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  • 51.
    Olson, Maria
    et al.
    University of Skövde, School of Humanities and Informatics.
    Gustavsson, SusanneUniversity of Skövde, School of Humanities and Informatics.
    Utbildning & Lärande [Education & Learning]2012Collection (editor) (Other academic)
  • 52.
    Olson, Maria
    et al.
    University of Skövde, School of Humanities and Informatics.
    Gustavsson, SusanneUniversity of Skövde, School of Humanities and Informatics.
    Utbildning och lärande. Tema : Utmaningar och perspektiv på verksamhetsförlagt lärande2012Collection (editor) (Refereed)
  • 53.
    Olson, Maria
    et al.
    Stockholms universitet / Högskolan Dalarna.
    Irisdotter Aldenmyr, Sara
    Högskolan Dalarna.
    Avslutning2016In: SO-undervisning på mellanstadiet: Forskning och praktik / [ed] Maria Olson & Sara Irisdotter Aldenmyr, Malmö: Gleerups Utbildning AB, 2016, 1, p. 159-161Chapter in book (Other academic)
  • 54.
    Olson, Maria
    et al.
    Stockholms universitet / Högskolan Dalarna.
    Irisdotter Aldenmyr, Sara
    Högskolan Dalarna.
    Inledning: SO-undervisning på mellanstadiet2016In: SO-undervisning på mellanstadiet: Forskning och praktik / [ed] Maria Olson & Sara Irisdotter Aldenmyr, Malmö: Gleerups Utbildning AB, 2016, 1, p. 7-12Chapter in book (Other academic)
  • 55.
    Olson, Maria
    et al.
    University of Skövde, School of Health and Education. University of Skövde, Health and Education. Högskolan Dalarna / Stockholms universitet.
    Irisdotter Aldenmyr, SaraHögskolan Dalarna.
    SO-undervisning på mellanstadiet: Forskning och praktik2016Collection (editor) (Other academic)
  • 56.
    Olson, Maria
    et al.
    University of Skövde, School of Humanities and Informatics.
    Irisdotter Aldenmyr, Sara
    Stockholms universitet, Humanistiska fakulteten, Centrum för de humanistiska ämnenas didaktik (CeHum).
    “Thera-Teachers” And “Not-Yets”: Implications Of The Current Trend Of Therapeutic Education?2012Conference paper (Refereed)
  • 57.
    Olson, Maria
    et al.
    University of Skövde, School of Humanities and Informatics.
    Lundahl, Lisbeth
    Umeå universitet.
    Educating the Democratic Citizen: the case of Sweden2012Conference paper (Refereed)
  • 58.
    Olson, Maria
    et al.
    University of Skövde, School of Health and Education. University of Skövde, Health and Education. CeHum, Stockholm University, Sweden.
    Zimenkova, Tatjana
    Dortmund Competence Center for Teacher Training and Educational Research, Technical University Dortmund, Germany.
    (Hidden) Normativity in Social Science Education and History Education2015In: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 14, no 1, p. 2-5Article in journal (Other academic)
    Abstract [en]

    Hidden and unhidden normativity in Social science education and History education are being intensively researched and criticized in both educational scientific and media discourses (Gatto 2002). In addition, they are extensively discussed in teacher education and concealed or explicated in education policies and curricula for these school subjects. These discussions are further, to more or less extent, related to civic and citizenship education, as well as to political discourses more generally (e.g. Papastephanou, 2007; Hedtke, Zimenkova & Hippe, 2008 in previous issues of JSSE).

    Not only do political actors at macro level try to provide for citizen formation with help of Social science education and History education . A multitude of other actors at regional and local level – be it non- governmental, religious or economic actors, or parents – bring their own agendas and normative stances into the school subjects of Social science education and History Education. The term “hidden curricula” and the idea of (hidden) normativity are further associated with national and supra national policy agendas and grand cultural narratives. However, local and regional specifics that are intimately connected to the normatively laden conceptions of citizenship edu- cation and learning inside and outside of school, we argue, can and should be provided increased attention in research. In this special issue, two school subjects are highlighted: Social science education and History education.

    The very idea of normativity of Social science education and History education is being evaluated quite differently in different national educational settings and subject didactic traditions. It encom- passes the whole range from being considered as allowable and wishful in order to reach some central moral, political or other normative goals of society to absolute ban and resolute absence of any substantive or normative qualification of social science and history teachers as professionals (for the German discussion, cf. Besand et al., 2011).

    This special issue of the JSSE, entitled (Hidden) Normativity in Social Science Education and History Education brings together empirical, methodological and theoretical contributions that in one way or the other elaborate on normativity in Social science edu- cation and History education. Central questions addressed in the call are: How is normativity visible and formed within Social science education and History education? How can these processes be approached empirically? Is there something wrong with normativity, and if so why? Which role does normativity play for social science teachers and history teachers in their profession? The authors in this issue have created vital responses to these questions, suggesting new comparative methodologies and opening up innovative areas of empirical research in more or less theoretical framings. The following specific approaches to research on normativity in Social science education and History education are embraced by the authors:

    - Normativity is stressed as a phenomenon indisputably related to Social science education and History education. But the modes of normativity, its explicitness, direction, strength and actors alter.

