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  • 1.
    Eyrumlu, Reza
    Högskolan Väst, Institutionen för individ och samhälle, Avd för socialpedagogik och sociologi.
    Garaate Goraane Gheyre Dini - Jeld 2 Din va Imane Dini- Ketab va goraane Dini: A study of the "Non-religious Koran", Vol. 2, Religion and Religious Faith- The Book and the "Religious Koran2007Bok (Annet vitenskapelig)
  • 2.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Det föränderliga klassrummet2016Inngår i: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, Vol. 16, nr 2, s. 12-13Artikkel i tidsskrift (Annet vitenskapelig)
  • 3.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Discourses of Religion and Secularism in Religious Education Classrooms2017Bok (Annet vitenskapelig)
    Abstract [en]

    This book answers the question on how students and teachers talk about religion when the mandatory and nonconfessional school subject of Religious Education is on the schedule in the "world's most secular country" To do this, it analyses discourses of religion as they occur in the classroom practice. It is based on findings from participant observation of Religious Education lessons in several upper secondary schools in Sweden. The book discusses different aspects of the role and function of nonconfessional integrative Religious Education in an increasingly pluralistic, multireligious, yet also secularized society, at a general level. It looks at the religious landscape, different perspectives on school subjects, various models and the development of Religious Education, and discourses of religion of a secularist, spiritual and nationalistic nature.

    Religious Education is a school subject that manoeuvres in the midst of a field that on the one hand concerns crucial knowledge in a pluralistic society, and on the other hand deals with highly contested questions in a society characterized by diversity and secularity. In the mandatory, integrative and non-confessional school subject of Religious Education in Sweden, all students are taught together regardless of religious or secular affiliation. The subject deals with major world religions, important non-religious worldviews and ethics, from a non-confessional perspective. Thus, in the classroom, individuals who identify with diverse religious and non-religious worldviews, with a different understanding of what religion could be and what it might mean to be religious, are brought together. The book examines questions raised in this pluralistic context: What discourses of religion become hegemonic in the classroom? How do these discourses affect the possibility of reaching the aim of Religious Education which concerns understanding and respect for different ways of thinking and living in a society characterized by diversity?

  • 4.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Finns det några religiösa här?: Pedagogiskt drama som metodik i ämneslärarutbildningen i religionskunskap2017Inngår i: LIR.journal, E-ISSN 2001-2489, nr 8, s. 66-81Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In recent years, both school and teacher education have been much debated in Sweden and a vast amount of reforms has been implemented. One of the modifcations in the policy documents of teacher training is that the concept of methodology was reintroduced in teacher education. This means that the responsibility to educate teachers both in subject knowledge, as well as in didactics and methodology are the concerns of the departments where the teacher students study their specialized subjects. An example of a methodology used in a variety of ways, with different purposes and in different groups, is educational drama. Educational drama is commonly used in professional programs, for example in legal education, medical education, nursing education, social work education, physical therapist education and teacher training. What arguments for educational drama are there to be found in research? How could this methodology be part of the teacher training program in religious education? What would possible advantages and disadvantages of this kind of methodology be? These questions will be discussed in this article.

