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  • 1.
    Karlsson Vestman, Ove
    et al.
    Mälardalen University, Department of Social Sciences.
    Sedigh, Mehdi
    Månsson, Niclas
    Mälardalen University, Department of Social Sciences.
    Jäder, Julia
    Mälardalen University, Department of Social Sciences.
    Ett välstämt piano - till rätt melodi?: Metautvärdering av Skolverkets nationella utvärdering av grundskolan 20032007Report (Other academic)
    Abstract [sv]

    Under 2002-03 genomförde Skolverket den hittills största utvärderingen av svensk skola, den s.k. Nationella utvärderingen 2003 (NU-03). Utvärderingen involverade ett stort antal forskare samt ca 200 skolor, 1 900 lärare och 10 000 elever. Närmare tjugotalet rapporter har publicerats med resultatredovisningar för olika ämnen och sammanfattningar av utvärderingen. Hösten 2005 ville Skolverket att NU-03 skulle granskas för att försöka dra lärdomar av arbetet inför eventuella kommande nationella utvärderingar. Uppdraget att utvärdera NU-03 har genomförts av en forskargrupp inom forskningsmiljön MEA – Mälardalens utvärderingsakademi vid Mälardalens högskola. Uppdraget var att belysa styrkor och svagheter med den nationella utvärderingen. Metautvärdering av NU-03 påbörjades i oktober 2005 och avslutades i november 2006. I denna rapport riktas uppmärksamheten mot olika huvudmoment i arbetet med NU-03 för att ge ett omdöme om utvärderingsmodellens styrkor och svagheter. I metautvärderingen sätts också NU-03 i relation till den nationella utvärderingen 1992 (NU-92) för ett jämförande reso-nemang om de båda utvärderingarnas upplägg eller design. Sammanfattningsvis är vår bedömning att styrkan med NU-03 är väl avstämda instrument. Svagheten är att dessa har utformats för en gammal läroplan och situation i skolan. Man kan säga att NU-03 är ett ”välstämt piano” men frågan är om det används till att spela en gammal melodi som inte längre passar dagens repertoar, det vill säga den multikulturella skolan på 2000-talet.

  • 2.
    Lahdenperä, Pirjo
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Storfors, Tom
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Tryggvason, Marja-Terttu
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Gustafsson, Hans-Olof
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Forskningscirkeln – en mötesplats för samproduktion2014Report (Refereed)
  • 3.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication.
    Bauman on Strangers – Unwanted Peculiarities2008In: The Sociology of Zygmunt Bauman: Challenges and critique / [ed] Hviid Jacobsen, Michael & Poder, London: Ashgate , 2008, p. 155-171Chapter in book (Other academic)
  • 4.
    Månsson, Niclas
    Mälardalen University, Department of Social Sciences.
    Deliberation: For whom about what2006Conference paper (Refereed)
  • 5.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication.
    Den återskapande omvärlden2006In: Fältanteckningar: Utbildnings- och kultursociologiska texter tillägnade Donald Broady, Uppsala: Uppsala universitet , 2006, p. 377-383Chapter in book (Other academic)
  • 6. Månsson, Niclas
    Denying the Other Through an Educational Praxis2005Conference paper (Other academic)
  • 7.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication.
    Didaktikens behov av ett "experimentum linguae": Om språkets klassificerande, manipulerande, inneslutande och uteslutande funktioner2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 2, p. 143-160Article in journal (Refereed)
    Abstract [en]

    The need for an “experimentum linguae” in didactics. on the clas-sifying, manipulating, integrating and segregating functions of language. This article explores the boundaries of language, and how language serves both to include and to exclude. Following Agamben’s view of language my presentation unfolds in three movements. First, I explore Agamben’s use of infancy in order to grasp the limits of language by illuminating the split between language and discourse. The second part includes voices on participation, which are analysed through the metaphors of “us and them” and “doors and bridges” to illustrate the segregating and integrating functions that language performs. Finally, I return to Agamben’s view of language and his notion of an “experimentum linguae” in order to criticize and challenge didactic perspectives that cling to a discourse which keeps ambivalence at bay, inasmuch as the “experimentum” opens up the very space of ethics.

  • 8.
    Månsson, Niclas
    Mälardalen University, Department of Social Sciences. Pedagogik.
    Hviid Jacobsen, Michael & Poder, Poul (red) (2006): About Bauman. Critical Essays2007In: Thesis Eleven, no 90Article, book review (Other (popular science, discussion, etc.))
  • 9. Månsson, Niclas
    Language, Infancy and Community – Some Thoughts on Education as Ethical Way2009Conference paper (Other academic)
  • 10.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication.
    Låt skillnaden vara2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 3, p. 39-55Article in journal (Refereed)
    Abstract [en]

    LET THE DIFFERENCE BE. Taking my point of departure from a school’s neglecting of the harassment of two Roma children (eller Taking my point of departure from the neglecting of the harassment of two Roma children by their school), I ask how it is possible to be placed outside an order that is supposed to support and protect all children regardless of their social, cultural, and ethnic background. The article is divided in three parts. In order to understand how it is possible to expose children to structural violence, I illuminate how it is possible to reduce some people to non-humans, less worthy than others, with the help of Agambens understanding of bio-politics and the making of the non-human. There after I explore the foundations of Agamben’s terra ethica. An ethics that takes us beyond responsibility and dignity not only erases the division between worthy and non worthy beings, it also makes the question of identity to a non-question. With this ethics in mind, I return to the case of the Roma children, and arrive at the conclusion that instead of clinging on to an epistemological conformity that produces an order that actually makes exclusion possible, we ought to let the difference be.

