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  • 1.
    Berg, Mikael
    Dalarna University, School of Teacher Education, Educational Work.
    Epistemisk pendling mellan del och helhet i historieundervisning: Återskapa, orientera, problematisera och erfara som didaktiska funktioner i lärares förståelse av  skolämnet historia2023In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, no 3, article id 16Article in journal (Refereed)
    Abstract [en]

    Epistemic moves between the parts and the whole in history education: Recreating, orienting, problematizing, and experiencing as didactic functions in teachers' understandings of the history subject 

    Abstract

    This article examines how epistemic moves between the parts and the whole can contribute to various didactic functions in history education. The purpose of the present article is aimed at investigating teachers' comprehension of history education and how their different selections of subject matter may contribute to various didactic functions. Two empirically oriented research questions are posed: (1) What different relationships between the parts and the whole can be identified in teachers' understanding of instructional content in the subject of history? (2) Based on the results, how can the different trade-offs between the parts and the whole, identified in teachers' understanding of history education, be observed in relation to different didactic functions? The method employed for this study involved semi-structured interviews with history teachers in grades 7-9. The result highlights how teachers move between the parts and the whole in their understanding of the selection of subject matter. This oscillation is also evident in the shift between drawing from a more delimited knowledge content and addressing students' own questions when formulating the knowledge content for history courses in school. Based on this, four didactic functions have been identified: Reproducing, Orienting, Problematizing, and Experiencing. Consequently, the findings contribute to a discussion on the situated trade-offs that can be made regarding the subject matter, content, and purpose of history education.

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  • 2.
    Berg, Mikael
    Dalarna University, School of Teacher Education, Educational Work.
    Källkritik i skolan: Historielärares förståelser av källkritik som disciplinär, laborativ och kontextuell kunskap i ett progressionsperspektiv2021In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 15, no 1, p. 1-25, article id 18Article in journal (Refereed)
    Abstract [en]

    For more than a decade, there has been a growing interest in the particular requirements for disciplinary teaching within international and Swedish research in history didactics. Less interest has been directed at the broader issue of progression and the method-ological skill of source criticism. Against this background, the purpose of this article is to examine the relationship between progression and the selection of content in the context of teaching source criticism. The results are based on focus group interviews with Swedish history teachers where three overall comprehensions of their work with source criticism were identified. First, teachers displayed a disciplinary comprehension of source criticism that stressed academic concepts such as proximity and tendency. From a progression perspective, this comprehension emphasizes a starting point in common and accessible concepts. Second, teachers adopted an experimental comprehension of source criticism that stressed students’ own hypothesizing and perspective-taking. Progression in this comprehension begins with students’ own questions and experiences. Third, teachers expressed a contextual comprehension of source criticism. Here, considerable emphasis was placed on students’ engagement with historical content knowledge. In this comprehension, progression starts from students’ inter-pretations of the historical material presented to them. In this way, the different com-prehensions that teachers display about their work with source criticism reflect the different ways they relate to the subject of history and, thus, their selection of teachable content. It is therefore possible to argue for the importance of paying attention to the relationship between progression and content knowledge in order to better understand the ideological decisions behind the selection of content in school history courses.

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  • 3.
    Berg, Mikael
    et al.
    Dalarna University, School of Teacher Education, Educational Work.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Teacher Education, Educational Work.
    Elevers angelägna frågor: Gymnasieelevers berättelser om angelägna frågor utifrån humanistiska, samhällsvetenskapliga och naturvetenskapliga disciplinära ansatser2023In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, no 2Article in journal (Refereed)
    Abstract [sv]

