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Enstedt, D., Flensner, K. K. & Kardemark, W. (Eds.). (2024). Religious Literacy in Secular Religious Education: Nordic Perspectives and Beyond. Münster: Waxmann Verlag
Öppna denna publikation i ny flik eller fönster >>Religious Literacy in Secular Religious Education: Nordic Perspectives and Beyond
2024 (Engelska)Samlingsverk (redaktörskap) (Refereegranskat)
Abstract [en]

In this volume, questions are addressed revolving around religious literacy and education. The term religious literacy is explored as the ability to discern and analyze intersections of religion with social, political, and cultural life in pluralistic societies. Questions about what types of religious literacies are possible in a non-confessional, and even secular, educational context are in focus. It delves into the intricate relationship between religious literacy, religious education in the Nordic countries, and the development of subject knowledge and generic abilities. The Nordic countries, as modern secular welfare states with shared characteristics, provide an intriguing framework for comparison. The exploration of variations in the organization, content, and goals of religious education in Finland, Denmark, Norway, and Sweden sheds light on the process of shaping educational content within specific historical and societal contexts and the anthology broadens its scope by incorporating global perspectives from the Indian, Italian, and Indonesian contexts.

The volume features contributions from 18 researchers who explore empirical, methodological, and theoretical aspects of religious literacy and education. The concept of religious literacy, encompassing both knowledge and generic skills, proves to be indispensable for navigating the diverse religious and non-religious worldviews present in pluralistic societies.

Tailored for students, educators, education researchers, and policymakers, this anthology contributes to the ongoing discourse on religious literacy. It not only provides valuable insights into the Nordic educational landscape but also fosters a global dialogue on the crucial role of education in understanding diverse worldviews.

Ort, förlag, år, upplaga, sidor
Münster: Waxmann Verlag, 2024. s. 261
Serie
Religious Diversity and Education in Europe ; 46
Nyckelord
Religious education
Nationell ämneskategori
Religionsvetenskap Didaktik
Identifikatorer
urn:nbn:se:hv:diva-21386 (URN)9783830947523 (ISBN)9783830997528 (ISBN)
Tillgänglig från: 2024-03-12 Skapad: 2024-03-12 Senast uppdaterad: 2024-03-12
Flensner, K. K. (2023). Den sekulära normen: perspektiv på svensk icke-konfessionell religionskunskapsundervisning (2.ed.). In: Olof Franck, Christina Osbeck & Kerstin von Brömssen (Ed.), Religioner, livsåskådningar och etik: för lärare 4-9 och gymnasiet (pp. 145-154). Gleerups
Öppna denna publikation i ny flik eller fönster >>Den sekulära normen: perspektiv på svensk icke-konfessionell religionskunskapsundervisning
2023 (Svenska)Ingår i: Religioner, livsåskådningar och etik: för lärare 4-9 och gymnasiet / [ed] Olof Franck, Christina Osbeck & Kerstin von Brömssen, Gleerups , 2023, 2., s. 145-154Kapitel i bok, del av antologi (Refereegranskat)
Ort, förlag, år, upplaga, sidor
Gleerups, 2023 Upplaga: 2.
Nyckelord
religlionsundervisning, mellanstadiet, gymnasiet
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-20410 (URN)9789151109169 (ISBN)
Tillgänglig från: 2023-07-06 Skapad: 2023-07-06 Senast uppdaterad: 2024-01-09Bibliografiskt granskad
von Brömssen, K., Flensner, K. K., Korp, H. & Risenfors, S. (2023). Emergency Education’ in Sweden: Implications for Sustainable Development through Education for Newly Arrived Students. Ethiopian Journal of Teacher Education and Leadership, 1(1), 55-79, Article ID 01010422.
Öppna denna publikation i ny flik eller fönster >>Emergency Education’ in Sweden: Implications for Sustainable Development through Education for Newly Arrived Students
2023 (Engelska)Ingår i: Ethiopian Journal of Teacher Education and Leadership, ISSN 2959-1783, Vol. 1, nr 1, s. 55-79, artikel-id 01010422Artikel i tidskrift (Refereegranskat) Epub ahead of print
Abstract [en]

This article reports part of a research project that investigated the learning and social inclusion conditions of ‘newly arrived students’ in Swedish primary schools in two municipalities. Newly arrived students are the category of students who have lived abroad and started their education in Sweden when they were seven years old or older within the last four years. Most of these children and youth have a history of migration. This article focuses firstly on the Swedish migration context, the ‘migration crisis’ in 2015 and the changes in the Swedish reception system that took place soon thereafter and, second, ethnographic observations from Primary Schools of two specific perspectives in education, namely a perspective on ‘Framing of the day and the lesson’ and ‘Study tutoring in the mother tongue in regular teaching’. The results indicated that strong supporting structures and structured social interaction are needed as well as caring and empathy on the part of teachers to promote learning and social inclusion of newly arrived students are required. Furthermore, study tutoring in the mother tongue in regular teaching seems to be important while the study tutors’ view of their mission varies.