  • 11.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication.
    På spaning efter individen de Facto2008In: Finsk tidskrift: kultur, ekonomi, politik, no 1, p. 18-34Article in journal (Other academic)
  • 12.
    Månsson, Niclas
    Mälardalen University, Department of Social Sciences.
    Romers möte med den svenska skolan2006In: Den mångtydiga skolan: Utbildning i det postmoderna samhället, Studentlitteratur, Lund , 2006, p. 111-133Chapter in book (Refereed)
  • 13.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication.
    Röster om delaktighet: En kvalitativ studie om ungdomars uppfattning av och chanser till samhällelig delaktighet2008Report (Other academic)
    Abstract [sv]

    Röster om delaktighet

    ”Delaktighet”, ”påverkan” och ”engagemang” har blivit honnörsord i diskussionen om hur medborgare bör vara med och påverka sina egna och andras situa­tion. Tre stora utredningar gjorda under 2000-talet visar emellertid att den form av social, ekonomisk och etnisk segregering som Sverige er­farit under de senaste 20 åren resulterat i minskad social och poli­tisk delaktighet i heterogena mångkulturella områden.

    I denna studie förs ett samtal med ungdomar och vuxna ansvariga in­volve­rade i projekt som syftar till att öka ungdomars samhälleliga del­aktig­het och få dem att verka för lokal­sam­hällets väl. Samtalen berör frågor om delaktighet, inkludering och ex­klu­dering. Den bild som växer fram angående ungdomars känsla av del­aktighet är mer positiv än den som framkommer i de tre statliga ut­red­ningar­na som utgör en referensram för denna studie. Då studien också be­rör de former av exkludering som sker genom inkluderande sträv­and­en är det emellertid möjligt att visa att delaktigheten bland ung­dom­arna är villkorad då vissa medlemmar är mer delaktiga än andra.

     

  • 14.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Skolan, barnet och samhällslivet2014In: Den reflekterade erfarenheten: John Dewey om demokrati, utbildning och tänkande / [ed] Anders Burman, Flemingsberg: Södertörns högskola , 2014, 1, p. 189-203Chapter in book (Refereed)
  • 15.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication.
    Sveriges romer i en skola för alla romer2009In: Specialpedagogisk tidskrift - Att undervisa, ISSN 2000-429X, no 3, p. 10-13Article in journal (Other academic)
  • 16.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication.
    The Necessity of the Third – Towards a Polycultural Education (?)2012Conference paper (Other academic)
  • 17. Månsson, Niclas
    Towards an Educational Theory of Evil2005Conference paper (Other academic)
  • 18.
    Månsson, Niclas
    Mälardalen University, Department of Social Sciences.
    Två berättelser om moralens ursprung2006In: Finsk tidskrift, ISSN 0015-248X, no 1, p. 33-46Article in journal (Other academic)
  • 19.
    Månsson, Niclas
    Mälardalen University, Department of Social Sciences.
    Varför finns det främlingar?2005In: Invandrare & minoriteter, ISSN 1404-6857, no 4, p. 9-12Article in journal (Other (popular science, discussion, etc.))
  • 20.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication.
    Varför finns det främlingar?: den sociala konstruktionen av oönskade människor2010Book (Other (popular science, discussion, etc.))
  • 21.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication.
    What it means to become a stranger: The consequences of classification according to Zygmunt Bauman2008In: Voices from the margins: School experiences of indigenous, refugee and migrant children / [ed] Alerby, Eva & Brown, Jill, Rotterdam: Sense Publishers , 2008, p. 7-18Chapter in book (Other (popular science, discussion, etc.))
  • 22.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Är allt polisens fel?: Om dilemmat då en forskningscirkels arbetssätt hakar i redan befintliga strukturer2014In: Forskningscirkeln - en möteplats för samproduktion / [ed] Pirjo Lahdenperä, Eskilstuna: Mälardalen University , 2014, p. 93-108Chapter in book (Refereed)
  • 23.
    Månsson, Niclas
    Mälardalen University, Department of Social Sciences. Pedagogik.
    Är kärleken oberoende av romantiken?: Recension av Nykänen, Hannes (2006): Öppningar och labyrinter. Handbok i filosofisk akupunktur2007In: Finsk tidskrift, no 4Article, book review (Other (popular science, discussion, etc.))
  • 24. Månsson, Niclas
    et al.
    Langman, Elisabet
    Facing Ambivalence in Education: A Strange(r’s) Hope?2008Conference paper (Other academic)
  • 25.
    Månsson, Niclas
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Langmann, Elisabet
    Mälardalen University, School of Education, Culture and Communication.
    Facing ambivalence in education: A strange(r's) hope?2011In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 6, no 1, p. 15-25Article in journal (Refereed)
    Abstract [en]