    Allt fler studier pekar på ungdomars pessimistiska sätt att se på samhället och framtiden. Denna studie undersöker 55 gymnasieelevers texter om samhällsfrågor de själva ser som viktiga och deras syn på framtiden i förhållande till den valda frågan. I studien undersöks vilka teman som är särskilt framträdande, om eleverna har en optimistiskt eller pessimistisk framtidssyn och vilka typer av disciplinärt färgade ansatser som eleverna använder sig av. Texten skulle enligt instruktion innehålla en nulägesbeskrivning, en förklaring till varför det ser ut som det gör, och en reflektion om framtiden. Texterna har skrivits anonymt och utan koppling till något särskilt skolämne. Fyra innehållsliga teman sticker ut som dominerande: (1) Mänskliga rättigheter (2) Miljöfrågor (3) Sociala relationer (4) Medicinska lösningar och kunskapsutveckling. 21 texter har en optimistisk syn på framtiden, 17 texter har en pessimistisk framtidssyn och resterande 17 uppvisar både ock, alternativt är svårbedömda. Texterna om mänskliga rättigheter skrevs företrädelsevis med samhällsvetenskaplig ansats, medan miljöfrågorna i hög grad hanterades utifrån humanistiska förtecken. Det finns ett visst mönster i analysen som visar att texternas disciplinära ansatser påverkar huruvida eleverna uttrycker sig optimistiskt eller pessimistiskt inför framtiden.  När eleverna får möjligheten att i skolan bearbeta en för dem angelägen fråga utan att uppgiften definieras av en skolämneskontext, tenderar de att använda ett brett urval av disciplinära ansatser. Det föranleder en diskussion om huruvida den angelägna frågan bör lyftas ut ur sitt skolämnessammanhang för att möjliggöra för eleven att bearbeta frågan på nya sätt. 

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  • 4. Blennow, Katarina
    et al.
    Olson, Maria
    Dalarna University, School of Teacher Education, Educational Work. Stockholms Universitet.
    Students’ narrative action in social science teaching in Swedish upper secondary school: Limitations and openings2023In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, no 2, p. 1-24, article id 4Article in journal (Refereed)
    Abstract [en]

    In this article, we undertake a narrative analysis of social science teaching in Swedish upper secondary school as a case study. In doing so, we want to stress the need to pay attention to the contextual and situated limits and openings of the conceivable repertoire of legitimate stories of social science in the Swedish context and its related research. The students’ attempts at sense making and action in encounters with the subject matter content, approached in terms of emplotments, render visible to what extent and in what ways the students insert cultural narratives into the subject matter teaching repertoire through their own subject storytelling. Furthermore, it indicates the limits and openings of social science teaching as predetermined “truth telling”, that is, as already-established socio-political knowledge repertoires.

    In focusing on students’ unique, situated and collective interweaving of their “own” experiences with established cultural and political knowledge repertoires, we wish to make a case for the potential to renew society and students’ ways of acting and being in this storytelling. If meagre attention is provided to this interweaving, we argue that there is a danger that the renewal of society and of social science education will get lost, or at least disturbed, in an undesirable way.

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    Blennow and Olson 2023 Students’ narrative action in social science teaching in Swedish upper secondary school: Limitations and openings ADNO
  • 5.
    Deldén, Maria
    Dalarna University, School of Teacher Education, Educational Work.
    The In-between: On Arendt's metaphor go visiting and empathy-in-history in students’ meaning making in history education2023In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, no 2, p. 1-18, article id 6Article in journal (Refereed)
    Abstract [en]

    In history teaching and learning there is an educational tension. Should the past be understood from its own premises as a cognitive historical thinking act, or should we embrace aspects of students’ feelings and reactions in the present when interpreting the past? The aim of the article is to explore the concept of historical empathy by using the metaphor go visiting from Hannah Arendt, and with historical feature film as the educational arena. The article has an exploratory theoretical approach and with special focus on students’ meaning making. Therefore, empirical interview material in the form of students’ voices is used as critical dialogue partner to the theoretical perspective. The concept historical empathy is further explored through students’ experiences of historical feature films, and with help from the concept of in-between and the visiting metaphor in Arendt’s philosophy. A conclusion is that personal experiences in students’ life worlds need to have their place in historical meaning making and need to be in balance with the understanding of history that is required from a curriculum perspective. The point is not to dismiss these personal reactions and the historical meaning-making they entail. Arendt’s visiting metaphor makes it possible to embrace and nurture the inevitable tension in history education – how to handle the relation between past and present. 

