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  • 1.
    Abraham, Getahun Yacob
    et al.
    Karlstad University, Karlstad, Sweden.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Internationalisation in teacher education: student teachers' reflections on experiences from a field study in South Africa.2018Inngår i: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 9, nr 4, s. 347-362Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Internationalisation of higher education and teacher education has been a key issue since the 1990s and many universities still attempt to increase student mobility ever since. Much research has been done on the topic of internationalisation and higher education, including teacher education trying to show how a certain programme impacts on students’ learning, especially intercultural learning when it comes to programmes in teacher education. These studies are often directed towards programmes that last several months or a whole year. The focus of this study is rather to explore if and in what way experiences in a two-week field study can contribute to a student teacher’s intercultural learning and professional development. The findings of the research show that even a short field study has an important impact on the individual student teacher’s understanding of themselves and on awareness of teachers’ living and working conditions in a different culture like South Africa.

  • 2.
    Carlson, Marie
    et al.
    University of Gothenburg, Department of Sociology and Work Science.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Constructions of the pupil/citizen in the Swedish Curriculum of 2011: Displacements and Sediments in the Educational Landscape2016Inngår i: ECER 2016 : Leading Education: The Distinct Contributions of Educational Research and Researchers, 2016, s. 23 SES-04 DKonferansepaper (Annet vitenskapelig)
    Abstract [en]

    Writing or revising a curriculum is often an extremely complex and contradictory process (Young & Diem 2014) and can be viewed as a discursive battlefield (e.g. Ball 1991, Levinson et al 2009, Ozga 2000, Taylor et al 1997). Furthermore, educational policies can be seen as complex, ongoing social practices of normative cultural production constituted by diverse actors/stakeholders across diverse contexts (Taylor 2004) and thus interesting to analyse, especially in "globalizing and new times" (Ball, Goodson & Maguire 2007). Despite the discourses of globalization we also experience worldwide a tightening of control on students, educators, administrators, and the schooling process in general through national-level educational policies (Young & Diem 2014). There are interesting tensions to pay attention to between the local and global. This paper outlines various constructions of the pupil/the future citizen and discursive tensions with a particular focus on the latest curriculum in Sweden, Lgr11, Curriculum for the compulsory school, preschool class and the recreation centre, Läroplan för grundskolan, föreskoleklass och fritidshemmet 2011). We have been particularly interested in issues such as: How is the 'right' citizen presented and depicted and what values are highlighted – at both national and global level? Whose history is made visible and what voices are heard? What groups or categories are identified? In order to get a comparative perspective, we have asked the same questions to the previous curriculum, Lpo94, Curriculum for the Compulsory School System, the Pre-School Class and the Leisure-time Centre.Theoretically our contribution primarily is informed by the discourse analytical research field (e.g. Ball 1991; Taylor, 1997; Taylor et al., 1997) and notably by critical discourse analysis (see Fairclough, 1992, 2003; Chouliaraki & Fairclough, 1999). Critical discourse analysis examines how texts construct representations of the world and there is an emphasis on highlighting how practices and texts are ideologically shaped by relations of power. Tensions between different conceptions and positionings concern what counts as valuable knowledge also related to the local and global context, which is emphasised in our study.

  • 3.
    Carlson, Marie
    et al.
    Dept of Sociology and Work Science, Univ. of Göteborg.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Producing Future Citizens through Curricula Policies in Sweden: Critical reflections onborders/boundaries from a Nordic perspective and beyond2016Inngår i: MIGRATION AND SOCIAL INEQUALITY: GLOBAL PERSPECTIVES – NEW BOUNDARIES, Nordic Migration Research (NMR), University of Oslo (UiO) , 2016, s. 172-, artikkel-id session VKonferansepaper (Annet vitenskapelig)
    Abstract [en]

