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  • 1.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    A Therapeutic Health Turn in Education - a case for Religiolus Education?: Investigating the use of joint value concepts in two discursive contexts in Swedish youth education2015Conference paper (Refereed)
  • 2.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Att undervisa om rätt och orätt: etiska begrepp som utgångspunkt för undervisning i religionskunskap2016In: 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)
  • 3.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Constructions of Ethical Truths while Teaching Values  and Social Norms2014Conference paper (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
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Etiska dimensioner i systematiskt arbete med fostran och mentalt välmående2015In: Sociala relationer, värdegrund och lärarprofessionalitet / [ed] Åsa Bartholdsson & Eva Hultin, Malmö: Gleerups Utbildning AB, 2015, 1Chapter in book (Other academic)
  • 6.
    Irisdotter Aldenmyr, Sara
    Stockholms universitet.
    Förvaltningsarbete för mångfald och konkurrens: En studie av den kommunala skolförvaltningens ansvar att främja mångfald i den konkurrensutsatta grundskolan2010In: Educare, ISSN 1653-1868, no 1, p. 31-52Article in journal (Refereed)
  • 7.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Stockholm University, Center for Teaching and Learning the Humanities, Stockholm, Sweden.
    Handling Challenge and Becoming a Teacher: An analysis of teachers' narration about Life Competence Education2013In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 19, no 3, p. 344-357Article in journal (Refereed)
    Abstract [en]

    This article takes an interest in how teachers handle new challenges. The challenge in focus is a nonmandatory yet widespread subject in Swedish education called Livskunskap, Life Competence Education (LCE). The purposes of the present study are to identify and discuss notions of being a teacher actualized in teachers’ narratives about the challenge of LCE, and to discuss how narration may help teachers to handle and reflect upon professional challenges. Seven teachers were interviewed about their experiences from teaching LCE. The analysis showed how acts of defending, exploring, presenting, or resisting LCE were performed in the teachers’ narratives. LCE seems to actualize a narrative tension between two dominant aspects of teacher identity. On the one hand, there is an image of a socially committed teacher who cares about the emotional well-being of and relations to his/her students. On the other hand, there is an image of a knowledge-oriented teacher who connects with the students mainly by focusing on subject matters. Drawing upon the theoretical work, mainly by Michalinos Zembylas, I found that the teachers had opportunities to use narration as an arena for personal agency, but these opportunities were not necessarily taken in the present narratives.

  • 8.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education and Humanities, Educational Work.
    Hyfs, hälsa och gemensamma värden: Studie av skolans komplexa värdegrunds- och fostransuppdrag2014Collection (editor) (Other academic)
  • 9.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Life Skill Education and the Challenge to Care Professionally: Part of the symposia: Life Skill Education - an emerging subject with no direction2011Conference paper (Refereed)
  • 10.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Läraren och yrkesetiken: Principer, värden och förhållningssätt i förskolans och skolans vardag2018Collection (editor) (Other academic)
  • 11.
    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)
  • 12.
    Irisdotter Aldenmyr, Sara
    Stockholms universitet, Lärarhögskolan i Stockholm, Institutionen för undervisningsprocesser, kommunikation och lärande (LHS).
    Mellan tradition, demokrati och marknad: En analys av lärares identitetskonstruktion, i samtal kring etiska frågor i läraryrket2006Doctoral thesis, monograph (Other academic)
  • 13.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Moral Aspects of Therapeutic Education: A case study of Life Competence Education in Swedish Education2012In: Journal of Moral Education, ISSN 0305-7240, E-ISSN 1465-3877, Vol. 41, no 1, p. 23-37Article in journal (Refereed)
    Abstract [en]

    Educational philosophers and sociologists have pointed out the potential risks of an educational trend of therapy, which seems to have connotations with Western macro-discourses of individualisation, popularised psychology and privatisation of the public room. The overall purpose of this article is to discuss potential risks and possibilities regarding moral aspects of therapeutic approaches in education from a teacher perspective. I will present the non-mandatory Swedish topic Livskunskap, life competence education (LCE), in a case study in the field of therapeutic education. The article is based on a small, qualitative empirical study of teachers’ experiences of teaching LCE and observations of LCE lessons. The empirical material is analysed through two theoretical lenses, the first being critical aspects of therapeutic education, the second being an educational theory of the ethics of care, mainly developed by Nel Noddings.