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  • 6.
    Olson, Maria
    et al.
    Dalarna University, School of Teacher Education, Educational Work. Stockholms universitet.
    Mathé, Nora Elise Hesby
    Universitetet i Oslo.
    The student as the subject in social studies and the potential of social studies in students’ lives2023In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, no 2, p. 1-12, article id 0Article in journal (Other academic)
    Abstract [en]

    Social studies education in schools in the Nordic context consists of four subject areas: social science, history, geography 1 and religious education. Which of these subject areas are included in the mandatory social studies subjects varies between the Nordic countries. Each of these subject areas, and all of them together, are aimed at offering children and young people space for subject specific growth of different kinds. Social studies address a historically established group of school subjects in the Nordic educational context that can provide students ground for being and acting with other people, in society and in the world. This special issue of Acta Didactica Norden focuses on the potential of social studies to offer such possibilities, in and outside of school. Inspired by the political philosopher Hannah Arendt (2006, 2018), it addresses a specific encounter – that between the student(s) and the social studies subjects in school. Arendt was concerned with the significance of the situated and the experiential for a rich and qualified understanding of the world and society. This concern addresses the potential of social studies to offer a rich understanding of work, culture and the political, the three realms that she pointed out as key for being and acting in the world (2018). Arendt’s concerns are further linked with the importance of gaining insight into the processes, content and aims of any educational situation, from the point of view of students’ possibility for growth, as well as from the point of view of the teachers’ ways of (re)presenting the ‘old world’ to them (2006). Taking on these Arendtian concerns, the special issue highlights the social studies subjects, their teaching and related research. We aim to discern and point out central themes, conditions and concerns related to the question of what kinds of potentials for the students becoming, being and acting in society and the world that are or could be made possible in or through social studies education.

    Our goal with this special issue is to make a research-oriented overview of significant ongoing social studies research in the Nordic countries related to the special issues’ concern; that is, research based on various theoretical, empirical and methodological frameworks focusing on the student as a subject in the encounter with the social studies subjects’ varying content matters and types of knowledge. With Deng (2020) and Biesta (2017, 2022), two established edu-cational theorists from contrasting traditions (Anglo-Saxon curriculum tradition and continental philosophical tradition respectively), these differences can be related t o diverse positions regarding the relationship to knowledge and the relationship to education. Regarding the relationship to knowledge, there are three or four different “perceptions of knowledge” to which the articles can be related (see Deng & Luke, 2008; Wahlström, 2020). And these perceptions of knowledge can, in addition, be tentatively put in relation to different “orientations to [social studies, authors’ comm.] education” (Biesta, 2017, 2022). Together, the two con-ceptualisations – perceptions of knowledge and orientations to [social studies] education – may provide a way of rendering visible the inborn field of tension in the social studies didactic research in the special issue. Given the diversity of approaches to social studies education in school, our aim is to contribute to advancing the social studies didactic field of knowledge in a way that enables continued Nordic knowledge accumulation and dialogue in the field.The scientific motives underpinning this aim are several, and stem from various perspectives. Social studies didactic research in the Nordic context has long pointed to the need for deepened and qualified empirical insight about students as knowledgeable, growing persons, critical beings and skilled indi-viduals in and for democracy and citizenship, into how these abilities and opportunities relate to students’ perspectives, and further how they come through in the social studies classroom. There is also a need for empirical as well as theoretical exploration of how agency and existential aspects linked with Nordic social studies teaching, knowledge and understanding contribute to enlarged thinking, agency, student engagement and responsibility, qualified belief, moral, and value-based judgment in society, in their own lives, and in relation to the educational situation of social studies subject teaching. Insight is also needed abouy of the different ways in which these processes can matter in elementary and secondary students’ lives in and outside of school, in society and in the world (Ammert et al., 2022; Bergström & Ekström, 2015; Björkgren et al., 2019; Bladh et al., 2018; Bråten & Skeie, 2020; Børhaug, 2023; Christensen et al., 2017; Christensen & Mathé, in press; Christensen, 2011; Gullberg, 2014; Iversen, 2019; Jägerskog et al., 2022; Larsson & Ledman, 2023; Nordgren, 2023; Osbeck et al., 2023; Sandahl et al., 2022; Skjæveland, 2020; Solhaug et al., 2020).

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    Olson and Mathé 2023 The student as the subject in social studies and the potential of social studies in students’ lives Editorial ADNO
  • 7.
    Persson, Anders
    Dalarna University, School of Culture and Society, History.
    Mellan mål och mening: Elev-emancipatoriska eftersträvanden i lärares skildringar av den egna bedömningspraktiken i samhällskunskap och historia2023In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, no 2Article in journal (Refereed)
    Abstract [sv]

    Tidigare studier av bedömning i historia och samhällskunskap i den svenska skolan har företrädelsevis handlat om vad lärare bedömer, eller vad elever presterar (Berg & Persson, 2020). I den här artikeln är syftet istället att undersöka hur olika förståelser av dessa båda skolämnens elev-emancipatoriska potential aktualiserar olika typer av ut­maningar och möjligheter i lärares bedömningsuppdrag. Datainsamlingen bygger på åtta timmeslånga intervjuer med lärare som undervisar på gymnasiet i ett mellansvenskt län.

