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Sporre, K. (2019). Assessing ethical competence through national tests: an advantage or not?. Journal of Curriculum Studies, 51(2), 262-278
Open this publication in new window or tab >>Assessing ethical competence through national tests: an advantage or not?
2019 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 2, p. 262-278Article in journal (Refereed) Published
Abstract [en]

The purpose of this study is to describe, critically analyse and discuss the Swedish system of assessing ethics education in compulsory school through national tests. The publicly available tests from 2013 for grades six and nine have been studied as have the assessment instructions for teachers. Staff responsible for the test construction have been interviewed.The aims, core content and knowledge requirements of the curriculum were also studied. The concept ‘ethical competence’ was used as an analytical tool in the qualitative content analyses. Through the design of this study, the actual test, its process of construction and the curriculum were examined. The results suggest that ethics education, given (a) the curricular construction of what ability to assess, (b) complexities of test construction in ethics and (c) possible teach-to-the-test effects, runs the risk of being limited to an argumentative, conceptual competence, with ethics education being emptied of crucial content. However, being included in national testing can strengthen the position of a school subject. Is it then an advantage for ethics education to be tested in this way? The critical problems the study raises make the author conclude it to be a disadvantage for ethics education to be tested through national tests.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
ethics education, compulsory school, national testing, character education, ethical competence, etikundervisning, grundskola, nationella prov, etikdidaktik, etisk kompetens
National Category
Pedagogical Work Ethics
Research subject
educational work; Ethics
Identifiers
urn:nbn:se:umu:diva-153004 (URN)10.1080/00220272.2018.1533999 (DOI)000458398800007 ()2-s2.0-85055701583 (Scopus ID)
Funder
Swedish Research Council, 2014-2030
Available from: 2018-11-01 Created: 2018-11-01 Last updated: 2019-04-16Bibliographically approved
Sporre, K. (2019). Foreword: why (re)search? And, human rights literacies?. In: Cornelia Roux, Anne Becker (Ed.), Human rigths literacies: future directions (pp. v-x). Cham: Springer
Open this publication in new window or tab >>Foreword: why (re)search? And, human rights literacies?
2019 (English)In: Human rigths literacies: future directions / [ed] Cornelia Roux, Anne Becker, Cham: Springer, 2019, p. v-xChapter in book (Refereed)
Abstract [en]

The discussion on human rights literacies of this volume and the search for new ways in human rights education, are in this foreword interpreted against the background of feminist epistemological discussions. And, at the same time as sketching the South African context out of which this human rights literacies discussion emanates, the foreword points to how research is located in varying situations, opening for empiric and theoretical studies of various kinds. This demands attentiveness from researchers and knowledge about one another's contexts. Additionally in the foreword, it is argued that the quest for new ways of thinking epistemologically and ontologically around human rights education also needs to be influenced by contemporary discussions on sustainability.       

Place, publisher, year, edition, pages
Cham: Springer, 2019
Series
Interdisciplinary Studies in Human Rights, ISSN ISSN 2509-2960, E-ISSN ISSN 2509-2979 ; 2
Keywords
decolonialisation, epistemological communities, democratic iterations, ethics, South Africa, dekolonialisering, epistemologiska gemenskaper, demokratiska iterationer, etik, Sydafrika
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-163217 (URN)9783319995663 (ISBN)9783319995670 (ISBN)
Available from: 2019-09-11 Created: 2019-09-11 Last updated: 2019-09-25Bibliographically approved
Sporre, K. (2019). Vad kan man lära sig i etik?: Reflektioner utifrån ett forskningsprojekt om etikundervisning i svenska grundskola. In: Dan-Erik Andersson, Johanna Gustafsson Lundberg (Ed.), Människan och etiken: välgrundad moral i en polariserad tid. (pp. 102-118). Stockholm: Hjalmarson & Högberg
Open this publication in new window or tab >>Vad kan man lära sig i etik?: Reflektioner utifrån ett forskningsprojekt om etikundervisning i svenska grundskola
2019 (Swedish)In: Människan och etiken: välgrundad moral i en polariserad tid. / [ed] Dan-Erik Andersson, Johanna Gustafsson Lundberg, Stockholm: Hjalmarson & Högberg , 2019, p. 102-118Chapter in book (Other academic)
Abstract [sv]

Vad man kan lära sig i etik, och vad som kan ingå i etikundervisning i en obligatorisk grundskola som den svenska, är frågor som när de ställs väcker fler frågor. Att utgå från att en flertusenårig tradition av bearbetade etiska frågeställningar, om exempelvis ansvarigt handlande i mänsklig existens och samlevnad, om egna rättigheter och andras, eller om vad som är gott och eftersträvansvärt i enskilt och gemensamt hänseende – att utgå från att sådana frågeställningar på ett enkelt sätt skulle kunna levandegöras i ett skolsammanhang visar sig vara mer komplicerat. Först väcks didaktiska frågeställningar: hur kan, ska eller bör detta göras, om det ska ske i en obligatorisk skola? I ett givet land som Sverige är svaren på sådana frågeställningar dessutom till betydande del beroende av skolans läroplan med tillhörande kursplaner. Där regleras frågor om vad som ska ingå i etikundervisning och hur den kan eller bör utformas.