  • 14.
    Irisdotter Aldenmyr, Sara
    Stockholms universitet.
    Mångfald och marknad: Om möjligheterna att främja mångfald och demokrati inom en marknadsorienterad skola2008In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 13, no 3, p. 161-175Article in journal (Refereed)
  • 15.
    Irisdotter Aldenmyr, Sara
    Stockholms universitet.
    Plikt att delta!: Skolplikten i etisk belysning utifrån individens, gemenskapens och det delade ansvarets perspektiv2011In: Utbildningsvetenskapens kärna: Läraryrkets innersta väsen? / [ed] Bo Jansson, Gleerups Utbildning AB, 2011, 1, p. 89-104Chapter in book (Other (popular science, discussion, etc.))
  • 16.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Recension av "Det postekulära klassrummet. Mot ett vidgat religionskunskapsbegrepp" (red Thalén och Carlsson, 2015)2015In: Religion & Livsfrågor, ISSN 0347-2159, no 2, p. 18-Article, book review (Other (popular science, discussion, etc.))
  • 17.
    Irisdotter Aldenmyr, Sara
    Stockholms universitet.
    Recension av ’När marknaden kom till förorten': Valfrihet, Konkurrens och symboliskt kapital i mångkulturella områdens skolor2008In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 13, no 4Article, book review (Other academic)
  • 18.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education and Humanities, Educational Work.
    Recognition and Distance in Therapeutic Education: A Swedish case study on ethical qualities within Life Competence Education2013In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 8, no 2, p. 140-152Article in journal (Refereed)
  • 19.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Samverkan mellan hem och skola: Etiska utmaningar och möjligheter2017In: Föräldrasamverkan: Att bygga tillit / [ed] Philgren, Ann S., Lund: Studentlitteratur AB, 2017, 1, p. 155-169Chapter in book (Other academic)
  • 20.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Taking Care of Problems or navigating problematic Discourses?2013Conference paper (Refereed)
  • 21.
    Irisdotter Aldenmyr, Sara
    Stockholms universitet.
    Teacher Identity and the Marketizised Society: Discursive Constructions in Teachers’ Discussion Groups2010In: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 9, no 3, p. 68-76Article in journal (Refereed)
  • 22.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Tema: Att undervisa om mänskliga rättigheter2014Collection (editor) (Other academic)
  • 23.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education and Humanities, Educational Work.
    Terapeutisering av skolan2014In: Hyfs, hälsa och gemensamma värden: Studier av skolans komplexa värdegrunds- och fostransuppdrag, Malmö: Gleerups Utbildning AB, 2014, p. 53-66Chapter in book (Other academic)
  • 24.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education and Humanities, Educational Work.
    Vem blir läraren?2014In: Hyfs, hälsa och gemensamma värden: Studier av skolans komplexa värdegrunds- och fostransuppdrag, Malmö: Gleerups Utbildning AB, 2014, p. 107-122Chapter in book (Other academic)
  • 25.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    What values, whose perspective in social and emotional training?: A study on how ethical approaches and values may be handled analytically in education and educational research2016In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 11, no 2, p. 141-158Article in journal (Refereed)
    Abstract [en]

    This present article takes an interest in the fairly new phenomena of social and emotional training programs in youth education. Prior research has shown that values and norms produced in these types of programs are supporting ethical systems that teachers may not always be aware of. This motivates the development of methods for analyzing these activities from an ethical point of view. An analysis model has been developed and piloted in the analyses of two different classroom activities. The model is based on theories of communicative ethics and an ethics of dialogicity, drawing upon the work of Jürgen Habermas, Iris Marion Young and Emmanuel Levinas. The analyses show that norms concerning whose perspective is prioritized and what ethical values are constituted in the classroom vary depending on how the program is organized and how the teacher chooses to use the program. The article also argues that the analytical model suggested might serve as a contribution to both teachers’ own professional, ethical awareness, and to critical studies on what takes place within social and emotional training activities in education.

