lens of curriculum emphases, it is shown that what unites these three content areas is that emphasis put on the intellectual skills of the scientific craftsmanship. An explanation for this could be that many teachers recognize this as a key content in scientific activities, but a content that they did not teach to a large extent.

  • 33.
    Magnússon, Gunnlaugur
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Nordmark, Jonas
    Mälardalen University.
    Rytzler, Johannes
    Mälardalen University.
    Pedagogikens centrala frågor: En läsning av Klaus Mollenhauers Forgotten Connections. On Culture and Upbringing2018In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 1, p. 151-161Article, book review (Other academic)
  • 34.
    Novak, Judit
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Anpassningarnas för(e)ställning: Om Skolinspektionens tillsyn som en scen för förändring2014In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 23, no 1, p. 127-144Article in journal (Refereed)
  • 35.
    Ohlsson, Maria
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages.
    Samtal i skolan : om språk och kön1995In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 4, no 3, p. 44-64Article in journal (Other academic)
  • 36.
    Torbjörnsson, Tomas
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Molin, Lena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Karlberg, Martin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Measuring attitudes towards three values that underlie sustainable development2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 1, p. 97-121Article in journal (Refereed)
  • 37.
    Torbjörnsson, Tomas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Molin, Lena
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Karlberg, Martin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Measuring attitudes towards three values that underlie sustainable development2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 1, p. 97-121Article in journal (Refereed)
    Abstract [en]

    Freedom, equality, solidarity, tolerance, respect for nature and shared responsibility are, according to UN (2000), specific and fundamental values. According to Shepherd et al. (2009), there is a lack of knowledge about the nature of these sustainability values and more research on these values and how they can be measured are needed. The purpose of this article is to present results from a study that aims to develop more knowledge about young people's attitudes towards sustainability. The study focused on three of these fundamental values: respect for nature, solidarity and equality. The methodology was a questionnaire answered by 918 upper secondary students. A new scale was constructed to measure attitudes towards solidarity and equality. The results show significant differences related to gender, urban or rural living and upper secondary program attended. There is also a positive correlation between solidarity and willingness to preserve nature.

  • 38.
    Wickström, Johan
    Uppsala University, University Administration, Division for Quality Enhancement.
    Dekonstruerad länkning: En kritisk läsning av Constructive Alignment inom svensk högskolepedagogik och pedagogisk utveckling2015In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Utbildning och Demokrati - Tidskrift för didaktik och utbildningspolitik, Vol. 24, no 3Article in journal (Refereed)
    Abstract [en]

    ALIGNMENT  DECONSTRUCTED: A CRITICAL READING OF CONSTRUCTIVE ALIGNMENT IN SWEDISH

    HIGHER EDUCATION AND EDUCATIONAL DEVELOPMENT. A limited number of theoretical concepts are used in educational development to conceptualize educational processes. One of these is Constructive Alignment (CA). CA is about aligning learning outcomes to teaching/ learning activities and assessment tasks. It is anchored in constructivist and phenomenological theory.  CA has had a major impact on Swedish educational development and academic teacher training.  This article aims at critically deconstructing and challenging the concept in terms of its ability and relevance to conceptualizing educational processes. CA does not address epistemological and disciplinary differences. It tends to reduce the agency of teachers and students.  It also reduces the complexity of education to something technical and bureaucratic. This article identifies some alternative pathways. These alternatives are inspired by the Humboldt tradition and the study circle tradition. New ways of defining educational processes would most likely challenge the bureaucratic and neoliberal dimensions of CA. 

  • 39.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Analyser av utbildningens diskursivitet. Normer och följemeningar i text och handling2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 113-138Article in journal (Refereed)
  • 40.
    Östman, Leif
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Den politiska dimensionen i undervisning och meningsskapande2016In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 25, no 3, p. 89-103Article in journal (Refereed)
    Abstract [en]

    The political dimension in teaching and meaning making. The purpose of this article is to clarify and reason about the political dimen-sion in teaching, learning and meaning making. This is done with the aid of empirical results emanating from analyses of classroom communica-tions. The article begins with a didactical typology of different types of teaching and learning situations dealing with the political dimension in our lives. The article continues by taking a closer look at a situation known as a political moment, in which students are deeply and emotionally engaged in a problem or question involving conflicting opinions and interests and where the inclusion and exclusion of some of these is unavoidable. Based on research results, the article also discusses the possibilities and challenges of including and dealing with political moments in educational activities.Keywords: Political dimension, didactical typology, teaching, learning, conflicts, emotions.

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