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  • 1.
    Andersson, Erik
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Demokrati- och mångfaldsprojekt i Södra Ryd: Utegården Skogsmyran2014Report (Other (popular science, discussion, etc.))
    Abstract [sv]

    Projektrapport från ett samverkansprojekt mellan Högskolan i Skövde, AB Skövdebostäder och Skövde kommun.

  • 2.
    Andersson, Erik
    University of Skövde, School of Humanities and Informatics.
    Det politiska rummet: villkor för situationspolitisk socialisation i en nätgemenskap av och för ungdomar2012Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim is to analyse the institutional character of, and the on-going communication in, a net community organised by and for young people. This is achieved using terms of conditions for situational political socialisation – a situation in a specific context in which the participants, within the battle between different groups attempting to organise society through interaction and action, adopt political preferences and skills. The thesis builds on agonism, a political theory in which controversy and struggle are viewed as prerequisites for human life that uses language as a political act. The net community, as an institution, contingently depends on political rebirth via action and communication. The use of language creates places that give the institution meaning while at the same time the institution claims the participants and their creation of meaning. Black Heart, the analysed net community, is a quasi-public space for and by young people aged between 14 and 28 years. It is a cultural community where political conversations take place among other kinds of communication. The institutional character of Black Heart and ten politically controversial conversations are analysed, using a case study method that applies web content analysis and computer mediated discourse analysis. There is a strong institutional framework operating in the political text conversations of Black Heart, the participants are governed by the institution and the participants govern each other. The political communication is characterised by revealing and arguing for political interest. To challenge is the dominant category of political action which constitutes political subjects that are offensive, argumentative and polemic. Political communication and the on-going interaction generate an educational situation in which the participants are expected to be content oriented, argumentative, expressive, communicative and polemic.  

  • 3.
    Andersson, Erik
    University of Skövde, School of Humanities and Informatics.
    Irony in the Political: Young people's use of irony in a political text conversation in a net community2010In: Lifelong Learning and Active Citizenship: Proceedings of the twelfth Conference of the Children's Identity and Citizenship in Europe Academic Network / [ed] Peter Cunningham and Nathan Fretwell, London: CiCe , 2010, p. 641-650Conference paper (Refereed)
    Abstract [en]

    The net community1 as a public place expresses current society while creating conditions and providing a framework for societal development and young people’s participation, living and understanding of the wider society. Today young people spend much time on the Internet, specifically in the social media2, and everyday political conversations are minimally researched. My research deals with young people’s conversation in net communities and how these conversations look, and the opportunities this creates for the growth of political citizens: What potential relevance may these opportunities have when young people are faced with existentially controversial and vital issues (about sustainable development)? The question for this paper is limited to a small part of this broader context concerning everyday political conversations in the light of irony. According to previous research, irony is a multifaceted and ambiguous phenomenon and the social media offer new expressions for irony. What does this mean for the text conversation? Irony is shown to be, through an initial observation, a rhetorical resource that visualises adversaries and pushes the conversation forward. My intention is, through a rhetorically oriented discourse analysis, to understand irony by identifying different types of irony and discuss possible implications: How does the use of irony look? What are its consequences for the conversation and the growth of political citizens? The theoretical entrance for this leans on the idea of the political. First I will present the concept of irony; secondly, theoretical and methodological inputs; thirdly, a description of the empirical data and how irony is identified; and finally, I present some preliminary results and conclusions.

  • 4.
    Andersson, Erik
    University of Skövde, School of Health and Education.
    Nya portar?: Ungas delaktighet i politiska beslutsprocesser på kommunal nivå2015Report (Refereed)
    Abstract [sv]

    2014 års Demokratiutredning har i uppgift att analysera behovet av och utarbeta förslag till åtgärder för att öka och bredda engagemanget inom den representativa demokratin. Utredningen ska även föreslå åtgärder i syfte att stärka individens möjligheter till delaktighet i och inflytande över det politiska beslutsfattandet mellan de allmänna valen. En särskild uppgift för utredningen är att belysa frågor om ungas politiska representation, delaktighet och inflytande. Inom ramen för denna uppgift ska utredningen bl.a. se över vilka effekter som befintliga forum för ungas inflytande, såsom ungdomsråd och ungdomsfullmäktige, har haft för ungas möjligheter till inflytande och delaktighet.

    Erik Andersson har på uppdrag av 2014 års Demokratiutredning skrivit en underlagsrapport om Skövde kommuns arbete med ungas delaktighet i de politiska beslutsprocesserna. Erik Andersson är lektor i pedagogik vid Högskolan i Skövde.

