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Mannberg, Jan
Publications (10 of 13) Show all publications
Sporre, K. & Mannberg, J. (2010). Introduction (1ed.). In: Karin Sporre & Jan Mannberg (Ed.), Values, religions and education in changing societies (pp. 1-8). Dordrecht, Heidelberg, London, New york: Springer
Open this publication in new window or tab >>Introduction
2010 (English)In: Values, religions and education in changing societies / [ed] Karin Sporre & Jan Mannberg, Dordrecht, Heidelberg, London, New york: Springer , 2010, 1, p. 1-8Chapter in book (Other academic)
Place, publisher, year, edition, pages
Dordrecht, Heidelberg, London, New york: Springer, 2010 Edition: 1
Keywords
Values in education, Religious education, Diversity; Societal change, Värdefrågor i utbildning, religionsdidaktik, mångfald, samhällsförändring
National Category
Pedagogy
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-37508 (URN)978-90-481-9627-2 (ISBN)
Available from: 2010-11-05 Created: 2010-11-05 Last updated: 2018-06-08Bibliographically approved
Sporre, K. & Mannberg, J. (Eds.). (2010). Values, Religions and Education in Changing Societies (1ed.). Dordrecht, Heidelberg, London, New York: Springer
Open this publication in new window or tab >>Values, Religions and Education in Changing Societies
2010 (English)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Dordrecht, Heidelberg, London, New York: Springer, 2010. p. 145 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-37505 (URN)10.1007/978-90-481-9628-9 (DOI)978-90-481-9627-2 (ISBN)
Available from: 2010-11-05 Created: 2010-11-05 Last updated: 2018-06-08Bibliographically approved
Sporre, K. & Mannberg, J. (2010). Values, religions and education in changing societies introduction. In: Sporre, Karin & Svedberg, Gudrun (Ed.), Values, religions and education in changing societies: a selection of papers from a conference at Umeå University, June 2009. Paper presented at 10th Nordic Conference on Religious Education and Values, Jun 09-13, 2009, Umea Univ, Umea, SWEDEN (pp. 1-6). Springer
Open this publication in new window or tab >>Values, religions and education in changing societies introduction
2010 (English)In: Values, religions and education in changing societies: a selection of papers from a conference at Umeå University, June 2009 / [ed] Sporre, Karin & Svedberg, Gudrun, Springer, 2010, p. 1-6Conference paper, Published paper (Refereed)
Abstract [en]

Societies go through changes. This book focuses primarily on two changes: (a) the fact that many societies through migration have become more multicultural over the last decades; and (b) that the matters of the relationships between women and men, the issues of gender, have also become important over the last decades, or the century. The context, that these changes are brought to have a bearing on in this book, is education – especially religious and values education.

Place, publisher, year, edition, pages
Springer, 2010
Series
Working Papers in Teacher Education, ISSN 1654-7187 ; 7
National Category
Educational Sciences Religious Studies
Identifiers
urn:nbn:se:umu:diva-109064 (URN)10.1007/978-90-481-9628-9_1 (DOI)000287989400001 ()978-91-978323-1-11 (ISBN)
Conference
10th Nordic Conference on Religious Education and Values, Jun 09-13, 2009, Umea Univ, Umea, SWEDEN
Available from: 2015-09-18 Created: 2015-09-17 Last updated: 2018-06-07Bibliographically approved
Dahlström, L. & Mannberg, J. (2006). Critical Educational Visions and Practices in Neo-Liberal Times. In: Annual Meeting of the American Education Research Association (AERA) Conference, April 7-11, San Fransisco, USA.
Open this publication in new window or tab >>Critical Educational Visions and Practices in Neo-Liberal Times
2006 (English)In: Annual Meeting of the American Education Research Association (AERA) Conference, April 7-11, San Fransisco, USA, 2006Conference paper, Published paper (Other academic)
Identifiers
urn:nbn:se:umu:diva-9083 (URN)
Available from: 2008-02-28 Created: 2008-02-28 Last updated: 2018-06-09Bibliographically approved
Dahlström, L. & Mannberg, J. (Eds.). (2006). Critical Educational Visions and Practices in Neo-liberal Times.. : Global South Network Publisher, Umeå universitet, Umeå
Open this publication in new window or tab >>Critical Educational Visions and Practices in Neo-liberal Times.
2006 (English)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Global South Network Publisher, Umeå universitet, Umeå, 2006. p. 135
Identifiers
urn:nbn:se:umu:diva-12064 (URN)91-7264-001-4 (ISBN)
Available from: 2007-03-20 Created: 2007-03-20 Last updated: 2018-06-09Bibliographically approved
Mannberg, J. & Dahlström, L. (2006). Forces and Counter-forces. In: Critical Educational Visions and Practices in Neo-Liberal Times (pp. 1-10). : Global South Network, Department of Education & Department of Social Siences and Swedish, Umeå University, Sweden
Open this publication in new window or tab >>Forces and Counter-forces
2006 (English)In: Critical Educational Visions and Practices in Neo-Liberal Times, Global South Network, Department of Education & Department of Social Siences and Swedish, Umeå University, Sweden , 2006, p. 1-10Chapter in book (Other academic)
Place, publisher, year, edition, pages
Global South Network, Department of Education & Department of Social Siences and Swedish, Umeå University, Sweden, 2006
Identifiers
urn:nbn:se:umu:diva-9082 (URN)91-7264-001-4 (ISBN)
Available from: 2008-02-28 Created: 2008-02-28 Last updated: 2018-06-09Bibliographically approved
Mannberg, J. (2003). Studie- och yrkesorientering i AMS yrkesinformerande texter 1940-1970. (Doctoral dissertation). Umeå: Pedagogiska institutionen, Umeå universitet
Open this publication in new window or tab >>Studie- och yrkesorientering i AMS yrkesinformerande texter 1940-1970
2003 (Swedish)Doctoral thesis, monograph (Other academic)
Abstract [en]

