du.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Irisdotter Aldenmyr, SaraORCID iD iconorcid.org/0000-0003-3160-7561
Publications (10 of 42) Show all publications
Irisdotter Aldenmyr, S. (Ed.). (2018). Läraren och yrkesetiken: Principer, värden och förhållningssätt i förskolans och skolans vardag (1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Läraren och yrkesetiken: Principer, värden och förhållningssätt i förskolans och skolans vardag
2018 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018. p. 193 Edition: 1
National Category
Pedagogical Work
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-27945 (URN)978-91-44-12088-1 (ISBN)
Available from: 2018-06-18 Created: 2018-06-18 Last updated: 2018-06-19Bibliographically approved
Persson Henriksson, A. & Irisdotter Aldenmyr, S. (2017). Lärare blir till i talet om demokrati i SO-undervisning. Nordidactica: Journal of Humanities and Social Science Education (2), 75-99
Open this publication in new window or tab >>Lärare blir till i talet om demokrati i SO-undervisning
2017 (Swedish)In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 75-99Article in journal (Refereed) Published
Abstract [en]

A central question for this article is how social sciences teachers in middle school (age 10-12) relate to and talk about school’s fundamental democratic values as crucial parts of the teachers' assignments. The article aims to provide insight into how the teachers thereby position and constitute themselves as social science teachers and how this is intimately connected to their didactical practise. Three social science teachers were interviewed and in the analysis various subject positions were identified. The results show that teachers are trying to balance between the subject content they are required to work with, and a democratic assignment which is often interpreted in terms of students’ influence and participation. The difficulties to fully carry out student participation in every day teaching evokes interpretations of the democratic assignment as a question of what general approaches a teacher should have towards students, and a general mission to empower and equip students for the future. These approaches are strongly influencing how the informants construct themselves as teachers. However, it is also shown that the subject content of social sciences to some extent may enforce the possibilities of achieving the aims of a democratic assignment, which strengthens the argument that both the process of becoming a teacher and the challenges of the democratic assignment need to be situated and further developed within the contexts of specific school subjects.