  • 26.
    Irisdotter Aldenmyr, Sara
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Berg, Mikael
    Dalarna University, School of Humanities and Media Studies, History. Västerbergslagens utbildningsförbund.
    Konstruktioner av samhällsorienterade ämnen i historiedidaktisk belysning2016In: SO-undervisning på mellanstadiet: Forskning och praktik, Malmö: Gleerups Utbildning AB, 2016, 1, p. 31-51Chapter in book (Other academic)
  • 27.
    Irisdotter Aldenmyr, Sara
    et al.
    Dalarna University, School of Education and Humanities, Educational Work.
    Grönlien Zetterqvist, Kirsten
    Stockholms universitet.
    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)
  • 28.
    Irisdotter Aldenmyr, Sara
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Grönlien Zetterqvist, Kirsten
    Gunnarsson, Karin
    Skeie, Geir
    Legitimizing socio-emotional activities2013Conference paper (Refereed)
  • 29.
    Irisdotter Aldenmyr, Sara
    et al.
    Stockholms universitet.
    Grönlien Zetterqvist, Kirsten
    Stockholms universitet.
    Paulin, Ann
    Etik i professionellt lärarskap2009 (ed. 2)Book (Other (popular science, discussion, etc.))
  • 30.
    Irisdotter Aldenmyr, Sara
    et al.
    Stockholms universitet.
    Hartman, Sven
    Yrkesetik för lärare och behovet av professionsförankring2009In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 14, no 3, p. 212-229Article in journal (Refereed)
  • 31.
    Irisdotter Aldenmyr, Sara
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Hultin, Eva
    Dalarna University, School of Education, Health and Social Studies, Education.
    Being a Democratic Citizen in the Age of the Therapeutic Culture2013Conference paper (Refereed)
    Abstract [en]

    The purpose of this paper is to discuss the implications for democratic education in primary school, and the fostering of future democratic citizens, when democratic education is understood as value-based education, using socio-emotional manual-based programs. This is done in two steps. First I contextualize the usage of socio-emotional programs through an educational historical point of view, from an educational philosophical and political point of view, and from a sociological perspective. Then I look closer to one of the manual-based programs, the textbook material for Lower Secondary School (grades 7-9): Important for life – social and emotional training (SET), through analyzing the constructions of virtues and values in it. In the last part, I discuss if and how these constructions of virtues and values can be understood as political.

  • 32.
    Irisdotter Aldenmyr, Sara
    et al.
    Stockholms universitet, Institutionen för utbildningsvetenskap med inriktning mot humaniora och samhällsvetenskap.
    Jepson Wigg, Ulrika
    Stockholms universitet, Institutionen för utbildningsvetenskap med inriktning mot humaniora och samhällsvetenskap.
    Olson, Maria
    Stockholms universitet, Institutionen för utbildningsvetenskap med inriktning mot humaniora och samhällsvetenskap.
    Risk and Opportunities in Face-to Face Meetings. Empowering Students as Active Citizens in Neo Liberal Times2010In: Active Citizenship in Neo Liberal Times, 2010Conference paper (Refereed)
    Abstract [en]

    Educating for active citizenship is a pressing issue for educational policymaking in the Nordic countries, not least in the current neoliberal climate defined by economic and social change and by calls from different quarters for increased pluralism. Growing demands from the European Union on its member states to provide for active citizens through education fuels this task. In this text, Swedish education policy will be taken as a case in point in order to highlight how this issue is being handled in this Nordic policy setting. It is argued that its citizen fostering agenda is marked out by a deepened neoliberal orientation as regards the depiction of citizenship. This deepening takes place in the face of a historical rupture in Swedish education policy on citizenship, and consists of a replacement of the historically established society-centred citizenship with a consumer-oriented one that centres on the individual and on ‘freedom of choice’ as vital hubs. It is further argued that this shift highlights two problematic notions involved in the prevalent, neo liberally oriented framing of active citizenship through education: it tends to gloss over collective and antagonistic dimensions of citizenship necessary for encountering today’s societal demands. By drawing on Chantal Mouffe’s (2005, 2009) conceptualisation of 'the political' the overall aim of this text is highlighted: to seek for feasible openings for an altered way of framing the concept of active citizenship, where education is not depicted in terms of choice, but in terms of voice.

  • 33.
    Irisdotter Aldenmyr, Sara
    et al.
    Stockholm University, Sweden.
    Jepson Wigg, Ulrika
    Mälardalen University, Sweden.
    Olson, Maria
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Worries and possibilities in active citizenship: Three Swedish educational contexts2012In: Education, Citizenship and Social Justice, ISSN 1746-1979, E-ISSN 1746-1987, Vol. 7, no 3, p. 255-270Article in journal (Refereed)
    Abstract [en]

    This article examines how the concept of active citizenship has been given a neo-liberal character by examining practice in three different educational contexts in Sweden. The concept of active citizenship has become influential in educational policy and practice throughout the European Union. The aim of this article is to highlight concerns at how this concept has come to be re-shaped by neo-liberal principles in Swedish education. The analysis highlights three themes, based on voice, ethical awareness and complexity and mutuality of lived experience, and argues that they provide the basis for a shift away from the present neo-liberal colouring of the concept.

