Janne Holmén - Böcker

Den här boken ger en lättillgänglig presentation av det svenska utbildnings­systemets historia. Utbildningsreformer för förskolan, grundskolan, folk­bildning och universitet beskrivs och introduktioner till skolämnenas historia presenteras, däribland svenska, historia och samhällskunskap. Övergripande och tvärgående perspektiv på utbildningshistorien anläggs för frågor som rör utbildningens ekonomiska historia, lärarkårens utveckling, sociala förhållandens betydelse för utbildning, utbildningspolitik samt betyg och bedömning. I boken medverkar ett tjugotal författare, varav de flesta är ledande specialister inom de ämnen de skriver om. Denna fjärde upplaga är uppdaterad med bland annat beskrivningar av sexualundervisningens historia. Utbildningshistoria – en introduktion vänder sig till blivande lärare samt studenter och forskare i till exempel historia och pedagogik som behöver kunna placera skolans situation i ett vidare sammanhang och i ett längre tidsperspektiv.

The Nordic Model is the 20th-century Scandinavian recipe for combining stable democracies, individual freedom, economic growth and comprehensive systems for social security. But what happens when Sweden and Finland – two countries topping global indexes for competitiveness, productivity, growth, quality of life, prosperity, and equality – start doubting themselves and their future? Is the Nordic Model at a crossroads?Historically, consensus, continuity, social cohesion, and broad social trust have been hailed as key components for the success and for the self-images of Sweden and Finland. In the contemporary, however, political debates in both countries are increasingly focused on risks, threats, and worry. Social disintegration, political polarization, geopolitical anxieties, and threat of terrorism are often dominant themes. This book focuses on what appears to be a paradox: countries with low income differences, high faith in social institutions, and relatively high cultural homogeneity becoming fixated on the fear of polarization, disintegration, and diminished social trust. Unpacking the presentist discourse of "worry" and a sense of interregnum at the face of geopolitical tensions, digitalization, and globalization, as well as challenges to democracy, the chapters take steps back in time and explore the current conjecture through the eyes of historians and social scientists, addressing key aspects of and challenges to both the contemporary and future Nordic Model. In addition, the functioning and efficacy of the participatory democracy and current protocols of decision-making are debated.This work is essential reading for students and scholars of the welfare state, social reforms, and populism, as well as Nordic and Scandinavian studies.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

The Nordic Model is the 20th-century Scandinavian recipe for combining stable democracies, individual freedom, economic growth and comprehensive systems for social security. But what happens when Sweden and Finland – two countries topping global indexes for competitiveness, productivity, growth, quality of life, prosperity, and equality – start doubting themselves and their future? Is the Nordic Model at a crossroads?Historically, consensus, continuity, social cohesion, and broad social trust have been hailed as key components for the success and for the self-images of Sweden and Finland. In the contemporary, however, political debates in both countries are increasingly focused on risks, threats, and worry. Social disintegration, political polarization, geopolitical anxieties, and threat of terrorism are often dominant themes. This book focuses on what appears to be a paradox: countries with low income differences, high faith in social institutions, and relatively high cultural homogeneity becoming fixated on the fear of polarization, disintegration, and diminished social trust. Unpacking the presentist discourse of "worry" and a sense of interregnum at the face of geopolitical tensions, digitalization, and globalization, as well as challenges to democracy, the chapters take steps back in time and explore the current conjecture through the eyes of historians and social scientists, addressing key aspects of and challenges to both the contemporary and future Nordic Model. In addition, the functioning and efficacy of the participatory democracy and current protocols of decision-making are debated.This work is essential reading for students and scholars of the welfare state, social reforms, and populism, as well as Nordic and Scandinavian studies.The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

The concept of mental maps is used in several disciplines including geography, psychology, history, linguistics, economics, anthropology, political science, and computer game design. However, until now, there has been little communication between these disciplines and methodological schools involved in mental mapping. Mental Maps: Geographical and Historical Perspectives addresses this situation by bringing together scholars from some of the related fields. Ute Schneider examines the development of German geographer Heinrich Schiffers’ mental maps, using his books on Africa from the 1930s to the 1970s. Efrat Ben-Ze’ev and Chloé Yvroux investigate conceptions of Israel and Palestine, particularly the West Bank, held by French and Israeli students. By superimposing large numbers of sketch maps, Clarisse Didelon-Loiseau, Sophie de Ruffray, and Nicolas Lambert identify "soft" and "hard" macro-regions on the mental maps of geography students across the world. Janne Holmén investigates whether the Baltic and the Mediterranean Seas are seen as links or divisions between the countries that line their shores, according to the mental maps of high school seniors. Similarly, Dario Musolino maps regional preferences of Italian entrepreneurs. Finally, Lars-Erik Edlund offers an essayistic account of mental mapping, based on memories of maps in his own family.This edited volume book uses printed maps, survey data and hand drawn maps as sources, contributing to the study of human perception of space from the perspectives of different disciplines.The chapters in this book were originally published as a special issue of the Journal of Cultural Geography.

