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  • 1.
    Ahlstrand, Kajsa
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Ett livscentrerat eller kristocentriskt evangelium?1997In: Vår Lösen: Ekumenisk kulturtidskrift, ISSN 0346-4679, no 6/7, p. 409-415Article in journal (Other (popular scientific, debate etc.))
  • 2.
    Almqvist, Jonas
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Utbildningsforskning för lärare: forskning med relevans för lärarutbildningen bedriven vid Uppsala universitet 1990-19951997Collection (editor) (Other academic)
  • 3.
    Almqvist, Jonas
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Jansson, Anders
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Kunskapssyn och IT-användning: Utvärdering av projektets två första år.1999Report (Other (popular science, discussion, etc.))
  • 4.
    Almqvist, Jonas
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Lidegran, Ida
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Lundqvist, Eva
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Inspelningspraktik, teknik och forskningsetik2003In: Erfarenhet och situation i handling: en rapport från projektet Lärande i naturvetenskap och teknik, Uppsala: Pedagogiska institutionen, Uppsala universitet , 2003, p. 119-131Chapter in book (Other academic)
  • 5.
    Andersson, Gudrun
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History.
    Larsson, EsbjörnUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.Winton, PatrikUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History.
    Med börd, svärd och pengar: eliters manifestation, maktutövning och reproduktion 1650-19002003Collection (editor) (Other academic)
  • 6.
    Benn, Jette
    et al.
    Didaktik.
    Hjälmeskog, Karin
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Didaktik.
    Turkki, Kaija
    Home Economics in Curriculum Research: Report from the NORFA-funded Nordic-Baltic research workshop In Home Economics June 5-8 19971998Report (Other scientific)
  • 7.
    Berglund, Jenny
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. didaktik.
    Confessional religious education in an unconfessional school system2004Conference paper (Other (popular scientific, debate etc.))
  • 8.
    Berglund, Jenny
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Department of Curriculum Studies.
    Det primära behöver inte vara att förstå: Koranundervisning i en svensk friskola2006In: Den mångtydiga skolan, Studentlitteratur, Lund , 2006Chapter in book (Other scientific)
  • 9.
    Berglund, Jenny
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Department of Curriculum Studies. Didaktik.
    Gröna svar på gröna frågor: Muslimskt miljöengagemang1999In: Svensk Religionshistorisk Årsskrift 1999, ISSN 0283-0302, Vol. 8, p. 319-Article in journal (Refereed)
  • 10.
    Berglund, Jenny
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Islamic religious education at Muslim faith schools in Sweden;: A reaction and part a of modernity’s meta-narratives2006Conference paper (Other scientific)
  • 11.
    Berglund, Jenny
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Methodological Reflections about research in some Muslim faith schools in Sweden2006Conference paper (Refereed)
  • 12.
    Berglund, Jenny
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Department of Curriculum Studies. Didaktik.
    Muslimska friskolor: Ett kontroversiellt fenomen i Norden2004In: Svensk Religionshistorisk Årsskrift 2004, ISSN 0283-0302, Vol. 13, p. 184-Article in journal (Refereed)
  • 13.
    Berglund, Jenny
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Department of Curriculum Studies.
    What takes place in the Quran class?2006In: Religion, Spirituaöity and IdentityArticle in journal (Refereed)
  • 14.
    Broady, Donald
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Arkeologin och det symboliska kapitalet2003Report (Other academic)
  • 15.
    Broady, Donald
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Kapitalbegreppet som utbildningssociologiskt verktyg1998Report (Other academic)
  • 16.
    Broady, Donald
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Läsestycken för samhällsvetare: i urval och översättning av Donald Broady1998Collection (editor) (Other academic)
  • 17.
    Broady, Donald
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Studier av högskolan och gymnasieskolan som fält: forskningsprogram 2002-20042001Report (Other academic)
  • 18.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Andersson, Mats B.
    Börjesson, Mikael
    Gustafsson, Jonas
    Hultqvist, Elisabeth
    Palme, Mikael
    Skolan under 1990-talet: sociala förutsättningar och utbildningsstrategier : rapport till kommittén Välfärdsbokslut2000Report (Other academic)
  • 19.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Bertilsson, Emil
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Farkas, Gergei
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Gunneriusson Karlström, Märit
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Larsson, Esbjörn
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Lidegran, Ida
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Nordqvist, Ingrid
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Utvärdering av Rekryteringsdelegationen2006Report (Other academic)
  • 20.
    Broady, Donald
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Englund, Boel
    Heyman, Ingrid
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Linné, Agneta
    Skog-Östlin, Kerstin
    Trotzig, Eva
    Ullman, Annika
    Formering för offentlighet: En kollektivbiografi över Stockholmskvinnor 1880—1920. Forskningsplan, 19981998Report (Other academic)
  • 21.
    Brodd, Sven-Erik
    et al.
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Theology, Department of Theology.
    Hansson, Per
    Faculty of Educational Sciences, Department of Teacher Training.
    Utvärdering av Ekumeniskt Institut för Norden (EIN)2006Report (Other scientific)
  • 22.
    Broström, Patrik
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Persson, Tomas
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Skolan i universum - att förklara det ofattbara: Astronomiundervisningen i skolan på 1900-talet1998Independent thesis Basic level (professional degree), 5 credits / 7,5 HE creditsStudent thesis
    Abstract [en]