  • 5.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Ja vem vågar vara interkulturell?: Recension av Vem vågar vara interkulturell? En vänbok till Pirjo Lahdenperä av Kirsch, F-M, León Rosales, R & Rodell Olgaç, C (red.)2016Inngår i: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, Vol. 16, nr 4, s. 14-15Artikkel, omtale (Annet vitenskapelig)
  • 6.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Jag är neutral!: Sekularistiska diskurser om religion i religionskunskapsrummet2017Inngår i: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, nr 2Artikkel i tidsskrift (Fagfellevurdert)
  • 7.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Lived Religion and Religious Education2017Konferansepaper (Annet vitenskapelig)
  • 8.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Livsåskådningarnas väg till hälsa2016Inngår i: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, Vol. 16, nr 3, s. 2-2Artikkel i tidsskrift (Annet vitenskapelig)
  • 9.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Religion och vetenskap2017Inngår i: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159Artikkel i tidsskrift (Fagfellevurdert)
  • 10.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Religious Education in contemporary pluralistic Sweden2013Konferansepaper (Fagfellevurdert)
  • 11.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Religious Education in Contemporary Pluralistic Sweden2015Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    In the mandatory, integrative and non-confessional school subject of Religious Education in Sweden, all students are taught together regardless of religious or secular affiliation. The overall aim of this thesis is to explore and analyse how Religious Education (RE) can be socially constructed in the upper secondary school classroom practice in the pluralistic context of contemporary Sweden. The result is based on findings from participant observations of 125 Religious Education lessons at three upper secondary schools in Sweden, both on vocational programs and on preparatory programs for higher education. Discourse analysis, curriculum theory, and didaktik of religion are used as theoretical and analytic approaches. The findings indicate that a secularist discourse was hegemonic in the classroom practice and implied norm of talking about religion, religions and worldviews as something outdated and belonging to history. A non-religious, atheistic position was articulated as neutral and unbiased in relation to the subject matter and was associated with being a rational, critically thinking person. However, there were also spiritual and swedishness discourses of religion that in some respects challenged the hegemonic discourse, but also enforced it. The programs at upper secondary schools were influenced by different educational discourses called a private discourse and an academic rational discourse, which affected the construction of the subject in these different contexts. Implications of the discourses are discussed in relation to the classroom practice and aims of Religious Education.

  • 12.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Religious Education in the multicultural society2010Konferansepaper (Fagfellevurdert)
  • 13.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. University of Gothenburg, Department of Literature, History of Ideas, and Religion,.
    Representation of Religions: Religious Education in Classroom Practice2013Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In the Swedish mandatory and non-confessional school subject of Religious Education (RE) all pupils are taught together in the same classroom regardless of religious or secular affiliation. According to the syllabus, RE should include content concerning Christianity, other world religions and different outlooks on life. But what representations of different religions and outlooks of life appear in the classroom practice? How is the subject shaped in interaction between content, teachers and students? The research field that concerns the content of subjects in the classroom are relatively unexplored, not least in RE. The aim of the following paper is to analyse representations of different religions and outlooks of life as they are articulated in the classroom practice of RE by students and teachers. The Interpretive approach is used as a theoretical base. Ethnography of RE-lessons in three Swedish upper secondary schools was conducted during the school year 2011-2012. Discourse analysis was used as a method for analysing representations of religions and outlooks of life. The preliminary analysis indicates that different world religions appear in much different guises. Some religions were presented based on their history, other more as lived religion. Some religions were presented as more compatible with contemporary society and as an expression of an active conscious choices, while other religions were talked about as obsolete relics and described in terms of traditions and rules religious practitioner must subject to. Non-religious outlooks of life that occurred were humanism, existentialism, marxism, system-theory.

  • 14.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Secularized and Multi-Religious Classroom Practice-Discourses and Interactions2018Inngår i: Education Sciences, E-ISSN 2227-7102, Vol. 8, nr 3, artikkel-id 116Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Secularization and diversity are two social features that characterize the contemporary world. The rhetoric of the public debate in a number of countries has become increasingly polarized and characterized by a we and them thinking that relates a national we to a specific religion. This occurs in part as a reaction to the changes in national monocultural paradigms as most communities today are characterized by pluralism regarding lifestyles, religion, language and geographical background. Thus, secularization processes are ongoing while many countries, not least Sweden, are becoming increasingly pluralistic and multi-religious. The school and classrooms are a mirror of the communities they are a part of. The aim of the article is to explore how secularization and increasing pluralism finds expression and interact in the classroom practice of Religious Education. The analysis is based on ethnographic data from classroom observations of Religious Education in four different Swedish upper secondary schools. The results indicate that secularism and non-religious positions are considered a neutral and objective position and that secularism is used as a way to maneuver diversity in the classroom which affects the possibilities of dialogue and understanding.