Ort, förlag, år, upplaga, sidor
EJTEL - Ethiopian Journals online / Addis Ababa University, 2023
Nyckelord
education in emergencies, Sweden, migration, ‘newly arrived children and youth’, reception system, teaching
Nationell ämneskategori
Pedagogiskt arbete Socialt arbete
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-19970 (URN)10.20372/ejtel.v1i1.7639 (DOI)
Anmärkning

This Open Access journal is newly started (2022). Kerstin von Brömssen is on the advisory board. CC BY 4.0

Tillgänglig från: 2023-11-27 Skapad: 2023-11-27 Senast uppdaterad: 2024-04-10
Flensner, K. K. & Svensson, Y. (2023). Skolan som forum för integration: Elevers och skolpersonals upplevelser av en kommunalt styrd insats för att motverka skolsegregation. Trollhättan: Högskolan Väst
Öppna denna publikation i ny flik eller fönster >>Skolan som forum för integration: Elevers och skolpersonals upplevelser av en kommunalt styrd insats för att motverka skolsegregation
2023 (Svenska)Rapport (Övrigt vetenskapligt)
Abstract [sv]

Skolsegregation är ett växande samhällsproblem både i Sverige och internationellt som har stora negativa konsekvenser för elevers måluppfyllelse och rätt till likvärdig utbildning och därmed likvärdiga livschanser.

Den här rapporten är en sammanställning av empiriskt material som samlats in inom ramen för ett samverkansprojekt kopplat till Trollhättans Stads arbete med att minska skolsegregation och öka likvärdigheten för kommunens elever. Efter vårterminen 2020 stängdes två skolenheter i Trollhättan och skolornas elever anvisades plats på och erbjöds skolskjuts till fem andra skolor. I samband med beslutet om denna omorganisering påbörjades ett samverkansprojekt mellan utbildningsförvaltningen på Trollhättans Stad och Högskolan Väst. Ett samverkansprojekt är ett tidsbegränsat forskningsprojekt där båda parter gemensamt formulerar syfte och forskningsfrågor. Syftet med detta samverkansprojekt var att skildra hur berörda aktörer – rektorer, lärare, övrig skolpersonal och elever – upplevde kommunens förändringsarbete för att motverka segregation och öka likvärdighet genom skolstängningar. De frågor som undersöktes var:

• Hur arbetar rektorer och lärare för att inkludera de nya eleverna och vilka framgångsfaktorer och utmaningar kan identifieras i arbetet med inkludering?

• Vad betyder den sociala och språkliga miljön för elevers lärande?

• Hur upplever eleverna, både de som flyttar och de som går på de mottagande skolorna, sammanslagningarna utifrån ett psykosocialt perspektiv?

Ort, förlag, år, upplaga, sidor
Trollhättan: Högskolan Väst, 2023. s. 52
Serie
Rapport i korthet, BUV
Nyckelord
lärande, elever, skolsegregation, integration, skolpersonal, lärmiljö, samverkan
Nationell ämneskategori
Pedagogiskt arbete Socialpsykologi Lärande
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-20021 (URN)
Anmärkning

Forskningsmiljön Barn och unga på Högskolan Väst arbetar strategiskt med forskningssamverkan tillsammans med verksamheter som har fokus på barn, ungdomar och unga vuxna. Målet för forskningsmiljön är att producera och sprida kunskap om barns och ungdomars livsvillkor och därmed stärka deras ställning i samhället. Forskningssamverkan med externa verksamheter är ett av de sätt som miljön arbetar på för att nå detta mål. Samarbetet sker i form av en samverkansmodell som avser att skapa goda förutsättningar för både forskningen och den externa samverkansparten. Samverkansmodellen utgår från en dialog mellan forskare och samverkanspart där parterna tillsammans utarbetar och formulerar undersökningsområde och forskningsfrågor.

