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  • 51.
    Edling, Silvia
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Mooney Simmies, Geraldine
    University of Limerick, Ireland.
    Approaching Teacher Educators' Democratic Professionalism2014Konferansepaper (Fagfellevurdert)
  • 52.
    Edling, Silvia
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Sharp, Heather
    Newcastle University, Australia.
    Ammert, Niklas
    Linnéuniversitet.
    Löfström, Jan
    Helsingfors universitet.
    Exploring moral responsibility(ies) within argumentations for the use of historical consciousnes2018Konferansepaper (Fagfellevurdert)
  • 53.
    Edling, Silvia
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Sharp, Heather
    Newcastle University, Australia.
    Ammert, Niklas
    Linnéuniversitet.
    Löfström, Jan
    Helsingfors universitet.
    Highlighting relationships between historical consciousness and moral consciousness: Objectives, consequences and moral foci2019Konferansepaper (Fagfellevurdert)
  • 54.
    Edling, Silvia
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Sharp, Heather
    Newcastle University, Australia.
    Löfström, Jan
    Helsingfors universitet, Finland.
    Ammert, Niklas
    Linnéuniversitetet.
    Exploring moral responsibility(ies) within argumentations for the use of historical consciousness2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Totalitarian and nationalistic ideas, violence, and mass-murder of dissidents are part of our history; Educational programs like Council of Europe and the Forum for living history are created with the aim that knowledge about moral and ethical violence in the past can support students’ sense of moral responsibilities in the present (Selman & Barr, 2009). In this context, moral responsibility means broadly an obligation not to harm others (Kamm, 2007). In the 1980s a ‘moral’ turn took place in historical scholarship which implied that questions concerning good and bad as well right and wrong were recognized as vital in history education (cf. Cotkin: 2008). This process was closely intertwined with the development of historical consciousness within the field of history education (cf. Jensen, 1978).  Following Rüsen (2004), historical consciousness can be regarded as a narrative competence, a narrative ability to generate well-grounded interpretations of the world in relation to the past, the present, and the future.Accordingly, history education carries an important possibility to develop students’ commitment to moral responsibility and democracy in the present. However, the moral dimension in relation to the concept historical consciousness has, to date, only been raised in a general manner (Rüsen, 2004), which makes it difficult to theoretically understand the link between historical and moral consciousness.With this as a background, the purpose of the paper is to conceptually deepen the understanding of moral responsibilities present in descriptions of historical consciousness. This is done by exploring how a) historical consciousness as a concept developed during the 1960s, b) its relationship to didaktik, and c) theme(s) of moral responsibility(ies) expressed in theoretical definitions of historical consciousness. As such, the research this paper draws on will provide a typology of moral themes aligned with the use of historical consciousness in education, which can function as a support for teacher judgments (cf. Schön, 1983).  Sources used about historical consciousness are a selection of those frequently referred to in various published literature and university-level text books for teacher education students in Sweden, Finland, and Australia.Inspired by Faircloughs’ (1995) critical discourse analysis the material will be analyzed in three steps: (1) a text-analysis where the use of words and their intercorrelation have been essential to depict, (2) an interpretation, implying a structuring of the discursive themes found, and (3) an explanation of the themes discovered which are placed in a broader social context and research body.

  • 55.
    Edling, Silvia
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Sharp, Heather
    Newcastle University, Australia.
    Löfström, Jan
    Helsingfors universitet.
    Ammert, Niklas
    Linnéuniversitet.
    Exploring the link between historical consciousness and moral consciousness: motivations, epistemological assumptions and moral purposes2019Konferansepaper (Fagfellevurdert)
  • 56.
    Francia, Guadalupe
    et al.
    Uppsala University, Uppsala, Sweden.
    Edling, Silvia
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    A Child Perspective in the Study of Bullying in Swedish Boarding Elite’s Schools2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This article presents a research study of bullying in Swedish private Boarding schools with focus on a child perspective. It analyses even the Education of the Swedish Power Elites starting point from Bourdieu s’ sociological research and from the Convention on the Rights of the Child.

    This study is based on the analysis of cases of bullying in three private boarding schools in Sweden during 2011-2012. This contribution analyses in which way the child perspective is presented in description of bullying and practices against bullying produced by different actors

    Method

    This contribution is based on analysis of texts produced by Swedish Education authorities, Polices authorities, Boarding schools staff, parents, pupils and media.