  • 34.
    Irisdotter Aldenmyr, Sara
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Kemuma, Joyce
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Pedagogiskt ledarskap för meningsfullt mångfaldsfrämjande: en pilotstudie om studenters möte med etiska och normkritiska perspektiv2013Conference paper (Other academic)
    Abstract [sv]

    Vår presentation utgår från en större projektskiss där lärarens pedagogiska ledarskap är i fokus. Vi orienterar oss särskilt mot ansvaret att främja mångfald i klassrummet. Den mångfald vi syftar på inbegriper aspekter som genus, etnicitet, religiös tillhörighet, barn i behov av särskilt, men även andra aspekter som inte betonas lika tydligt i mångfaldsdiskurser. Vi intresserar oss därmed för ett mångfaldsfrämjande som verkar bortom förutbestämda idéer om ”vi” och ”dom” och om vem som representerar mångfalden i klassrummet. Lärarutbildningen har, i vår tolkning, ett viktigt uppdrag att utbilda lärare som mångfaldsfrämjande ledare i klassrumspraktik. I denna presentation analyserar och diskuterar vi därför lärarstudenters erfarenheter av utbildningens bidrag till ett normkritiskt förhållningssätt. Detta är en mindre pilotstudie som består av 15 enkätsvar där studenter besvarat frågor om mångfaldsfrämjande och normkritiska förhållningssätt i slutet av utbildningen. Denna studie ingår i det större projektet om pedagogiskt ledarskap och mångfald i vilket vi ska studera den faktiska praktiken där läraren förväntas fungera som mångfaldsfrämjande pedagogisk ledare.

  • 35.
    Irisdotter Aldenmyr, Sara
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Olson, Maria
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Stockholms universitet, Högskolan i Skövde.
    The inward turn in therapeutic education: an individual enterprise promoted in the name of the common good2016In: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 24, no 3, p. 387-400Article in journal (Refereed)
    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.

  • 36.
    Irisdotter Aldenmyr, Sara
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Olson, Maria
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Stockholms universitet, Högskolan i Skövde.
    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 case2016In: NERA 2016 Social Justice, Equality and Solidarity in Education, 2016Conference paper (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.

  • 37.
    Morén, Göran
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    The struggling concept of social issues in social studies: a discourse analysis on the use of a central concept in syllabuses for social studies in Swedish upper secondary school2015In: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 14, no 1, p. 6-18Article in journal (Refereed)
  • 38.
    Olson, Maria
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Stockholms universitet, Högskolan i Skövde.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Avslutning2016In: 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)
  • 39.
    Olson, Maria
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Stockholms universitet, Högskolan i Skövde.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Inledning: Samhällsorienterande ämnen för mellanåren2016In: 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)
  • 40.
    Olson, Maria
    et al.
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Stockholms universitet, Högskolan i Skövde.
    Irisdotter Aldenmyr, SaraDalarna University, School of Education, Health and Social Studies, Educational Work.
    SO-undervisning på mellanstadiet: Forskning och praktik2016Collection (editor) (Other academic)
  • 41.
    Olson, Maria
    et al.
    Högskolan i Skövde, Institutionen för kommunikation och information; Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum).
    Irisdotter Aldenmyr, Sara
    Stockholms universitet, Humanistiska fakulteten, Centrum för de humanistiska ämnenas didaktik (CeHum).
    “Thera-Teachers” And “Not-Yets”: Implications Of The Current Trend Of Therapeutic Education?2012Conference paper (Refereed)
  • 42. Persson Henriksson, Anna
    et al.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Lärare blir till i talet om demokrati i SO-undervisning2017In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 2, p. 75-99Article in journal (Refereed)
    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.

  • 43.
    Wedin, Åsa
    et al.
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    Claesson, Urban
    Dalarna University, School of Humanities and Media Studies, History.
    Olson, Maria
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Irisdotter Aldenmyr, Sara
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Introduktion2018In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 12, no 1, p. 5-6Article in journal (Other academic)
1 - 43 of 43
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