Rapporten är ett samarbete mellan Högskolan Väst och Trollhättans Stad

Tillgänglig från: 2023-06-01 Skapad: 2023-06-01 Senast uppdaterad: 2024-01-11Bibliografiskt granskad
von Brömssen, K., Flensner, K. K., Gregorc Lööv, H., Korp, H. & Risenfors, S. (2022). Newly arrived migrant children in the Swedish school-system: Challenges and Opportunities in a Nordic Welfare State. In: : . Paper presented at First Joint International Conference on Education in Emergencies in East Africa : Implication for Sustainable Development; Addis Ababa University, 26. -28. May 2022; Book of Abstracts (pp. 38-39).
Öppna denna publikation i ny flik eller fönster >>Newly arrived migrant children in the Swedish school-system: Challenges and Opportunities in a Nordic Welfare State
Visa övriga...
2022 (Engelska)Konferensbidrag, Muntlig presentation med publicerat abstract (Övrigt vetenskapligt)
Abstract [en]

Background: Sweden has experienced waves of migration into the country since the end of the WWII. Pull-factors for migration were opportunities to get a job in the industries right after the war as Sweden was not much effected, but also due to the world’s conflicts, effects from the climate change and a desire to live a better life.In recent years, there has been a larger increase in the number of foreign-born. In 2020, just over 2 million people were born abroad, which is 19.7 percent of the population in Sweden. The most common country of birth for foreign-born is currently Syria, followed by Iraq. Finland was for many years the most common country of birth, but is today the third most common country, followed by Poland and Iran. The migration from the African Horn is also quite extensive, where Somalis are the largest group from Africa in Sweden (in 2018 there were more than 100 000 Somali people living in the country). Since the start of the new millennium, Sweden has experienced an intense debate over migration and several new laws have been passed in order to restrict migration. This is also the case in several other European countries. However, Sweden used to be described as one of the Nordic welfare states and have enjoyed an international reputation for combining generous welfare state entitlements with rapid economic growth, low unemployment and very high levels of labor force participation, particularly among women. This welfare model, characterized by generous, non-tested benefits, a strong element of redistribution in the systems and thus high taxes, was developed after the WWII, but had ideological roots in the labor movement back from the late 1800s. One example of the welfare model is that Sweden offers free education from age 6 to19 and also free school lunches. Over the last twenty years the welfare model has been challenged due to globalization and migration and an increase in international financial competition which also have affected education with reduced resources. However, a large body of research show that education plays a significant role in the health and wellbeing as well as for integration in the “new society”, and education is pointed out as one of the most important institutions for newly arrived migrant children. This paper builds on research investigating reception strategies and inclusion for newly arrived children in schools in two municipalities in Sweden, as well as the migrant students own reflections on these issues. The research was carried out over the years 2016-2018.

Methods: The empirical for the study consisted of two parts. The first part built on interviews with educational leaders at primary schools and staff at reception units in the two municipalities, partly through questionnaires (N=39) with supplementary telephone interviews to the principals (N=24). The second part explored the newly arrived migrant students’ reception and conditions for learning and social inclusion out from their perspective. This part of the study is based on ethnographic work from eight school units with different conditions and way of organizing teaching for newly arrived migrant children.

Results: The study showed that there are currently established guidelines and organization for the assessment and reception of newly arrived students in Sweden, however in practice various known and applied. Among the eight school units included in the study were schools with long experience of receiving newly arrived students, and teaching students with different cultural, linguistic and educational backgrounds, but also schools that can be described as ‘monocultural’, whose experience of receiving newly arrived students were very limited. The differences between schools in student composition reflects a school segregation that is linked to housing segregation and strengthened by the free choice of school introduced in the beginning of the 1990s’. The study describes how newly arrived students' everyday lives and conditions for learning and inclusion emerge in the diverse environments and how different structural and organizational conditions have consequences for students' learning and social inclusion.

Nyckelord
Migration, Sweden, free education, newly arrived, learning, social inclusion
Nationell ämneskategori
Utbildningsvetenskap Kulturgeografi
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-18585 (URN)
Konferens
First Joint International Conference on Education in Emergencies in East Africa : Implication for Sustainable Development; Addis Ababa University, 26. -28. May 2022; Book of Abstracts
Tillgänglig från: 2022-06-21 Skapad: 2022-06-21 Senast uppdaterad: 2022-06-21Bibliografiskt granskad
Carlsson, S., Flensner, K. K., Svensson, L. & Willermark, S. (2022). Teaching vocational pupils in their pyjamas: a socio-material perspective on challenges in the age of Covid-19. The international journal of information and learning technology
Öppna denna publikation i ny flik eller fönster >>Teaching vocational pupils in their pyjamas: a socio-material perspective on challenges in the age of Covid-19
2022 (Engelska)Ingår i: The international journal of information and learning technology, ISSN 2056-4880, E-ISSN 2056-4899Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Purpose 

Due to the global outbreak of Covid-19, Swedish teachers in upper secondary education were forced to conduct emergency remote teaching. As of today, there is a stream of research that addresses digitalization in education in light of the pandemic. Previous studies show that the challenges with the sudden intensification of digitalization have been particularly challenging in practical and aesthetic subjects. The research question is as follows: What challenges did vocational teachers experience during the emergency remote teaching caused by Covid-19 and what emergent tactics can be identified invocational teaching practice?

