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In this article, we undertake a narrative analysis of social science teaching in Swedish upper secondary school as a case study. In doing so, we want to stress the need to pay attention to the contextual and situated limits and openings of the conceivable repertoire of legitimate stories of social science in the Swedish context and its related research. The students’ attempts at sense making and action in encounters with the subject matter content, approached in terms of emplotments, render visible to what extent and in what ways the students insert cultural narratives into the subject matter teaching repertoire through their own subject storytelling. Furthermore, it indicates the limits and openings of social science teaching as predetermined “truth telling”, that is, as already-established socio-political knowledge repertoires. In focusing on students’ unique, situated and collective interweaving of their “own” experiences with established cultural and political knowledge repertoires, we wish to make a case for the potential to renew society and students’ ways of acting and being in this storytelling. If meagre attention is provided to this interweaving, we argue that there is a danger that the renewal of society and of social science education will get lost, or at least disturbed, in an undesirable way., I den här casestudien gör vi en narrativ analys av samhällskunskapsundervisning i svensk gymnasieskola. Genom analysen vill vi understryka vikten av att uppmärk-samma kontextuella och situerade begränsningar och möjligheter när det gäller reperto-aren av legitima berättelser i samhällskunskapsundervisningen och dess tillhörande forskning. Elevernas försök till meningsskapande och agerande i mötet med ämnesinne-hållet, analyserat med hjälp av begreppen handling, karaktär och genre, synliggör i Acta Didactica NordenVol. 17, Nr. 2, Art. 4Katarina Blennow & Maria Olson1/24 vilken utsträckning och på vilka sätt eleverna infogar kulturella berättelser i ämnes-undervisningsrepertoaren genom sitt eget ämnesberättande. Resultaten indikerar gränser och öppningar för samhällskunskapsundervisning som förutbestämt ”sannings-sägande” genom analysens fokus på elevers unikt situerade och kollektiva samman-vävning av sina ”egna” erfarenheter med etablerade kulturella och politiska kunskaps-repertoarer.Vi hävdar att det i ämnesberättelserna finns en potential till förnyelse av både samhället och samhällskunskapsundervisningen. Om sammanvävningen av narrativ i undervisningen inte uppmärksammas, menar vi att det finns en risk för att förnyelsen av samhället och av samhällskunskapsundervisningen går vilse, eller åtminstone störs, på ett oönskat sätt., Översättning av titlen till svenska: Samhällskunskapsnarrativ: En studie av samhällskunskaps-undervisning som en väv av berättelser

Taking on a narrative analysis of social studies teaching carried out in Swedish upper secondary schools (Blennow & Olson, in press), the aim of the presentation is revealed: to stress the need to pay (increased) attention to the contextual and situated limits and openings of the conceivable repertoire of legitimate stories of social studies in the Swedish context and its related research. In focusing on students' unique situated and collective interweaving of their 'own' experiences with established cultural and political knowledge repertoires, we wish to make a case for the potential involved in this storytelling: a renewal of society and of students’ ways of acting and being in society. If meagre attention is provided to this interweaving, we argue that there is a danger that this renewal of society as well as of social studies education will get lost, or at least disturbed, in an undesirable way. The narrative analysis on which the presentation is based was based on is a) field notes from classroom observations of every social science lesson for approximately six weeks in each class, in a medium-sized city in southern Sweden, and b) 36 transcribed interviews with social studies teachers and students. The theoretical-analytical grid in the analysis was the sociologist Czarniawska’s (2004) narrative theory, where the students’ storytelling attempts at sense making and action in encounters with the subject matter content was approached in terms of emplotments. In the analysis, Frank's (2015) ethnographic advice, to be widely inclusive at this stage, ‘cultivating reflexive uncertainty about which stories will eventually be most useful’ (2015, p. 39), was followed. Through the analysis, the 'repertoire of legitimate stories' about society in social studies teaching and students' attempts at sense making and action through their own social studies storytelling was rendered visible. The analysis rendered visible to what extent and in what ways the students insert c