  • 5.
    Andersson, Erik
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Producing and consuming the controversial: A social media perspective on political conversations in the social science classroom2016In: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 15, no 1, p. 6-16Article in journal (Refereed)
    Abstract [en]

    Teachers find it difficult to conduct political controversial conversations in the social science classroom and due to an increased use of social media in educational settings new challenges and possibilities are raised. The use of social media causes fundamental changes to the role of the learner who becomes a producer and consumer – a prosumer – of educational content. With a social media perspective and a didactical focus on learning in democracy and political action the article discusses didactical conditions and possibilities of political controversial conversations in social science education and derives a set of didactic strategies. When approaching the classroom as a diverse ideological public space, recognising the students as political agents and using a social media perspective it is possible to balance the function of education – socialisation, qualification and subjectification – and at the same time stimulate societal engagement and political action.

  • 6.
    Andersson, Erik
    University of Skövde, School of Humanities and Informatics.
    Rum och plats i didaktiken: Om VAR-frågan i svensk didaktisk forskning och undervisning – exemplet digitalamedier2012In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 6, no 2, p. 16-27Article in journal (Refereed)
  • 7.
    Andersson, Erik
    University of Skövde, School of Health and Education.
    Situational political socialization: a normative approach to young people’s adoption and acquisition of political preferences and skills2015In: Journal of Youth Studies, ISSN 1367-6261, E-ISSN 1469-9680, Vol. 18, no 8, p. 967-983Article in journal (Refereed)
    Abstract [en]

    Research on young people’s political socialization has had an adult-centered top–down bias in which young people are considered incomplete and in need of the right upbringing. The article attempts to balance this bias. The aim is to introduce and argue for another normative approach – situational political socialization. Four theoretical elements constitute its basis: (1) the political, (2) contingency (the principle of the public sphere), (3) space and place, and (4) situation. In the contingent western digital media society marked by cultural dissemination, individualism, and the erosion of traditional institutions, situational political socialization represents a normative basis for a research approach which is open, action-oriented and contextualized, viewing young people as political actors in their own right.

  • 8.
    Andersson, Erik
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Sociala medier och politiskt kontroversiella samtal2015In: Kontroversiella frågor: Om kunskap och politik i samhällsundervisningen / [ed] Carsten Ljunggren, Ingrid Unemar Öst & Tomas Englund, Malmö: Gleerups Utbildning AB, 2015, 1, p. 77-94Chapter in book (Refereed)
    Abstract [sv]

    Kunskap och politik hänger ofta ihop och kan skapa kontroverser i undervisningen. Kontroversiella frågor har inga givna svar, och uppfattningarna om i vilken grad man ska anse en fråga kontroversiell skiljer sig ofta åt. Frågorna har en påtaglig samhällspolitisk relevans, vilket betyder att människor med skilda perspektiv och åsikter står mot varandra – både i samhället och i klassrummet.

    Själva kontroversen handlar alltså om att det finns konkurrerande uppfattningar, inte bara om en frågas kunskapsbaserade svar, utan också om hur den ska värderas och vilken betydelse den ska ha. Vilka frågor som bör hanteras som kontroversiella varierar från tid till annan och från kultur till kultur. I den här boken belyser författarna olika förutsättningar och erfarenheter av att arbeta med kontroversiella frågor i relation till det internationella forskningsfältet controversial issues education.

    En av slutsatserna är att en lärare behöver kvalificerade kunskaper och kunna göra didaktiska överväganden, för att kunna hantera en kontroversiell fråga i undervisningen. Det krävs förmåga att ta hänsyn till de omständigheter som finns i varje skola, och till de kunskaper, värderingar och erfarenheter som eleverna bär med sig.

  • 9.
    Andersson, Erik
    University of Skövde, School of Humanities and Informatics.
    Stake in the political: Young people´s condition for political socialization in social media2010In: Politics, Culture and Socialization, ISSN 1866-3427, E-ISSN 2196-1417, Vol. 1, no 4, p. 379-396Article in journal (Refereed)
    Abstract [en]

    This article concerns young people’s political acting on their own terms. With a broad understanding of the political life – the political – and a recognition of space and place as central aspects determining young people’s condition for political socialization, the use of stake in a political conversation between young people is analyzed as an approach to describe and discuss aspects of political socialization in a public room within the social media – the net community. The political conversation within the national net community is shown to be built up and maintained by certain discursive conditions and pressures determining the character of the conversation, as well as the conditions to which you are expected to conform as a participant within this place. The findings indicate that young people’s political conversation – their political acting – in social media could be a new form of political communication with its own unique characteristics, creating conditions for young people’s political socialization.