Design/methodology/approach 

The empirical data consists of (1) interviews with two vocational teachers and, (2) workshops with 25 teacher students from different vocational programmes that addressed vocational teaching during the Covid-19 crisis.

Findings 

Emergency remote teaching meant challenges due to the changed socio-material environment that cannot easily be transformed to a vocational teaching setting. The challenges were related to authentic situations and material, problem solving and dexterity. Tactics that emerged as a response to the challenges were mainly connected to attempts to mimic vocational practices.

Originality/value 

Contributions include explaining specific challenges and possibilities in developing vocational competence when teaching is digitalised. Furthermore, it increases the understanding of the relationship between theory and practice in vocational education. By adopting a socio-material perspective onvocational competence, the authors enhance the understanding of the importance of a shared socio-material environment

Ort, förlag, år, upplaga, sidor
Emerald Group Publishing Limited, 2022
Nyckelord
Vocational teaching, Vocational competence, Digitalization, Covid-19, Socio-material perspective
Nationell ämneskategori
Lärande
Forskningsämne
Arbetsintegrerat lärande
Identifikatorer
urn:nbn:se:hv:diva-19148 (URN)10.1108/ijilt-03-2022-0064 (DOI)000853534700001 ()2-s2.0-85138146365 (Scopus ID)
Forskningsfinansiär
Vetenskapsrådet, 2019-03607
Anmärkning

CC BY 4.0

Tillgänglig från: 2022-10-05 Skapad: 2022-10-05 Senast uppdaterad: 2024-04-08Bibliografiskt granskad
von Brömssen, K., Korp, H., Flensner, K. K. & Risenfors, S. (2021). A "blind spot": Reproduction of racism in educational landscapes. In: Karen Bjerg Petersen, Kerstin von Brömssen, Gro Hellesdatter Jacobsen, Jesper Garsdal, Michael Paulsen & Oleg Koefoed (Ed.), Rethinking education in light of global challenges: Scandinavian perspectives on culture, society, and the  Anthropocene (pp. 51-65). Routledge
Öppna denna publikation i ny flik eller fönster >>A "blind spot": Reproduction of racism in educational landscapes
2021 (Engelska)Ingår i: Rethinking education in light of global challenges: Scandinavian perspectives on culture, society, and the  Anthropocene / [ed] Karen Bjerg Petersen, Kerstin von Brömssen, Gro Hellesdatter Jacobsen, Jesper Garsdal, Michael Paulsen & Oleg Koefoed, Routledge, 2021, s. 51-65Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Abstract [en]

This chapter is divided into five sections. The first section starts with a narrative from one of our research projects on inclusion and equality for newly arrived students in elementary schools, which was a case study in two municipalities in Sweden (Korp et al., 20191). This narrative will be used for discussion on race and racism in the following sections, both in a historical and in a contemporary perspective. As argued by Martin Eriksson, there is quite a lot of research on race and racism in Sweden during the time period 1900–45, but Eriksson looks for research that does not stop at the end of this period, and studies the continuity between current racism and racial intolerance and those of earlier periods (Eriksson 2016, p. 17). This is a discussion we want to contribute to, arguing that racist discourses are vicious social constructions which both live on as historical memories, as well as being constantly renewed (cf. Schierup, Ålund & Neergaard, 2018). The issues of race and racism discussed in this chapter were not at the front of our initial research questions, but came to be an important result in relation to inclusion and equality for newly arrived students in Swedish elementary schools (Korp et al., 2019). The chapter ends with a section on silencing racism in school and how this can be related to a strong welfare state. Reflections on education, racism and silences on racism conclude the chapter.