I kapitlet bygger författaren på tre tidigare delstudier från EthiCo projektet och reser en kritisk diskussion syftande till hur etisk undervisning i den svenska skolan skulle kunna fördjupas. Utifrån etikundervisningens placering inom religionskunskapsämnet kritiseras begränsningar i den nuvarande kursplanen och i systemet med nationella prov i etik. Som ett område för fortsatt forskning lyfts frågorna fram om hur elever utvecklar sin förståelse av etiska begrepp.

Abstract [en]

What may be learnt in ethics, and what may be included in ethics education in a compulsory school like the Swedish, are questions that when they are raised, in turn raise more questions. To presuppose that millennia old discussions among human beings around ethical issues like responsible agency in human co-existence, of individual rights and rights of others, or of what is good and desirable, could easily be brought into a school context proves to be a simplification. The issues are more complex and relate to curricula and syllabi, in addition to the foundational question of ethics education in a compulsory school.

In this chapter the author builds on three earlier studies carried out within the EthiCo project and raises a critical discussion around how ethics education within the Swedish school could be further developed. The limitations of the present syllabus and the system of including ethics education in national tests of the school subject religious education is critiqued. As a task for further research the area of how children develop their conceptual understanding of crucial ethical concepts is brought up.        

Place, publisher, year, edition, pages
Stockholm: Hjalmarson & Högberg, 2019
Keywords
ethics education, ethical competence, national tests, ethical concepts, etikundervisning; etisk kompetens; nationella prov; etiska begrepp
National Category
Ethics
Research subject
Ethics
Identifiers
urn:nbn:se:umu:diva-158132 (URN)9789198534603 (ISBN)
Funder
Swedish Research Council, 2014-2030
Available from: 2019-04-12 Created: 2019-04-12 Last updated: 2019-05-20Bibliographically approved
Ristiniemi, J., Skeie, G. & Sporre, K. (Eds.). (2018). Challenging life: existential questions as a resource for education. Münster: Waxmann Verlag
Open this publication in new window or tab >>Challenging life: existential questions as a resource for education
2018 (English)Collection (editor) (Refereed)
Abstract [en]

There is increasing recognition today that young people need to have knowledge about religions and world views in order to live and work in diverse societies. What kind of 'maps' are they provided with through religious, values, and ethics education? Does education address the challenging existential questions that children and adolescents ask about life and the world? This volume addresses different aspects of how existential questions have been dealt with in educational research. It especially draws attention to the Swedish research tradition of focusing on life questions and the interpretation of life in education, but with contemporary international research added. It also addresses ethics education and discusses possible options for the future of existential questions as a resource for education.  

