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Månsson, N., Jonsson, L. & Månsson, N. (2018). Att bilda eller bedöma?: om skapande av demokratiska medborgare. Nordisk tidskrift för allmändidaktik, 4(2), 3-16
Open this publication in new window or tab >>Att bilda eller bedöma?: om skapande av demokratiska medborgare
2018 (Swedish)In: Nordisk tidskrift för allmändidaktik, ISSN 2002-1534, Vol. 4, no 2, p. 3-16Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet, 2018
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-41814 (URN)
Available from: 2018-12-21 Created: 2018-12-21 Last updated: 2018-12-28Bibliographically approved
Nordmark, J. (2018). Att bilda eller bedöma?: Om skapandet av demokratiska medborgare. Nordisk tidskrift för allmän didaktik, 4(2), 3-16
Open this publication in new window or tab >>Att bilda eller bedöma?: Om skapandet av demokratiska medborgare
2018 (Swedish)In: Nordisk tidskrift för allmän didaktik, ISSN 2002-1534, Vol. 4, no 2, p. 3-16Article in journal (Refereed) Published
Abstract [en]

In this article we take a closer look at the relation between general didactics and civic studies

education through a critical analysis of civic studies syllabuses in primary education, in order

to illuminate some general motives that legitimizes the role and content of general didactics. It

seems to us that the idea of general didactics in Sweden either is about learning theories for

instruction, regardless the subject, or to emancipate the democratic potentiality of the subject.

In his article, we focus on the latter: First we present our theoretical perspective. With the help

from Klafki’s understandings of school as an engaging part of democratic society we discern

two aspects of general didactics. In relation to education, one emanates from democracy and

learning, and the other springs from democratic virtues and political action. Secondly, and with

these two understandings in mind, we engage in a critical reading of the Curriculum for compulsory

school (LGR 11) and the syllabuses for civic studies in primary education in order to

trace some similarities that might give civic studies a central position for democratic socialization

in general. Thirdly, and through our analysis, we reach the conclusion that, due to the

similarities between the curricula and syllabus when it comes to foster the democratic subject,

the pupil risks not only to be evaluated and graded subject wise, but also for his or her democratic

disposition.

Place, publisher, year, edition, pages
Göteborg: , 2018
Keywords
General didactics, subject didactics, curriculum theory, assessment and grading, Klafki, Allmändidaktik, ämnesdidaktik, läroplansteori, bedömning, betyg, Klafki
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-42323 (URN)
Available from: 2019-01-17 Created: 2019-01-17 Last updated: 2019-01-17
Månsson, N. (2018). Refugees, statelessness and education. In: Paul Smeyers (Ed.), Springer International Handbook of Philosophy of Education: (pp. 787-800). Dordrecht: Springer
Open this publication in new window or tab >>Refugees, statelessness and education
2018 (English)In: Springer International Handbook of Philosophy of Education / [ed] Paul Smeyers, Dordrecht: Springer, 2018, p. 787-800Chapter in book (Other academic)
Place, publisher, year, edition, pages
Dordrecht: Springer, 2018
National Category
Social Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-41067 (URN)10.1007/978-3-319-72761-5_57 (DOI)978-3-319-72761-5 (ISBN)978-3-319-72759-2 (ISBN)
Available from: 2018-09-29 Created: 2018-09-29 Last updated: 2018-10-24Bibliographically approved
Darvishpour, M., Asztalos Morell, I., Månsson, N., Mahmoodian, M. & Hoppe, M. (2018). Sammanfattning av arbetsrapport om  nyanlända barns och ungdomars inkludering  och jämställdhetsutveckling.
Open this publication in new window or tab >>Sammanfattning av arbetsrapport om  nyanlända barns och ungdomars inkludering  och jämställdhetsutveckling
Show others...
2018 (Swedish)Report (Other academic)
Publisher
p. 10
National Category
Social Sciences
Identifiers
urn:nbn:se:mdh:diva-42241 (URN)
Available from: 2018-12-30 Created: 2018-12-30 Last updated: 2019-01-10Bibliographically approved
Månsson, N. & Osman, A. (2017). I gapet mellan hem och skola: om några somaliska föräldrars möte med den svenska skolan. In: Pirjo Lahdenperä & Eva Sundgren (Ed.), Nyanlända, interkulturalitet och flerspråkighet i klassrummet: . Stockholm: Liber
Open this publication in new window or tab >>I gapet mellan hem och skola: om några somaliska föräldrars möte med den svenska skolan
2017 (Swedish)In: Nyanlända, interkulturalitet och flerspråkighet i klassrummet / [ed] Pirjo Lahdenperä & Eva Sundgren, Stockholm: Liber , 2017Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2017
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-41068 (URN)978-91-47-12266-0 (ISBN)
Available from: 2018-09-29 Created: 2018-09-29 Last updated: 2018-12-06Bibliographically approved
Landmann, E. & Månsson, N. (2016). Att vända blicken mot sig själv: En problematisering av den normkritiska pedagogiken. Pedagogisk forskning i Sverige, 21(1-2), 79-199
Open this publication in new window or tab >>Att vända blicken mot sig själv: En problematisering av den normkritiska pedagogiken
2016 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 21, no 1-2, p. 79-199Article in journal (Refereed) Published
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-41077 (URN)
Available from: 2018-09-29 Created: 2018-09-29 Last updated: 2018-10-01Bibliographically approved
Månsson, N. (2016). Kommunala strävanden för nyanlända elevers vägar in i skolan. In: Pirjo Lahdenperä & Eva Sundgren (Ed.), Skolans möte med nyanlända: . Stockholm: Liber
Open this publication in new window or tab >>Kommunala strävanden för nyanlända elevers vägar in i skolan
2016 (Swedish)In: Skolans möte med nyanlända / [ed] Pirjo Lahdenperä & Eva Sundgren, Stockholm: Liber , 2016Chapter in book (Other academic)
Place, publisher, year, edition, pages
Stockholm: Liber, 2016
National Category
Social Sciences Educational Sciences
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-41079 (URN)
Available from: 2018-09-29 Created: 2018-09-29 Last updated: 2018-12-06Bibliographically approved
Månsson, N. & Nordmark, J. (2015). Den allmänna didaktikens gränser: Om möjligheter och begränsningar för en samhällsomvandlande didaktik. Utbildning och Demokrati, 24(3), 65-82
Open this publication in new window or tab >>Den allmänna didaktikens gränser: Om möjligheter och begränsningar för en samhällsomvandlande didaktik
2015 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 24, no 3, p. 65-82Article in journal (Refereed) Published
Abstract [en]

