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  • 1.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Det föränderliga klassrummet2016In: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, Vol. 16, no 2, p. 12-13Article in journal (Other academic)
  • 2.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Discourses of Religion and Secularism in Religious Education Classrooms2017Book (Other academic)
    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?

  • 3.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Discourses of religion in the classroom practice: Religious Education in upper secondary school at vocational and academic preparatory programs.2015In: The European Network for Religious Education through Contextual Approaches (ENRECA) "Location, space and place of religion in religious education" ENRECA Symposium 9th -11th April 2015, Vienna, Austria., 2015Conference paper (Other academic)
  • 4.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Existential Questions in Religious Education: Opening up Discussions in Upper Secondary School2018In: Challenging Life: Existential Questions as a Resource for Education / [ed] Jari Ristiniemi, Geir Skeie, Karin Sporre (Editor), Münster: Waxmann Verlag, 2018, 1. Auflage, p. 397-415Chapter in book (Other academic)
  • 5.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Finns det några religiösa här?: Pedagogiskt drama som metodik i ämneslärarutbildningen i religionskunskap2017In: LIR.journal, E-ISSN 2001-2489, no 8, p. 66-81Article in journal (Refereed)
    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.

  • 6.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    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.)2016In: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, Vol. 16, no 4, p. 14-15Article, book review (Other academic)
  • 7.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Jag är neutral!: Sekularistiska diskurser om religion i religionskunskapsrummet2017In: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, no 2Article in journal (Refereed)
  • 8.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Levd religion i klassrummet2018In: Levd religion: Det heliga i vardagen / [ed] Daniel Enstedt, Katarina Plank, Lund: Nordic Academic Press, 2018, p. 258-274Chapter in book (Refereed)
  • 9.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lived Religion and Religious Education2017Conference paper (Other academic)
  • 10.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Livsåskådningarnas väg till hälsa2016In: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, Vol. 16, no 3, p. 2-2Article in journal (Other academic)
  • 11.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Non-confessional = neutral?: Discourses of religion in contemporary pluralistic Swedish RE-classrooms2015In: Paper presented at the Workshop of the EASR Working Group on Religion in Secular Education, March 9-11, 2015, University of Hanover, Germany, 2015Conference paper (Other academic)
    Abstract [en]

    My proposal will discuss the scope of neutrality and objectivity in the context of non-confessional integrative RE in the Swedish pluralistic classroom-practice. In the classrooms, individuals who identify with diverse religious and non-religious outlooks of life, with different understanding of what religion and being religious might mean, meet. How does this influence the construction of RE in the classroom-practice? What discourses of religion becomes hegemonic in the classrooms? The proposal is based on findings from participant observation of RE-lessons at three upper secondary schools. Discourse analyses (Howarth, 2000; Laclau & Mouffe, 2001) is used as theoretical and analytical approach. The findings indicates a hegemonic western secular discourse in the classrooms, which influenced the classroom-practice and the talk of religion, specific religious traditions and believers of different faiths. Simultaneously there were a spiritual and a nationalistic discourse of religion that in some respect challenged the hegemonic discourse, but also enforced it.

    Howarth, D. (2000). Discourse. Buckingham: Open University Press.

    Laclau, E., & Mouffe, C. (2001). Hegemony and socialist strategy : towards a radical democratic politics. London: Verso.

  • 12.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Olika klassrumsdiskurser och dess konsekvenser för ämneskonstruktion och lärande i religionskunskap2015In: Conference of Center for Educational Science and Teacher Research (CUL), Mötesplats CUL den 4-5 november 2015, Stenungssund, Sweden., 2015Conference paper (Other academic)
    Abstract [no]

    Olika skoldiskurser och dess konsekvenser för ämneskonstruktion och lärande

    Att utbildningen på olika program i den svenska gymnasieskolan domineras av olika skolkoder och färgas av att olika sociala kategorier dominerar på olika program är väl belagt i forskning. Studier visar också att elever på yrkesprogram ges andra förutsättningar att nå ämnesplanernas kunskapskrav och utveckla sina analytiska förmågor i jämfört med elever på studieförberedande program (se t.ex. Anderson Vargas, 2014; Hjelmér, 2012; Korp, 2006; Kärnebro, 2013, Norlund, 2009).

    Följande presentation är en del av min kommande avhandling Religious Education in Contemporary Pluralistic Sweden. Studien syftar till att beskriva konstruktionen av ämnet religionskunskap i klassrumspraktiken genom att identifiera och analysera de diskurser som förekom under religionskunskapslektioner, hur dessa artikulerades och vilka implikationer dessa har för konstruktionen av ämnet. Det empiriska materialet består av deltagande observationer av 125 religionskunskapslektioner på tre olika skolor, både på studieförberedande program och yrkesprogram. Diskursanalys och läroplansteori har används som analytiska redskap.