    Educational policies for education are important as they form the basis for educational practices and regulate the knowledge production within different subjects. In our interdisciplinary research we critically analyse processes of curriculum work during the curriculum revision process (2010-2011) for the social science subjects in the later years of mandatory schooling in Sweden. Questions are raisedon whose history is made visible and what voices are heard. Furthermore what borders/boundaries can be discerned? The research is part of the larger transnational project Future citizens in pedagogical texts and education policies - Examples from Lebanon, Sweden and Turkey with the aim of examining how globalization processes are expressed in educational policies and pedagogical texts.Swedish educational documents, curricula and interviews with subject matter experts and educational bureaucrats form the empirical data for this contribution. The analyses show that a discursive battle between different actors and perspectives took place. The subject matter experts wanted a more inclusive and global understanding, especially the subject experts in geography articulated a worldwide perspective: "We wrote the world", while the Minister of Education and his expert proposed a stronger Nordic and even a nationalistic perspective from a Swedish point of view. The pupils should learn places and rivers in Sweden, the Swedish regions and Scandinavia. The Minister of Education and his expert also made changes in the syllabi manuscripts, thus discarding the geography subject matter experts' views. As a result, a Nordic perspective and a strong marking of national borders took place in the curriculum. Although this discussion is not about the actual citizenship perse, can the final decisions for the text in the curriculum in various ways contribute to boundaries/borders. This way of argumentation can be seen as leading to an exclusion and "othering"within a nation. In Sweden today 21 percent of the pupils in compulsory school officially are classifiedas having a "foreign background"; meaning the students themselves are born abroad by foreign parents or both parents were born abroad. Here there are many questions to ask/discuss in terms ofconsequences for various groups and inclusion/exclusion and belonging.

  • 4.
    Carlson, Marie
    et al.
    Inst. för sociologi och arbetsvetenskap, Göteborgs universitet.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    What Knowledge Counts when Revising a Curriculum?: On Discursive Positionings in the Swedish Educational Landscape.2016Inngår i: NFPF/NERA's 44th Congress 2016 : Social Justice, Equality and Solidarity in Education: Book of Abstracts, Helsinki: University of Helsinki , 2016, s. 31-32Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Writing or revising a curriculum is often anadvanced process as education can be viewed as adiscursive battlefield. Furthermore, educational policies are often seen as complex, ongoing social practices of normative cultural production constituted by diverse actors/stakeholders across diverse contexts and thus interesting to analyse,especially in 'the age of globalization'. This paper outlines perspectives on the policy process taking place in order to revise the Swedish National Curriculum, now known as Lgr 11.

  • 5.
    Franck, Olof
    et al.
    Institutionen för didaktik och pedagogisk profession, Göteborgs universitet.
    Osbeck, ChristinaInstitutionen för didaktik och pedagogisk profession, Göteborgs universitet.von Brömssen, KerstinHögskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Religioner, livsåskådningar och etik: för lärare årskurs 4-62016Collection/Antologi (Annet vitenskapelig)
  • 6.
    Korp, Helena
    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.
    Kittelmann Flensner, Karin
    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.
    Inkludering och likvärdighetför nyanlända eleveri grundskolan: en fallstudie i två kommuner2019Rapport (Annet vitenskapelig)
  • 7.
    Lovat, Terence
    et al.
    University of Newcastle, Newcastle, Australia.
    Kuusisto, Arniika
    University of Helsinki, Helsinki, Finland.
    Kuusisto, Elina
    University of Helsinki, Helsinki, Finland.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk. Karlstad University, Karlstad, Sweden.
    Riegel, Ulrich
    Siegen University, Siegen, Germany.
    Editorial notes2016Inngår i: Journal of Religious Education, ISSN 1442-018X, E-ISSN 2199-4625, Vol. 63, s. 49-50Artikkel i tidsskrift (Annet vitenskapelig)
  • 8.
    Risenfors, Signild
    et al.
    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.
    von Brömssen, Kerstin
    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.
    Studiehandledning för nyanlända elever i svensk skola2018Inngår i: Lisetten, ISSN 1101-5128, s. 6-8Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 9.
    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)
  • 10.
    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)
  • 11.
    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)
  • 12.
    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)
  • 13.
    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)
  • 14.
    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)
  • 15.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Identiteters konfigurationer: Från att "vara" till att "bli till"2016Inngår i: Interkulturella perspektiv: pedagogik i mångkulturella lärandemiljöer / [ed] Lorentz, Hans & Bergstedt, Bosse, Lund: Studentlitteratur AB, 2016, 2. uppl., s. 53-71Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 16.
    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)
  • 17.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Internationalisation in teacher education: student teachers' reflections on experiences from a field study in South Africa.2018Inngår i: South Africa-Sweden Research Week, University of Pretoria, May 17, 2018., 2018Konferansepaper (Annet vitenskapelig)
  • 18.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Is there a Place for Intersectionality in Research on Religious and Values Education?2016Inngår i: Diversity and Intersectionality: Studies in Religion, Education and Values / [ed] Jeff Astley and Leslie J. Francis (eds.), Oxford: Peter Lang , 2016, s. 1-22Kapittel i bok, del av antologi (Fagfellevurdert)
  • 19.
    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))
  • 20.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Negotiations on Religion: Young peoples' articulations on religion in a diverse society2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