    This is a study in how astronomy has been taught and is being taught in Swedish schools from 1905 to this date with an emphasis on the latest 30 years.

     

    It concerns the regulations and methodical recommendations/curricula for Swedish junior high school/Swedish Comprehensive school for the years 1905, 1933, 1955, 1958, 1962, 1969, 1980 and 1994. The matter of integrating astronomy with other subjects and different methodical approaches is also considered. The problem with textbooks written only for one subject when the teacher tries to integrate subjects is emphasised.

    Physics textbook analysis shows that astronomy teaching has over the years developed, from being based on observations, to become more and more theoretical. It also shows that the amount of practical exercises has been fairly constant in physics textbooks during the seventies end eighties but now in the nineties varies a lot from textbook to textbook. The amount of liberty the textbook gives the pupil in finding knowledge and answers himself in the practical parts of astronomy was at its lowest during the seventies. It is now starting to give more and more freedom to the student, but it is not by any means near the level of freedom the pupil had during the twenties.

    Finally it shows how some Swedish schools are teaching astronomy in a more practical way and how a teacher can take advantage of modern information technology. Also the benefit from visiting an observatory is exemplified.

  • 23.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    An introduction to Manuel Castells' The information age1999Report (Other academic)
  • 24.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Det svenska högskolefältet och lärarutbildningarna2003Report (Other academic)
  • 25.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Gymnasieskolans sociala struktur och sociala gruppers utbildningsstrategier: tendenser på nationell nivå 1997-20012004Report (Other academic)
  • 26.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Högre utbildning och nationell härkomst: exemplet Södertörns högskola2004Report (Other academic)
  • 27.
    Börjesson, Mikael
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Transnationella utbildningsstrategier vid svenska lärosäten och bland svenska studenter i Paris och New York2005Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Education is a neglected area within globalisation research, and, within educational research, very few studies have been devoted to transnational phenomena. In this study, transnational educational strategies are analysed as ingredients in social groups’ strategies, while the transnational investments of higher education institutions are understood primarily as resources in national educational field struggles.

    Three investigations are presented, two on Swedish students studying abroad – Paris and north-eastern USA – and one on transnational investments at educational establishments in Stockholm.

    The material consists of two surveys, interviews with Swedish students abroad and administrators at Swedish educational institutions, and analyses of statistics and documents. Central methods include those of geometrical data analysis, such as correspondence analysis and Euclidean classification, and interviews. The most significant concepts – field, capital and strategies – have been taken from Bourdieu’s sociological toolbox.

    The studies show that those who study in Paris constitute both a social and meritocratic elite, while the students in north-eastern USA have more social than meritocratic resources. Three types of transnational educational strategies appear. For one group of students, studies at prestigious higher education institutions constitute a complement to their main studies at leading Swedish counterparts. Another group has chosen to make nation-specific or international investments rather than invest in Swedish higher education. A third group comprises students lacking access to the Swedish system, and for whom studies abroad provide a second chance.

    One of the main results is that the most sought-after positions at foreign educational institutions are often attained through substantial investment in the Swedish educational system. The leading institutions have sufficient resources to ensure viability in a transnational educational market and take their place in exclusive networks. Those students who reach the top of the national hierarchies thus gain access to the most sought-after positions in a global educational market.