    Expected Outcomes

    This contribution shows how bullying practices in Swedish boarding elite’s schools are legitimized in terms on traditions and socialization patters for leadership in the Swedish Society. It argues on policies and practices against bullying that pay attention to a child perspective. Even though this analysis focuses on the Swedish experience, it can lead to a better understanding of the need to pay attention on a child perspective in the analysis on policies and practices against bullying in other European educational contexts.

  • 57.
    Francia, Guadalupe
    et al.
    Uppsala University.
    Edling, Silvia
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Didaktik.
    Can school leaders make a difference in the protection of children’s rights against violence? : A Critical Discourse Analysis of Different leadership strategies at boarding school in Sweden2015Konferansepaper (Fagfellevurdert)
  • 58.
    Francia, Guadalupe
    et al.
    Department of Education, Uppsala University, Uppsala, Sweden.
    Edling, Silvia
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Children's rights and violence: A case analysis at a Swedish boarding school2017Inngår i: Childhood, ISSN 0907-5682, E-ISSN 1461-7013, Vol. 24, nr 1, s. 51-67Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Drawing on the Convention on the Rights of the Child, the article highlights various conceptions of violence at a Swedish boarding school and is based on a critical discourse analysis of different educational and media documents. The investigation indicates that ambitions to protect children from violence need to overcome the dichotomy of private and public in order to protect children affected by violence in the borderland between the private and public spheres.

  • 59.
    Francia, Guadalupe
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Edling, Silvia
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Neoliberal policy paradigm in Teacher Education in Argentina and Sweden : Strategy for increase quality and teacher profession status?2019Konferansepaper (Fagfellevurdert)
  • 60.
    Francia, Guadalupe
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Edling, Silvia
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    When The Convention of The Rights of the Child is Not Enough: Civil Disobedience from a Research Perspective2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The weaker juridical nature of the Convention of the Rights of the Child (CRC) in relation of national laws is often an obstacle when it comes to implement the articles in European national contexts. For instance, Sweden has a national legal structure that gives priority to Swedish acts in favour of international conventions. Only National acts and ordinances as well as certain EU acts are binding sources of law. Therefore, except for certain EU acts, national acts always prevails before international jurisdiction, such as the Convention of the Rights of the Child (Schiratzki 2013).

    In addition, CRC stipulates several rights that are difficult to interpret on a national level (Schiratzki 2013). Several of the CRS rights, such as education, care and health, belong to the so-called second-generation human rights that require active action by the state to ensure their existence in practice.

    Unlike first-generation rights (also called freedoms or civic and political rights) that aimed to protect individuals from state interference, second-generation human rights (social, economic and cultural rights) are heavily dependent on the state's allocation of public resources. Consequently, there are often less strict implantations of second-generation rights in national contexts (Willems & Vernimmen 2017).

    Furthermore, previous research (Ahrnér 2006) shows that the CRC contains formulations that are ambiguous, diffuse and have different meanings in different contexts. Experience from Norway also (Schiratzki 2013) shows that incorporation of the CRC s in a national Act is not enough to defend childrens’ rights at national contexts. What is more, there is no international court that can punish a state that does not respect the convention. The UN Committee on the Rights of the Child (Child Rights Committee), located in Geneva, has the task of overseeing that States members implementation of CRC. However, the only possible sanctions that this UN committee can implement against a state that does not respect CRC are criticisms and pressures.(The Ombudsman for Children in Sweden 2015). 

    The weaker juridical nature of the CRC makes it interesting to investigate the existence of other strategies to guarantee Children’s rights within various national contexts that are not taken into consideration by national Acts. One of this strategy is civil disobedience.

    According to Brownlee (Fall 2017) “… on the most widely accepted account of civil disobedience, famously defended by John Rawls (1971), civil disobedience is a public, non-violent and conscientious breach of law undertaken with the aim of bringing about a change in laws or government policies. On this account, people who engage in civil disobedience are willing to accept the legal consequences of their actions, as this shows their fidelity to the rule of law. Civil disobedience, given its place at the boundary of fidelity to law, is said to fall between legal protest, on the one hand, and conscientious refusal, revolutionary action, militant protest and organised forcible resistance, on the other hand.” (Brownlee, Fall 2017)

    Starting from this most widely accepted account of civil disobedience (see Brownlee, Fall 2017) this contribution aims to introduce and discuss a research review about international research on civil disobedience as strategy to guarantee Childrens’ rights in education in national contexts. 