    As flows of people are more common than ever in our times, challenges are put on individuals to put up with a complexity of ideas, values and lifestyles (Castells, 1997). This also means that identities are challenged and has to be negotiated, for many in new surroundings with new traditions, cultures, religions and languages. The concept of negotiation can be used to underline the dynamic processes in constructing linkages between traditions and individuality (cf Østberg, 2003; von Brömssen, 2003). In this paper I will focus discursive constructions and negotiations on 'religion' articulated by three young people age 14 and 15 in Sweden; two boys who position themselves as Muslims and one girl from the Buddhist tradition. The data has been constructed in individual interviews and analyzed from a discourse theoretical approach (Wetherell, Taylor & Yates, 2001). The research suggests that young people do intensive "identity work" (cf Ziehe, 1993) and articulate reflexive knowledge about cultural and religious pluralism, but also that this requires an advanced translational capacity. It also shows, albeit with some variations, that religion as a source of identity is apparent for many young people. This work links to a research proposal on work in a South-North perspective on issues on young people, religion, teaching and education as well as the conference theme "Education in an era of decolonization and transformation".

  • 21.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Niels Reeh : Secularization Revisited Teaching of Religion and the State of Denmark. 1721-2006 Boundaries of Religious Freedom. Regulating Religion in Diverse Societies, vol. 5.2017Inngår i: Nordic Journal of Religion and Society, ISSN 0809-7291, E-ISSN 1890-7008, Vol. 30, nr 1, s. 82-84Artikkel, omtale (Annet vitenskapelig)
  • 22.
    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/

  • 23.
    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)
  • 24.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Samhällskunskapsundervisning med utgångspunkt i samhällsfrågor-vad betyder det?: En recension av Göran Morén (2017) Samhällsfrågor som didaktiskt begrepp i samhällskunskap på gymnasieskolan.2017Inngår i: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, nr 3, s. 106-110Artikkel, omtale (Annet vitenskapelig)
  • 25.
    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)
  • 26.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Some ethnic Swedish students’ discourses on religion: secularism par excellence2016Inngår i: Journal of Religious Education, ISSN 1442-018X, E-ISSN 2199-4625, Vol. 64, nr 2, s. 113-125Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Having been almost abandoned during the latter part of the 1900s, religion and youth is currently a growing field of research in Europe. Since people thought that secularisation would eradicate religion as a phenomenon, there was obviously no major reason to investigate young people’s attitudes towards religion. Since that time, the understanding of the world and its complex relationship with religion has changed, and this now attracts much discussion. In Europe, this not only concerns religion and youth among different migrant groups, but also research on religion and youth of those born and raised in Europe itself and integrated into the historic majority. The aim of this paper is to revisit and reanalyse the results of two qualitative research projects based on interviews with young students in schools who identify themselves as Swedish. I analyze their discursive constructions on their own religion and the religions of ‘others’. The data point towards a strong secularist discourse, where the Swedish students identify themselves as having a modern and rational worldview. On the other hand, they regard religion and religious people as old-fashioned and irrational. The focus in this article concerns articulations constructing this overarching secularist discourse, which I discuss in light of the contemporary debate on secularisation and secularism. However, most of the young students in the research appreciated the subject of Religious Education in Sweden as a means towards understanding the world. This was especially so in discussions on Religious Education with upper secondary school students, whereas younger students found religion to be more boring and traditional; thus the subject having difficulties in relating to the younger students’ experiences.