This article is about how negative discourses of teacher education position teacher educators and how they might influence or inspire action. We use self-study methods to investigate the political dimension of teacher education in two national contexts: Sweden and the USA. More specifically, we examine the emotions stirred by the positioning related to being a teacher educator and how those emotions can be used to take a line to and resist boundaries that limit us within the profession in the two contexts. We aim to contribute to the self-study field by emphasizing a political dimension, in addition to the personal and professional dimensions of teacher education more often studied by scholars. Using the concepts of positionality, emotions, liminality, and action, we conclude that the liminal spaces offered us time to think about the emotions we have experienced due to the derisive discourses that position us in negative ways as teacher educators, and with that thinking came opportunities to reflect on our identity as teacher educators and what we look to accomplish as teacher educators. A new understanding of liminality as a space of possibility has boosted us to take action. An important conclusion is that emotional labor can be a hindrance in relation to teacher educator action, while emotions can act as clues for opportunities of growth and action. Telling our stories opened space for us to use our emotions to take a line to and resist the derogatory discourse, engage in the political, and move closer to becoming teacher educator activists.

Since the start of 2022, 100 million people worldwide have been forced to flee their homes and seek refuge in distant countries. This number reflects the increased displacement within Europe following the invasion of Ukraine in February 2022 but also highlights the ongoing nature of forced migration as people from across the world need to seek asylum and refugee often moving across perilous land and sea routes into Europe. Almost half of the world’s forced migrants are children under the age of 18. Those vulnerable children and young people who arrive in the United Kingdom tend to be dispersed to citiesand large towns in urban areas. In Sweden, towns and urban areas also have become the main resettlement context for forced migrants.Even if there is legal support for access to the asylum-seeking process and education for young migrants there is a need for supporting the process of belonging in a robust and long-term way.Young, often unaccompanied, forced migrants arrive in our cities in the hope of a better life but find themselves at risk of higher rates of poor mental health, isolation, exploitation and in extreme cases of human trafficking. If young new arrivals are perceived as bringing little of value to receiving societies, there is also a risk of community tensions. There is a pressing need for policies supporting the social inclusion of young, forced migrants into our societies. The Art of Belonging report is drawn from qualitative research of a planned programme of cultural citizenship for young new arrivals.The report describes the development and implementation of arts and cultural programmes aimed at new arrivals in our case study cities, Nottingham and Lund. We found that there is a distinctive signature pedagogy underpinning the ways in which artists work successfully with young new arrivals who faceconsiderable challenges as they try to learn to adapt to life in their new context. We also found that much of the existing support for new arrivals in our

Det här är en vänbok till Roger Johansson, professor i historia med didaktisk inriktning vid Malmö universitet samt professor i utbildningsvetenskap vid Lunds universitet. Bokens kapitel omsluter en stor bredd av ämnen och ingångar i historia och historiedidaktik, vilket illustrerar Johanssons mångfacetterade gärning som forskare, lärare, pedagog och folkbildare., This is an homage volume to Roger Johansson, professor of history with didactic focus at Malmö University and professor of educational sciences at Lund University. The book's chapter covers a wide range of topics and approaches to history and history didactics, which illustrates Johansson's multifaceted work as a researcher, teacher and popular educator.

Med Bolognareformen 2007 blev i princip all högre utbildning i Sverige, som omfattas av Högskoleförordningens examensordning, målstyrd på basis av ett särskilt sätt att relatera olika kunskapsformer till varandra, vilka kommer till uttryck i både Blooms taxonomi och den s.k. SOLO-taxonomin (= structure of the observed learning outcome). Sedan 2007 delas därför lärandemålen i examensordning, studieplaner och kursplaner in i olika kategorier med avseende på: ”kunskap och förståelse”, ”färdighet och förmåga” samt ”värderingsförmåga och förhållningssätt”. I föreliggande text visas hur målstyrningen inom svensk högre utbildning genomgått ett antal förvandlingar sedan den första massutbildningsvågen vid mitten av 1960-talet. Då diskuterades relationen mellan den högre utbildningens vetenskaplighet och arbetsmarknadsrelevans på makronivå i offentliga utredningar samtidigt som studiemål diskuterades på mikronivå i andra offentliga utredningssammanhang. Under den andra massutbildningsvågen på 1990-talet infördes examensord-ningen i högskoleförordningen 1993 med relativt detaljerade mål på mikronivå. I och med att den nämnda Bolognareformen i Sverige, slutligen, kopplades samman med Högskoleverkets/Universitetskanslersämbetets resultatinriktade utvärderingssystem 2011 föreligger en, åtminstone formellt, långt gående målstyrning vad avser studenters lärande och lärares undervisning.