    Method

    Quantitative and qualitative thematic text analysis of peer review articles published in scientific journals found in ERIC (Education Resources Information Center), Web of Science Core Collection and Scopus, Legal Classic Library, Lexpress databases is used as methodology. The concepts “civil disobedience”, “children’s rights”, “Convention of the Rights of the Child” are used as keywords for the selection of the articles in these databases. Only articles in English, Swedish, Spanish, French and Hungarian published during the period 2010-2017 are selected. Starting from Hanna Arendts (1973, 2006) understanding of individual responsibility as theoretical stating point this research review focuses on the following research questions: • How is civil disobedience conceptualized in the selected articles? • Which theoretical starting points are used to study civil disobedience in relation to children’s rights in education in the selected articles? • In which extension is citizens’ individual responsability discussed in the analysis of civil obedience and children’s rights in education in the selected research articles? • Which research methodological starting points are used to study civil disobedience in relation to children’s rights in education in the selected articles? • Which ethical aspects are necesary to pay attention in the study of civil disobedience as strategy to guarantee childrens’ rights in education according to the selected articles? • What does international resesarch show about the reasons to use civil disobedience as strategy to guarantee children’s rights in education? • What does international research show about the impacts of civil disobendice on the implementation of children’s rights in education at national levels? This contribution will particularly pay attention in analysis of the research strategies used in the selected articles in order to deal with ethical aspects in the study on civil disobedience and children’s rights in education. Hanna Arendt (1973, 2006) understanding of individual responsibility is used as theoretical starting point to understand the reasons and the impacts of civil disobedience as a strategy to guarantee children’s right to education. 

    Expected Outcomes

    Focusing on Hanna Arendt’s (1973, 2006) understanding of individual responsibility, this research review contributes with new insights on the reasons and the impacts of Civil obedience as strategy to guarantee children’s rights in education. It contributes even to develop new knowledge about theoretical, methodological and ethical aspects in the field of children’ rights with focus on civil disobedience as strategy to implement CRC.

    References

    Ahrnér, E. (2006) Barns inflytande i förskolan – Problem eller möjlighet för de vuxna? En studie av ett utvecklingsarbete och dess betydelse för att förändra pedagogers förhållningssätt till barns initiativ. Licentiatavhandlingar vid Pedagogiska institutionen. Örebro universitet 3. Orebro 2006.

    Arendt, H. (1973). The origins of totalitarianism. (New ed. with added prefaces). New York: Harcourt Brace Jovanovich

    Arendt, H. (2006). Eichmann in Jerusalem: a report on the banality of evil. New York, N.Y.: Penguin Books.

    Brownlee, K. (Fall 2017), "Civil Disobedience", The Stanford Encyclopedia of Philosophy (, Edward N. Zalta (ed.), URL = .

    Schiratzki, J. (2013) Välfärdsrätt i Sverige Juridisk Tidskrift, Vol. 2012/13, nr 4, 796-805 s.

    The Ombudsman for Children in Sweden (2015). Barnkonsekvensanalyser - Uppnå kvalitet i beslut som rör barn och unga. Hämtad från https://www.barnombudsmannen.se/barnombudsmannen/publikationer/genomfora-barnkonventionen/barnkonsekvensanalyser-uppna-kvalitet-i-beslut-som-ror-barn-och-unga/ [2017-11-21]

    Willems, K. & Vernimmen, J. (2017 ) The fundamental human rights to education for refugees: some legal remarks. European Educational Research Journal. ISSN 14-74-9041

  • 61.
    Francia, Guadalupe
    et al.
    Mälardalen University.
    Edling, Silvia
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Sund, Louise
    Mälardalen University.
    What does research tell us on the interrelation between justice, sustainability and teacher education?2018Inngår i: / [ed] Nordic Centre of Excellence ”Justice through Education in the Nordic Countries” (NCoE JustEd), 2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Justice issues are highly crucial and should be taken into consideration in order to stimulate social sustainable development in society (McKenzie, 2004; Ketschau 2015). At the same time previous research indicates that institutions of teacher education are an important arena for preparing future educators to create deep understanding and help address justice issues in social sustainable development within every day practice and on structural levels (McDonald, 2005; Apple, 2011; Kaur, 2012).

