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  • 1. Carlén, Urban
    et al.
    Olson, MariaStockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum).
    Perspektiv på gymnasial yrkesutbildning2013Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [sv]

    Avsikten med detta temanummer är att synliggöra och problematisera den gymnasiala yrkesutbildningens spänningsfält.I temanumret återfinns bidrag som på olika sätt studerar, belyser och diskuterar hur dessa spänningsfält ger avtryck och sätter möjliga spår av betydelse för både elever, lärare, skola, arbetsplatser och samhälle.

  • 2. Dahlstedt, M.
    et al.
    Sandberg, F.
    Fejes, A.
    Olson, Maria
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Dissonant futures: occupational trajectories, gender and class in contemporary municipal adult education in Sweden2018Ingår i: Journal of Education and Work, ISSN 1363-9080, E-ISSN 1469-9435, Vol. 31, nr 1, s. 16-27Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of this article is to problematize the ways class and gender are played out in adult students’ narratives about their occupational choice and future. Drawing on Beverly Skeggs, we analyse how students think about future occupations, what motivates them towards these and how they are able to form their future in relation to them. Taking on Sweden as a case, our results show that students’ narratives on their future occupations are classed as well as gendered. In their vision of future occupations, working-class students tend to focus on occupations helping and caring for others, while middle-class students tend to focus on work more as a means of fulfilling themselves as individuals. These differences are also gendered. Female students are more likely than their male counterparts to picture their future occupations in relation to having children and a family. This tells us that in the female students’ narratives, there tends to be a strong focus on caring – for their families as well as in future occupations. 

  • 3.
    Dahlstedt, Magnus
    et al.
    Linköpings Universitet.
    Fejes, Andreas
    Linköpings Universitet.
    Nicoll, Katherine
    University of Stirling, Skottland.
    Olson, Maria
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Citizen Formation Inside and Outside of School2011Ingår i: Inciting the Social Imagination: Education Research for the Public Good, 2011Konferensbidrag (Refereegranskat)
  • 4.
    Dahlstedt, Magnus
    et al.
    Linköpings universitet.
    Fejes, Andreas
    Linköpings universitet.
    Olson, Maria
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Rahm, Lina
    Linköpings universitet.
    Sandberg, Fredrik
    Lunds universitet; Linköpings universitet.
    Medborgarskapandets paradoxer: Medborgarskapspositioneringar i berättelser om tillhörighet i migrationens tid2017Ingår i: Sociologisk forskning, ISSN 0038-0342, Vol. 54, nr 1, s. 31-50Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Paradoxes of citizen formation: Citizenship positioning in stories about belonging in an era of migration

    This article analyzes the formation of citizenship in today’s multi-ethnic Sweden with a particular focus on how migration renders visible existing citizenship ideals, defined in terms of similarity and difference on the basis of ethno-cultural background. Analysing three individual stories of women who have migrated to Sweden, with different biographies and stories of how they ended up in Sweden, the article focuses on negotiations of the boundaries and contents of citizenship in multi-ethnic Sweden. The point of departure for the analysis is a post-structuralist and discursive approach. In all, the stories address the crucial question of who should be included into the social community and on what conditions – and who should be left out? This particular question is also at the very centre of the political debate in today’s Europe. On the one hand, there are strong arguments about the ’death of multiculturalism’ and demands for new forms of ethno-culturally graduated citizenship – also in Sweden. On the other hand, in Sweden as well as in other European countries, claims for the development of a new and more inclusive societal community have been raised, expanding the rights of citizens to accommodating also those who have been excluded from them.

