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Carlsson, David
Alternative names
Publications (10 of 20) Show all publications
Liljestrand, J., Carlsson, D. & Thalén, P. (2019). Images of Christianity in teaching materials for the Swedish compulsory school. In: : . Paper presented at Nordic Conference of Religious Education, 11-14 June 2019, Trondheim, Norway.
Open this publication in new window or tab >>Images of Christianity in teaching materials for the Swedish compulsory school
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The objective to teach Christianity is stated in the Swedish national syllabus for RE since the very beginning of compulsory school. Actually, the syllabus from a decade ago states teaching both about, and in, the Lutheran catechesis – a mission that was successively replaced by biblical studies and later developed into the subject “Religionskunskap”. The latter in which Christianity was only one of several (foremost world-)religions and prominent views of life. However, the mission to pay a certain weight to Christianity has survived although in a new and (post)secular context. The privilege of Christianity is today typically motivated by its cultural position rather than from a religious or moral rationale. 

In the Swedish context, in which Religionskunskap is a mandatory school subject, students are engaged in teaching and learning Christianity back and forth during their compulsory period of school. Widening the context from the school system, there has been debates regarding the status of Christianity in the Swedish RE syllabus. A common argument in defence of the privileged position of Christianity is the importance of a “Christian common heritage”. One way to address how students are engaged with Christianity on the arena of compulsory education is to investigate teaching materials currently used in school. The purpose of our paper is to investigate the depiction of Christianity in current and widely used Swedish teaching materials. Using discourse analysis, prominent and dominating discourses will be revealed. The results from the analysis will be used to reflect on and discuss the position of Christianity in Swedish schools within a cultural-historical context in Sweden and Europe.

National Category
Pedagogy
Identifiers
urn:nbn:se:hig:diva-29200 (URN)
Conference
Nordic Conference of Religious Education, 11-14 June 2019, Trondheim, Norway
Available from: 2019-01-29 Created: 2019-01-29 Last updated: 2019-03-02Bibliographically approved
Carlsson, D. (2018). Kritiska uppmaningar från skolinspektionen till religionskunskapsämnet på gymnasiet: några svar och fortsatta frågetecken från religionsdidaktiska trepartssamtal. Religion och livsfrågor, 2
Open this publication in new window or tab >>Kritiska uppmaningar från skolinspektionen till religionskunskapsämnet på gymnasiet: några svar och fortsatta frågetecken från religionsdidaktiska trepartssamtal
2018 (Swedish)In: Religion och livsfrågor, Vol. 2Article in journal (Other (popular science, discussion, etc.)) Published
National Category
Religious Studies Didactics
Identifiers
urn:nbn:se:hig:diva-26651 (URN)
Available from: 2018-05-30 Created: 2018-05-30 Last updated: 2018-06-21Bibliographically approved
Carlsson, D. (2018). Representation and safe space: conflicting discourses in RE teacher education supervision. British Journal of Religious Education
Open this publication in new window or tab >>Representation and safe space: conflicting discourses in RE teacher education supervision
2018 (English)In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article explores supervision conferences in RE teacher education in Sweden. Two discourses that are often articulated in supervision conferences are ‘representation’ and ‘safe space’. These are investigated and presented as necessary components for becoming a competent teacher of upper secondary school RE in Sweden. The empirical material consists of observations of six RE supervision trialogues and interviews with the participants–student teachers, upper secondary school supervisors and university-based teacher educators. Based on the analysis of the empirical material, representation and safe space emerge as essential ‘RE teacher knowledge’. Furthermore, the antagonism between representation and safe space that emerges in the supervision trialogues is explored and highlighted. By way of conclusion, the presented discursive struggle is reflected on as a battle over power within the supervision triad.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Religious education, representation, safe space, supervision
National Category
Religious Studies Educational Sciences
Identifiers
urn:nbn:se:hig:diva-29062 (URN)10.1080/01416200.2018.1556600 (DOI)2-s2.0-85058422580 (Scopus ID)
Available from: 2019-01-07 Created: 2019-01-07 Last updated: 2019-01-07Bibliographically approved
Carlsson, D. & Thalén, P. (2018). Teaching secular worldviews in a post-secular age. In: : . Paper presented at 2018 AAR Annual Meeting, 17-20 November 2018, Denver, Colorado, USA.
Open this publication in new window or tab >>Teaching secular worldviews in a post-secular age
2018 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The paper discusses how secular world views should be included in RE. Knowledge of secular world views can be understood in different ways. The paper distinguishes between two types of knowledge of secular world-views. The first type reflects the self-understanding of modernity while the second one represents a more critical stance influenced by post-modern thinking. It is argued that only the latter type is suitable for RE in public schools if the aim is to conduct an inclusive, non-confessional education.