    In order, to develop new knowledge about the interrelation between justice, sustainable development and teacher education this contribution introduces a research overview about how justice issues are understood in peer review articles on social sustainability in teacher education.

    Frasers’ three-dimensional conception of justice based on the interrelation between the redistribution economic resources, the recognition of cultural differences and the political representation of different groups in society (1995; 1997; 2000; 2010) is used as theoretical starting point for the study.

    Quantitative and qualitative thematic text analysis of peer review articles published in scientific journals in ERIC (Education Resources Information Center), Web of Science Core Collection and Scopus databases is used as methodology. The concepts “sustainability”, “sustainable development”, “justice” and “teacher education” are used as keywords for the selection of the articles in these databases. Only articles published in English, Swedish, Spanish or French during the period 2015-2017 are selected. Based on Fraser’s three justice dimensions, the reading of the data focuses on:

    • How justice issues are conceptualized in the selected articles?

    • Which research methodologies are used to study justice the selected articles?

    Focusing on Frazer’s’ theory of justice, the research review introduced in this paper contributes to develop new theoretical starting points for the study of sustainable development in teacher education. The findings contribute to new insights in how the relationship between following fields of research can be grasped: Sustainable development (SD); Education in Sustainable Education (ESD), Research on Justice in Education and Research on Teacher Education

    References

    Apple, W.M. (2011) Global Crises, Social Justice, and Teacher Education. Journal of Teacher Education62(2) 222–234.

    Fraser, N. (1995) From Redistribution to Recognition? Dilemmas of Justice in a 'Post Socialist' Age New Left review 1(212):68-93 · July 1995

    Fraser, N. (1997). Justice interruptus: critical reflections on the "postsocialist" condition. London: Routledge.

    Fraser, N. (2000). Rethinking Recognition. New Left review 3 May-June 2000-2 p. 107-120

    Fraser, N. (2010). Scales of Justice, edited by Nancy Fraser, Columbia University: Press.

    Kaur, B. (2012) Equity and social justice in teaching and teacher education. Teaching and Teacher Education 28 (2012) 485e492

    Ketschau, J. (2015). Social Justice as a Link between Sustainability and Educational Sciences. Sustainability 2015, 7, 15754 -15771.

    McDonald, M. (2005). The integration of Social Justice in Teacher Education. Dimensions of Prospective teacher’s opportunities to learn. Journal of Teacher Education, Vol. 56, No. 5, November /December 2005 418-435

    McKenzie, S. (2004). Social sustainability: towards some definitions. Hawke Research Institute Working Paper Series N°27. South Australia: University of South Australia.

  • 62.
    Francia, Guadalupe
    et al.
    Department of Education, Uppsala University, Uppsala, Sweden.
    Parker-Jenkins, Marie
    University of Limmerick, Limmerick, Republic of Ireland.
    Edling, Silvia
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Developing education policy to support the rights of refugee Children to Education: Reflections from Sweden and the Republic of Ireland2016Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper draws on research designed to provide an understanding of the Convention of the Right of the Child and policy strategies targeted to assist newly arrived refugee children in Ireland and Sweden.  The study analyses the responses of these two  European welfare states and the use of political strategies to support new refugee children’s right to education at a time of increased social, ethnic and religious conflict in the world. .

    We utilise ‘Social Representations Theory’ as a useful theoretical starting point for understanding education policy processes targeting specific groups and communities. In line with Moscovici (2001), Chaib & Orfali (Eds.) (2000), Jodelet (2011, 2015), we argue that the analysis of social representations gives relevant knowledge about how groups and individuals construct, communicate and share different versions of the world. Social representations are values, norms and knowledge systems that enable individuals to orientate themselves in their social world (Moscovici, 1984, 2000, 2001). These rep­resentation systems function as common explanations of the real world constructed and shared by members of a social group and are communicated through words, media images, objects and behaviours. Social representations are socially shared practical knowledge that aims to inform  social behaviours and communications and help individuals everyday transactions in a complex social world (Jodelet, 1989, 2011;2015) and deal with contradictions in relation to policies targeted for vulnerable groups (Gilly 1989).