  • 28.
    Calander, Finn
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    'Dressed for success?': Fritidspedagogen och nätverkssamhällets skola2000Conference paper (Other (popular science, discussion, etc.))
  • 29.
    Calander, Finn
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Fritidspedagogen: Lärare, barnavårdare eller fritidsledare?: En analys av utskick till medlemmarna i Sveriges Fritidspedagogers Förening 1969–19792001Report (Other academic)
  • 30.
    Calander, Finn
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    From ´the Pedagogue of Recreation´ to Teacher´s Assistant2000In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 44, no 2, p. 207-224Article in journal (Refereed)
  • 31.
    Calander, Finn
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Getting dressed: Etableringen av fritidspedagogernas yrkesroll; en analys av medlemsutskick till medlemmarna i Sveriges Fritidspedagogers Förening 1969-1979Conference paper (Other (popular science, discussion, etc.))
  • 32.
    Calander, Finn
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Lärom, rapport 4. Mellan Akademi och Profession: Nitton svenska lärarutbildares berättelser om lärarutbildning igår och idag.2004Report (Other academic)
    Abstract [en]

    During the last decades, the Swedish education system has been in a process of restructuring, in terms of privatisation, marketisation, and deregulation. As a result, in 2001 a new teacher education reform was implemented. As a part of the three year long research project Teacher Educations: Recruitment and Professional Identies during Restructuring (LÄROM), 19 teacher educators were interviued on their experiences of teacher training/education from a professional perspective. The theoretical framework was derived frpm Bourdieu's praxeological theory. Results showed that from teacher educators' horizon, teacher education is percieved as "fragmentised", that academic knowledge "rules" over praxis based teacher knowledge, and a grater "distance" between educators and students has been created in the process. Seemingly there has been a shift from a predominatly oral teacher education culture, where legitimate teacher knowledge was presented in narrative form, to a textualised culture, where legitimate teacher knowledge is presented as texts inside a scientific and academic framework. A central conclusion was that developing a strong professional identity, was hard for student teachers aiming towards teacing in preschool or primary school settings, whereas professional identity development was easier for student teachers aiming at teacing as subject teachers in secondary or upper secondary school.

  • 33.
    Calander, Finn
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Myten om det jämlika mötet1999In: Pedagogiska Magasinet, ISSN 1401-3320, no 4Article in journal (Other (popular science, discussion, etc.))
  • 34.
    Calander, Finn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Restructuring teacher education in SwedenConference paper (Other (popular science, discussion, etc.))
  • 35.
    Calander, Finn
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Student Teachers´ Professional Dispositions2004Conference paper (Other (popular science, discussion, etc.))
  • 36.
    Calander, Finn
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Jonsson, Carola
    Lindblad, Sverker
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Education.
    Steensen, Jette
    Wikström, Hugo
    Nybörjare på Lärarprogrammet. Vilka är de? Vad vill de? Vad tycker de?: En studie av nyantagna studenter höstterminen 2002 till lärarprogrammen i Gävle, Karlstad och Uppsala samt vid de danska folkeskolelærerseminarierna Nørre Nissum och Zahle2003Report (Other academic)
  • 37.
    Calander, Finn
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Studies in Education, Culture and Media.
    Lindblad, Sverker
    Nu var det 20302005In: Pedagogiska Magasinet, ISSN 1401-3320, no 1, p. 14-21Article in journal (Other (popular science, discussion, etc.))
  • 38. Carstensen, Gitte
    et al.
    Johansson, Bo, S.
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Montgomery, Henry
    Utvärdering av KFB-finansierad forskning om barn i trafiken.2000Report (Other scientific)
  • 39. Cummings, James
    et al.
    Langerth Zetterman, Monica
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Education. Faculty of Educational Sciences, Department of Teacher Training.
    Legacy Data Migration: A pilot study on the methodological feasibility of conversion and enhancement of electronic resources.2004In: Joint International Conference of the Association for Literary and Linguistic Computing and the Association for Computers and the Humanities: Göteborg University, June 11 - 16, 2004., 2004Conference paper (Refereed)
    Abstract [en]

    In this paper we will describe a pilot study based on two different subsets of electronic resources to be used in the Virtual Corpus system developed at the Oxford Text Archive (OTA).

    The Virtual Corpus system is designed to make the OTA more useful for researchers by enabling the selection of texts for a corpus on basis of metadata categories in the TEI header resource description. Currently these categories include such fields as language, date, genre, author etc. (Berglund & Wynne, 2003). In order to make the Virtual Corpus system (VC) even more useful the texts would benefit from data enhancement.

    This pilot study's aim is to evaluate the necessary procedures for enhancing the metadata available in the TEI header with further categories and also to explore the possibilities for migration of legacy data in a wide range of formats into a TEI-conformant XML format.

