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  • 1.
    Berg, Gunnar
    Dalarna University, School of Education and Humanities, Educational Work.
    Skolplikt, förvaring och elevers rättssäkerhet och inflytande2003In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, no 1, p. 129-148Article in journal (Refereed)
  • 2.
    Dodou, Katherina
    Dalarna University, School of Humanities and Media Studies, English.
    "Studenterna kan inte problematisera": Om ämnesidentitet, signaturpedagogiker och litteraturvetenskapigt tänkande i akademiska språkämnen2017In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 3, p. 39-63Article in journal (Refereed)
    Abstract [en]

    "The students can’t problematize": On disciplinary identity, signature pedagogies and literary thinking in language departments. The essay explores the teaching of scholarly reasoning as a pedagogical problem tied to the organization and definition of academic subjects. With special focus on the subject of English in Sweden, and based on a study of academic syllabi, it attends to the function ascribed to literary study and to the subject’s dominant assumptions and teaching practices for imparting domain knowledge and processes of inquiry. It suggests that, whilst the subject’s premises limit undergraduate students’ repertoire in the curricular field of literature, the educational aims of language departments and the conventions for teaching literature hamper the development of students’ ability to problematize in literary study.

  • 3.
    Grönlien Zetterqvist, Kirsten
    et al.
    Stockholms universitet.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Etisk aktör eller solitär reaktör?: Om etisk otydlighet i manualbaserat värdegrundsarbete2013In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, no 1, p. 85-107Article in journal (Refereed)
  • 4.
    Irisdotter Aldenmyr, Sara
    Lärarhögskolan i Stockholm.
    Det privata livet och den gemensamma skolan: Diskursetisk diskussion kring skolans hantering av privatlivsfrågor i ett pluralistiskt, marknadiseratsamhälle2007In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, no 3, p. 53-71Article in journal (Refereed)
  • 5.
    Irisdotter Aldenmyr, Sara
    Stockholms universitet.
    Lärarprofession och arbete med livskunskap i skolan.: En fallstudie på en grundskola som arbetarmanualstyrt i livskunskap2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 2, p. 39-57Article in journal (Refereed)
  • 6.
    Olson, Maria
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Citizenship education under liberal democracy: To Be or not to Be a (properly educated) Citizen - comments on the ICCS 2009 study2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 17-27Article in journal (Refereed)
  • 7.
    Olson, Maria
    Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum).
    To Be or not to Be a (properly educated) Citizen: comments on the ICCS 2009 study2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 17-27Article in journal (Refereed)
  • 8.
    Olson, Maria
    Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum); Högskolan i Skövde, Institutionen för kommunikation och information.
    What Counts as Young People's Civic Engagement in Times of Accountability?: On the Importance of Maintaining Openness about Young People's Civic Engagement in Education2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 29-55Article in journal (Refereed)
    Abstract [en]

    One aspect of the ICCS study's measurement of young people's citizen competence is 'civic engagement'. In this article it is argued that even though the study's assessment captures important aspects of young people's civic engagement, too strong educational reliance on it may contribute to meagreness in the educaitonal assignment to see to an engaged citizenry. By providing deeper insight into the ICCS study's assessment rationale, and by presenting qualitatively derived examples of young people's civic engagement, it is suggested that in order to see to fruitful ways of approaching the educational task of providing for young people's civic engagement, we need to maintain openness to different depictions of civic engagement. Among them those that matter as such for the young people themselves in and through the social and material practices they take part in.

  • 9.
    Olson, Maria
    et al.
    Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum); Högskolan i Skövde, Institutionen för hälsa och lärande.
    Dahlstedt, Magnus
    Linköping University.
    Medborgarskapande för ett nytt millennium: utbildning och medborgarfostran i 2000-talets Sverige.2014In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 23, no 2, p. 7-25Article in journal (Refereed)
    Abstract [sv]

    Citizenship in the making for a new millenium – education and citizen formation in 21st century Sweden. The aim of this article is to analyse citizenship formation in Swedish education. In highlighting trends regarding the assignment of the educational system to provide for democratic citizenship there are certain depictions of citizenship prevail- ing. The first stresses an inward-looking and inward-feeling citizenship, characterizing the citizen as deliberative and emotional. The second stresses an inward-looking and outward-making citizenship, characterizing the citizen as entrepreneurial and willing. Here, democracy is portrayed as already achieved. This, we argue, is hazardous as society risk being pictured as apolitical and democratically ‘saturated’. This situation does not open up for democratic change to come into question as desirable or even possible. Put differently, it leaves us with the notion that things have to be as they are, as we are living in the best of worlds.

  • 10.
    Rosenqvist, Mia Maria
    Dalarna University, School of Education and Humanities, Educational Work.
    Den egna erfarenheten som grund i lärarutbildningen: tankar utifrån ett handlingsteoretiskt perspektiv2004In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 13, no 1Article in journal (Other academic)
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