    Method

    Methodologically, key political documents regarding current national strategies implemented by Irish and Swedish national authorities were analysed. The documents were analysed by posing the following questions: • Which social representations of refugee children are present in the education policies/ suggested in these texts? • Which strategies to guaranteed refugee children’s ‘right to education’ are related to social representations? • What do the responses of Sweden and Ireland tell us about regarding the relationship between social representations and strategies? Further, in relation to these questions, the reading of the texts focused on a number of aspects, such as: Descriptions of newly arrived refugee children in the political texts; arguments to legitimise the introduction of strategies. The extent of education policy on education for refugee children is included in these arguments; the emphasis on ‘children’s rights’ and the underpinning of human rights law in the form of the European Convention on Human Rights to which both countries are a party; references to leading research on Children’s rights and on Newly arrived refugee children in these descriptions and arguments for strategies. The analysed documents are the following: • The European Convention on Human Rights, • The Convention of the Right of the Child • The European Union Charter of Fundamental Rights, • The European Social Charter and UN Human Rights Treaties • The Irish constitution (Ireland) • The Aliens Act 1935& The Aliens Order 1946 (Ireland) • The amended regulations implementing the EU Rights of Residence Directives (Ireland) • The Immigration Act 1999 (Ireland) • National Budget for Ireland and Sweden 2014-2016 • National School Acts and school regulation documents for Ireland and Sweden • Swedish School Inspectore report 2014:03 Education for newly arrived refugee pupils Quality Evaluation [Skolinspektionens rapport 2014:03 Utbildningen för nyanlända elever, Kvalitetsgranskning](Sweden) • The Swedish National Agency for Education documents target to newly arrived refugees pupils (Sweden)

    Expected Outcomes

    This on-going research study demonstrates how social representations of child refugees can be used by political actors in leading education policy processes as an interpretation system to manage immediate political needs and to reconcile with European treaty obligations. Finally, the paper shows how education research focused on Children Rights can be used in the development of leading education policies targeted to assist vulnerable groups in Europe at a time of significant of global conflicts.

    References

    Capps R., Newland K., Fratzke S., Groves S., Fix M., McHugh M., and Auclair G. (2015) The Integration Outcomes of U.S. Refugees: Successes and Challenges. . Brussels: Migration Policy Institute Europe http://www.migrationpolicy.org/research/integration-outcomes-us-refugees-successes-and-challenges. Chaib, M. & Orfali, B. (2000) (Eds). Social Representations and Communicative Processes. Jönköping:Jönköping University Press. Gilly, M. (1989). Les représentations sociales dans le champ éducatif. In D. Jodelet (ed). Les représentations sociales.(363-386). Paris: Presses Universitaires de France. Jodelet, D. (1989) Représentations sociales: un domaine en expansion. In D. Jodelet, D. (ed). Les représentations sociales.(31-60). Paris: Presses Universitaires de France. Jodelet, D. (2011) Aportes del enfoque de las representaciones sociales al campo de la educación [Contributions from the Social Representations Approach to the Field of Education] Espacios en Blanco - Serie indagaciones - Nº 21 - Junio 2011 (133-154)http://www.scielo.org.ar/pdf/eb/v21n1/v21n1a06.pdf Jodelet, D, (2015) Représentations sociales et mondes de vie. Textes édités par Nikos Kalampalikis. Collection Psycologie du Social. Paris, Éditions des Archives Contemporaines. Kumin J. (2015) Kumin J. (2015) Welcoming Engagement: How Private Sponsorship Can Strengthen Refugee Resettlement in the European Union. Brussels: Migration Policy Institute Europe. http://www.migrationpolicy.org/research/welcoming-engagement-how-private-sponsorship-can-strengthen-refugee-resettlement-european McHugh M. and Sugarman J. (2015) Transatlantic Symposium Report: Improving Instruction for Immigrant and Refugee Students in Secondary Schools Brussels: Migration Policy Institute Europe. http://www.migrationpolicy.org/research/transatlantic-symposium-report-improving-instruction-immigrant-and-refugee-students Moscovici, S. (1984). Social representations. Cambridge: Cambridge University Press Moscovici, S. (2000). Social representations. Explorations in Social Psychology. Oxford: Black¬well. Moscovici, S. (2001). Why a Theory of Social Representations. In K. Deaux & G.Philogène (eds.). Representations of the Social. 8-35. Oxford: Blackwell Publishers. Papademetriou D.G. (2015) Beyond Asylum: Rethinking Protection Policies to Meet Sharply Escalating Needs (Transatlantic Council Statement) Brussels: Migration Policy Institute Europe http://www.migrationpolicy.org/research/beyond-asylum-rethinking-protection-policies-meet-sharply-escalating-needs-transatlantic