  • 5.
    Dahlstedt, Magnus
    et al.
    Linköpings universitet.
    Fejes, Andreas
    Linköpings universitet.
    Olson, Maria
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Stockholms universitet, Högskolan i Skövde.
    Sandberg, Fredrik
    Linköpings universitet.
    Rahm, Lina
    Linköpings universitet.
    To belong or not to belong: negotiating citizenship in an age of migration2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    2015. More than a million people are seeking refuge in Europe. Over water or over land, children as well as adults are fleeing from war, persecution and poverty. Thousands of them disappear without a trace or drown beneath the waves. Most of the refugees come from the war-torn Syria (International Organisation for Migration 2015). Throughout the member states of the European Union, exceptional policy measures are taken in order to handle the so-called ‘refugee crisis’ – intensified border control, the introduction of ID checks at specific checkpoints as well as within the borders of a country and restrictive rules for the reception of asylum seekers. This precarious situation in Europe addresses a number of crucial questions about the state of citizenship and belonging in contemporary Europe – in an age of large-scale international migration.

     

    In an era of international migration established conceptions of citizenship, of who the citizen is or should be, are challenged. International migration highlights some of the fundamental issues of citizenship: which characteristics, abilities or values should the citizen have and how are the relationships between the citizen and society arranged? In the context of international migration certain individuals are seen as ‘naturally’ belonging to the national community they inhabit, guaranteeing a set of rights, while others are seen as not belonging. The question, however, is: Who are included in the societal community, who are excluded, and what conditions are used to decide?

     

    This article analyses the formation of citizenship in today’s multi-ethnic Sweden with a particular focus on how migration renders visible existing citizenship ideals, defined in terms of similarity and difference on the basis of ethno-cultural background. Analysing three individual stories of women who have migrated to Sweden, with different biographies, the article focuses on negotiations of the boundaries and contents of citizenship in multi-ethnic Sweden. The point of departure for the analysis is a post-structuralist and discursive approach.

  • 6.
    Dahlstedt, Magnus
    et al.
    Linköpings universitet.
    Olson, Maria
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Stockholms universitet, Högskolan i Skövde.
    Ana's tragedy - and Europe's a contemplation over Romani, belonging and citizenship making in a Europe of migration2016Ingår i: European Journal of Futures Research, ISSN 2195-4194, E-ISSN 2195-2248, Vol. 4, nr 16, s. 1-10Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article deals with the notion of belonging in today’s multi-ethnic Sweden and hints at perpectives of future European identity-building. On the basis of Frantz Fanon’s understanding of colonialism and the colonized mentality as theoretical, the article deals with the situation of Roma in Sweden – and Europe. With the story of a young Roma woman that has migrated to Sweden from Hungary as point of departure, the article addresses the situation for Romani people, but also for other migrants in Europe, with particular focus on who are allowed to belong to the community of Swedish and European citizens, and who are not

  • 7.
    Dahlstedt, Magnus
    et al.
    Linköpings universitet.
    Olson, Maria
    Högskolan i Skövde, Institutionen för kommunikation och information; Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum).
    Utbildning, demokrati, medborgarskap2013 (uppl. 1)Bok (Övrigt vetenskapligt)
  • 8.
    Dahlstedt, Magnus
    et al.
    Linköpings universitet.
    Sandberg, Fredrik
    Linköpings universitet.
    Olson, Maria
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Stockholms universitet, Högskolan i Skövde.
    Fejes, Andreas
    Linköpings universitet.
    Rahm, Lina
    Linköpings universitet.
    Formation of respectable citizens: precarious work and uncertain futures in a f-cked up world2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    Drawing on research on gender and class and especially on the work of Beverly Skeggs we analyse adult educational student’s stories of their future occupations and future lives. We argue that these narratives of the future are both gendered and class specific. The results shows that there are echoes from the past, where the working class focused on being diligent, caring, modest and respectable. There is also a gender difference among the working class students, where women picture their future occupations in relation to having children and a family. For the working class female students their future occupations are further often connected to working with people, i.e. as care workers, teachers or for instance physiotherapist – i.e. work that involve caring in one way or another. Different results are seen in the analysis of middle class students that are more likely to focus on their individual self-realisation, where the futures are grander and not so much connected to a specific time and space. Another important result is that the working class students are modest in the narratives of their future occupations. Imagined occupations would mean a certain amount of social mobility, but rather modest ones.