The article outlines two lines of thought in the current debate on education. First, the declining results in schools are seen as an overarching problem for the school system, second, individual performance within schools is disconnected from societal, collective goals. We then discuss different modes of thinking of socialization in relation to general didactics. The teachers’ role in that sense is to socialize the next generation into a given social order. Another mode of thinking regards the young person as discovering society, within society. We argue, inspired by Wolfgang Klafki, for a conception of “general didactics” as a response to the need for an education for society that has solidarity as an overarching aim, rather than to produce new members to society. We end the article with the conclusion that the limits of general didactics are in one way or the other societal, inasmuch public education reflects the need for social (re-)production of knowledge, norms and values.

Keywords
general didactics, school ans society, social change, Wolfgang Klafki
National Category
Didactics
Research subject
Didactics
Identifiers
urn:nbn:se:mdh:diva-31542 (URN)
Available from: 2016-05-09 Created: 2016-05-09 Last updated: 2017-11-30Bibliographically approved
Osman, A. & Månsson, N. (2015). "I Go to Teacher Conferences, But I Do Not Understand What the Teacher Is Saying": Somali Parents' Perception of the Swedish School. International Journal of Multicultural Education, 17(2), 36-52
Open this publication in new window or tab >>"I Go to Teacher Conferences, But I Do Not Understand What the Teacher Is Saying": Somali Parents' Perception of the Swedish School
2015 (English)In: International Journal of Multicultural Education, ISSN 1934-5267, E-ISSN 1934-5267, Vol. 17, no 2, p. 36-52Article in journal (Refereed) Published
Abstract [en]

This study examines the encounter of Somali parents with their children's teachers and how these relations "affect" their possibility of supporting their children's attaining a successful school experience. The study is inspired by and combines the insight and concept of social capital developed by Coleman and Bourdieu. The parents realize that they lack the knowledge and expertise to support their children in their educational endeavor and have neither the material nor ideational support to compensate individual limitations to support their children in the encounter with the Swedish school.

Place, publisher, year, edition, pages
EASTERN COLL, DEPT EDUCATION, 2015
Keywords
social capital, educational support, parent-teacher relation, academic achievement, Somali immigrants in Sweden
National Category
Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-38153 (URN)000409623800003 ()2-s2.0-84936118861 (Scopus ID)
Available from: 2018-01-22 Created: 2018-01-22 Last updated: 2019-01-10Bibliographically approved
Månsson, N. & Osman, A. (2015). Lärarutbildningen och miljonprogrammets skola. Educare - Vetenskapliga skrifter (1), 139-157
Open this publication in new window or tab >>Lärarutbildningen och miljonprogrammets skola
2015 (Swedish)In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 139-157Article in journal (Refereed) Published
Abstract [en]

In this article we examine two different but interconnected problems, which weaken the struggle for and the idea of equal education in the Swedish comprehensive educational system. One of the problems is the increasing segrega-tion of the Swedish comprehensive school. This segregation is characterized socio, cultural and economic difference. In these areas the concentration of children with diverse ethnicity and low income background are high, while in other areas the opposite is true. In this article we focus on the former schools. These schools are characterized as low achieving schools, and schools that are in crisis. The second issue that is intimately connected to the low achieving school that we examine is the disposition and to some extent the composition of the teaching force. We argue that there is a disconnection between the two aspects, and ground the problem in teacher training. We argue that the current teacher education is not constructed to prepare teachers to meet the challeng-es in multiethnic schools located in socio-economic deprived areas. The article ends with a critical discussion of “low performing school” and the role of teacher education in preparing teachers for schools in segregated areas. 

National Category
Social Sciences Educational Sciences
Identifiers
urn:nbn:se:mdh:diva-41074 (URN)
Available from: 2018-09-29 Created: 2018-09-29 Last updated: 2018-10-01Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-9611-578X

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