  • 15.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Tankar från styrelsen: Tema reformationen2017Inngår i: Religion & vetenskap, ISSN 0347-2159, nr 3Artikkel i tidsskrift (Annet vitenskapelig)
  • 16.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Tema Hållbar utveckling2016Inngår i: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, Vol. 16, nr 1, s. 4-5Artikkel i tidsskrift (Annet vitenskapelig)
  • 17.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Who is “we” in the classroom of Religious Education?2012Inngår i: NFPF/NERA'S 40TH CONGRESS: Abstract book, 2012, s. -w 247Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The aim of this paper is to analyze some of the discourses that can be discerned in a classroom of Religious Education in upper secondary school in Sweden. It is based on the findings of participant observation conducted during 2011 in two different schools. The interpretative approach, formulated by Robert Jackson (1997, 2004), is used in analyzing interactions in the classroom. A key concept in the interpretative approach is representation, which means that religions are not seen as homogeneous phenomena but multidimensional and changing and concerns how this is expressed in the context of Religious Education. The present paper focuses on perspectives and representations of the content of Religious Education that appears in the classroom. The analysis of the classroom observations show that a secular discourse dominates in the classroom and can be described as the norm. As a result, ”we” are described by concepts such as scientificity, rationality, modernity and development. Religiosity and belonging to a faith is portrayed as opposed to a modern worldview, and religious people in general are often labeled as deviant and outmoded. Simultaneously, a national/cultural discourse is discernible in which ”we” is described as Christian, in the sense of belonging to a Christian culture which is presented as opposed to other cultures, especially in relation to Muslim culture. One does not know much about how Religious Education is shaped in the classroom practice. By describing how knowledge is constructed within Religious Education and what opinions and definitions that appears in different contexts, we get a better understanding of the classroom practice, which may form the basis for dialogue in a pluralistic society.

  • 18.
    Kittelmann Flensner, Karin
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Larsson, Göran
    University of Gothenburg, Department of Literature, History of Ideas, and Religion.
    From Christian Religious Education to Religious Education in Sweden: Classroom Observations, Early Video Ethnography and the National Curriculum of 19622012Konferansepaper (Fagfellevurdert)
  • 19.
    Kittelmann Flensner, Karin
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Larsson, Göran
    University of Gothenburg, Department of Literature, History of Ideas and Religion, Box 200, Gothenburg, S-405 30, Sweden.
    Säljö, Roger
    Högskolan Väst, Institutionen för ekonomi och it, Avd för företagsekonomi. University of Gothenburg, Department of Education, Communication and Learning, Box 100, Gothenburg, S-405 30, Sweden.
    Jihadists and refugees at the theatre: Global conflicts in classroom practices in Sweden2019Inngår i: Education Sciences, E-ISSN 2227-7102, Vol. 9, nr 2, artikkel-id 80Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In democratic societies schools have an obligation to address complex societal issues such as ethnic/religious tensions and social conflicts. The article reports an exploratory study of how theatre plays were used in upper-secondary schools to generate pedagogically relevant platforms for addressing the current Middle East conflicts and their impact on European societies in the context of religious education and civics. The schools are situated in areas with substantive migrant populations of mixed backgrounds, and this has implications for how these issues are understood as a lived experience. In the same classrooms, there were students who had refugee backgrounds, who represented different interpretations of Islam, and religion more generally, and whose families were victims of terrorism. There were also students with strong nationalist views. The study is ethnographic documenting theatre visits and classroom activities in relation to two plays about the Middle East situation. The results show that plays may open up new opportunities for addressing these issues, but that they may also be perceived as normative and generate opposition. An interesting observation is that a play may generate space for students to tell their refugee story in class, which personalized the experience of what it means to be a refugee. © 2019 by the authors. Licensee MDPI, Basel, Switzerland.

  • 20.
    Risenfors, Signild
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Liberal Muslim, Atheist Hindu and Born again Christian2018Inngår i: Challenging Life: Existential Questions as a Resource for Education / [ed] J. Ristiniemi, G. Skeie & K. Sporre, Waxmann Verlag, 2018, s. 119-136Kapittel i bok, del av antologi (Fagfellevurdert)
  • 21.
    Risenfors, Signild
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Gurdal, Sevtap
    Högskolan Väst, Institutionen för individ och samhälle, Avd för psykologi och organisationsstudier.
    Sorbring, Emma
    Högskolan Väst, Institutionen för individ och samhälle, Avd för psykologi och organisationsstudier.
    Korankurser som föreningsverksamhet? : En undersökning bland muslimska föreningar i Västra Götalandsregionen 2011Rapport (Fagfellevurdert)
    Abstract [sv]

