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  • 1.
    Magnusson, Gunnlaugur
    et al.
    Uppsala Universitet.
    Nordmark, Jonas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Rytzler, Johannes
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Pedagogikens centrala frågor.: En läsning av Klaus Mollenhauers Forgotten Connections. On culture and upbringing.2018In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 1, p. 151-161Article, book review (Refereed)
  • 2.
    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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  • 3. Nordmark, Jonas
    Kan vi räkna med läraren?2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 3, p. 23-38Article in journal (Refereed)
    Abstract [en]

    Are teachers to be counted on? This article focuses on the consequences of evaluating teachers and teachers’ practice. The discussion relates to a specific report which argues in favour of a need for evaluation by present-ing a supposed correlation between teacher intelligence and effectiveness in education and in which suppositions and propositions are made not only about teachers and teachers’ practice, but about education and effectiveness as well. This, however, is done without any reference to theoretical demarca-tions on the subject. Theory is by large effectively avoided, and in the ruins of the teacher as a subject remains what I refer to as a ”cognitive economy”. This transition of the teacher as a subject into an object is understood by Lyotard’s description of language games and the discourse of perfomativ-ity in science. A further point of departure is Rose’s and Hacking’s analysis on how politics, ideology and moral values are constructed by the use of statistics and measurements as a language of power.

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  • 4.
    Nordmark, Jonas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Med en framtida demokrat som adressat: Föreställningar om framtid i svenska samhällskunskapsböcker 1992-20102015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation is a critical study on conceptions of future in swedish social studies textbooks for primary secondary school, and a discussion on discourses of the young person as a future political subject. The main part of the thesis is a discourse analysis of textbooks published within the timeframe 1992 through 2010. The demarcation of the two decade timeframe stems from a critical discussion within educational research on political and educational discourses about individual and common future in recent years. I mainly draw my critical theoretical argument from a discussion on what in radical democratic theory is referred to as a post-political state within late liberal democracies. Much of the future oriented educational research is implicitly rooted within this discussion, where the possibility of understanding the young person as a future political subject to a great extent is scrutinized. The method through which the textbooks are read is discourse analysis, mainly inspired by deconstruction, focusing social and political logic within normative texts. My findings are that future in large parts of the textbooks is put forth as dependant on the single individual´s commitment to making the future democratic society possible through political engagement, but also her adaptation to an already well ordered democratic society. Commitment and adaptation take form in two, what I call, ontopolitical discourses about the young person as a future partaker of democratic society. The first discourse delineate the young person as partaker in an already initiated course onto a better common future. As an individual the young person is put forth as part of an overarching common shared temporal movement towards future for the society as a whole. Earlier books seem to suggest this temporalization of the common, to a higher extent than later. Later books suggest the idea of the young person as possible part to either a positive common future full of personal opportunities at hand, or a negative common future, shared by those without same life opportunities. This second discourse render threats towards the future democratic society, as such individuals without ability to fulfil their aspirations. Being unemployed at the outskirts of society both put a strain on the ordered society and also implies that those without means to take care of themselves might in fact become dangerous. Through French thinker Jacques Rancière I suggest that these implications should be understood as a view on future society where all are included, but some are included through defining them as excluded within society.  

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  • 5.
    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 2002-1534, 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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