  • 10.
    Andersson, Erik
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Temapresentation: Deltagande och inflytande - inkluderingens demokratiska och politiska möjligheter2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 8-18Article in journal (Refereed)
  • 11.
    Andersson, Erik
    University of Skövde, School of Humanities and Informatics.
    Text som kontext - rum, plats och text som social situation2010In: Utbildning och lärande, ISSN 1653-0594, Vol. 4, no 1, p. 76-96Article in journal (Refereed)
    Abstract [en]

    The ability to express oneself in text has come to be an even more pressuring task due to new media. The use of text in the new media and the school looks slightly different and create different claims on which kind of text activity that are advocated. Language activity and use of text in different spaces and places has become a constituent principle in the western society of today – language and the use of text is seen as the ontological condition for social life. The historical and conventional media notion of public and reception has been replaced by a more complex communication situation due to the digital media. Related to this context and the linguistic turn, three concepts; text action, text conversation and the pedagogy of place are developed and exemplified by a national net community. The theoretical contribution makes it possible to understand and approach the use of text and the complexity this use in different spaces and places articulates. The national net community is discussed in relation to the school exemplifying two different public spaces where new media is put forward illustrating a social situation consti-tuted of text – young people’s use of text practically becomes context. How can we understand and approach this new educational situation?

  • 12.
    Andersson, Erik
    University of Skövde, School of Humanities and Informatics.
    The political voice of young citizens: Educational conditions for political conversation - school and social media2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 97-119Article in journal (Refereed)
    Abstract [en]

    Political conversation is a prerequisite for social cohesion in society. Due to digital media, a new educational situation has been shaped that creates different conversational possibilities in which the political conversation can take place. The analysis of two cases, the international students' questionnaire used in the ICCS 2009 and findings from research in a Swedish net community, represents two spaces - school and social media - containing specific educational conditions for political conversation. These two spaces are used to problematize and discuss, in terms of political socialisation, educational conditions for political conversation in school. The Political Voice of Young Citizens is shown to be framed by different conditions depending on where, when, and how the political conversation is institutionally arranged and directed.

  • 13.
    Andersson, Erik
    et al.
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Olson, Maria
    University of Skövde, School of Health and Education. University of Skövde, Health and Education. Stockholm University, Centre for Teaching and Learning in the Humanities, Sweden.
    Political Participation as Public Pedagogy: The Educational Situation in Young People’s Political Conversations in Social Media2014In: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 13, no 4, p. 110-121Article in journal (Refereed)
    Abstract [en]

    In this article we argue that young people’s political participation in the social media can be considered ‘public pedagogy’. The argument builds on a previous empirical analysis of a Swedish net community called Black Heart. Theoretically, the article is based on a particular notion of public pedagogy, education and Hannah Arendt’s expressive agonism. The political participation that takes place in the net community builds up an educational situation that involves central characteristics: communication, community building, a strong content focus and content production, argumentation and rule following. These characteristics pave the way for young people’s public voicing, experiencing, preferences and political interests that guide their everyday political life and learning – a phenomenon that we understand as a form of public pedagogy.

  • 14.
    Andersson, Erik
    et al.
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Sandgren, Susanne
    Skaraborgs Kommunalförbund, Skövde, Sverige.
    Delaktighet som pedagogik och demokratiskt värde för fullföljandet av studier: kunskapsbidrag från ett utvecklingsprojekt2015In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 9, no 1, p. 80-101Article in journal (Refereed)
    Abstract [en]

    Participation as a pedagogy and democratic value turns out to be a critical element in students’ completion of school. Completed education is a regional development project in which a survey has been conducted in order to identify successful strategies to promote completed education in school. In an analysis, in the context of the survey, with an emphasis on school and participation as a pedagogy and democratic value, several findings are shown. It turns out that the importance of participation manifests itself through an emphasis on the societal and democratic mission of school; school ethos; the value praxis of school; pedagogical approach; and viewing the pupil as capable. It is, in more detail, shown that it is particularly crucial to understand the completion of school as a pedagogical problem; create sustainable institutional structures not bound to one person; and to make sure that students are participants in their own studies.

  • 15.
    Andersson, Erik
    et al.
    University of Skövde, School of Health and Education. University of Skövde, Health and Education.
    Öhman, Johan
    School of Humanities, Education and Social Sciences, Örebro University, Örebro, Sweden.
    Young people's conversations about environmental and sustainability issues in social media2017In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, no 4, p. 465-485Article in journal (Refereed)
    Abstract [en]

    Young people’s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people’s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people’s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education.

  • 16.
    Olson, Maria
    et al.
    University of Skövde, School of Humanities and Informatics.
    Edling, Silvia
    Uppsala universitet.
    Liljestrand, Johan
    Högskolan i Gävle.
    Andersson, Erik
    University of Skövde, School of Humanities and Informatics.
    Är du mätbar nog, lilla vän? Mätbarhetskultur, ICCS 2009 och ungdomars medborgarkompetens2012In: Skola och samhälle, ISSN 2001-6727Article in journal (Other (popular science, discussion, etc.))
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