Place, publisher, year, edition, pages
Karlstads universitet, 2017
Keywords
Social science teachers, middle school (age 10-12), democratic education, subject positions
National Category
Pedagogical Work
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-25146 (URN)
Available from: 2017-06-09 Created: 2017-06-09 Last updated: 2017-06-12Bibliographically approved
Irisdotter Aldenmyr, S. (2017). Samverkan mellan hem och skola: Etiska utmaningar och möjligheter (1ed.). In: Philgren, Ann S. (Ed.), Föräldrasamverkan: Att bygga tillit (pp. 155-169). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Samverkan mellan hem och skola: Etiska utmaningar och möjligheter
2017 (Swedish)In: Föräldrasamverkan: Att bygga tillit / [ed] Philgren, Ann S., Lund: Studentlitteratur AB, 2017, 1, p. 155-169Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2017 Edition: 1
National Category
Pedagogical Work
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-25126 (URN)978-91-44-11149-0 (ISBN)
Available from: 2017-06-08 Created: 2017-06-08 Last updated: 2017-06-12Bibliographically approved
Irisdotter Aldenmyr, S. (2016). Att undervisa om rätt och orätt: etiska begrepp som utgångspunkt för undervisning i religionskunskap (1ed.). In: Franck, Olof; Osbeck, Christina; von Brömssen, Kerstin (Ed.), Religions, livsåskådningar och etik: (pp. 235-246). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Att undervisa om rätt och orätt: etiska begrepp som utgångspunkt för undervisning i religionskunskap
2016 (Swedish)In: Religions, livsåskådningar och etik / [ed] Franck, Olof; Osbeck, Christina; von Brömssen, Kerstin, Malmö: Gleerups Utbildning AB, 2016, 1, p. 235-246Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2016 Edition: 1
National Category
Pedagogical Work
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-22707 (URN)978-91-40-69265-8 (ISBN)
Available from: 2016-08-16 Created: 2016-08-16 Last updated: 2016-08-16Bibliographically approved
Olson, M. & Irisdotter Aldenmyr, S. (2016). Avslutning. In: Maria Olson & Sara Irisdotter Aldenmyr (Ed.), SO-undervisning på mellanstadiet: Forskning och praktik (pp. 161-163). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Avslutning
2016 (Swedish)In: SO-undervisning på mellanstadiet: Forskning och praktik / [ed] Maria Olson & Sara Irisdotter Aldenmyr, Malmö: Gleerups Utbildning AB, 2016, p. 161-163Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2016
Keywords
samhällsorienterande ämnen, SO-undervisning, SO-didaktik, mellanstadiet
National Category
Pedagogical Work
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-23335 (URN)9789140692627 (ISBN)
Available from: 2016-11-09 Created: 2016-11-09 Last updated: 2016-11-14Bibliographically approved
Olson, M. & Irisdotter Aldenmyr, S. (2016). Inledning: Samhällsorienterande ämnen för mellanåren (1ed.). In: Maria Olson & Sara Irisdotter Aldenmyr (Ed.), SO-undervisning på mellanstadiet: Forskning och praktik (pp. 7-12). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Inledning: Samhällsorienterande ämnen för mellanåren
2016 (Swedish)In: SO-undervisning på mellanstadiet: Forskning och praktik / [ed] Maria Olson & Sara Irisdotter Aldenmyr, Malmö: Gleerups Utbildning AB, 2016, 1, p. 7-12Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2016 Edition: 1
Keywords
samhällsorienterande ämnen, SO-undervisning, SO-didaktik, mellanstadiet
National Category
Pedagogical Work
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-23334 (URN)9789140692627 (ISBN)
Available from: 2016-11-09 Created: 2016-11-09 Last updated: 2016-11-14Bibliographically approved
Irisdotter Aldenmyr, S. & Berg, M. (2016). Konstruktioner av samhällsorienterade ämnen i historiedidaktisk belysning (1ed.). In: SO-undervisning på mellanstadiet: Forskning och praktik (pp. 31-51). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Konstruktioner av samhällsorienterade ämnen i historiedidaktisk belysning
2016 (Swedish)In: SO-undervisning på mellanstadiet: Forskning och praktik, Malmö: Gleerups Utbildning AB, 2016, 1, p. 31-51Chapter in book (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2016 Edition: 1
National Category
Pedagogical Work
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-23041 (URN)9789140692627 (ISBN)
Available from: 2016-09-08 Created: 2016-09-08 Last updated: 2017-10-31Bibliographically approved
Olson, M. & Irisdotter Aldenmyr, S. (Eds.). (2016). SO-undervisning på mellanstadiet: Forskning och praktik (1ed.). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>SO-undervisning på mellanstadiet: Forskning och praktik
2016 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2016. p. 168 Edition: 1
Keywords
samhällsorienterande ämnen, SO-undervisning, SO-didaktik, mellanstadiet
National Category
Pedagogical Work
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-23033 (URN)9789140692627 (ISBN)
Available from: 2016-09-07 Created: 2016-09-07 Last updated: 2016-11-14Bibliographically approved
Irisdotter Aldenmyr, S. & Olson, M. (2016). The inward turn in therapeutic education: an individual enterprise promoted in the name of the common good. Pedagogy, Culture & Society, 24(3), 387-400
Open this publication in new window or tab >>The inward turn in therapeutic education: an individual enterprise promoted in the name of the common good
2016 (English)In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 24, no 3, p. 387-400Article in journal (Refereed) Published
Abstract [en]

In this paper, focus rests on the relatively new international phenomenon of therapeutic education. Taking in the fact that this phenomenon is part of the schools’ assigned task to see to the formation of young people, the aim of the paper is twofold: to highlight what rationales that emerge in the formation of young people’s emotions in school, and to discuss these rationales in terms of vital principles of public education for the common good in society. The results are based on an empirical case study of ten Swedish teachers involved in the so-called Life Competence Education, which serves as a contextualisation of this phenomenon. Two rationales of this formation stand out as key; the seriousness of the inward turn of the individual, and the crucial step of sharing one’s innermost. Although these rationales involve collective notions of the students’ emotional well-being, they are quite firmly anchored, we argue, in the single individuals’ well-being.