  • 40.
    Davidsson, Maria
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Persson, Tomas
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    "Det där med x det klarar jag, men så långt som till y kom jag aldrig": en fallstudie över problem vid introduktion av algebra1999Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Flera internationella undersökningar visar att svenska elever är jämförelsevis svaga i matematik och framförallt i algebra. Syftet med vår undersökning är att få en uppfattning om hur lärare introducerar moment ur algebra i årskurs åtta och lärares syn på algebra. Vidare är syftet att analysera elevers svårigheter och vilka fel de gör inom algebra. Vi vill även titta närmare på hur kommunikationen sker i klassrummet, vid introduktionen av ett nytt moment. De två undersökta lärarna och deras två klasser kommer från samma centrala skola i Uppsala. Med hjälp av videokamera och bandspelare filmades fyra lektioner i följd per klass. Lärarna intervjuades innan den första observerade lektionen och sedan efter varje observationstillfälle. Provet som eleverna gjorde efter avslutat moment analyserades. Vår undersökning visar att lärarna introducerar algebra genom konkret abstraktion eller genom mönstertänkande. De oftast förekommande algebrarelaterade fel som eleverna gör är att de ignorerar bokstaven eller koefficienten vid uträkningarna. Svårigheter med prioriteringsregler och parenteser samt ekvationslösning är också relativt vanligt förekommande.

  • 41. Drott, Peder
    et al.
    Johansson, Bo S.
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Astrom, Bo
    Informal Parental Traffic Training and Children's Traffic Accidents2008In: Upsala Journal of Medical Sciences, ISSN 0300-9734, E-ISSN 2000-1967, Vol. 113, no 2, p. 143-160Article in journal (Refereed)
    Abstract [en]

    The aims of the present study were (a) to assess the relationship between informal traffic training by parents and their children's involvement in traffic accidents and (b) to identify factors contributing to this relationship. The first two studies involved questionnaires on informal parental traffic education, the child's exposure to traffic and traffic-related accidents. Both studies showed that rate of accidents increased with training, particularly for outdoor training. An accident analysis indicated that most accidents involved the use of the bicycle, and that the major part of the accidents resulted in light injuries and occurred when the child was practicing the act of manoeuvring the bicycle. An interview study with 10 preschool teachers identified two quite disparate traffic education goals: emphasis on cautiousness versus emphasis on independence. The major implications of the study are that efforts in traffic training should give more emphasis to bicycle use and should be planned and carried out in cooperation with the parents.

  • 42.
    Edgren, Henrik
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Nation och medborgerlig bildning. Utbildningsdebatt i politiska tidningar och pamfletter på 1810- och 1820-talen2005In: Studies in Educational Policy and Educational PhilosophyArticle in journal (Other academic)
  • 43.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. didaktik.
    A lilving democracy begins with a moral encounter?2005Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    Learning to Become a Responsible Citizen

    Democracy has a very significant position in the Swedish school system. The democratic mission is in school documents described in both procedural and moral terms which implies that it is both something young people should learn about but also live according to in their every-day lives. The idea of a democratic spirit that is to permeate all action in school is strongly proclaimed in recent documents and is believed to take place through young people’s active responsibility for others. But how is this responsibility to be understood? The purpose of this paper is to investigate mainstream research conducted in Sweden about responsibility and democracy as a form of life by applying the idea of a permeating democracy as a starting-point for discussions. How do the research enable or/and restrict an active responsibility towards others and what kind of responsibility is favoured?

  • 44.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Approaching the Spirit of Democracy through Lenses of the Imaginary2006Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    This paper explores the field of the imaginary through the readings of Kristeva and Castoriadis with the purpose to find a specific lens with which the spirit of democracy – an essential issue in the Swedish educational policy - can be understood. Imagination is the engine which interconnects terms such as knowledge, identity, and democracy/politics. Applying the notion of the imaginary entails a view of the world as a creation in constant move through people’s imagination and the way the imagination affects their actions. More specifically this implies that imagination and the understandings of reality are un-separable entities: the way we imagine the world, ourselves, and others is a way of knowing how they are. Since everyone is bearers of images/knowledge, their thoughts, manifested through language, are given educational relevance; every single image has the potential of setting our previous images in movement there through creating something new (learning). Consequently the imaginary means that there is no fixed truth and no fixed identity. The idea that the world lacks a stable foundation indicates that even the subject’s reflection of herself is bound to change in parallel with the alteration of her image/knowledge. The imaginary also carries a democratic/political dimension seeing that it has the power to create social change through questioning the obvious. By not only linking democracy/politics to collective encounters, but also to the sphere of the intimacy, accentuates the importance of paying attention to change as something that ultimately begins within each of us.