  • 9.
    Edling, Silvia
    et al.
    Uppsala universitet.
    Liljestrand, Johan
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Olson, Maria
    Högskolan i Skövde.
    Demokratiperspektiver i svensk lærarutdanning: Tre om svensk lærarutdanning2013Ingår i: Demokrati og lærerbevissthet: konferanserapport / [ed] Dag Fjeldstad og Rolf Mikkelsen, Oslo: Universitetet i Oslo. Institutt for laererutdanning og skoleforskning , 2013, s. 81-95Konferensbidrag (Övrigt vetenskapligt)
  • 10.
    Edling, Silvia
    et al.
    Uppsala universitet.
    Liljestrand, Johan
    Högskolan i Gävle.
    Olson, Maria
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Tre om svensk lærerutdanning2013Ingår i: Demokrati og lærerbevissthet: Konferanserapport / [ed] Dag Fjeldstad & Rolf Mikkelsen, Oslo: Universitetet i Oslo , 2013, s. 81-95Konferensbidrag (Refereegranskat)
  • 11.
    Fejes, Andreas
    et al.
    Linköpings universitet.
    Dahlstedt, Magnus
    Linköpings universitet.
    Olson, Maria
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Stockholms universitet.
    Sandberg, Fredrik
    Lunds universitet.
    Adult Education and the Formation of Citizens: A critical Interrogation2018 (uppl. 1)Bok (Refereegranskat)
    Abstract [en]

    Adult Education and the Formation of Citizens turns attention towards normative claims about who adults should become through education, and what capacities and skills adults need to develop to become included in society as ‘full’ citizens. Through these debates, adults are construed as not yet citizens, despite already being citizens in a formal sense; this book problematises such regimes of truth and their related notions of the possibilities and impossibilities of adult education and citizenship. Drawing on empirical examples from the two main adult education institutions in Sweden, folk high schools and municipal adult education, it argues that, through current regimes of truth, these institutions become spaces for the re-shaping of the "abnormal" citizen. The book suggests that only certain futures of citizenship and its educational provision are made possible, while other futures are ignored or even made impossible to imagine. Offering a unique focus on critically problematising the role of adult education in relation to the fostering and shaping of citizens, the book addresses the important contemporary challenges of the role of adult education in a time of migration.

    Adult Education and the Formation of Citizens will be of great interest to academics, researchers and postgraduate students in the fields of adult education, lifelong learning and education. "Citizenship education is typically viewed as an unproblematic ‘good’ thing that empowers adults to participate fully in a democratic society. In this fascinating volume, Andreas Fejes and his colleagues outline the normative nature of citizenship education and challenge the idea that those not receiving such education are somehow ‘less than’ full citizens. Drawing on Foucault’s ideas they analyse conceptions of citizenship and practices of education as regimes of truth, and explore the ways that power relations shape citizenship as a process of inclusion and exclusion." Stephen Brookfield, John Ireland Endowed Chair, University of St. Thomas, Minneapolis-St. Paul, USA.

    "Never has there been time when we need more strategic adult education oriented to formal, nonformal and informal sectors, to address the ongoing crises in citizenship and global civil society. In putting adult education at the centre, the authors not only fill a deep gap in citizenship education, they push for more careful consideration of the many challenges citizens face globally. This book is a must read for those of us interested in the discourses of citizenship, adult education, and global civil society." Leona M. English is Professor of Adult Education at St. Francis Xavier University, Canada.