  • 63.
    Frelin, Anneli
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Edling, Silvia
    Uppsala Universitet.
    Do I make your life better?: Exploring implications for the scope of teacher responsibility2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The purpose of education can broadly be understood as an intervention into the lives of the students for the sake of their well-being, and for the continuation of society. Teachers are given a responsibility for educating the young, a responsibility being expressed in various policy documents on different levels. However, as these documents are in constant need of interpretation, and sometimes are vague and even contradict each other, teachers are left to interpret what their responsibility entails in everyday situations.

     

    The empirical material consists of teacher interviews. These accounts of teachers’ felt responsibility for promoting their students’ well-being, are compared to teacher responsibility as expressed in contemporary research on social and moral responsibility within education. A central approach in this paper is the assumption that the ways people speak about their experiences, has the potential for widening the understanding of teachers’ work in relation to value issues.

     

    The results answers questions about the possibilities for understanding the notion of teacher responsibility without overlooking the dynamics expressed in teachers’ descriptions of responsibility in everyday work situations.

  • 64.
    Jenkins-Parker, Marie
    et al.
    University of Limerick, Ireland.
    Edling, Silvia
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för kultur-, religions- och utbildningsvetenskap, Didaktik.
    Francia, Guadalupe
    Uppsala Universitet.
    Responding to the educational needs of Muslim children in a non-Islamic state: a UK-Sweden comparative study2013Konferansepaper (Fagfellevurdert)
  • 65.
    Liljestrand, Johan
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Edling, Silvia
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Student Teachers Understanding of Democracy and Education2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Research topic/Aim:

    Ever since the end of World War II teachers in Sweden and in other Nordic countries have been assigned a stated mission to anchor and to develop democratic values in school and in society (cf. Dahlstedt & Olson, 2013; Edling, 2012; Ekman & Todosijevic, 2003). Although certain democratic values are explicitly articulated in policy documents for education there are reasons to assume that teacher’s views regarding the meaning of such values differ. In relation to this, it is reasonably to suggest that teacher’s different interpretations of values and democracy will influence teaching and their relations to students (cf. Schön, 1983). Student teachers views of what education for democracy should include could therefore indicate how their teaching will take shape in school (Zyngier et al 2015; Zyngier 2016). The purpose of this contribution is to explore student teachers understandings of democracy and to discuss how the conceptions can enrich the desire to teach about, in, and for democracy at Swedish teacher education(s).

    Theoretical frameworks:

    The theoretical framework is based on pragmatic text analysis (Östman 2008) in relation to established theories of democracy and education (Dahl, 2002; Dahlstedt & Olson, 2013; Held, 1987). According to a pragmatic text analysis every text is filled with both certain possibilities for social action as well as an absence for other possible actions. A central aim of the analysis is to clarify varieties of meaning making in the material focusing on educational content.

    Methodology/research design:

    The data constitutes of student texts written as an assignment at the end of a course in teacher preparation: “School's democratic mission in the perspective of values” at Gävle University. As part of the examination the students were asked to reflect about their view of democracy in relation to notions of democracy that teachers should foster today.  A collection of 56 course assignments will be analyzed thematically, focusing on the content of answers together with some basic frequencies of student answers.

    Expected conclusions/Findings:

    The preliminary findings show that student teachers’ texts represent a great variety of perceptions both between the students as well as in the texts of the individual student. Democracy is depicted in terms such as solidarity with underprivileged groups; learning skills for democratic communication; knowledge about society as the foundation for action and change; the need for teachers clear manifestation of rules, and equity in relation to individual differences.  Such variations are not possible to project only from reading the national syllabus, a document present in their education from their first semester and also discussed in the actual teacher preparation course. 

    Relevance for Nordic Educational Research:

    The tradition of schools as one of the main mediators of democratic values is deeply anchored in Scandinavian countries. However, research about teachers in general and student teachers in particular regarding their interpretations of this compound mission are still scant.  