    Resultatet visar att klassrummen dominerades av tre diskurser om religion och livsåskådningar, en sekularistisk, en andlig och en svenskhetsdiskurs. Men slående var också att vissa klassrum dominerades av ett privat förhållningssätt både när det gällde diskussioner av ämnesrelaterad karaktär, men även när det gällde samtal i klassrummet om andra saker. Andra klassrum präglades däremot av en mer skolorienterad akademisk diskurs. Analysen visade att båda dessa diskurser, den privata diskursen och den akademiska diskursen förekom på både yrkesprogram och studieförberedande program, men att den privata dominerade på yrkesprogrammen och den akademiska på studieförberedande program. Den privata diskursen byggdes upp genom artikulationsklustren: "Jag tror" – artikulationer i första person, Emotionella artikulationer, Reproduktion av fakta, Relationsskapande som professionell strategi och Räcker med godkänd. Den akademiska diskursen byggdes upp genom artikulationsklustren: "Vissa tror" – artikulationer i tredje person, Analys, Akademisk kunskap som professionell strategi och Måste ha A.

    En implikation av att dessa diskurser präglade de olika klassrumspraktikerna var att undervisningen i termer av meningserbjudande (Englund, 1997) blev väldigt varierande trots att samma kursplan tillämpades i samtliga klassrum, vilket innebar stora skillnader i förutsättningar för lärande och utveckling av begreppsförståelse.

    Referenser

    Andersson Varga, P. (2014). Skrivundervisning i gymnasieskolan: Svenskämnets roll i den sociala reproduktionen. Doctoral thesis. Göteborg: Acta universitatis Gothoburgensis.

    Englund, T. (1997). Undervsining som meningserbjudande. In M. Uljens (Ed.), Didaktik: Teori, reflektion ovh praktik. Lund: Studentlitteratur.

    Hjelmér, C. (2012). Leva och lära demokrati? En etnografisk studie i två gymnasieprogram. Doctoral thesis.Umeå: Umeå universitet.

    Korp, H. (2006). Lika chanser i gymnasiet? En studie om betyg, nationella prov och social reproduktion. Doctoral thesis. Malmö: Lärarutbildningen, Malmö högskola.

    Kärnebro, K. (2013). Plugga stenhårt eller vara rolig? Normer om språk, kön och skolarbete i identitetsskapande språkpraktiker på fordonsprogrammet. Doctoral thesis. Umeå: Genusforskarskolan, Institutionen för språkstudier, Umeå universitet.

    Norlund, A. (2009). Kritisk sakprosaläsning i gymnasieskolan: Didaktiska perspektiv på läroböcker, lärare och nationella prov. Doctoral thesis. Göteborg: Acta Universitatis Gothoburgensis.

  • 13.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Religion och vetenskap2017In: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159Article in journal (Refereed)
  • 14.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Religious Education in contemporary pluralistic Sweden2013Conference paper (Refereed)
  • 15.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Religious Education in Contemporary Pluralistic Sweden2015Doctoral thesis, monograph (Other academic)
    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.

  • 16.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Religious Education in the multicultural society2010Conference paper (Refereed)
  • 17.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. University of Gothenburg, Department of Literature, History of Ideas, and Religion,.
    Representation of Religions: Religious Education in Classroom Practice2013Conference paper (Refereed)
    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.

  • 18.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Secularized and Multi-Religious Classroom Practice-Discourses and Interactions2018In: Education Sciences, E-ISSN 2227-7102, Vol. 8, no 3, article id 116Article in journal (Refereed)
    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.

  • 19.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Tankar från styrelsen: Tema reformationen2017In: Religion & vetenskap, ISSN 0347-2159, no 3Article in journal (Other academic)
  • 20.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Tema Hållbar utveckling2016In: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, Vol. 16, no 1, p. 4-5Article in journal (Other academic)
  • 21.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Who is “we” in the classroom of Religious Education?2012In: NFPF/NERA'S 40TH CONGRESS: Abstract book, 2012, p. -w 247Conference paper (Refereed)
    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.

