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  • 1. Gullberg, Tom
    et al.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of Education.
    Institutionen för utbildningsvetenskap med inriktning mot humaniora och samhällsvetenskap: Sakkunnigas utvärdering2011In: Humanistisk forskning 2010: rapport från en utvärdering, Stockholm: Humanistiska fakulteten, Stockholms universitet , 2011, p. 275-283Chapter in book (Other academic)
  • 2. Jonsson, Lars
    et al.
    Jutemar, Susanne
    Korsár, Bo
    Sporre, Karin
    Teologiska institutionen, Uppsala universitet.
    Torestad, Roland
    Wahlberg, Jan
    Westman, Annika
    Feminism och feministteologi – en utmaning: rapport från tematerminen1982Report (Other academic)
  • 3.
    Lilja, Annika
    et al.
    Göteborgs universitet.
    Franck, Olof
    Göteborgs universitet.
    Osbeck, Christina
    Göteborgs universitet.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ethical competence: a comparison between the Swedish and the Icelandic curricula and some teachers' views2018In: Education 3-13, ISSN 0300-4279, E-ISSN 1475-7575, Vol. 46, no 5, p. 506-516Article in journal (Refereed)
    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.

  • 4.
    Manni, Annika
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Young students’ aesthetic experiences and meaning making processes in an outdoor environmental school practice2017In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 17, no 2, p. 108-121Article in journal (Refereed)
    Abstract [en]

    This study uses John Dewey’s theoretical concept of ‘aesthetic experience’ in empirically exploring expressions of cognition and emotion in students’ meaning-making processes. A case study was conducted in one class of Grade 6 students during a single school semester. This article reports results from five outdoor days. The empirical material consists of observations, field notes, logbook entries, interviews and students’ written reflections. The students’ meaning-making processes were analyzed through the Deweyan theory of an initial phase involving anticipation, an activity phase with courses of actions and a concluding phase with reflections that serve as fulfillments. Expressions of aesthetic experience were identified in four important components of the students’ meaning-making processes: prior personal experiences; responses to environments and artifacts; social interaction; and situations allowing for responsibility, trust and independence. A more in-depth process-oriented analysis revealed that aesthetic experiences are vital in continuous meaning-making processes.

  • 5.
    Manni, Annika
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science, Child and Youth education, Special Education and Counselling.
    Parchmann, Ilka
    University of Kiel.
    Perceived learning experiences regarding Education for sustainable development: within Swedish outdoor education traditions2013In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 9, no 2, p. 187-205Article in journal (Refereed)
    Abstract [en]

    This article presents results from a Swedish exploratory study investigating perceptions of the learning experiences related to education for sustainable development (ESD) by students 10-12 years old. A comprehensive questionnaire with both open and closed questions asking for the students’ cognitive, emotional, practical, social, and situated learning experiences was developed. The empirical material consists of the responses from 209 students from six schools. The schools were selected to get a variety of both school programs regarding ESD and outdoor education activities. The results reported here reveal relationships between areas of students’ learning experiences, mainly between the cognitive, emotional, and social areas. Comparisons between the schools illustrate different approaches to teaching as well as the students’ diverse perceptions of these practices. The questionnaire developed for the project proved to be a valid instrument for researching the relationships and complexities in ESD learning, thus demonstrating its potential for use in future studies.

  • 6.
    Manni, Annika
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Emotions and values: a case study of meaning-making in ESE2017In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 23, no 4, p. 451-464Article in journal (Refereed)
    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.

  • 7.
    Manni, Annika
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Mapping what young students understand and value regarding sustainable development2013In: International Electronic Journal of Environmental Education, ISSN 2146-0329, Vol. 3, no 1, p. 17-35Article in journal (Refereed)
    Abstract [en]

    This paper presents the results of a study carried out to investigate how 10-12 year old Swedish students understand and value the issue of sustainable development. The responses from openended questions in a questionnaire have been analyzed through a content analysis based on a phenomenographic approach. The results show that there are considerable variations in the level of understandings and the values related to the three aspects of sustainable development. Understanding within as well as between the aspects is noted, with students having the most difficulty in seeing the relationships between all three aspects, i.e. a holistic understanding. Furthermore, students’ understanding and values are often expressed in an integrated way i.e. expressed in the same sentence. The variations, complex understandings, and expressions of understandings and values are discussed in relation to earlier research with a focus on ethical issues and systems thinking.

  • 8.
    Manni, Annika
    et al.
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of Education.
    Ottander, Christina
    Umeå University, Faculty of Science and Technology, Department of Science and Mathematics Education.
    Mapping young students understanding and valuing of sustainable development2011Conference paper (Refereed)
  • 9.
    Osbeck, Christina
    et al.
    Göteborgs universitet, Institutionen för didaktik och pedagogisk profession.
    Franck, Olof
    Göteborgs universitet, Institutionen för didaktik och pedagogisk profession.
    Lilja, Annika
    Göteborgs universitet, Institutionen för didaktik och pedagogisk preofession.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Possible competences to be aimed at in ethics education: ethical competences highlighted in educational research journals2018In: Journal of Beliefs and Values, ISSN 1361-7672, E-ISSN 1469-9362, Vol. 39, no 2, p. 195-208Article in journal (Refereed)
    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.