Careers education was first established in Sweden at the beginning of the 1940s. At that time it was mainly the concern of the Swedish Labour Market Board. The Labour Market Board started to develop a model, partly influenced by the activities of other countries in the field, that over the years grew into something exceptional with for instance a lot of activities in schools.

In the early stages the aim was the development and production of informational texts. The person behind most of the ideas was Einar Neymark. In 1971, responsibility for careers education was handed over to the school authorities except for the part concerning the production of occupational information texts.

The aim of this study is to improve our understanding of careers education as it is represented in occupational information texts produced by the Swedish Labour Market Board, in the period from 1940 - 1970.

The empirical research focuses on careers education and gaining an understanding through the texts within (not about) careers education. The research has a philosophical-hermeneutic orientation and falls into two parts. Starting from an assumption that the intentions behind careers education are met, three “careers education realities” are constructed for the sake of argument. These realities are then analysed using a theoretical framework grounded in educational sociology, or more precisely the thinking of Durkheim and Bernstein. The result shows that careers education plays an important role in making invisible the connection between school and society hierarchies and also in creating a collective conscience in a Durkheimian sense.

The first constructed “reality” shows that a careers education based on labour market considerations is both normative and deterministic. In this careers education the labour market consists of a variety of working lives depending on who you are and where you come from. For that reason careers education is both limiting and subordinating according to sex and class background.

A consciousness-raising careers education is moralizing and limiting. A “perfect” working life is presented to which individuals can relate their personal qualities. For that reason careers education also subordinates.

A study-motivating careers education is principally motivating for those who have already had good experiences of schooling. It limits and subordinates primarely in terms of sex. Possible relations between education and working life are mostly discussed in general terms. For example, education will be a good thing to have in a future working life as an insurance against unemployment.

The extended analysis, where the above mentioned results are put together, shows that careers education can be described as unjust, limiting and concealing. It is unfair in that it creates images about different and non-questionable working lives for young people to fit into, in that it perpetuates sex and class subordination, and in that it uses present individually related competencies as the grounds for future education and employment. It is limiting through being normative, moralizing and subordinating. It is concealing in that it is being selective concerning the information given in the texts prepared for pupils.

Careers education is also adjustable. It fits easily into different situations by being pragmatic and flexible, as is shown by the impact of other scientific areas. This adjustability makes it possible to use careers education regardless of the conception you may have of career choices or wherever careers education is carried out. Being adjustable is not something to be avoided in careers education, on the contrary it is a condition for its existence.

Place, publisher, year, edition, pages
Umeå: Pedagogiska institutionen, Umeå universitet, 2003. p. 346
Series
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 70
Keywords
Education, careers education, occupational information text, Swedish Labour Market Board, unjust, limiting, concealing, adjustable, invisible pedagogy, collective conscience, Pedagogik
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-95 (URN)91-7305-420-8 (ISBN)
Public defence
2003-05-09, Hörsal F, Humanisthuset, Umeå, 13:00
Available from: 2003-09-08 Created: 2003-09-08 Last updated: 2018-06-09Bibliographically approved
Mannberg, J. (2001). Lifelong development and support of teachers and leaders in rapidly changing schools: An extended view on educational guidance.. Reform Forum (13)
Open this publication in new window or tab >>Lifelong development and support of teachers and leaders in rapidly changing schools: An extended view on educational guidance.
2001 (English)In: Reform Forum, no 13Article in journal (Other academic) Published
Identifiers
urn:nbn:se:umu:diva-12063 (URN)
Available from: 2007-03-20 Created: 2007-03-20 Last updated: 2018-06-09Bibliographically approved
Dahlström, L., Crebbins, W. & Mannberg, J. (Eds.). (2000). Namibian Educators Research Their Own Practice: Critical Practitioner Inquiry in Namibia.. : Gamsberg Macmillan, Windhoek
Open this publication in new window or tab >>Namibian Educators Research Their Own Practice: Critical Practitioner Inquiry in Namibia.
2000 (English)Collection (editor) (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Gamsberg Macmillan, Windhoek, 2000
Identifiers
urn:nbn:se:umu:diva-12057 (URN)
Available from: 2007-03-20 Created: 2007-03-20 Last updated: 2018-06-09Bibliographically approved
Mannberg, J. (2000). Rethinking Educational and Vocational Guidance: Towards an Extended Concept.
Open this publication in new window or tab >>Rethinking Educational and Vocational Guidance: Towards an Extended Concept
2000 (English)Conference paper, Published paper (Other academic)
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-12056 (URN)
Available from: 2007-03-20 Created: 2007-03-20 Last updated: 2018-06-09Bibliographically approved
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