National Category
Religious Studies
Identifiers
urn:nbn:se:hig:diva-28585 (URN)
Conference
2018 AAR Annual Meeting, 17-20 November 2018, Denver, Colorado, USA
Available from: 2018-11-22 Created: 2018-11-22 Last updated: 2018-12-03Bibliographically approved
Carlsson, D. (2017). Ethics – a missing theme (?) when student teachers and teacher educators construct the competent RE teacher. In: What may be learnt in ethics? Conference 11-13 December 2017: Abstracts. Paper presented at EthiCo Conference 'What may be learnt in ethics? Present and future conceptions of ethical competence', 11-13 December 2017, Gothenburg, Sweden (pp. 6).
Open this publication in new window or tab >>Ethics – a missing theme (?) when student teachers and teacher educators construct the competent RE teacher
2017 (English)In: What may be learnt in ethics? Conference 11-13 December 2017: Abstracts, 2017, p. 6-Conference paper, Oral presentation only (Refereed)
Abstract [en]

In my PhD-thesis, constructions of RE teacher knowledge are investigated based on observations of six RE supervision trialogues in teacher education (Carlsson, 2016). In this paper I am returning to the empirical material from the thesis, investigating it from an ethics perspective: What discourses about ethics are articulated in RE teacher education supervision trialogues? Preliminary findings show that few articulations can be identified when searching for the terms ethics, moral and values. The next step in the research process includes the main research question - an attempt to investigate the non-articulated: Is ethics a present theme when exploring other statements that can be understood as different conceptions of ethics in light of ethical theories? To be able to answer this research question, an expanded understanding of the content of ethics/ethical competence must be at hand. My inspiration comes from a few different, but from this perspective related, views on ethics. In the Swedish school system, ethics is a part of the RE subject were a “multicultural ethical competence” must be developed (Franck, 2014, p. 198). In relation to Franck, the conception of understanding different others might also be considered the affinity of (aspects of) the ethical theories of Nussbaum (1995), Bauman (1996) and Benhabib (1994). I will use this conceptualization when exploring the empirical material and in that way be able to analyze the construction of the competent RE teacher in terms of ethics and/or ethical competence as a possible present, or missing, theme in RE teacher education supervision trialogues.

National Category
Ethics Educational Sciences
Identifiers
urn:nbn:se:hig:diva-27197 (URN)
Conference
EthiCo Conference 'What may be learnt in ethics? Present and future conceptions of ethical competence', 11-13 December 2017, Gothenburg, Sweden
Available from: 2018-06-20 Created: 2018-06-20 Last updated: 2018-06-21Bibliographically approved
Carlsson, D. (2016). Vad är religionslärarkunskap?: En diskursanalys av trepartssamtal i lärarutbildningen. (Doctoral dissertation). Göteborg: Acta Universitatis Gothoburgensis
Open this publication in new window or tab >>Vad är religionslärarkunskap?: En diskursanalys av trepartssamtal i lärarutbildningen
2016 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