    Islam uppfattas fortfarande som en ny företeelse i Europa trots att muslimer har funnits nästan lika länge i Europa som i Mellanöstern. Det som är nytt är istället den invandring av muslimer som ägt rum på senare tid till Europa. När det gäller Sverige är islam däremot en relativt ny företeelse; 1930 räknade man till ca 15 muslimer i Sverige och 2008 uppskattades antalet till ca 110 000 stycken. I och med den nya invandringen har olika muslimska grupperingar mötts i icke-muslimska kontexter, vilket bidragit till att en mer komplex tolkningstradition av Koranen växt fram. De muslimska föreningarna är en sådan plats där tolkning av Koranen sker.

    Målet med föreliggande studie är att bidra till mer kunskap om korankurser i Västra Götalandsregionen genom en beskrivning av föreningarna och av deras korankurser.

    Syftet är att lokalisera muslimska föreningar i regionen för att därefter ta reda på i vilken utsträckning, samt med vilka resurser och material, dessa föreningar bedriver korankurser för barn och ungdomar.

    Resultatet visar att många av föreningarna fungerar som både religiösa och sociala mötesplatser. Föreningarnas organisation ser olika ut, men de flesta hör till en paraplyorganisation. Somliga har kontakter med ett hemland och samarbetar med lokala föreningar på orten samt studieförbund som Sensus, Ibn Rushd och ABF.

    1Ibn Rushd är ett muslimskt studieförbund som startats med stöd från bland annat Sensus, ettstudieförbund som särskilt lyfter fram livsfrågor, mångfald och globala frågor.

    Korankurserna som riktar sig till barn består av koranläsning och diskussion av innehåll men också av social samvaro med utflykter. Verksamheten är organiserad utifrån svensk föreningslivsmodell vilket i vissa fall skapar problem för föreningar som inte räknar medlemsantalet utifrån antal personer utan familjer. I samtalet med representanter för de muslimska föreningarna lyfter man fram integration som ett angeläget arbete för föreningen. Genom att vara en länk mellan medlemmarna och svenska samhället ser representanterna sig som en viktig del i att hjälpa till med integrationen. 

  • 22.
    Risenfors, Signild
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Religion och livstolkning bland barn och unga2018Inngår i: Barn- och ungdomsvetenskap. Grundläggande perspektiv. / [ed] Johansson, Thomas & Sorbring, Emma, Stockholm: Liber, 2018, 1, s. 421-434Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 23.
    Rothgangel, Martin
    et al.
    University of Vienna, Austria.
    von Brömssen, KerstinHögskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.Heimbrock, Hans-GünterGoethe-University Frankfurt/Main, Germany.Skeie, GeirStockholm University.
    Location, Space and Place in Religious Education2017Collection/Antologi (Fagfellevurdert)
  • 24.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Construction of Curriculum in Theory and the Situation in the Classroom, Differences and Commonalities2018Inngår i: Are you READY?: Diversity and Religious Education across Europe – The story of the READY project / [ed] Schreiner, Peter, Münster: Waxmann Verlag, 2018, 1., s. 87-89Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 25.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Documentation of Study Visits and Teaching Experiences on "Religion and Diversity" (10 5)2018Inngår i: Are you READY?: Diversity and Religious Education across Europe – The story of the READY project / [ed] Schreiner, Peter, Münster: Waxmann Verlag, 2018, 1., s. 41-45Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 26.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    German Student Teachers in Protestant RE in Conversation with Student Teachers in Non-Confessional RE in Sweden2018Inngår i: Are you READY?: Diversity and Religious Education across Europe – The story of the READY project / [ed] Schreiner, Peter, Münster: Waxmann Verlag, 2018, 1., s. 62-64Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 27.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Giving a Voice to Student Teachers on the Concept of Diversity2018Inngår i: Are you READY?: Diversity and Religious Education across Europe – The story of the READY project / [ed] Schreiner, Peter, Münster: Waxmann Verlag, 2018, 1., s. 59-61Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 28.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Insights of the READY Project2018Inngår i: Are you READY?: Diversity and Religious Education across Europe – The story of the READY project / [ed] Schreiner, Peter, Münster: Waxmann Verlag, 2018, 1., s. 94-114Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 29.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Migration i perspektiv av globala sociala förändringar2016Inngår i: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, nr 2, s. 6-8Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 30.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    READY: Insights and analysis of aspects of religious education in European contexts2018Annet (Annet vitenskapelig)
    Abstract [en]

