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  • 1.
    Darvishpour, Mehrdad
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Asztalos Morell, Ildikó
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Mahmoodian, Mohammadrafi
    Hoppe, Magnus
    Mälardalen University, School of Business, Society and Engineering, Industrial Economics and Organisation.
    Ensamkommande ungdomars röster om mottagande, inkludering och jämställdhetsutveckling2019In: Ensamkommandes upplevelser & professionellas erfarenheter / [ed] Mehrdad Darvishpour; Niclas Månsson, Liber, 2019Chapter in book (Other academic)
  • 2.
    Darvishpour, Mehrdad
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Asztalos Morell, Ildikó
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Mahmoodian, Mohammadrafi
    Hoppe, Magnus
    Mälardalen University, School of Innovation, Design and Engineering. Mälardalen University, School of Business, Society and Engineering, Industrial Economics and Organisation. Mälardalen University, School of Education, Culture and Communication.
    Sammanfattning av arbetsrapport om  nyanlända barns och ungdomars inkludering  och jämställdhetsutveckling2018Report (Other academic)
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  • 3.
    Darvishpour, Mehrdad
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Johansson, Joakim
    Mälardalen University, School of Business, Society and Engineering, Industrial Economics and Organisation. Centre for Gender Research, Uppsala University, Sweden.
    Månsson, Niclas
    Södertörn University, Sweden.
    Securitisation of the Swedish migration policy and the situation for unaccompanied children2023In: Crisis and the Culture of Fear and Anxiety in Contemporary Europe. / [ed] Zamorano Llena, C.; Stier, J.; Gray, B, New York: Taylor & Francis, 2023, p. 103-118Chapter in book (Other academic)
    Abstract [en]

    Sweden has been recognised as one of the most generous countries in terms of the governance of migration and asylum. The 2015 “refugee crisis” placed the Swedish migration and asylum system under extreme pressure when more than 163,000 refugees arrived in 2015. Like other EU members, Swedish migration policies have become gradually more restrictive, legitimised by the discourse of securitisation, whereby migration is addressed as a threat. By taking “securitisation” as a conceptual point of departure, the aim of this chapter is to analyse the official statements and non-official motives behind the securitisation turn of Sweden’s post-2015 migration policy and relate them to the vulnerable situation unaccompanied immigrants experienced when they came to Sweden in 2015 as refugees and asylum seekers. However, even if some of the interviewees had experienced racism and other negative attitudes and felt ill at ease waiting for their residency permit, unaccompanied immigrants are not necessarily vulnerable victims without the capacity and will to learn a new language, educate themselves and find a job.

  • 4.
    Darvishpour, Mehrdad
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Månsson, NiclasSödertörns högskola, Sweden.
    Ensamkommandes upplevelser & professionellas erfarenheter: integration, inkludering och jämställdhet2019Collection (editor) (Other academic)
  • 5.
    Darvishpour, Mehrdad
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Månsson, Niclas
    Södertörns högskola, Sweden.
    Möjlighet och utmaningar till inkludering av utrikesfödda kvinnor på arbetsmarknaden och i samhället: En rapport om utbildnings- och forskningscirklar inom KLARA-projektet2022Report (Other academic)
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  • 6.
    Darvishpour, Mehrdad
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Möjligheter och utmaningar för jämställdhetsutveckling bland ensamkommande ungdomar i Sverige2020Conference paper (Other academic)
  • 7.
    Darvishpour, Mehrdad
    et al.
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Asztalos Morell, Ildikó
    Mälardalen University, School of Health, Care and Social Welfare, Health and Welfare.
    Hoppe, Magnus
    Mälardalen University, School of Business, Society and Engineering, Industrial Economics and Organisation.
    Samverkan och utmaningar – mottagande av ensamkommande ungdomar2019In: Ensamkommandes upplevelser & professionellas erfarenheter / [ed] Mehrad Darvishpour; Niclas Månsson, Liber, 2019Chapter in book (Other academic)
  • 8.
    Jonsson, Linda
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Månsson, Niclas
    Södertörn högskola, Sweden.
    ”Jag brukar säga att religionskursen är som en liten survival kit” – religionslärares uppfattningar av religionsämnets innehåll och roll i gymnasieskolan2022In: Nordidactica, ISSN 2000-9879, Vol. 12, no 1, p. 48-70Article in journal (Refereed)
    Abstract [en]