From an overall perspective, the aim of this thesis is to investigate teachers’ knowledge in relation to Swedish teacher education and to the school subject religious education (RE), by exploring constructions of essential knowledge for an RE teacher. Two research questions are in focus: What RE teacher knowledge is discursively constructed in teacher education supervision trialogue and in interviews with student teachers, teacher educators from school and teacher educators from university? How are those discourses constructed in supervision trialogue between student teachers, teacher educators from school and teacher educators from university? The results are based on empirical material consisting of six observations of teacher education supervision trialogues (three-way conferences) in RE and interviews with RE student teachers, RE teacher educators from upper secondary school and RE teacher educators from university, both before and after each trialogue. This empirical material is worked through and analysed using discourse analysis that mainly draws on the perspectives of Norman Fairclough. The findings give rise to an order of discourse regarding essential RE teacher knowledge. Three discourses are constructed. The dominant discourse is called “Knowing one’s subject” and refers to an RE teacher’s capacity to master the content, problematise it and both know and teach the content in an up-to-date manner. The second discourse is entitled “Knowing and meeting the pupils”. Within this discourse, it is important for a teacher in RE to be familiar with, and use, the pupils’ different pre-understandings and to communicate with the pupils in the RE classroom. The third discourse is called “Knowing oneself”. This discourse highlights the importance of being objective, reflective and being a leader. Moreover, the analysis shows that the discourses are primarily constructed as complementary in relation to one another. There seems to be a common agreement among students and teacher educators about the fact that RE teachers need to know the subject, know the pupils and know themselves. However, discursive conflicts can arise when discourses are initiated in an antagonistic manner. These RE conflicts imply neither consensus nor hegemony. Antagonistic discourses reflect aspects of dominance mainly in relation to discourses, i.e. RE teacher knowledge, but also in relation to positions.

Place, publisher, year, edition, pages
Göteborg: Acta Universitatis Gothoburgensis, 2016. p. 268
Series
Gothenburg Studies in Educational Sciences, ISSN 0436-1121 ; 394
Keywords
religious education, teacher education, knowledge, teacher knowledge, supervision, supervision trialogue, supervision conference, discourse, discourse analysis, observation
National Category
Educational Sciences Religious Studies
Identifiers
urn:nbn:se:hig:diva-23114 (URN)978-91-7346-897-8 (ISBN)978-91-7346-898-5 (ISBN)
Public defence
2017-01-13, BE 036, Pedagogen, Göteborg, 13:00
Opponent
Supervisors
Available from: 2016-12-19 Created: 2016-12-19 Last updated: 2018-06-21Bibliographically approved
Carlsson, D. & Lantz, S. (2015). Att undervisa i religionskunskap i en postsekulär samtid: en avslutande reflektion. In: David Carlsson & Peder Thalén (Ed.), Det postsekulära klassrummet: mot ett vidgat religionskunskapsbegrepp (pp. 193-196). Gävle: Högskolan i Gävle
Open this publication in new window or tab >>Att undervisa i religionskunskap i en postsekulär samtid: en avslutande reflektion
2015 (Swedish)In: Det postsekulära klassrummet: mot ett vidgat religionskunskapsbegrepp / [ed] David Carlsson & Peder Thalén, Gävle: Högskolan i Gävle , 2015, p. 193-196Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gävle: Högskolan i Gävle, 2015
Series
Scientific studies of religion from the University of Gävle, ISSN 1652-7895 ; 10
National Category
Religious Studies Didactics
Identifiers
urn:nbn:se:hig:diva-20234 (URN)978-91-975446-8-9 (ISBN)
Available from: 2015-09-10 Created: 2015-09-10 Last updated: 2018-06-21Bibliographically approved
Carlsson, D. (2015). Constructions of RE teacher knowledge in supervision conferences. In: Shifting borders in Religious Education: XIII Nordic Conference on Religious Education Ed: Olga Schihalejev 15 - 18 June 2015, University of Tartu, Estonia (Abstract Book). Paper presented at 13th Nordic Conference on Religious Education (NCRE) ’Shifting borders in Religious Education’, 15-18 June 2015, University of Tartu, Estonia (pp. 40).
Open this publication in new window or tab >>Constructions of RE teacher knowledge in supervision conferences
2015 (English)In: Shifting borders in Religious Education: XIII Nordic Conference on Religious Education Ed: Olga Schihalejev 15 - 18 June 2015, University of Tartu, Estonia (Abstract Book), 2015, p. 40-Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of this paper presentation is to present a tentative analysis of what is constructed as “teacher knowledge” of a RE teacher through supervision conferences in Swedish teacher education. The analysis will discuss different categories related to knowledge, skills and dispositions, needed for a RE teacher to teach in upper secondary school. A theoretical assumption is made that joint talk will construct meaning and, in the present case of studying a teacher education practice, that joint talk (and the analysis of joint talk) will construct scientific knowledge about “RE teacher knowledge”. The analysis is based upon an empirical material generated from observations and transcriptions of six supervisory conferences in Swedish RE teacher education held atsix different schools in five different cities, organized by three different universities in Sweden. Each supervisory conference is a tripartite dialogue, involving a RE student teacher, a RE teacher educator from university and a RE teacher from school. In the methodological design of the study, interviews with all three participants are included, both before and after the supervision conference. An observation of a RE lesson held by the student teacher before all supervision conferences respectively, arealso included. In the presentation a comparison will be included between RE teacher knowledge which is constructed by the triad in the conference talk and knowledge categories in focus when the participants are interviewed individually. To sum up, the presentation will concern a tentative analysis of RE teacher knowledge through the construction of categories based upon observations of a teacher education supervision practice and interviews with the participants.