    Education policy and practice are deeply entwined, and processes of normative change come to the fore -- in critical and constructive investigations of central concepts in these school subjects, at different school levels and over time. Out of different theoretical and methodological approaches, the authors demon- strate convincingly the necessity to consider differ- rent sources of empirical material in order not only to map and describe different facets of normativity in Social science education and History education. But also to make a case for the complexity involved in the intermingling of hidden and unhidden normativity in the everyday practice of teaching and learning of these school subjects.

    - Focusing different forms of knowledge and conceptual uses in policy and practice in Social science education and History education (at mainly upper secondary level) allow for approaching normativity not only as a matter of detecting where it is situated in these school subjects and why this is so. It also contributes to the development of relevant subject specific methodological frameworks that may be considered key for the development of this field of research.

    - Sociological and other educational theories and methods deriving from social sciences are being use innovatively by the authors. In doing so, we argue, they open up for a widening of the scope as regards the meaning and importance of theoretically underpinned comparative approaches to the research field of subject didactics.

    - By stressing critical concepts and conceptual uses in Social science education and History edu- cation, the intimate connection between these subjects and their assigned task to see to citizenship learning and social formation emerges. 

  • 59. Peters, Michael A.
    et al.
    Olson, Maria
    University of Skövde, School of Humanities and Informatics.
    Citizenship, Democracy and Social Justice: A Conversation with Maria Olson2013Other (Refereed)
    Abstract [en]

    Maria Olson is a researcher and lecturer in Education at Stockholm University and the University of Skövde, Sweden. Her areas of interest include democracy and citizenship in relation to education. Her major fields are educational theory and educational philosophy. Her current publications include most recently a series of papers that develop themes of citizenship, democracy and social justice, including: “Citizenship Education without Citizenship? The Migrant in EU Policy on Participatory Citizenship – Toward the Margin through ‘Strangification,’” in R. Hedke and T. Zimenkova (eds.), Education for Civic and Political Participation: A Critical Approach (pp. 155–170). London: Routledge, 2012; “Citizenship ‘in Between’: The Local and the Global Scope of European Citizenship in Swedish Educational Policy,” in S. Goncales and M. A. Carpenter (eds.), Intercultural Policies and Education (pp. 193–203). New York: Peter Lang, 2012; “The European ‘We’: From Citizenship Policy to the Role of Education,” Studies in Philosophy and Education 31(1), 77–89, 2012; “Opening Discourses of Citizenship Education: Theorizing with Foucault” (with Nicoll, K., Fejes, A., Dahlstedt, M. & Biesta, G. J. J.), Journal of Education Policy, 2013 (forthcoming); “Democracy Lessons in Market-oriented Schools: The Case of Swedish Upper Secondary Education,” Education, Citizenship and Social Justice, online first, Doi: 10.1177/17461979134836842013 (with Lundahl, Lisbeth), 2013; “What Counts as Young People’s Civic Engagement in Times of Accountability? On the Importance of Maintaining Openness about Young People’s Civic Engagement in Education,” in M. Olson (ed.), Theme: Citizenship Education under Liberal Democracy. Utbildning & Demokrati [Education & Democracy] 21(1), 29–55, 2012. pp. 112–120

  • 60.
    Sandberg, Fredrik
    et al.
    Linköping University, Linköping, Sweden.
    Fejes, Andreas
    Linköping University, Linköping, Sweden.
    Dahlstedt, Magnus
    Linköping University, Linköping, Sweden.
    Olson, Maria
    University of Skövde, School of Health and Education. University of Skövde, Health and Education. Dalarna University, Falun, Sweden / Stockholm University, Stockholm, Sweden.
    Adult education as a heterotopia of deviation: a dwelling for the abnormal citizen2016In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 66, no 2, p. 103-119Article in journal (Refereed)
    Abstract [en]

    We argue that municipal adult education (MAE) can be seen as a place for displaced and abnormal citizens to gain temporary stability, enabling their shaping into desirable subjects. Drawing on a poststructural discursive analysis, we analyse policy texts and interviews with teachers and students. Our analysis illustrates how two distinct student subjectivities are shaped: the rootless, unmotivated and irresponsible student and the responsible, motivated and goal-oriented one. The difference is that the latter of these subjectivities is positioned as desirable. MAE provides a temporary place in time, a heterotopia of deviation, allowing students to escape precarious employment. The heterotopia places the students in a positive utopian dream of the future. A utopia is not a real place, and what is to become of the students after finishing MAE is not determined; the students themselves should shape it. If they fail, in line with a neoliberal governmentality, it is their own fault. 

  • 61.
    Skeie, Geir
    et al.
    Stockholms Universitet.
    Olson, MariaUniversity of Skövde, School of Humanities and Informatics.
    Spänningsfyllda erfarenheter: ämnesdidaktik i skilda kontexter2013Collection (editor) (Other academic)
  • 62.
    Skeie, Geir
    et al.
    Stockholms Universitet.
    Olson, Maria
    University of Skövde, School of Humanities and Informatics.
    Spänningsfyllda erfarenheter: ämnesdidaktik i skilda kontexter. Presentation av skriftserien och av den första utgåvan2013In: Spänningsfyllda erfarenheter: ämnesdidaktik i skilda kontexter / [ed] Geir Skeie & Maria Olson, Stockholms universitets förlag, 2013, p. 7-10Chapter in book (Refereed)
12 51 - 62 of 62
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