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  • 51.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Young students memory and reflections on the 22/7 terror attacks in Norway2016In: ISREV- International Seminar on Religious Education and Values: Values, Human Rights and Religious Education, 2016, p. -9, 67Conference paper (Other academic)
    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.

  • 52.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Young students memory and reflections on the 22/7 terror attacks in Norway2016In: Nordic Youth Research Symposium: Youth Moves – Voices – Spaces – Subjectivities, Trollhättan: Högskolan Väst , 2016, p. 137-137Conference paper (Refereed)
    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.

  • 53.
    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)
  • 54.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies. University West.
    Niemi, Kristian
    Karlstad University, Karlstad (SWE).
    Stones, Alexis
    University College London, London (GBR).
    Religious Education in Teacher Education: About, For and In Diversity?: Austria, Canada, England, Turkey and India2023In: The Bloomsbury Handbook of Schools and Religion / [ed] Jo Fraser-Pearce & James W. Fraser, London: Bloomsbury Academic, 2023, 1, p. 130-154Chapter in book (Refereed)
    Abstract [en]

    Description about the book:

    The Bloomsbury Handbook of Schools and Religion provides the first truly global scan of contemporary issues and debates around the world regarding the relationship(s) between the state, schools and religion. Organized around specific contested issues - from whether or not mindfulness should be practised in schools, to appropriate and inappropriate religious attire in schools, to long-term battles about evolution, sexuality, and race, to public funding - Fraser-Pearce and Fraser carefully curate chapters by leading experts exploring these matters and others in a diverse range of national settings. The Bloomsbury Handbook of Schools and Religion offers a refreshingly new international perspective. 

  • 55.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Nixon, Graeme
    University of Aberdeen, School of Education, Aberdeen, UK (GBR).
    Religious Education Curriculum Constructions in Northern and Western Europe: A Three-Country Analysis2020In: Religious Education in a Post-Secular Age: Case Studies from Europe / [ed] Franck, Olof & Thalén, Peder, Cham: Palgrave Macmillan, 2020, p. 57-81Chapter in book (Other academic)
  • 56.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. University of Gothenburg.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    In different worlds: religious discourses in students' space2014In: ISREV Session XIX (International Seminar on Religious Education and Values), York, UK, 27/7-1/8, 2014, 2014Conference paper (Other academic)
  • 57.
    von Brömssen, Kerstin
    et al.
    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.
    In different worlds: Religious discourses in students' space in three upper secondary schools in Sweden2017In: Location, Space and Place in Religious Education / [ed] Rothgangel, Martin, von Brömssen, Kerstin, Heimbrock, Hans-Günter & Skeie, Geir, Münster: Waxmann Verlag, 2017, 1, p. 67-85Chapter in book (Refereed)
  • 58.
    von Brömssen, Kerstin
    et al.
    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.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Tutoring Newly Arrived Students in Sweden: A Matter of Trial and Error?2018Conference paper (Refereed)
    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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