Ort, förlag, år, upplaga, sidor
Routledge, 2021
Nyckelord
Racism, Sweden, school
Nationell ämneskategori
Pedagogik Internationell Migration och Etniska Relationer (IMER)
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-17874 (URN)10.4324/9781003217213-4 (DOI)9781003217213 (ISBN)9781032108193 (ISBN)
Tillgänglig från: 2021-12-08 Skapad: 2021-12-08 Senast uppdaterad: 2022-01-04Bibliografiskt granskad
Säljö, R., Flensner, K. K. & Larsson, G. (2021). Epilog: att lära och utvecklas i en föränderlig tid (1.ed.). In: Kittelmann Flensner, Karin, Larsson, Göran & Säljö, Roger (Ed.), Känsliga frågor, nödvändiga samtal: att lära om och av kontroverser (pp. 231-241). Lund: Studentlitteratur AB
Öppna denna publikation i ny flik eller fönster >>Epilog: att lära och utvecklas i en föränderlig tid
2021 (Svenska)Ingår i: Känsliga frågor, nödvändiga samtal: att lära om och av kontroverser / [ed] Kittelmann Flensner, Karin, Larsson, Göran & Säljö, Roger, Lund: Studentlitteratur AB, 2021, 1., s. 231-241Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Lund: Studentlitteratur AB, 2021 Upplaga: 1.
Nyckelord
Skolan, Utbildning, Samhällsproblem
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:hv:diva-16322 (URN)9789144137346 (ISBN)
Tillgänglig från: 2021-02-23 Skapad: 2021-02-23 Senast uppdaterad: 2021-02-23Bibliografiskt granskad
Flensner, K. K., Larsson, G. & Säljö, R. (2021). Inledning: att undervisa och lära om och av kontroverser (1.ed.). In: Kittelmann Flensner, Karin, Larsson, Göran & Säljö, Roger (Ed.), Känsliga frågor, nödvändiga samtal: att lära om och av kontroverser (pp. 15-21). Lund: Studentlitteratur AB
Öppna denna publikation i ny flik eller fönster >>Inledning: att undervisa och lära om och av kontroverser
2021 (Svenska)Ingår i: Känsliga frågor, nödvändiga samtal: att lära om och av kontroverser / [ed] Kittelmann Flensner, Karin, Larsson, Göran & Säljö, Roger, Lund: Studentlitteratur AB, 2021, 1., s. 15-21Kapitel i bok, del av antologi (Övrigt vetenskapligt)
Ort, förlag, år, upplaga, sidor
Lund: Studentlitteratur AB, 2021 Upplaga: 1.
Nyckelord
Skolan, Konflikter, Politiska och sociala åsikter
Nationell ämneskategori
Pedagogik
Identifikatorer
urn:nbn:se:hv:diva-16321 (URN)9789144137346 (ISBN)
Tillgänglig från: 2021-02-22 Skapad: 2021-02-22 Senast uppdaterad: 2021-02-23Bibliografiskt granskad
Flensner, K. K., Korp, P. & Lindgren, E.-C. (2021). Integration into and through sports?: Sport-activities for migrant children and youths. European Journal for Sport and Society, 18(1), 64-81
Öppna denna publikation i ny flik eller fönster >>Integration into and through sports?: Sport-activities for migrant children and youths
2021 (Engelska)Ingår i: European Journal for Sport and Society, ISSN 1613-8171, Vol. 18, nr 1, s. 64-81Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

 Migration over recent years has meant that issues of integration are high on the agenda. Sports clubs are considered important settings for promoting integration. This notion is reflected in national and international policy documents. This study focuses on how leaders in a non-profit sports club, operating in a community where a majority have a migrant background, work with the stated goal of promoting integration. The aim of this study is to explore how leaders interpret and negotiate their explicit assignment to promote integration and counteract segregation and how they try to implement strategies to reach these goals and also to explore how participants experience the sports club's activities related to aspects of integration. The study takes an ethnographic approach with participant observations and interviews. The results indicate that the leaders’ work in terms of integration was related to negotiating diversity, norms, rules and language. Both leaders and participants highlight how the activities enhance feelings of trust despite racism in society and how the leaders worked to create relationships and to make the activities into safe spaces. Whether this work contributes to integration is, however, debatable and the leaders emphasised inclusion as their main strategy and goal.

Nationell ämneskategori
Idrottsvetenskap Pedagogik Folkhälsovetenskap, global hälsa, socialmedicin och epidemiologi
Forskningsämne
Barn- och ungdomsvetenskap
Identifikatorer
urn:nbn:se:hv:diva-15959 (URN)10.1080/16138171.2020.1823689 (DOI)000574636600001 ()2-s2.0-85091364559 (Scopus ID)
Tillgänglig från: 2020-10-01 Skapad: 2020-10-01 Senast uppdaterad: 2022-01-19Bibliografiskt granskad
Projekt
Förbättring av kunskapsresultat i segregerade skolor, men hur? [2022-00620_Forte]; Södertörns högskola
Organisationer
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-5192-6327

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