  • 27.
    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)
  • 28.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Young students memory and reflections on the 22/7, 2011 terror attacks in Norway2016Inngår i: The 2nd Biennial JustEd Conference: a pre-conference to the 44th NERA congress 'Social Justice, Equality and Solidarity in Education', Abstract-book, Helsinki: University of Helsinki , 2016, s. 2-3Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Right before the critical events in Oslo and on Utøya in Norway 22/7, 2011 Anders Behring Breivik electronically distributed a compendium comprising his far-right militant ideology encompassing Islamophobia, support for far-right Zionism and opposition to multiculturalism and feminism. The text can be found on the Internet, as well as thousands of others texts profiling the same right-wing ideology. Hence some researchers talk about “the dark Internet”. This paper discusses findings based on focus-groups interviews with young people (age 18-23) in Sweden and Norway. Focus of the interviews are on the remembrance of the terror attacks, but also with a special focus on the young peoples’ knowledge and possible reactions when confronting messages like those Anders B Breivik expressed. Where do young people meet such messages today and how do they react when meeting them? Moreover, do the young people remember teaching and discussions in school concerning the terror attacks in Norway, and ultimately teaching concerning Islamophobia and right-wing contemporary ideologies? This research will have implications for understanding young peoples’ reflections on the use of the Internet and on education in a broad sense concerning right wing ideologies in the Nordic society. 

  • 29.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Young students memory and reflections on the 22/7 terror attacks in Norway2016Inngår i: Nordic Youth Research Symposium: Youth Moves – Voices – Spaces – Subjectivities, Trollhättan: Högskolan Väst , 2016, s. 137-137Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Young students memory and reflections on the 22/7 terror attacks in Norway Right before the critical events in Oslo and on Utøya in Norway 22/7, 2011, Anders Behring Breivik electronically distributed a compendium comprising his far-right militant ideology encompassing Islamophobia, support for far-right Zionism and opposition to multiculturalism and feminism. The text can be found on the Internet, as well as thousands of others texts profiling the same right-wing ideology. Hence some researchers talk about the dark Internet . This paper discusses findings based on focus-groups interviews with young people (age 18-23) in Sweden, Norway and Finland. Focus of the interviews are on the remembrance of the terror attacks, but also with a special focus on the young peoples knowledge and possible reactions when confronting messages like those AndersB Breivik expressed. Where do young people meet such messages and how do they react when meeting them? Moreover, do the young people remember teaching and discussions in school concerning the terror attacks in Norway, Islamophobia and right-wing contemporary ideologies? This research will have implications for understanding young peoples reflections on the use of the Internet and on education in a broad sense concerning right wing ideologies.

  • 30.
    von Brömssen, Kerstin
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Young students memory and reflections on the 22/7 terror attacks in Norway2016Inngår i: ISREV- International Seminar on Religious Education and Values: Values, Human Rights and Religious Education, 2016, s. -9, 67Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Right before the critical events in Oslo and on Utøya in Norway 22/7, Anders Behring Breivik electronically distributed a compendium comprising his far-right militant ideology encompassing Islamophobia, support for far-right Zionism and opposition to multiculturalism and feminism. The text can be found on the Internet, as well as thousands of others texts profiling the same right-wing ideology. Hence some researchers talk about "the dark Internet". This paper discusses findings based on focus-groups interviews with young people (age 18-23) in Sweden, Norway and Finland. Focus of the interviews are on the remembrance of the terror attacks, but also with a special focus on the young peoples' knowledge and possible reactions when confronting messages like those Anders B Breivik expressed. Where do young people meet such messages and how do they react when meeting them? Moreover, do the young people remember teaching and discussions in school concerning the terror attacks in Norway, Islamophobia and right-wing contemporary ideologies? This research will have implications for understanding young peoples' reflections on the use of the Internet and on education in a broad sense concerning right wing ideologies.

  • 31.
    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)
  • 32.
    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.
    Korp, Helena
    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.
    Migrating Newcomers' in the Swedish Educational System - What's the Politics in that?: KAN-projektet: Kartläggning av nyanlända elevers utbildningssituation och övergångar i grundskolan.2017Konferansepaper (Fagfellevurdert)
    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.