    This article departs from the educational reform of upper secondary school 2011, and the changing in the curricula for religion studies education. Our theoretical point of departure is inspired by Ivor Godson's and Thomas Popkewitz's understanding of a school subject and its relation to socialisation. In relation to their understanding of a school subject and its socializing role, we see a didactical implication that the subject of religious study education will fall back to transferring knowledge that is easy to teach, control, assess, and grade. We wonder how teachers in religion education studies respond to, and handle existential and pupil related questions in the classroom when they, for example, are addressed with questions about life and death, the environmental crisis or global poverty, even if there is no scheduled time for such matters. To answer this question, we have interviewed eleven religion education teachers from different programs in upper secondary school about how they consider the subject, its content and purpose and how this materialises in their teaching. The conclusions we could draw from our interviews are that most of the teachers try to be open and respond to existential and pupil-initiated questions, even if there is no scheduled time for this, while others focuses on facts about the Abrahamitic religions. 

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  • 9.
    Jonsson, Linda
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Månsson, Niclas
    Södertörns högskola, Sweden.
    Med en tydlig utgångspunkt i kristendomens synsätt och traditioner - om religionskunskapsämnet alkemi2021In: Acta Didactica Norden, E-ISSN 2535-8219, Vol. 15, no 1Article in journal (Refereed)
    Abstract [sv]

    I den här artikeln utgår vi från religionsämnets reformering 2011 med syfte att ringa in vad ett mer faktabaserat och rationellt förhållningssätt till andra religioner samt vad företrädet för kristendom kan betyda för ämnets fostrande roll och uppgift på gymnasieskolan. För att förstå vad ämnets innehåll och syfte innebär som en del i formandet av den önskade samhällsmedlemmen, utgår vi från Popkewitz förståelse av alkemi och analyserar ämnet i ett historiskt och teoretiskt perspektiv. Genom en konceptualisering av ämnet över tid identifieras fyra vågor som format ämnet: en konfessionell våg, en objektiv våg, en osäker våg och en våg som benämns objektiv 2.0. Den första vågen karaktäriseras av ett väl avgränsat kristendomsämne med tydligt syfte och innehåll. Den önskade eleven är ett lydande och underdånigt barn med rötter i den kristna läran. Den andra vågen förstås bäst utifrån sin objektiva orientering. Den önskade eleven är vidsynt och tolerant med en god förståelse för kristendom och andra religioner samt existentiell pluralism. Den tredje vågen visar ett religionskunskapsämne med stor spännvidd och gränslöst innehåll. Den önskade eleven är vidsynt med god förståelse för religiös och existentiell mångfald förankrat i en kristen tradition och västerländsk humanism. Den kristna underströmmen når i och med den fjärde vågens inramning återigen ytan. Inramningen och avgränsningen sker genom ett fokus på faktakunskaper och ett vetenskapligt-rationellt förhållningssätt samt förståelse för religion som ett socialt snarare än ett existentialistiskt fenomen. Vi avslutar artikeln med att diskutera några didaktiska implikationer relaterade till reformen 2011. 

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  • 10.
    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.

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  • 11.
    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)
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  • 12.
    Landmann, Elisabet
    et al.
    Södertörns högskola, Sweden.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Att vända blicken mot sig själv: En problematisering av den normkritiska pedagogiken2016In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 21, no 1-2, p. 79-199Article in journal (Refereed)
  • 13.
    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)
  • 14.
    Månsson, Niclas
    Mälardalen University, Department of Social Sciences.
    Deliberation: For whom about what2006Conference paper (Refereed)
  • 15.
    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)
  • 16. Månsson, Niclas
    Denying the Other Through an Educational Praxis2005Conference paper (Other academic)
  • 17.
    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.