  • 45.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Didaktik.
    Har jag verkligen makt att ta ansvar för andra?2006In: Den mångtydiga skolan. Undervisning i det postmoderna samhället., Studentlitteratur: Lund , 2006Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    I dagens samhälle har ansvaret för andra blivit alltmer betonat inte minst genom centreringen av värdegrundsfrågor där idén är att all verksamhet i skolan ska genomsyras av demokratiska värderingar har poängterats. Ansvaret knyts i regel samman med inflytande, vilket jag har velat förstå i termer av makt. Avsikten med kapitlet är att problematisera begreppet genomsyra genom att visa på att olika sätt att förstå och förhålla sig till inflytande/makt också bör påverka våra möjligheter att ta ansvar för andra och också följaktligen hur begreppet 'genomsyras' kan realiseras.

  • 46.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. didaktik.
    Sköt dig själv och skit i andra2004Conference paper (Other (popular science, discussion, etc.))
  • 47.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. didaktik.
    TEACHING YOUNG PEOPLE TO BE RESPONSIBLE FOR OTHERS – A SIGNIFICANT QUESTION FOR DEMOCRACY2006Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    The paper has in broad terms strove to analyse the way democracy as a form of life and especially responsibility is pictured in policy documents within the field of education and research in Sweden. Responsibility seldom separated from influence is in Sweden and many western countries regarded as a channel which shapes a democratic environment. The results indicate that responsibility in policy documents is comprehended as mediator of pre-defined democratic values and is dependent upon the individual’s free will and ability to influence. It is relational to its features in that it has to do with proper responses towards others. School has a significant role in fostering young people into becoming responsible which imply the need of an environment and tools that enable the transference of these values. The practice of rational conversation (deliberation) appears to be the dominating solution. There is here a tension between fundamental values which are not questioned and the stress on free discussions which should emanate in the right conclusions found in the curriculum. Concerning research about responsibility very little has been done outside a normative, qualitative, and evaluative frame. The small amount of qualitative research done has mainly focused upon classroom studies and text-analysis.

  • 48.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. didaktik.
    The Concrete other - an understanding of feminist moral discussions.2004Conference paper (Other (popular scientific, debate etc.))
    Abstract [en]

    The purpose of this paper is to put feminism in relation to modernism and postmodernism in order to present a general understanding of feminist moral reasoning. In other words I have no intention of weighting the pros and cons of each strategy but simply to describe their relationship with each other and hence enable a comprehension of feminist moral discussions. I have chosen to emphasise moral ideas associated with the concrete- and generalised other in this investigation seeing that they widen a superseded moral definition by adding qualities generally defined as traditionally female.

  • 49.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    The moral encounter and the democratic mission - how are they to be understood?2006Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    One important mission for the Swedish school system is to create an environment which is permeated by the democratic values stated in the curriculum. Actively responsible people are according to the document needed to establish a democratic environment which functions as a preparation for formal democratic constellations. Evidently there is an awareness or assumption in school documents that democracy begins with a moral encounter with other individuals – present in the response one gives to the other. As a consequence responsibility creates the actual bond that ties people together in a democratic society (see Hedin & Lahdenperä: 2003, p. 36-37). Considering the emphasis placed upon the term responsibility as a democratic join there is a point of investigating its meaning closer. The intention with this paper is to compare three different theoretical approaches which are chosen with respect to the themes found in interviews with sixteen young people. How do these three theories describe the relationship between intimacy/distance or to put it differently how can being for be understood and what social action in regard to the concrete other do they recommend?

  • 50.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. didaktik.
    What kind of power perspectives does democracy generate?: the first step in order to understand responsibility for others2005In: The international Journal of learning, vol 12: The first step in order to understand responsibility for others1, ISSN 1447-9540, Vol. 12, p. 9-Article in journal (Refereed)
    Abstract [en]

    Fostering pupils into taking responsibility for others is clearly emphasised in the Swedish school curriculum which is based on democratic values. Although the term responsibility is a highly significant component in school guidelines, it is nevertheless presented in such a way as if the content of the word is obvious and hence stripped from power interferences. In the few cases when investigations related to responsibility have been connected to power influences, power have been defined narrowly rendering the concept of responsibility to become restricted as well. The starting-point for this paper is an urge to approach and understand responsibility for others from a wider point of view by investigating the ways young people in different ages and settings comprehend democracy and indirectly power.

    In this analysis four different power perspectives can be detected: vertical power with a stable centre, vertical power without a stable centre, horizontal/communicative power, horizontal/emancipatory power. Regarding these four power perspectives, there is a clear distinction between internal and external power forces. In the first case the ability of taking responsibility for another does not depend upon, for instance gaining knowledge, getting help from a collective or being distributed power. However, a view on power as a mainly internal business may raise questions concerning the individual’s possibilities or will to get in touch with other power generators. On the other hand, chiefly regarding power as an external capacity may impede the dynamics of responsible action since it is only possible to have and conduct from a certain position or under specific circumstances.

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