    This document constitutes one of the intellectual outputs (IO5) of the Erasmus+ project Religious Education and Diversity (READY): Sharing experiences of and approaches to teacher education in the context of "Education and Training 2020." This paper summarizes, structures and analysis the READY material. It deals with student teachers' and teacher trainers' reflections on study visits, on student teachers' lesson planning and teaching,reflection papers, the produced DVDs and several other papers that are available on the READY website. See: http://www.readyproject.eu/

  • 31.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. Karlstad University, Karlstad, Sweden.
    Religious education at schools in Europe. part 3, Northern Europe: Rothgangel, Martin, Skeie, Geir & Jäggle, Martin (eds.).Göttingen: V & R Unipress, 20142015Inngår i: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 38, nr 1, s. 104-106Artikkel, omtale (Fagfellevurdert)
  • 32.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Socio-spatial theories: a short introduction2017Inngår i: Location, Space and Place in Education / [ed] Rothgangel, Martin, von Brömssen, Kerstin, Heimbrock, Hans-Günter & Skeie, Geir, Münster, Germany: Waxmann Verlag, 2017, 1, s. 15-19Kapittel i bok, del av antologi (Fagfellevurdert)
  • 33.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Young Students' Memories and Reflections on the July 22, 2011 Terror Attacks in Norway2018Inngår i: Values, Human Rights and Religious Education: Contested Grounds / [ed] J. Astley, L. J. Francis & D. W. Lankshear, Peter Lang Publishing Group, 2018, s. 217-234Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 34.
    von Brömssen, Kerstin
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Kittelmann Flensner, Karin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Tema Migration2016Inngår i: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, Vol. 16, nr 2, s. 4-5Artikkel i tidsskrift (Annet vitenskapelig)
  • 35.
    von Brömssen, Kerstin
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. University of Gothenburg.
    Risenfors, Signild
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    In different worlds: religious discourses in students' space2014Inngår i: ISREV Session XIX (International Seminar on Religious Education and Values), York, UK, 27/7-1/8, 2014, 2014Konferansepaper (Annet vitenskapelig)
  • 36.
    von Brömssen, Kerstin
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Risenfors, Signild
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    In different worlds: Religious discourses in students' space in three upper secondary schools in Sweden2017Inngår i: Location, Space and Place in Religious Education / [ed] Rothgangel, Martin, von Brömssen, Kerstin, Heimbrock, Hans-Günter & Skeie, Geir, Münster: Waxmann Verlag, 2017, 1, s. 67-85Kapittel i bok, del av antologi (Fagfellevurdert)
  • 37.
    von Brömssen, Kerstin
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Risenfors, Signild
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Korp, Helena
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Tutoring Newly Arrived Students in Sweden: A Matter of Trial and Error?2018Konferansepaper (Fagfellevurdert)
    Abstract [en]