  • 18.
    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.))
  • 19.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Kommunala strävanden för nyanlända elevers vägar in i skolan2016In: Skolans möte med nyanlända / [ed] Pirjo Lahdenperä & Eva Sundgren, Stockholm: Liber , 2016Chapter in book (Other academic)
  • 20. Månsson, Niclas
    Language, Infancy and Community – Some Thoughts on Education as Ethical Way2009Conference paper (Other academic)
  • 21.
    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.

  • 22.
    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)
  • 23.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Refugees, statelessness and education2018In: Springer International Handbook of Philosophy of Education / [ed] Paul Smeyers, Dordrecht: Springer, 2018, p. 787-800Chapter in book (Other academic)
  • 24.
    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)
  • 25.
    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.

     

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  • 26.
    Månsson, Niclas
    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)
  • 27.
    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)
  • 28.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication.
    The Necessity of the Third – Towards a Polycultural Education2012Conference paper (Other academic)
  • 29. Månsson, Niclas
    Towards an Educational Theory of Evil2005Conference paper (Other academic)
  • 30.
    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)
  • 31.
    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.))
  • 32.
    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.))
  • 33.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    "Vi har med människor att göra och då blir det lite rörigt" – Kommunala röster om nyanlända elevers väg in i skolan: Rapport för Nationella provet i geografi. Uppsala universitet2014Report (Other academic)
  • 34.
    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.))
  • 35.
    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)
  • 36.
    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.))
  • 37. Månsson, Niclas
    et al.
    Langman, Elisabet
    Facing Ambivalence in Education: A Strange(r’s) Hope?2008Conference paper (Other academic)
  • 38.
    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

  • 39.
    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.

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  • 40.
    Månsson, Niclas
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Osman, Ali
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    I gapet mellan hem och skola: om några somaliska föräldrars möte med den svenska skolan2017In: Nyanlända, interkulturalitet och flerspråkighet i klassrummet / [ed] Pirjo Lahdenperä & Eva Sundgren, Stockholm: Liber , 2017Chapter in book (Other academic)
  • 41.
    Månsson, Niclas
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Osman, Ali
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Lärarutbildningen och miljonprogrammets skola2015In: Educare, ISSN 1653-1868, E-ISSN 2004-5190, no 1, p. 139-157Article in journal (Refereed)
    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. 

  • 42.
    Månsson, Niclas
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Säfström, Carl Anders
    Södertörns högskola.
    The Limits of Learning2013Conference paper (Refereed)
  • 43.
    Månsson, Niclas
    et al.
    Södertörn University, Sweden.
    Säfström, Carl Anders
    Södertörn University, Sweden.
    Osman, Ali
    Södertörn University, Sweden.
    What ever happened to teaching?2015In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, no 3-4, p. 268-279Article in journal (Refereed)
  • 44.
    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)
  • 45.
    Nordmark, Jonas
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Jonsson, Linda
    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.
    Att bilda eller bedöma?: Om skapandet av demokratiska medborgare2018In: Nordisk tidskrift för allmän didaktik, ISSN 2002-2832, Vol. 4, no 2, p. 3-16Article in journal (Refereed)
    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.

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  • 46.
    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, 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.

  • 47.
    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. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Values in Teacher Education2006Conference paper (Refereed)
  • 48.
    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. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Values in Teacher Students' Educational Practice2006Conference paper (Refereed)
  • 49.
    Sandström Kjellin, Margareta
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    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)
  • 50.
    Sandström Kjellin, Margareta
    et al.
    Mälardalen University, Department of Social Sciences.
    Månsson, Niclas
    Mälardalen University, Department of Social Sciences. Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Karlsson Vestman, Ove
    VIP: Values in Teacher Students' Educational Practice2006Conference paper (Refereed)
12 1 - 50 of 53
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