  • 22.
    Kittelmann Flensner, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Peter
    University of Gothenburg.
    Lindgren, Eva-Carin
    University of Gotheburg.
    "Everyone can play football no matter where they come from": Discourses in open sport activities for newly arrived children and teenagers2017Conference paper (Other academic)
  • 23.
    Kittelmann Flensner, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Peter
    Göteborgs universitet.
    Lindgren, Eva-Carin
    Göteborgs universitet.
    Idrott som integrationsarena?: Agens, inkludering och interkulturella möten i barn- och ungdomsidrott2017Report (Other academic)
  • 24.
    Kittelmann Flensner, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsson, G
    University of Gothenburg, Department of Literature, History of Ideas, and Religion,.
    Swedish religious education at the end of the 1960s: Classroom observations, early video ethnography and the national curriculum of 19622014In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 36, no 2, p. 202-217Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to present a unique corpus of film-recorded classroom observations of sixth-grade classes (age 12-13) in the Swedish cities of Gothenburg, Partille and Trollhättan in the late 1960s. The material documents how RE could be taught in Swedish schools in line with the curriculum of Lgr 62 which internationally was an early attempt to design an approach to religious education (RE) which responded to demands of pluralism and objectivity and before the name of the subject was changed from Christian Religious Education (CRE) (Kristendomskunskap) into RE (Religionskunskap). The aim is also to scrutinise how the documented teaching and classroom activities relate to the curriculum of the time. 52 film-recorded classes in CRE have been analysed. One result-not surprisingly, as the teachers knew that they were being filmed-is that the content of teaching follows the CRE syllabus. As Christianity occupies the bulk of teaching time, it can be questioned whether the subject meets the objectivity requirement. There were few references to the experience of the pupils and the surrounding society. The heated public debate about the subject is not observable in the classroom. © 2013 Christian Education.

  • 25.
    Kittelmann Flensner, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    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 19622012Conference paper (Refereed)
  • 26.
    Kittelmann Flensner, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Larsson, Göran
    University of Gothenburg, Department of Literature, History of Ideas and Religion, Box 200, Gothenburg, S-405 30, Sweden.
    Säljö, Roger
    University West, School of Business, Economics and IT, Division of Business Administration. 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 Sweden2019In: Education Sciences, E-ISSN 2227-7102, Vol. 9, no 2, article id 80Article in journal (Refereed)
    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.

  • 27.
    Kittelmann Flensner, Karin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lippe, Marie Von der
    University of Bergen, Department of Archeology, History, Culture Studies and Religion, Norway.
    Being safe from what and safe for whom?: A critical discussion of the conceptual metaphor of ‘safe space’2019In: Intercultural Education, ISSN 1467-5986, E-ISSN 1469-8439, p. 1-14Article in journal (Refereed)
    Abstract [en]

    Safe space, used in educational settings as a metaphor,stresses the importance of the classroom being a learningenvironment characterised by respect and safety. Based onexamples from Swedish and Norwegian classroom research,this article problematises and discusses the complexity inthe discourse on safe space by asking the critical questions:Being safe from what? – and safe for whom? Related to theconcept of safe space are questions about what possibly canmake the classroom an unsafe place. In addition to varioustypes of intimidation, harassment and attacks, discussionsabout certain issues and topics can, for various reasons, beperceived as threatening. The school is part of society, andin an increasingly polarised climate, controversial issues incontemporary society will often be perceived as controversial in classroom practice. In this sense, instead of givingstudents false promises of being safe in the ReligiousEducation (RE) classroom, the concept 'classroom of disagreement' may be a useful metaphor, since it makes itexplicitly clear that disagreements exist and are part of life

  • 28.
    Korp, Helena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Inkludering och likvärdighetför nyanlända eleveri grundskolan: en fallstudie i två kommuner2019Report (Other academic)
  • 29.
    Risenfors, Signild
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Studiehandledning för nyanlända elever i svensk skola2018In: Lisetten, ISSN 1101-5128, p. 6-8Article in journal (Other (popular science, discussion, etc.))
  • 30.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Tema Migration2016In: R & L : religion & livsfrågor : aktuellt för undervisningen, ISSN 0347-2159, Vol. 16, no 2, p. 4-5Article in journal (Other academic)
  • 31.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Migrating Newcomers' in the Swedish Educational System - What's the Politics in that?: KAN-projektet: Kartläggning av nyanlända elevers utbildningssituation och övergångar i grundskolan.2017Conference paper (Refereed)
    Abstract [en]

    The Swedish Parliament and the Government draw up the overall national goals regarding the educational system. Education in Sweden has had a strong element of redistribution in the systems and thus high taxes, which was developed after the Second World War, 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 to 19 and also free school lunches. However, over the last twenty years the welfare model has changed due to globalization and an increase in international financial competition. The Swedish school system's organization and capacity is currently challenged as many newly arrived children and youth arrive in the country. Thus, pressing questions among others are: How are newly arrived children included and integrated into the Swedish school system? What are these childrens’ rights and possibilities of getting an equal education in comparison to Swedish-born children and youth? In documents form the Swedish National Agency for Education it is stated that the top priority is to include all newly arrived pupils into ordinary education as soon as possible, which is in line with a strong discourse of inclusion in the Swedish educational system.  This paper will discuss newcoming and asylum seeking childrens’ and youths’ rights and obligations in the Swedish school system, as well as political tensions in the system expressed by local representatives working within the Swedish educational system. The data come from document studies and interviews in the project, “Mapping of the Newcomers' Reception and Educational Situation, and their Transitions in the Swedish School System” (KAN) located at University West, Sweden.

     

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