The concept of mental maps is used in several disciplines including geography, psychology, history, linguistics, economics, anthropology, political science, and computer game design. However, until now, there has been little communication between these disciplines and methodological schools involved in mental mapping. Mental Maps: Geographical and Historical Perspectives addresses this situation by bringing together scholars from some of the related fields. Ute Schneider examines the development of German geographer Heinrich Schiffers’ mental maps, using his books on Africa from the 1930s to the 1970s. Efrat Ben-Ze’ev and Chloé Yvroux investigate conceptions of Israel and Palestine, particularly the West Bank, held by French and Israeli students. By superimposing large numbers of sketch maps, Clarisse Didelon-Loiseau, Sophie de Ruffray, and Nicolas Lambert identify "soft" and "hard" macro-regions on the mental maps of geography students across the world. Janne Holmén investigates whether the Baltic and the Mediterranean Seas are seen as links or divisions between the countries that line their shores, according to the mental maps of high school seniors. Similarly, Dario Musolino maps regional preferences of Italian entrepreneurs. Finally, Lars-Erik Edlund offers an essayistic account of mental mapping, based on memories of maps in his own family.This edited volume book uses printed maps, survey data and hand drawn maps as sources, contributing to the study of human perception of space from the perspectives of different disciplines.The chapters in this book were originally published as a special issue of the Journal of Cultural Geography.

The second focuses on the depiction of migration in diagrammatic form in German textbooks, The final study was conducted in collaboration with teachers in Swedish social science classrooms, and focuses on teaching comprehension of flow charts and scatterplots.

This book examines the use of diagrams throughout history, from their Paleolithic antecedents to the present day. Drawing on theories and concepts from the cognitive sciences, the author explores the evolution of diagrammatic forms and their impact on the accumulation and dissemination of knowledge. This exploration reveals how paradigm shifts in worldviews and advances in image production technologies have shaped the way humans have given spatial form to abstract ideas. Highlighting global trends and regional variations, the book offers insights into how different societies have visualised complex ideas over time. Scholars, researchers and students in disciplines such as cognitive science, history and visual studies will find this book enlightening. It provides a comprehensive analysis that bridges historical and contemporary perspectives, making it essential reading for anyone seeking to understand the central role of diagrams in human thought and communication.

Bortom PISA introducerar internationell och jämförande pedagogik, ett relevant forskningsfält för alla som är intresserade av hur utbildning tar form i en social kontext. Hur och varför skiljer sig olika länders skolor åt och hur kan vi studera dessa skillnader? Hur går det till när en viss typ av pedagogik sprider sig över nationella och kulturella gränser? Med ett internationellt perspektiv synliggör tio pedagogik- och utbildningsforskare dels den svenska utbildningstraditionens särdrag och förändringar, dels internationella trender och tendenser. Antologin visar en genväg förbi den cementerade debatten om skolans tillstånd genom att uppmärksamma frågor, fenomen och processer som inte synliggörs i internationella mätningar.

Medförfattare till boken är Jakob Billmayer, universitetslektor i pedagogik vid Mittuniversitetet, Janne Holmén, docent i historia och verksam vid Uppsala universitet, Johanna Ringarp, doktor i historia och verksam vid Uppsala universitet, Linda Rönnberg, docent i statsvetenskap och verksam vid Umeå universitet, Petter Sandgren, doktorand i historia vid European University Institute i Florens, Barbara Schulte, docent i pedagogik och verksam vid Lunds universitet, Margareta Serder, vetenskaplig ledare vid FoU Skola i Skåne och Gita Steiner-Khamsi, professor vid Teachers College, Columbia University i New York. Bortom PISA vänder sig till alla verksamma i och kring skolan som vill bidra till att föra diskussionen om skolan framåt.