    Diskussionen om vad som skapar förutsättningar för en ny generation att förstå och kanske förändra sin egen och andras situation framstår ofta som polemisk. Medan vissa betonat betydelsen av vilken (redan etablerad) kunskap som förmedlas (jfr Young, 2013), har andra framhållit värdet av att låta undervisningen utgå från den enskilde elevens eller samhällsgruppens unikt situerade intressen, frågor och behov (jfr t.ex. De Lissovoy, 2010; Tur Porres et al., 2014).

    I de åtta lärarsamtalen framträder denna avvägning mellan det på förhand givna och det situerade, emellertid i mindre grad som ett antingen/eller. I den lärarprofessionella bedömningspraktiken tycks avpassningen snarare ta dialektisk form i mötet mellan ämnesinnehåll och elev. Samme lärare kan både ge uttryck för anspråk som aktiverar utmaningar förknippade med förutsägbarhet, och rymma skildringar av en strävan att låta bedömningsprocessen bli så öppen som möjlig (jfr Biesta, 2009). Det sätt som eleven visar sig och träder fram i ämnet tycks sätta avtryck i, men är inte ensamt av­görande för, frågan om vad undervisningen ges för innehåll.

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  • 8.
    Söderberg, Eva
    et al.
    Dalarna University, School of Language, Literatures and Learning, Swedish.
    Rejman, Katarina
    Stockholms universitet.
    Vuorenpää, Sari
    Stockholms universitet.
    Årskurs 9 högläser skönlitteratur: elevperspektiv på läsning och litteraturundervisning2024In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 18, no 1, article id Artikel 7Article in journal (Refereed)
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  • 9.
    Törnegren, Gull
    Dalarna University, School of Culture and Society, Religious Studies.
    Vem är du, vem är jag och hur kan jag värdera när våra världar möts?2023In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, no 2, article id 7Article in journal (Refereed)
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  • 10.
    Visuri, Ingela
    et al.
    Dalarna University, School of Culture and Society, Religious Studies.
    Rimondini, Andreas
    Brulin, Joel Gruneaun
    Vad händer efter döden?: En religionsdidaktisk omförhandling utifrån unga ’sekulära’ svenskars ambivalens kring det övernaturliga2023In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 17, no 2Article in journal (Refereed)
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  • 11.
    Wedin, Åsa
    et al.
    Dalarna University, School of Language, Literatures and Learning, Swedish as Second Language.
    Rosén, Jenny
    Stockholms universitet.
    Språkliga normer i förskollärarutbildning: ett kritiskt perspektiv2021In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 15, no 2Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to generate knowledge about language ideologies in teacher education in Sweden from a critical perspective. In order to achieve an equal education, we argue that it is important that teachers are able to develop an approach and pedagogy that can support all pupils despite their linguistic background to achieve the goals in school. The focus of this article is on language ideologies in teacher education for preschool teachers and how ideological and implementational spaces for language diversity is constructed and negotiated in the education. The empirical material was produced during four years through observations, individual interviews and focus group interviews with educators in the teacher education and a group of ten students in the preschool teacher program, who were admitted to the program based on their migration background. The analysis shows that there is a monolingual standardized norm for Swedish both prevailing in the teacher education and pointing towards their future jobs as preschool teachers. In order to become legitimate members in the group of preschool teacher students and a future community of practice of preschool teachers, the students adjusted to this norm. We identified ideological spaces for multilingualism in the education but the possibilities to implement them were few. Thus, there was a tension between pluralism and diversity on the one side and a strong demand for adjustment to a monolingual standardized language norm for minority students on the other side. As teacher educators we realize the value and necessity of a common language norm, and we are as scholars reproducing such norms of academic language through the writing of this article. At the same time, we argue that it is important to include a multilingual pedagogy in the teacher education that can i) include and support the linguistic repertoires of students in the program and ii) prepare students for their future work in language heterogenous preschools and schools.  

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