  • 12.
    Fejes, Andreas
    et al.
    Linköpings universitet.
    Dahlstedt, Magnus
    Linköpings universitet.
    Olson, Maria
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Stockholms universitet.
    Sandberg, Fredrik
    Lunds universitet.
    Medborgarskap och utbildning för vuxna: Om Komvux, folkhögskola och medborgarskapandets praktiker2018 (uppl. 1)Bok (Refereegranskat)
    Abstract [sv]

    Utbildning för vuxna lyfts ofta fram som en lösning på en rad aktuella samhällsutmaningar. Allt från miljöfrågor till den mer övergripande målsättningen att skapa ekonomisk tillväxt. Men vuxenutbildningen har också ett tydligt demokratiskt och medborgerligt uppdrag, och i denna bok utforskar detta medborgerliga uppdrag utifrån dess grundläggande antaganden, verkningssätt och konsekvenser.

  • 13.
    Fejes, Andreas
    et al.
    Linköpings universitet, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo).
    Nicoll, Katherine
    University of Stirling.
    Olson, Maria
    Stockholms Universitet.
    Dahlstedt, Magnus
    Linköpings universitet, REMESO - Institutet för forskning om Migration, Etnicitet och Samhälle.
    Citizen Formation: Becoming a citizen inside and outside of school2011Konferensbidrag (Refereegranskat)
  • 14.
    Fejes, Andreas
    et al.
    Linköpings universitet, Pedagogik och vuxnas lärande.
    Olson, Maria
    Pedagogiska institutionen, Stockholms universitet.
    Nicoll, Katherine
    University of Stirling.
    Dahlstedt, Magnus
    Linköpings universitet, REMESO - Institutet för forskning om Migration, Etnicitet och Samhälle.
    European Citizenship: Activities beyond Educational Practice and Policy2010Konferensbidrag (Övrigt vetenskapligt)
  • 15.
    Fejes, Andreas
    et al.
    Linköpings universitet.
    Olson, Maria
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Stockholms universitet, Högskolan i Skövde.
    Rahm, Lina
    Linköpings universitet.
    Dahlstedt, Magnus
    Linköpings universitet.
    Sandberg, Fredrik
    Linköpings universitet.
    Individualisation in Swedish adult education and the shaping of neo-liberal subjectivities2018Ingår i: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 2, nr 3, s. 461-473Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article we have analysed the ways a discourse on individualisation is taking shape within adult education in Sweden, how it operates, and what effects it has in terms of shaping student subjectivity. Drawing on a post-structural theorisation we analyse interviews with teachers and students in municipal adult education (MAE) and folk high schools (FHS). The analysis illustrates how both institutions contribute to the shaping of individualised subjectivities, although differently. At the end, a general question is raised about what happens with the democratic function of adult education in general, when a discourse on individualisation operates in the ways described, and more specifically, asks what is happening to FHS as an educational practice, that upholds its self-image as a last bastion of a collective notion of learning and subjectivity, and nurturing an educational practice of learning democracy?

  • 16.
    Fejes, Andreas
    et al.
    Linköpings universitet.
    Olson, Maria
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Stockholms universitet, Högskolan i Skövde.
    Rahm, Lina
    Linköpings universitet.
    Dahlstedt, Magnus
    Linköpings universitet.
    Sandberg, Fredrik
    Linköpings universitet.
    Individualisation in the citizen formation in Swedish adult education2016Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this article we have analysed the ways a discourse on individualisation is taking shape within adult education in Sweden, how it operates, and what effects it has in terms of shaping student subjectivity. Drawing on a post-structural theorisation we analyse interviews with teachers and students in municipal adult education (MAE) and folk high schools (FHS). The analysis illustrates how both institutions contribute to the shaping of individualised subjectivities, although differently. At the end, a general question is raised about what happens with the democratic function of adult education in general, when a discourse on individualisation operates in the ways described, and more specifically, asks what is happening to FHS as an educational practice, that upholds its self-image as a last bastion of a collective notion of learning and subjectivity, and nurturing an educational practice of learning democracy? 