    General description

    This research deals with tutoring in the mother tongue to support newly arrived students in Swedish elementary schools. Although Sweden has received many migrants for a long time, educational policies and organization for these students have been fragmented and poorly developed (Bunar, 2010, 2015; Nilsson, 2013). Students with a 'foreign background' have on average lower school results than pupils with a Swedish background (OECD, 2010; The Swedish National Board of Education, 2016). The proportion of students with 'foreign background' has gradually increased since the beginning of the 1990s. Also, in recent years there has been a marked increase in students who immigrated after school start (7 years of age). Many newly arrived students in Sweden don't obtain grades to continue to upper secondary school after grade 9. The proportion of students in this group increased from 37 percent in 2006 to 50 percent in 2015 (The Swedish National Agency for Education, 2016). These results are especially challenging as it is stated in The Swedish Educational Act that "All children and youths shall have equal access to education". It is further stated that "teaching should be adapted to each pupil's circumstances and needs. It should promote the pupils' further learning and acquisition of knowledge based on pupils' backgrounds, earlier experience, language and knowledge." (The Curriculum for the Compulsory School System, the Preschool Class and the Leisure-time Centre, Lgr 11; cf. Guadalupe, 2013). Thus, the Education Act stipulates that the education provided in each school form and in the recreation centre should be equivalent, regardless of where in the country it is provide. Until recently, the most common way to receive newly arrived students in elementary schooling in Sweden have been introductory classes, with the aim of learning Swedish and getting an introduction into Swedish society (Avery, 2017; Simola & Hansson, 2017). This organization have left students with very heterogeneous backgrounds (language, age, capabilities) in the same classroom, which led to uneven equality and arbitrariness in the education (Bunar 2010; Nilsson & Axelsson, 2013). As a consequence of school results and a growing criticism of education for newly arrived students from professionals and researchers, new rules were introduced in the Education Act concerning the this group on January 1, 2016 (Andersson, Lyrenäs & Sidenhag, 2015; Swedish National Agency for Education, 2016). As it is the responsibility of the municipality to implement and organize education for newly arrive students, the local organization differs widely (Avery, 2017). Thus, several models of organizing education for newly arrived students have been added (Avery 2017) and new models are developed. Currently models of direct inclusion in regular classes with language support from tutors in the newly arrived student's mother tongue is given in the Swedish ordinary classroom seem to increase. However, research on school organization for newly arrived students and their actual support in their local schools are scarce. With this research we want to make a contribution to the ongoing European discussion on how to make education available and with a good quality to all newly arrived students (cf. Avery, 2017; Bukus, 2016; European Commission, 2015; Terhart & von Dewitz, 2017; Torbjørnsen, 2017).

    Objectives

    The objective of the study is to explore organizational models of receiving and supporting newly arrived students in two Swedish municipalities. The study will provide opinions and perspectives of different supporting models for newly arrived students from headmasters, teachers, student tutors as well as from newly arrived students themselves.

    Theoretical framework

    Theoretically, our contribution builds on a theory of practice developed by O'Reilly (2012) where external structures as well as internal structures in the researched compulsory schools are taken into account. Practices take place in a perspective or "horizon of action" and involve active agency, communities of practice and conjuncturally-specific external structures (O'Reilly, 2012). The concept of situated learning proposed by Lave and Wenger (1991) is used to analyze how wider structures are both preconditioning and limiting variables for outcomes of action. Also a perspective of culturally responsive teaching inspired by Gay (2010) is of importance when analyzing teaching practices.

    Methods/methodology

    The project draws on qualitative data from seven elementary school and two reception units. These case studies explore arrangements and organizational models of receiving newly arrived students and their support. The data includes interviews with headmasters, teachers, tutors and newly arrived students as well as ethnographic data from observations.

    Expected outcomes/result

    The analysis show that elementary schools, even within only two Swedish municipalities, varies widely in their organization and support for newly arrived students. This seems to have a background in the school's history and habit of receiving newly arrived students, in the school's leadership and their interest and knowledge of policies and research in the field as well as opportunities for recruiting competent staff. Several of the schools have altered their organizational models for supporting newly arrived students during the last year (2016-2017), working towards involving student tutors in the mother language to support students in their regular classes. These students' tutors have the task of supporting pupils' knowledge development in different subjects and helping the students to the extent possible to the goals of the education. In order to do so they are supposed to plan together with the class-teachers and the subject matter teachers, an organization that is complex and seems quite difficult to accomplish. Our research show that the student tutors' qualifications vary significantly, their position and status and opportunity for participation in the schools vary, their assignments and awareness of the assignment vary, as well as the teachers understanding of what study supervision is and can be and their will and ability to interact as well as the organizational conditions. Under certain conditions the student tutors' have great potential to work as a significant professional, making a positive difference for new students' chances in the education system, and under other conditions more like an assistant. Student tutors in the mother tongue demonstrate concern for the students' emotional and physical conditions, thus creating a caring climate. However, questions on the tutors' language competency and their knowledge level in subject matter areas can be raised in relation to these arrangements.

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