Place, publisher, year, edition, pages
Münster: Waxmann Verlag, 2018. p. 415
Series
Religious Diversity and Education in Europe, ISSN 1862-9547 ; 37
Keywords
personal worldview, existential questions, didactics of religion, ethics, sustainability, livsfrågor, religionsdidaktik, etik, existentiella frågor, hållbarhet
National Category
Pedagogical Work Ethics
Research subject
educational work; Ethics
Identifiers
urn:nbn:se:umu:diva-153483 (URN)978-3-8309-3886-6 (ISBN)978-3-8309-8886-1 (ISBN)
Projects
Barn, hållbarhet och hopp
Available from: 2018-11-22 Created: 2018-11-22 Last updated: 2019-04-18Bibliographically approved
Lilja, A., Franck, O., Osbeck, C. & Sporre, K. (2018). Ethical competence: a comparison between the Swedish and the Icelandic curricula and some teachers' views. Education 3-13, 46(5), 506-516
Open this publication in new window or tab >>Ethical competence: a comparison between the Swedish and the Icelandic curricula and some teachers' views
2018 (English)In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 46, no 5, p. 506-516Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to highlight some conceptions of ethical competence identified in interviews with teachers in religious education in Sweden, and within analyses of policy documents in a Swedish and an Icelandic educational context. As a starting point we take seven interviewed teachers’ comments about what they view as important ethical competences for their pupils to have. A comparative analysis of Swedish and Icelandic policy documents with regard to the conceptual understandings of ethical competence is made, as well as a comparison between the policy documents and teachers’ comments. The Icelandic curriculum is chosen because it differs from the Swedish one in a sense relevant to an analysis of the teacher interviews. The analyses imply a tension between theoretical and analytical conceptions of ethical competence and an action competence. Finally, some possible threads to consider in developing a broadened and deepened understanding of ethical competence are outlined.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
Ethical competence, RE, policy documents, teacher interviews
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-131726 (URN)10.1080/03004279.2017.1284249 (DOI)000433012200003 ()2-s2.0-85012907348 (Scopus ID)
Projects
What may be learnt in Ethics? Varieties of conceptions of ethical competence to be taught in a compulsory school
Funder
Swedish Research Council, 2014-2030
Available from: 2017-02-20 Created: 2017-02-20 Last updated: 2019-05-28Bibliographically approved
Sporre, K. (2018). Ethical concepts according to 12-year-olds: students' responses, national tests, and ethics education. In: Jari Ristiniemi, Geir Skeie, Karin Sporre (Ed.), Challenging life: existential questions as a resurce for education (pp. 279-296). Münster: Waxmann Verlag
Open this publication in new window or tab >>Ethical concepts according to 12-year-olds: students' responses, national tests, and ethics education
2018 (English)In: Challenging life: existential questions as a resurce for education / [ed] Jari Ristiniemi, Geir Skeie, Karin Sporre, Münster: Waxmann Verlag, 2018, p. 279-296Chapter in book (Refereed)
Abstract [en]

How do twelve-year-old students understand crucial ethical concepts like justice, equality, solidarity and empathy, and how does school assist them in developing their knowledge? Moreover, to what extent do the Swedish national tests and interpretations of the curricular framework influence the students' ethics education today? Questions like these are raised and discussed in this chapter where a sample of a hundred Swedish students' responses to the National Test in ethics from 2013 are analysed. The study reveals how the emphasis of the assessment of the students' responses does not contribute towards the expansion of their knowledge of crucial ethical concepts like equal rights, equal treatment and equal value of human beings – while the students themselves express knowledge and interest in this through their responses to the test. The limitations of national tests and their assessment instructions are therefore critically discussed.

Place, publisher, year, edition, pages
Münster: Waxmann Verlag, 2018
Series
Religious Diversity and Education in Europe, ISSN 1862-9547 ; 37
Keywords
ethical concepts, assessment, national tests, students' responses, ethics education, etiska begrepp, utvärdering, nationella prov, elevsvar, etikundervisning
National Category
Ethics Pedagogical Work
Research subject
educational work; Ethics
Identifiers
urn:nbn:se:umu:diva-153532 (URN)978-3-8309-3886-6 (ISBN)978-3-8309-8886-1 (ISBN)
Funder
Swedish Research Council, 2014-2030
Available from: 2018-11-22 Created: 2018-11-22 Last updated: 2019-04-18Bibliographically approved
Ristiniemi, J., Skeie, G. & Sporre, K. (2018). Introduction. In: Jari Ristiniemi, Geir Skeie, Karin Sporre (Ed.), Challenging life: existential questions as a resource for education (pp. 13-18). Münster: Waxmann Verlag
Open this publication in new window or tab >>Introduction
2018 (English)In: Challenging life: existential questions as a resource for education / [ed] Jari Ristiniemi, Geir Skeie, Karin Sporre, Münster: Waxmann Verlag, 2018, p. 13-18Chapter in book (Refereed)
Abstract [en]

In this introduction to the book questions are raised as to what space there actually is for children's and adolescent's existential questions in education, when emphasis rather is given to outcomes, performativity and employability. A brief overview over the content of the book is also given.    