  • 17.
    Fejes, Andreas
    et al.
    Linköpings universitet.
    Olson, Maria
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Stockholms universitet, Högskolan i Skövde.
    Rahm, Lina
    Linköpings universitet.
    Dahlstedt, Magnus
    Linköpings universitet.
    Sandberg, Fredrik
    Linköpings universitet.
    Individualisering genom det kollektiva i svensk folkhögskola2015Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    The aim of this paper presentation is to identify how the principles of democracy and the market are played out in Swedish adult education. More specifically, we focus on how collective and individually oriented notions of what it means to be a citizen, shape student subjectivity. By focusing on both formal adult education (municipal adult education) and non-formal adult education (folk high schools) we wish to illustrate how these principles are mobilized differently, thus shaping different kinds of citizen subjectivities. Drawing on a post structural theorization inspired by the work of Michel Foucault, we analyse interviews with students and teachers at one school for municipal adult education, as well as one folk high school. Our analysis illustrates how an individually oriented citizen is shaped through discourses mobilized in both settings. However, in the folk highs school, individualization is shaped through discourses on collectivization. We argue that such shaping are in line with neoliberal forms of governance.

  • 18.
    Henriksson Persson, Anna
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Olson, Maria
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Stockholms universitet, Högskolan i Skövde.
    Att göra demokrati i samhällskunskapsundervisning på mellanstadiet2016Ingår i: SO-undervisning på mellanstadiet: Forskning och praktik / [ed] Maria Olson och Sara Irisdotter Aldenmyr, Malmö: Gleerups Utbildning AB, 2016, 1, s. 141-160Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 19.
    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 Times2010Ingår i: Active Citizenship in Neo Liberal Times, 2010Konferensbidrag (Refereegranskat)
    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.

  • 20.
    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 contexts2012Ingår i: Education, Citizenship and Social Justice, ISSN 1746-1979, E-ISSN 1746-1987, Vol. 7, nr 3, s. 255-270Artikel i tidskrift (Refereegranskat)
    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.

  • 21.
    Irisdotter Aldenmyr, Sara
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Olson, Maria
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Stockholms universitet, Högskolan i Skövde.
    The inward turn in therapeutic education: an individual enterprise promoted in the name of the common good2016Ingår i: Pedagogy, Culture & Society, ISSN 1468-1366, E-ISSN 1747-5104, Vol. 24, nr 3, s. 387-400Artikel i tidskrift (Refereegranskat)
    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.

  • 22.
    Irisdotter Aldenmyr, Sara
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Olson, Maria
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. 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 case2016Ingår i: NERA 2016 Social Justice, Equality and Solidarity in Education, 2016Konferensbidrag (Refereegranskat)
    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.

  • 23. Jakobsson, Anders
    et al.
    Olson, Maria
    Högskolan i Skövde, Institutionen för kommunikation och information.
    Ett vidgat perspektiv på ämnesdidaktik?2012Ingår i: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, nr 2, s. 8-14Artikel i tidskrift (Refereegranskat)
  • 24.
    Liljestrand, Johan
    et al.
    Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap.
    Olson, Maria
    Stockholms universitet.
    Religious Education Teachers Conceptions of "Religion" and its Implications for Citizenship2013Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    Depictions and presentations of what “religion” comprises is an important part of religious education. In order to introduce religion as a subject matter in school, the teacher has to rely on some portrayal or distinction of the notion of religion for the students. However, the notion of religion is not only part of basic school knowledge. Different conceptions of the meaning and event of religion or the different ways of characterizing the basic functions of religion, also contribute to the ways in which we grasp the impact or non impact of religion in social life.

    This paper addresses how teachers in comprehensive secondary education describe religion. Religious studies teachers can be seen as socialisation agents with the professional task to educate students for participation in society. Their depictions of “religion” does not only have an individual or cognitive signification, but also has implications for how students are approaching what counts as religion or religious and for what and who that become excluded and included in these depictions. Taking on the relationship between the teachers’ depictions and presentations of religion and the implications of them as regards the students’ notions of life in society the teachers’ voices on the notion and subject matter of religion become interesting to explore as an important part of the curricula, and further, for their assignment to see to the students’ democratic citizenship.

