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Traditional vs secular: Which values are reproduced in Swedish teacher education?
Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
Umeå universitet, Humanistiska fakulteten, Institutionen för idé- och samhällsstudier.
2015 (Engelska)Ingår i: XIII Nordic Conference on Religious Education: Shifting borders in Religious Education / [ed] Olga Schihalejev, Tartu: University of Tartu, 2015, s. 17-17Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

Using the World Values Survey (WVS) as a background the paper discusses a tension between generally shared values among Swedish teacher students and the educational values established by The Swedish National Agency for Education (SNAE). WVS (2014) maps evaluative differences between countries based on the extent to which their populations embrace non-secular traditional values, e.g. nation and religion, and secular self-expression values, e.g. individual choice and responsibility. Sweden stands out as a country that rejects traditional values and embraces selfexpression values (Inglehart 2006). The educational values established by SNAE (2011) include both traditional values, such as “sharing a common cultural heritage”, and self-expression values, such as “individual freedom and integrity”. However, according to WVS the former values are gravely underrepresented in the Swedish population, generally. Against this background, we investigated the evaluative outlook of 153 teacher students. The result indicates that these students do not differ in any significant respect from the population in general as regards secular vs traditional evaluations. An important upshot of this result is that the traditional values emphasized by SNAE are scarcely represented among the teacher students, which makes it questionable whether they will be present in their future teaching. It is a widely accepted idea that teachers tend to reproduce a set of values in their pedagogical practice, consciously and unconsciously, dependent on their own background, resulting in shared ways of thinking, valuing and acting (Bourdieu 1970). Given that there are important educational values among the traditional as well as the self-expression values the imbalance of the evaluative outlook of the students is especially troubling from the sociocultural perspective emphasized in the official documents, where learning is considered to be an essentially social process and not just an individual affair.

Ort, förlag, år, upplaga, sidor
Tartu: University of Tartu, 2015. s. 17-17
Nationell ämneskategori
Filosofi, etik och religion Utbildningsvetenskap
Forskningsämne
etik
Identifikatorer
URN: urn:nbn:se:umu:diva-100813ISBN: 978-9985-4-0924-4 (tryckt)OAI: oai:DiVA.org:umu-100813DiVA, id: diva2:794163
Konferens
13th Nordic Conference on Religious Education (NCRE) : shifting borders in religious education, 15-18 June 2015, University of Tartu, Estonia
Tillgänglig från: 2015-03-10 Skapad: 2015-03-10 Senast uppdaterad: 2018-06-07

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Samuelsson, LarsLindström, Niclas

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Filosofi, etik och religionUtbildningsvetenskap

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