Within the current global refugee crisis this paper emphasises the fundamental role of education in facilitating the integration of young new arrivals. It argues that a humanitarian crisis of such scale requires a commensurate humanitarian response in the form of socially-just educational policies and practices in resettlement contexts within Europe. Utilising the theoretical concepts of Fraser’s ‘participatory parity’ and Kohli’s ‘resumption of an ordinary life’ we explore educational policy making in Sweden and England, noting how the framing of these policies indicates how different nation states view their role in the global migration crisis. In England, child refugees are rendered invisible and not a legitimate focus of national educational policy whereas in Sweden they are foregrounded in policy discourse though not necessarily in policy enactment. The paper concludes that newly arrived future citizens of Europe require socially-just policy and practice to best serve their and their resettlement context’s best interests.

Within the current global refugee crisis this paper emphasises the fundamental role of education in facilitating the integration of young new arrivals. It argues that a humanitarian crisis of such scale requires a commensurate humanitarian response in the form of socially-just educational policies and practices in resettlement contexts within Europe. Utilising the theoretical concepts of Fraser’s ‘participatory parity’ and Kohli’s ‘resumption of an ordinary life’ we explore educational policy making in Sweden and England, noting how the framing of these policies indicates how different nation states view their role in the global migration crisis. In England, child refugees are rendered invisible and not a legitimate focus of national educational policy whereas in Sweden they are foregrounded in policy discourse though not necessarily in policy enactment. The paper concludes that newly arrived future citizens of Europe require socially-just policy and practice to best serve their and their resettlement context’s best interests.

Within the current global refugee crisis this paper emphasises the fundamental role of education in facilitating the integration of young new arrivals. It argues that a humanitarian crisis of such scale requires a commensurate humanitarian response in the form of socially-just educational policies and practices in resettlement contexts within Europe. Utilising the theoretical concepts of Fraser’s ‘participatory parity’ and Kohli’s ‘resumption of an ordinary life’ we explore educational policy making in Sweden and England, noting how the framing of these policies indicates how different nation states view their role in the global migration crisis. In England, child refugees are rendered invisible and not a legitimate focus of national educational policy whereas in Sweden they are foregrounded in policy discourse though not necessarily in policy enactment. The paper concludes that newly arrived future citizens of Europe require socially-just policy and practice to best serve their and their resettlement context’s best interests.

Within the current global refugee crisis this paper emphasises the fundamental role of education in facilitating the integration of young new arrivals. It argues that a humanitarian crisis of such scale requires a commensurate humanitarian response in the form of socially-just educational policies and practices in resettlement contexts within Europe. Utilising the theoretical concepts of Fraser’s ‘participatory parity’ and Kohli’s ‘resumption of an ordinary life’ we explore educational policy making in Sweden and England, noting how the framing of these policies indicates how different nation states view their role in the global migration crisis. In England, child refugees are rendered invisible and not a legitimate focus of national educational policy whereas in Sweden they are foregrounded in policy discourse though not necessarily in policy enactment. The paper concludes that newly arrived future citizens of Europe require socially-just policy and practice to best serve their and their resettlement context’s best interests.

Within the current global refugee crisis this paper emphasises the fundamental role of education in facilitating the integration of young new arrivals. It argues that a humanitarian crisis of such scale requires a commensurate humanitarian response in the form of socially-just educational policies and practices in resettlement contexts within Europe. Utilising the theoretical concepts of Fraser’s ‘participatory parity’ and Kohli’s ‘resumption of an ordinary life’ we explore educational policy making in Sweden and England, noting how the framing of these policies indicates how different nation states view their role in the global migration crisis. In England, child refugees are rendered invisible and not a legitimate focus of national educational policy whereas in Sweden they are foregrounded in policy discourse though not necessarily in policy enactment. The paper concludes that newly arrived future citizens of Europe require socially-just policy and practice to best serve their and their resettlement context’s best interests.