     

  • 33.
    von Brömssen, Kerstin
    et al.
    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.
    Mapping of the Newcomers' Reception and Educational Situation and their transition in the School system in Sweden.2017Inngår i: Abstractbook, ECER 2017: The European Conference on Educational Research, Copenhagen, Denmark 22-25/8, 2017, 2017, artikkel-id 3386Konferansepaper (Fagfellevurdert)
    Abstract [en]

    ID: 3386 / 26 SES 03 C JS: 426. Educational Leadership Paper (Copy for Joint Session) Alternative EERA Network: 07. Social Justice and Intercultural Education Keywords: migration, newly arrived students, compulsory schooling, Sweden.

    Mapping of the Migrating Newcomers' Reception and Educational Situation and their transitions in the School System in Sweden

    Kerstin von Brömssen, Helena KorpUniversity West, Sweden,

    Presenting Author: von Brömssen, Kerstin; Korp, Helena

    Schools and educational practices in Europe are currently challenged by migration and various forms of transnational practices in relation to globalization, war and unequal social conditions (cf. Adams & Kirova 2007; Hamilton & Moore 2004; Rutter 1998).. Migration into Sweden has gone on in different phases and with different intensity since the end of the Second World War and the year 2016, 16% of the population in Sweden are born abroad.

    Swedish schools have however adopted slowly and research and national evaluations show low results and a neglect of migrant children and newcomer students’ needs (Bunar 2015; Jonsson & Rudolphi 2010; Nilsson & Bunar 2015). There is however a considerable gap in educational achievement between students who have immigrated after starting school and those who were born in the country or who migrated at a younger age, prior to starting school (Nilsson & Bunar 2015; PISA 2016). Newly arrived students have a double disadvantage in that they in addition to lacking the knowledge of the language often have difficult experiences in connection with the migration. Further, these students are partly seen by teachers and majority students as representatives of ‘the other’, and there is a lack of respect within a dominant discourse on Swedishness (Bunar 2010).

    A first aim of this research is to provide a picture of how the newly arrived students are received in school. This will be explored through extensive case-studies in two mid-sized Swedish municipalities which include schools with various experience of multilingual students and arrangements for their inclusion. A second aim is to explore different models and methods, approaches and didactic tools in order to take part in a critical discussion on newly arrived students’ education and possible educational interventions. How newly arrived students are received in schools varies greatly between Swedish municipalities, according to Bunar (2010), and is only sporadically investigated through research at the present.

    Research questions

    The project aims, through a survey and in-depth case studies in two Swedish municipalities and its compulsory schools:

    - Explore how newly arrived pupils are received and included during their first time in the Swedish compulsory school, which models there are for receiving, for teaching and models for transitions, and how the students themselves interpret, experience and handle their education.

    - Deepen the knowledge of how the school organization as well as competences, attitudes and approaches at different levels (from administration to the classroom) affects newcomers' opportunities for learning and inclusion.

    - Describe examples and general aspects of the organization, approach and didactic tools that promote or hinder newcomers' knowledge and social inclusion.

    Theoretical framework

    Theoretically we draw on an ecological system perspective as used in work by among others Anderson, Hamilton, Moore, Loewen, and Frater-Mathieson (2004) and Nilsson and Bunar (2015). It builds on the work by Urie Bronfenbrenner (1979, 1992) and his development of a theory for understanding child development. In this theory Bronfenbrenner emphasizes the whole social context and the different systems of relationships that form a child’s environment. Bronfenbrenner separates in his theory between five different environmental levels that influence the child; the microsystem, the mesosystem, the exosystem, the macrosystem and the chronosystem, this in order to understand and organize patterns of the levels experienced by the child . Of importance is to emphasize that the theory states that we are not mere recipients of the experiences we have when socializing in the micro system environment, but we are also contributing to the construction of such environment. In our work this theory will work as an important organizing tool or lens for understanding different levels influencing the lives of newly arrived children

