scholarly journals «Historia är något som konstrueras, det här är ett val» – om kritisk granskning i danshistorieundervisning

2020 ◽  
Vol 11 (2) ◽  
pp. 20-29
Author(s):  
Saga Samuelson
Keyword(s):  
Secondary School ◽  
Historical Context ◽  
Critical Examination ◽  
General Knowledge ◽  
Upper Secondary School ◽  
Critical Perspective ◽  
Dance History ◽  
Upper Secondary ◽  
Critical Perspectives

Abstract This article examines and discusses how teachers at upper secondary school relate to teaching dance history within the course Dance Theory, focusing on the aim that students critically examine various dance history writings. The study uses interviews and open-ended questionnaires, and the material has been analysed qualitatively and discussed in relation to historiographical and norm-critical perspectives. The study shows that a historiographic perspective is important to teachers when they describe their teaching but less important when describing what they think students should gain from their studies. Instead, a general knowledge of dance history and an ability to connect one’s dancing to a historical context are central. The norm-critical perspective is manifested mainly in the teachers’ positioning of themselves, but as I understand it, the critical examination primarily lies within the norm rather than providing a means of looking outside the Western box. The next challenge is therefore to not only review the conditions in which history is created but also question and change the structures that create knowledge.

scholarly journals Religious education and teaching young people about humanity: Suggesting a new role for RE and for the academic study of religions in Sweden

2015 ◽  
Vol 51 (2) ◽  
pp. 177-99
Author(s):  
Jonas Svensson
Keyword(s):  
Public Schools ◽  
Young People ◽  
Secondary School ◽  
Religious Education ◽  
Historical Context ◽  
Theoretical Development ◽  
Upper Secondary School ◽  
Human Beings ◽  
Upper Secondary ◽  
Humanistic Study

This article is a suggestion for the rethinking of the role and purpose of religious education (RE) in Swedish public schools, in relation to two major recent reforms: of teachers training (2012) and of syllabi for RE (2011). Based on a notion of the ‘humanistic’ study of religions as he study of religion as a human cultural product, the article argues that a RE – mainly in lower and upper secondary school – informed by contemporary theoretical development, better than any other school subject can cater for the important task of educating young people about who they, as human beings, are and why. To substantiate this claim, the content of the above mentioned reforms are presented, and placed in historical context. Furthermore, the article provides a set of examples of how actual teaching may be structured to fulfil its proposed new task, with a basis in the current syllabi for lower and upper secondary school.

scholarly journals More than a matter of qualification: Teachers’ thoughts on the purpose of social studies and history teaching in vocational preparation programmes in Swedish upper-secondary school

2021 ◽  
pp. 204717342110672
Author(s):  
Anders Persson ◽  
Mikael Berg
Keyword(s):  
Social Studies ◽  
Secondary School ◽  
Social Studies Teachers ◽  
Professional Judgment ◽  
Upper Secondary School ◽  
History Teaching ◽  
Upper Secondary ◽  
Critical Perspectives

The aim of this article is to increase our understanding of how history and social studies teachers in vocational preparation programmes (VET) in Sweden relate to the obligation of preparing students for their future lives as citizens. Previous research on VET programmes has primarily emphasised predetermined roles of education. Different critical perspectives have established how different VET practices contribute to reproducing specific values and a type of knowledge that leaves less room for students to act as independent subjects. In part, the findings of this article contribute to problematising such a description. In a series of interviews, teachers expressed what can best be described as a clear will to prepare students for a future as broadminded and tolerant citizens. The multi-perspective approach emphasised by these teachers not only illustrates the socialisation and qualification functions of education, it also gives prominence to the importance of student subjectification. Furthermore, this article stresses that the teachers do not view the question of the purpose of their subjects in terms of either/or. Rather, it suggests they see their obligations as a matter of professional judgment and customised responses to unique didactic situations.

scholarly journals Constructing Resistance

2019 ◽  
pp. 42-70
Author(s):  
Maria Eriksson
Keyword(s):  
Secondary School ◽  
Visual Arts ◽  
Formal Education ◽  
Upper Secondary School ◽  
Critical Perspective ◽  
School Settings ◽  
Power And Resistance ◽  
Upper Secondary ◽  
Feminine Body ◽  
Informal Settings

The following paper discusses a paradox in Swedish schools: while a norm critical perspective more commonly is implemented in school settings by a growing number of teachers, many classrooms remain color mute. However, the active effort to keep the race issue silenced confirms its very importance (Castagno 2008). Based on ethnographic fieldwork at an upper secondary school with a national Visual Arts program, I video recorded a group of pupils working with an art film assignment. The theme for the task was “power and resistance”, and the pupils selected a non-white, feminine body in order to represent the position of the subordinate. I examine how femininity and sexuality are performed and encouraged to be negotiated and problematized in formal education, how inequalities are both reproduced and challenged. Challenged in the informal settings, when the pupils play around in pauses, imitating vampires or Uma Thurman in Kill Bill. Reproduced in formal settings when teachers interact - or when the camera is recording. But at the same time as the pupils perform these subject positions there is something more going on; a hint of something unspoken that participants still assign significance. There seems to be aspects of the visualization of bodies that may not be articulated in words, but still is employed as a resource when pupils uses their own bodies and appearance to create an aesthetic utterance about subordination. Thus, I analyze how gender, sexuality and race interact as discursive and aesthetic practices, in some young people's visual arts assignment. Key words: aesthetics, art education, femininity, race, subjectivity

scholarly journals Being Able to Stay or Learning to Stay: a Study of Rural Boys’ Educational Orientations and Transitions

2021 ◽  
Author(s):  
Anna-Maria Stenseth ◽  
Unn-Doris K. Bæck
Keyword(s):  
Secondary Education ◽  
Secondary School ◽  
Rural Areas ◽  
Qualitative Interviews ◽  
Geographical Location ◽  
Further Education ◽  
Upper Secondary School ◽  
Upper Secondary Education ◽  
Upper Secondary ◽  
Educational Orientations

AbstractThis study explores the influence of geographical location on young pupils’ educational orientations and their transition from lower to upper secondary school; it pays particular attention to the voices of male youths from a rural area. More specifically, it investigates the interplay between gender and geographical contexts and the significance of these factors in understanding the processes associated with educational orientations. Margaret Archer’s framework is used to analyse how pupils’ agency is constrained and/or enabled by objective structures. The data material consists of qualitative interviews with 18 pupils transitioning from lower to upper secondary school in Norway. Each of the pupils was interviewed twice: first when they were in their last year of lower secondary education, and then during their first year of upper secondary education. The findings show that pupils consider geographical locations when making decisions about further education and work. In addition, they believe that education beyond compulsory schooling benefits their life in the rural areas. However, unlike their urban counterparts, pupils from rural areas appear to have a more constraining transition to upper secondary education. Through the analyses in this article, it becomes clear that both geographical location and gender are key factors for understanding processes connected to education.

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