Keywords
therapeutic education, teachers, emotional formation, private public, inward turn, common good
National Category
Pedagogical Work
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-23037 (URN)10.1080/14681366.2016.1194312 (DOI)
Available from: 2016-09-07 Created: 2016-09-07 Last updated: 2017-11-21Bibliographically approved
Irisdotter Aldenmyr, S. & Olson, M. (2016). The therapeutic trend in youth education: A question of finding one’s ‘innermost’ in order to become more qualified collective beings in society – Sweden as a case. In: NERA 2016 Social Justice, Equality and Solidarity in Education: . Paper presented at NERA, Nordic Educational Research Conference, 2016, Helsingfors University, Finland, 9-11 March.
Open this publication in new window or tab >>The therapeutic trend in youth education: A question of finding one’s ‘innermost’ in order to become more qualified collective beings in society – Sweden as a case
2016 (English)In: NERA 2016 Social Justice, Equality and Solidarity in Education, 2016Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The presentation takes its point of departure in the relatively new international phenomenon of therapeutic education. This phenomenon is part of the commissioned task in the Nordic countries and internationally to see to the emotional formation of young people in youth education. Taking on Swedish teacher descriptions of how this task is played out in the classroom, we highlight emotional rationales that emerge in these descriptions. In addition, we discuss how these rationales relate to a normative project of fostering qualified collective beings, partly by encouraging the students to search for their “innermost” in order to share it with each other and thereby making their innermost a matter for the collective.

National Category
Pedagogical Work
Research subject
Education and Learning
Identifiers
urn:nbn:se:du-23076 (URN)
Conference
NERA, Nordic Educational Research Conference, 2016, Helsingfors University, Finland, 9-11 March
Note

Presented at the joint symposium "A global epidemic of mental ill-health? Interdisciplinary perspectives on the educational implications of reconfiguring social, economic and human crises".

Symposium abstract: This collaborative Symposia is for researchers who share an interest in trying to understand the social, political and educational roots and outcomes of an era of ‘multiple crises’.  It responds to a phenomenon in growing numbers of countries around the world for policy makers, media pundits, researchers and citizens themselves to depict apocryphal discourses of crisis.  These range from parenting and education, to civic engagement, capitalism itself, the legitimacy of the state and its agencies, experts and authority.    Amidst these crises, mental health, emotional well-being and vulnerability, have taken centre stage.  Claims from the World Health Organisation that we face a global epidemic of mental ill-health intertwine with claims that we face unprecedented levels of civic disengagement, educational disaffection, poor parenting and economic recession.  In many countries, educational settings have become key sites for rising levels of both targeted and generic psycho-emotional interventions.   Leaving aside the stark and pessimistic tones of crisis discourses, it does seem that there is a crisis of mental health amongst rising numbers of children, young people and adults.  There has been a big increase in diagnosis of syndromes, disorders and other psychological conditions and in prescribed drugs and compulsory specialist interventions, state-sponsored programmes in kindergarten/nurseries, schools, vocational, adult and higher education.  But more widely, images of psycho-emotional vulnerability has led to a big rise in programmes to develop competences and attributes of emotional literacy, emotional management, resilience, empathy and self-esteem.  And the language of trauma, abuse, stress, anxiety, depression and vulnerability is everywhere, from policy texts to everyday work and home conversations, and teachers’ discussions about their students.   Untangling and making sense of the nature and extent of a crisis of mental health is far from easy.  It demands imaginative, inter-disciplinary and open minded debate.  Can we explain a preoccupation with mental health as a re-defining of everyday life and challenges as part of what some sociologists and educationalists call ‘therapeutic culture’?  Is it predominantly a social construction exploited and fuelled by global drug companies and the wider psychology industry?  Or do governments unable to address intractable structural social and economic crisis benefit by attributing crisis to individuals’ weak psychological resilience? Is it that governments are trying to toughen us up psychologically to meet the demands of a highly competitive, neo-liberal, marketised world? What images of human subjects are implicated in these discourses and questions?  More practically, what role does formal and informal education, at all levels, have in addressing these questions and in developing resilience?

Available from: 2016-09-12 Created: 2016-09-12 Last updated: 2016-09-15Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-3160-7561

Search in DiVA

Show all publications