    Methodology, Methods, Research Instruments or Sources UsedThe project draws on data from different sources:Interviews at the reception schoolsThe two principals were interviewed individually. Group interviews were made with teachers, L1 assistant teachers and student-health staff. The interviews focused on the function of different professions, on inter-professional cooperation, on the use of students’ assessment results in different domains, and on the students’ transfer to different home schools.Survey to principals in comprehensive schoolsA survey to the principals of all comprehensive schools in the two municipalities. The aim of the survey was to map the schools in regard to their proportion of newly arrived students (children who immigrated within the nearest four years; almost all with refugee-background), and their past experience with multi-lingual children; how they organize for the new-comers learning and social inclusion; their use of assessment information about the new-comers skills and knowledge in different domains; their resources in terms of L1-teachers and assistant teachers etc. School-based case studiesWhile the survey provide a broad image of organizational arrangements and conditions for including new-comer students, 2-3 schools in each of the two municipalities are selected as cases in order to further explore these arrangements and conditions through qualitative methods, and from the views of the main stake-holders: students, parents, teachers and principals. Each case-study is based on 1) ethnographic field-observations in prepatory groups or classrooms, L2 Swedish and L1 lessons, and regular lessons where newcomers are participating,2) interviews with 2-3 new-comer students3) interviews with principal and teaching staffFocus will be on what in the classroom and organization that promote or inhibit educational and social inclusion. We will also look at how the results from initial assessments made at the reception-schools of the students’ skills and knowledge in different domains are used.  Student-based case studiesFor students’ own experiences and perspectives on the transit from the reception schools to regular schools, and on their educational and social situation within different arrangements and school cultures, six students from the reception schools (two from each stage) will be interviewed at different occasions. The first interview includes the students’ parents or legal guardians, and take place at the reception school. The second interview is carried out with after about 3-4 months. Additional interviews are carried out each semester for three years.Data from the survey will be analyzed with simple statistical methods, while the project at large will mainly use interpretive approaches.Conclusions, Expected Outcomes or FindingsIt is our hypothesis grounded in preliminary analysis of the presently available data and our local personal knowledge about the schools (as lecturers visiting students in internship), that the traditionally multicultural and -linguistic schools tend to be more purposefully organized and staffed to cater for second language-learners’ educational needs, with e.g. some examples of systematic collaboration between subject teachers and L1 support-teachers standing out. These schools also tend to have a more linguistically and ethnically diverse staff. Traditionally mono-ethnic schools have naturally have fewer resources in terms of L1-and Swedish L2-teachers, and less intercultural experience. However, the intense refugee-immigration in 2015, brought a situation where new-comer students were included in almost every school of the two municipalities, even schools with no previous experience. This necessitated and led to changes in school culture and organization as well as teaching methods, and thus learning processes on all levels, even the municipal level since resources and school-development had to be facilitated and distributed on a central level in order for the schools to provide equal opportunities for learning. Through this study we hope to find out how the different contexts and set-ups are experienced by the new-comer students, and how it affects them.

  • 34.
    von Brömssen, Kerstin
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Osbeck, Christina
    Göteborgs universitet.
    The RE subject in the Nordic countries 2017 - opportunities and challenges2017Konferansepaper (Fagfellevurdert)
  • 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. Karlstad University,, Department of Literature, History of Ideas and Religion, Sweden.
    Risenfors, Signild
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    The 'Immigrant Corner': place for identification and resistance2014Inngår i: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 13, nr 6, s. 632-645Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article shows how young people in a Swedish upper-secondary school negotiate identities through social relations in a particular part of a school corridor that they call the 'immigrant corner'. This place offers subject positions determined by ethnicity, but the young people also legitimise various forms of intersections of gender, class and generation. However, the 'immigrant corner' is not only a place where identifications are performed, it is also a place that gives rise to discussions and challenges of the school's official integration policy. Thus, the place affects those who usually sit there as well as those who do not, and is therefore important for discussions on integration issues on a local, national, European and global level. The theoretical components of this article concern spatial theories according to the concepts of place and space. With regard to place and space, the article outlines and applies the young people's identity formations, as well as their discussions about integration issues with help from the concept of power geometry - that is, networks of social/power relations.

  • 38.
    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.

  • 39.
    von Brömssen, Kerstin
    et al.
    Högskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Risenfors, SignildHögskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.Sjöberg, LenaHögskolan Väst, Institutionen för individ och samhälle, Avd för utbildningsvetenskap och språk.
    Samhälle, genus och pedagogik: utbildningsvetenskapliga perspektiv : vänbok till Inga Wernersson2018Collection/Antologi (Annet vitenskapelig)
    Abstract [sv]

    Detta är en vänbok till professor Inga Wernersson, Institutionen för Individ och Samhälle på Högskolan Väst.

1 - 39 of 39
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