    This article explores how our understanding of ambivalence would shift if we saw it as an inherent and essential part of the ordinary work of education. Following Bauman's sociology of the stranger and Derrida's deconstructions of hospitality, the article unfolds in three parts. In the first part we discuss the preconditions of modern education which since the Enlightenment has been guided by the postulate that there is and ought to be a rational order in the social world. In the second part we consider the intolerance of strangers the modern will-to-order has caused. Since the stranger appears as a liminal category that falls between the boundaries of already established social categories, she can only be viewed as an antithesis of a well-ordered society. In the third part we ask how educational spaces hospitable to strangers can be opened up, and argue that we would do better not to construe living with ambivalence as a problem, but as a quest for humanity and justice

  • 26.
    Månsson, Niclas
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Nordmark, Jonas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Den allmänna didaktikens gränser: Om möjligheter och begränsningar för en samhällsomvandlande didaktik2015In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 24, no 3, p. 65-82Article in journal (Refereed)
    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.

  • 27.
    Månsson, Niclas
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Säfström, Carl Anders
    Södertörns högskola.
    The Limits of Learning2013Conference paper (Refereed)
  • 28.
    Månsson, Niclas
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Säfström, Carl Anders
    Osman, Ali
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Whatever happened to teaching?2013Conference paper (Other academic)
  • 29.
    Osman, Ali
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    "I go to teacher conferences, but I do not understand what the teacher is saying": Somali parents' perception of the Swedish school2015In: International Journal of Multicultural Education, ISSN 1934-5267, E-ISSN 1934-5267, Vol. 17, no 2, p. 35-52Article in journal (Refereed)
    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.

  • 30.
    Osman, Ali
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    "I Go to Teacher Conferences, But I Do Not Understand What the Teacher Is Saying": Somali Parents' Perception of the Swedish School2015In: International Journal of Multicultural Education, ISSN 1934-5267, E-ISSN 1934-5267, Vol. 17, no 2, p. 36-52Article in journal (Refereed)
    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.

  • 31.
    Sandström Kjellin, Margareta
    et al.
    Mälardalen University, Department of Social Sciences.
    Karlsson Vestman, Ove
    Mälardalen University, Department of Social Sciences.
    Månsson, Niclas
    Mälardalen University, Department of Social Sciences.
    Values in Teacher Education2006Conference paper (Refereed)
  • 32.
    Sandström Kjellin, Margareta
    et al.
    Mälardalen University, Department of Social Sciences.
    Karlsson Vestman, Ove
    Mälardalen University, Department of Social Sciences.
    Månsson, Niclas
    Mälardalen University, Department of Social Sciences.
    Values in Teacher Students' Educational Practice2006Conference paper (Refereed)
  • 33.
    Sandström Kjellin, Margareta
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication.
    Karlsson Vestman, Ove
    Mälardalen University, School of Education, Culture and Communication.
    Values in Student Teachers’ Educational Practice2009In: Research in Higher Education Journal, ISSN 1941-3432, Vol. 4Article in journal (Refereed)
  • 34.
    Sandström Kjellin, Margareta
    et al.
    Mälardalen University, Department of Social Sciences.
    Månsson, Niclas
    Mälardalen University, Department of Social Sciences.
    Karlsson Vestman, Ove
    VIP: Values in Teacher Students' Educational Practice2006Conference paper (Refereed)
  • 35.
    Säfström, Carl Anders
    et al.
    Uppsala University, Sweden.
    Månsson, Niclas
    Uppsala University, Sweden.
    The Limits of Socialisation2004In: Interchange, ISSN 0826-4805, Vol. 35, no 3, p. 353-364Article in journal (Refereed)
    Abstract [en]

    The article deals with the question of living with others, one of the most significant relationships of human life, and challenge the common understanding of the origins of living with others, where a human being is not just becoming a social but also a moral being through social institutions of societies. This common understanding of a social relationship, fostered and nurtured by a given society, places the responsibility for the possibility of living with others on the other. Drawing on the work from the sociologists Zygmunt Bauman and George Simmel and the philosophers Emmanuel Levinas and Knud Løgstrup we argue that the possibility of living with others is based on the rights of the other rather than of the rights to determine whom the other is.

    By focusing on the relation between the individual and the society on the one hand, and the connections between being moral and being social on the other hand, we suggest that the process of socialisation is devastating not only for human beings individuality and his or her moral capacity but also for a responsive educational praxis. We explore the ways in which an understanding of socialisation as the making of the social being is intimately linked to how institutional education ‘thinks itself.’ This exploration is followed by a critical discussion of the limits of socialisation, and therefore also the limits of education. By considering some of the problems about the making of the social being we arrive at the conclusion that there is the possibility for education to be somewhere else rather than within socialisation. This conclusion leads us to explore the possibilities for an educational praxis that embraces the other without holding the individuals otherness against them.

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