Keywords
religion, teacher knowledge, supervision conferences, teacher education, RE teacher
National Category
Educational Sciences Religious Studies
Identifiers
urn:nbn:se:hig:diva-20235 (URN)978-9985-4-0924-4 (ISBN)978-9985-4-0925-1 (ISBN)
Conference
13th Nordic Conference on Religious Education (NCRE) ’Shifting borders in Religious Education’, 15-18 June 2015, University of Tartu, Estonia
Available from: 2015-09-10 Created: 2015-09-10 Last updated: 2018-06-21Bibliographically approved
Carlsson, D. & Thalén, P. (Eds.). (2015). Det postsekulära klassrummet: mot ett vidgat religionskunskapsbegrepp (1ed.). Gävle: Högskolan i Gävle
Open this publication in new window or tab >>Det postsekulära klassrummet: mot ett vidgat religionskunskapsbegrepp
2015 (Swedish)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Gävle: Högskolan i Gävle, 2015. p. 200 Edition: 1
Series
Scientific studies of religion from the University of Gävle, ISSN 1652-7895 ; 10
National Category
Philosophy, Ethics and Religion Educational Sciences
Identifiers
urn:nbn:se:hig:diva-20251 (URN)978-91-975446-8-9 (ISBN)
Available from: 2015-09-11 Created: 2015-09-11 Last updated: 2018-06-21Bibliographically approved
Carlsson, D. (2015). Förändring i samtiden?: Elevers livsåskådningsbeskrivningar och religionskunskap. In: David Carlsson & Peder Thalén (Ed.), Det postsekulära klassrummet: Mot ett vidgat religionskunskapsbegrepp (pp. 55-70). Gävle: Högskolan i Gävle
Open this publication in new window or tab >>Förändring i samtiden?: Elevers livsåskådningsbeskrivningar och religionskunskap
2015 (Swedish)In: Det postsekulära klassrummet: Mot ett vidgat religionskunskapsbegrepp / [ed] David Carlsson & Peder Thalén, Gävle: Högskolan i Gävle , 2015, p. 55-70Chapter in book (Other academic)
Place, publisher, year, edition, pages
Gävle: Högskolan i Gävle, 2015
Series
Scientific studies of religion from the University of Gävle, ISSN 1652-7895 ; 10
National Category
Religious Studies
Identifiers
urn:nbn:se:hig:diva-20232 (URN)978-91-975446-8-9 (ISBN)
Available from: 2015-09-10 Created: 2015-09-10 Last updated: 2018-06-21Bibliographically approved
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