    In this paper we approach the teachers’ descriptions not as abstract definitions but as social actions in an educational setting, which is intimately linked to the wider social and societal omission of seeing to this assignment. The purpose is more specifically to study religious studies teacher’s descriptions and presentations of “religion” and its possible consequences for democratic citizenship in our times. The paper is based on a recently carried out empirical study that involves nine semi-structured interviews (5 m + 4 f) in the Swedish comprehensive secondary school.

  • 25.
    Liljestrand, Johan
    et al.
    Högskolan i Gävle.
    Olson, Maria
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete. Stockholms universitet, Högskolan i Skövde.
    The (educational) meaning of religion as a quality of liberal democratic citizenship2016Ingår i: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 48, nr 2, s. 151-166Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Religion has become a prominent issue in times of pluralism and in relation to citizenship in school and in society. As religious education (RE) is assigned to be one of the main school subject where issues of what religion is are to be raised, RE teachers’ conceptualizations of religion are of vital concern to investigate. In this article, RE teachers’ descriptions of ‘religion’ are scrutinized and analysed in terms of implications for citizenship with special regard to the role of RE. Three vital conceptions of religion emerge in teachers’ descriptions. First, religion is mainly individual or private, secondly, it denotes ethical guidance, and thirdly, it relates to sociocultural systems for thinking. Taken together, these conceptualizations share two characteristics about religion: religion as being individual-centred and private, and religion as being mind oriented. Out of this analysis, we discuss the role of religion and RE in contemporary liberal democratic life in society. The discussion is concluded by addressing two key things; the importance of the RE teacher as a curriculum maker, and the importance of religion and RE as active interventions in today’s contemporary discussion about pluralism in liberal democratic societies.

  • 26.
    Lundahl, Lisbeth
    et al.
    Umeå Universitet, Sweden.
    Olson, Maria
    Högskolan i Skövde, Institutionen för kommunikation och information; Stockholms universitet, Centrum för de humanistiska ämnenas didaktik (CeHum).
    Democracy lessons in market-oriented schools: The case of Swedish upper secondary education2013Ingår i: Education, Citizenship and Social Justice, ISSN 1746-1979, E-ISSN 1746-1987, Vol. 8, nr 2, s. 201-213Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Based on recent ethnographic research, this article explores young people’s opportunities of formal and informal democracy learning and expressions of such learning in the highly market-influenced Swedish upper secondary education. With its ambitious democracy-fostering goals and far-reaching marketisation, Swedish education constitutes an interesting case in this respect. The analysis indicates that ‘voting with the feet’ emerges as an important way of exerting student influence. At the same time, young people’s voice is surprisingly neglected in classroom practice. Increased focus on performance and goal attainment tends to overshadow less ‘rewarding’ aspects of the curriculum, such as democracy teaching and learning, both from the side of teachers and students. Students are also increasingly expected to act as school representatives and to avoid giving negative impressions of their school.

  • 27.
    Nicoll, Katherine
    et al.
    University of Stirling.
    Fejes, Andreas
    Linköpings universitet, Avdelningen för studier av vuxenutbildning, folkbildning och högre utbildning (VUFo).
    Olson, Maria
    Högskolan i Skövde, Institutionen för kommunikation och information; Stockholms universitet, Institutionen för utbildningsvetenskap med inriktning mot humaniora och samhällsvetenskap.
    Biesta, Gert
    University of Stirling.
    Dahlstedt, Magnus
    Linköpings universitet, REMESO - Institutet för forskning om Migration, Etnicitet och Samhälle.
    Citizen Formation: Beyond Educational Practice and Policy2010Ingår i: 38th Annual Conference of the Nordic Educational Research Association, 2010Konferensbidrag (Övrigt vetenskapligt)