Place, publisher, year, edition, pages
Münster: Waxmann Verlag, 2018
Series
Religious Diversity and Education in Europe, ISSN 1862-9547 ; 37
National Category
Pedagogical Work Ethics
Research subject
educational work; Ethics
Identifiers
urn:nbn:se:umu:diva-153533 (URN)978-3-8309-3886-6 (ISBN)978-3-8309-8886-1 (ISBN)
Available from: 2018-11-22 Created: 2018-11-22 Last updated: 2019-04-18Bibliographically approved
Osbeck, C., Franck, O., Lilja, A. & Sporre, K. (2018). Possible competences to be aimed at in ethics education: ethical competences highlighted in educational research journals. Journal of Beliefs and Values, 39(2), 195-208
Open this publication in new window or tab >>Possible competences to be aimed at in ethics education: ethical competences highlighted in educational research journals
2018 (English)In: Journal of Beliefs and Values, ISSN 1361-7672, E-ISSN 1469-9362, Vol. 39, no 2, p. 195-208Article in journal (Refereed) Published
Abstract [en]

The aim of this article is to present varieties of ethical competence that are highlighted in ethics and moral education research articles, and to discuss them in the light of competences stressed in the Swedish curriculum, understood as an example of ethics education in compulsory school. The material consists of 1,940 educational research articles published between 2000 and 2015, and the method of analysis is inductive, focusing on ethical competence. One finding is the similarity between the study’s tentative formulation of identified ethical competences in four categories, and Rest’s understanding of acting morally, captured in the four components: sensitivity, judgement, motivation and implementation. Based on the analysis of the articles, broader understandings of these focuses are developed, and later discussed in relation to Swedish ethics education, characterised as both a conservative and liberal values education. The analyses and comparison show the importance of the components of moral sensitivity and moral implementation and their relative absence in the Swedish curriculum, but also how moral judgement must include a competence to evaluate moral motivations, where empirically testable reasons are also central. Moreover, the risk of neglecting contextual, situational and knowledge-related aspects of ethical competence is highlighted.

Place, publisher, year, edition, pages
Routledge, 2018
Keywords
ethics, moral, competence, curriculum
National Category
Ethics
Research subject
educational work; Ethics
Identifiers
urn:nbn:se:umu:diva-148609 (URN)10.1080/13617672.2018.1450807 (DOI)
Funder
Swedish Research Council, Dnr 2014-2030
Available from: 2018-06-11 Created: 2018-06-11 Last updated: 2018-06-13Bibliographically approved
Manni, A., Sporre, K. & Ottander, C. (2017). Emotions and values: a case study of meaning-making in ESE. Environmental Education Research, 23(4), 451-464
Open this publication in new window or tab >>Emotions and values: a case study of meaning-making in ESE
2017 (English)In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, no 4, p. 451-464Article in journal (Refereed) Published
Abstract [en]

With an interest in the role of emotions and values in students' meaning-making in Environmental and Sustainability Education a case study was carried out in a Swedish school-class with students, 12 years of age. During a six-week thematic group-work focusing environmental and sustainability issues related to food, the students were observed and interviewed in their daily school practice. The results are presented here through narrative reporting, and analysed with the use of Dewey's theoretical perspectives on experience, distinguishing three phases in a process: a start, an activity phase and a closure. Martha Nussbaum's theory of emotions is used to assist in the understanding of emotions and values. The study reports on active and independent meaning-making processes in students' group work. The results provide examples of students' meaning-making experiences and the role of emotions and values in them, indicating that more of values are formed and expressed in the concluding phase.

Keywords
meaning-making, emotions, values, environmental and sustainability issues, meningsskapande, emotioner, värden, miljö- och hållbarhetsfrågor
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-120384 (URN)10.1080/13504622.2016.1175549 (DOI)000395203700001 ()
Available from: 2016-05-16 Created: 2016-05-16 Last updated: 2018-06-07Bibliographically approved
Sporre, K. (2017). Global responsibilities and ethics education: to be assessed and if so how?. In: Franck, Olof (Ed.), Assessment in ethics education: a case of national tests in religious education (pp. 115-143). Cham: Springer
Open this publication in new window or tab >>Global responsibilities and ethics education: to be assessed and if so how?
2017 (English)In: Assessment in ethics education: a case of national tests in religious education / [ed] Franck, Olof, Cham: Springer, 2017, p. 115-143Chapter in book (Refereed)
Place, publisher, year, edition, pages
Cham: Springer, 2017
Series
Evaluating education: normative systems and institutional practices
Keywords
Global responsiblitiy, Ethics education, Sustainability, ESD, Globalt ansvar, etik, hållbar utbildning, etikundervisning
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-133320 (URN)10.1007/978-3-319-50770-5_6 (DOI)978-3-319-50768-2 (ISBN)978-3-319-50770-5 (ISBN)
Available from: 2017-04-04 Created: 2017-04-04 Last updated: 2018-06-09Bibliographically approved
Projects
Transboundary learning beyond disciplines. Sustainable development (SD) opening up research dialogues. [2011-07522_VR]; Umeå UniversityThe Child and Curriculum. Existential Questions and Educational Responses [2018-03435_VR]; Umeå University
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-4483-0597

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