     

     

  • 66.
    Liljestrand, Johan
    et al.
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Pedagogik.
    Edling, Silvia
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    The political controversies of teacher education: a Swedish Case2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Swedish teacher education has been subject for public discussion and critique for several years, particularly in national media. Its recurrent occurrence in media discourse should not be seen only as a public phenomenon, separated from everyday thinking. As Fairclough (2000) points out medialization of society is also characterized by the way it colors individuals own meaning making. A general background for the political controversy of teacher education is the historic hallmark of being a young discipline in the academy and its “constrained relationship with the state” (Maguire 2014, p. 782), contributing to political issues of what characterizes a good school and good society. Earlier studies of Swedish prominent media discourse (e.g. Wiklund 2006) regarding school and teacher education reveals a negative and even stereotype image (Edling 2014, 2016) when it comes to deliver successful results on international tests, foremost PISA , indirectly framing teacher education as a means for achieving international economic success on the international market.  

    In this paper, we claim that public discussion of school and of teacher education is necessary. However, we need to discuss the conditions for such a conversation in the public sphere. We will approach this issue by looking deeper into the Swedish debate about teacher education in three prominent national newspapers, focusing on 2016-2017. In this period many issues were highlighted and condensed, such as the (low) academic status of educational research (cf. Condliffe Lagemann 2000), the possibilities for teacher education to equip teachers with skills to improve in the international competition of school knowledge and whether teacher education should be an academic type of education at all (cf. Maguire 2014).

    We will approach our data from one main purpose with three interrelated focus points. The purpose of our paper is to contribute to research about medias’ role when it comes to naming and framing the debate about teacher education in Sweden by analyzing how four major newspapers in-between 2016-2017 define a) challenges/strengths with current TE, b) solutions for change/improvement of current TE, and c) who the actors for promoting this change/improvement might be. The last point highlights the possibilities (and limitations) for dialogue between different actors and groups in society.    

    We have limited our search to the period of November 2016-November 2017 in order to handle a plausible volume of data and from the criteria that many different issues were brought up during this period, compared with other periods. The database Retriver was used for capturing debates in the three most prominent national newspapers (Dagens nyheter, Svenska dagbladet and Expressen). The analysis of media texts is conducted using critical discourse analysis. This involves a careful examination of words and semiotics to study whether and how language patterns occur and to discuss their plausible consequences for social life (van Dijk, 1995). The articles are thematised using an analytic table highlighting the focus points mentioned above. The results from this Swedish case could contribute with insights regarding potentialities for public discussion of a common teacher education in a democratic society.    

     

    References

    Condliffe Lagemann, E (2000) An Elusive Science. The Troubling History of Educational Research. Chicago: Chicago University Press.

    Edling, S (2014) Between curriculum complexity and stereotypes: exploring stereotypes of teachers and education in media as a question of structural violence. Journal of Curriculum Studies, 47: 3, 399-415.  

    Edling, S (2016) “Who” is Teacher Education? Approaching the Negative Stereotypes of Teacher Education. In J.M. Paraskeva & S. Steinberg eds. Curriculum. Decanonizing the Field. NY: Peter Lang

    Fairclough, N (2000) New Labour, new language? London: Routledge.

    Maguire, M (2014) Reforming teacher education in England: ‘an economy of discourses of truth’. Journal of Education Policy, 29:6, 774-784.  

    Van Dijk, T (1995) Aims of Critical Discourse Analysis. Japanese Discourse, Vol. 1, 17-27.

    Wiklund, M (2006) Kunskapens fanbärare. Den gode läraren som diskursiv konstruktion på en mediearena. [The flag-bearer of knowledge. The good teacher as a discoursive construction on the media arena] Örebro, Sweden: Universitetsbiblioteket.

