Traditional vs secular: Which values are reproduced in Swedish teacher education?
2015 (English)In: XIII Nordic Conference on Religious Education: Shifting borders in Religious Education / [ed] Olga Schihalejev, Tartu: University of Tartu, 2015, 17-17 p.Conference paper, Abstract (Refereed)
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.
Place, publisher, year, edition, pages
Tartu: University of Tartu, 2015. 17-17 p.
Philosophy, Ethics and Religion
Research subject Ethics
IdentifiersURN: urn:nbn:se:umu:diva-100813ISBN: 978-9985-4-0924-4OAI: oai:DiVA.org:umu-100813DiVA: diva2:794163
13th Nordic Conference on Religious Education (NCRE) : shifting borders in religious education, 15-18 June 2015, University of Tartu, Estonia