  • 67.
    Löfström, Jan
    et al.
    Helsingfors universitet, Helsingfors, Finland.
    Ammert, Niklas
    Linnéuniversitet.
    Sharp, Heather
    Newcastle University, Australia.
    Edling, Silvia
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    In search for intersections of historical empathy and moral sensitivity: observations from a study of Swedish and Finnish lower secondary school students2019Konferansepaper (Fagfellevurdert)
  • 68.
    Löfström, Jan
    et al.
    Helsingfors universitet.
    Ammert, Niklas
    Linnéuniversitet.
    Sharp, Heather
    Newcastle University, Australia.
    Edling, Silvia
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Social perspective taking and moral reflection [judgment] in lower secondary school students’ responses to historical moral dilemmas: observations from a Swedish-Finnish survey study2019Konferansepaper (Fagfellevurdert)
  • 69.
    Mooney Simmie, Geraldine
    et al.
    Faculty of Education and Health Sciences, University of Limerick, Limerick, Republic of Ireland.
    Edling, Silvia
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Ideological Governing Forms in Education and Teacher Education: a Comparative Study between highly secular Sweden and highly non-secular Republic of Ireland2016Inngår i: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, Vol. 2, nr 1, artikkel-id 32041Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    There is an abundance of cross-national quantitative studies of ‘what works’ in education and teacher education in the international literature. However, there is a paucity of cross-national studies in relation to ideological governing forms in education and teacher education, what is perceived as worthwhile and desirable. This study seeks to address this gap in the literature through a comparative socio-historical meta-analysis of ideological governing forms in education and teacher education, in Sweden and the Republic of Ireland, from the mid-19th century to contemporary times. The study uses categories of governance, ideology, emancipation and democracy as linkage points to examine similarities and differences in contextual, moral and cultural politics. Despite significant differences between a highly secular education system in Sweden and a highly non-secular system of education in the Republic of Ireland, findings show remarkable similarities in the shaping of ideological governing forms over this long historical timeline, signalling a contemporary governance turn towards scientific rationalism and moral conservatism more typically associated with the 1960s.

  • 70.
    Mooney Simmie, Geraldine
    et al.
    University of Limerick.
    Edling, Silvia
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap.
    Teachers’ democratic assignment: a critical discourse analysis of teacher education policies in Ireland and Sweden2019Inngår i: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 40, nr 6, s. 832-846Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Abstract: The needs of a globalized economy are rapidly changing what is legitimated as school knowledge and values in Europe and calling up a new understanding of teachers’ role in stimulating democratic spaces, which we have termed teachers’ democratic assignment. In this study we examined changing notions of teachers’ democratic assignment using a Critical Discourse Analysis grounded in the methodology of Fairclough (1995, 2004, 2013) and philosophical worldviews of education and democracy (Dewey 1959/1916; Edling, 2012, 2015; Englund, 2016). We tested our hypothesis that teachers’ democratic assignment has changed in rapid and unprecedented ways using a critical analysis of four public policy documents in teacher education in Ireland and Sweden. Our findings, albeit limited to only two policy documents in each country, reported a substantive and converging paradigm shift from a predominantly progressive (reconstructivist) discourse in the early years of this century to a more essentialist (perennialist) discourse in recent times. The findings will have interest for a wider audience and have implications for society and teacher education as a social responsibility for democracy and emancipation in turbulent times.

  • 71.
    Parker Jenkins, Marie
    et al.
    Department of Education, University of Limerick, Limerick, Republic of Ireland.
    Francia, Guadalupe
    Department of Education, University of Uppsala, Uppsala, Sweden.
    Edling, Silvia
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Education for the other: policy and provision for Muslim children in the UK and Swedish education systems2017Inngår i: Compare, ISSN 0305-7925, E-ISSN 1469-3623, Vol. 47, nr 2, s. 257-270Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The European Convention on Human Rights has been signed by both the UK and Sweden as well as other European states, providing legal justification for accommodating the educational needs of religious minorities. This legal entitlement is explored in the paper, with particular reference to parental choice for schools based on an Islamic ethos. How the UK and Sweden have responded to accommodate the religious convictions of Muslim families is the focus of discussion, drawing on historical and policy backgrounds. The paper also draws on the theoretical work of Kumashiro and the concept of ‘Education for the Other’, examining the positioning of minority groups within the broad context of a multicultural society and the challenge of accommodating religious convictions in a climate of increasing support for cultural assimilation.

  • 72.
    Sharp, Heather
    et al.
    Newcastle University, Australia.
    Edling, Silvia
    Högskolan i Gävle, Akademin för utbildning och ekonomi, Avdelningen för utbildningsvetenskap, Utbildningsvetenskap, Didaktik.
    Ammert, Niklas
    Linnéuniversitet.
    Löfström, Jan
    Helsingfors universitet.
    Mapping the development of the concept of historical and moral consciousness 1980-20182019Konferansepaper (Fagfellevurdert)
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