  • 10.
    Osbeck, Christina
    et al.
    Göteborgs universitet, Institutionen för didaktik och pedagogisk profession.
    Franck, Olof
    Göteborgs universitet, Institutionen för didaktik och pedagogisk profession.
    LIlja, Annika
    Göteborgs universitet, Institutionen för didaktik och pedagogisk preofession.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Tykesson, Johan
    Chalmers tekniska högskola.
    Abilities, knowledge requirements and national tests in RE: the Swedish case as an example in the outcome-focused school and society of today2018In: Zeitschrift für Pädagogik und Theologie, ISSN 2366-7796, Vol. 70, no 4, p. 397-408Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to present the system that governs Swedish RE in terms of curricular requirements, national tests and their outcomes, and discuss this in light of the current critical debate on an outcome-focused school, as well as the debate on the need for ‘powerful knowledge’. The debate on educational achievements and measurements can be seen from different angles. On the one hand, there are reasons to take the criticisms seriously, for instance concerning how such a focus tends to instrumentalise and superficialise knowledge and education. On the other hand, from a societal perspective, one has to ensure that all students, through their education, have opportunities to develop powerful knowledge that helps to explain the world so that school can contribute to social justice. Against such a background, the Swedish system is described as a rather strongly steering system that regulates schools through curricula but also monitors them through national tests. Through a brief presentation of empirical findings from the EthiCo project, it is shown how this system in practice limits the students’ chances of acquiring a multidimensional ethical competence and instead highlights a one-dimensional argumentative competence. Such a teaching runs the risk of reducing rather than widening students’ ethical competence.

  • 11.
    Osbeck, Christina
    et al.
    Göteborgs universitet, University of Gothenburg.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Skeie, Geir
    Stockholms universitet, Stockholm University; Universitetet i Stavanger, University of Stavanger.
    The RE classroom as a safe public space: critical perspectives on dialouge, demands for respect, and nuanced religious education2017In: Location, space and place in religious education / [ed] Martin Rothgangel, Kerstin von Brömssen, Hans-Günter Hemibrock, Geir Skeie, Münster: Waxmann Verlag, 2017, p. 49-66Chapter in book (Refereed)
  • 12.
    Ristiniemi, Jari
    et al.
    Högskolan i Gävle.
    Skeie, GeirStockholm University.Sporre, KarinUmeå University, Faculty of Social Sciences, Department of applied educational science.
    Challenging life: existential questions as a resource for education2018Collection (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.  

  • 13.
    Ristiniemi, Jari
    et al.
    Högskolan i Gävle.
    Skeie, Geir
    Stockholm University.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Introduction2018In: 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.    

  • 14.
    Schihalejev, Olga
    et al.
    University of Tartu, Estonia.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Skeie, Geir
    University of Stavanger, Norway.
    Gunnarsson, Gunnar J.
    University of Iceland, Iceland.
    Räsänen, Antti
    University of Helsinki, Finland.
    Shifting Borders in Religious Education2016In: Theological Journal, Vol. 69, no 1, p. 153p. 3-8Article in journal (Other academic)
  • 15.
    Schihalejev, Olga
    et al.
    University of Tartu, Estonia.
    Sporre, KarinUmeå University, Faculty of Social Sciences, Department of applied educational science.Skeie, GeirUniversity of Stavanger, Norway.Gunnarsson, Gunnar J.University of Iceland, Iceland.Räsänen, AnttiUniversity of Helsinki, Finland.
    Shifting Borders in Religious Education2016Conference proceedings (editor) (Refereed)
  • 16.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Assessing ethical competence through national tests: an advantage or not?2019In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 2, p. 262-278Article in journal (Refereed)
    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.

  • 17.
    Sporre, Karin
    Teologiska institutionen, Uppsala universitet.
    Att de var så många, alla dessa kvinnor! Om missionsarbeterskor 1911-19791981In: Svensk Missionstidsskrift, ISSN 0346-217X, Vol. 69, no 4, p. 1-23Article in journal (Other academic)
  • 18.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of Education.
    Att lära, och lära ut etik, samt att finna förhållningssätt2010In: Religion & Livsfrågor, ISSN 0347-2159, no 2, p. 6-7Article in journal (Other academic)
  • 19.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Att se med andra ögon: feministiska perspektiv på kunskap i ett mångkulturellt samhälle2007Book (Other academic)
  • 20.
    Sporre, Karin
    Teologiska institutionen, Lunds universitet.
    Att ‘svara an’ och rättvisa: Kristen etik och ansvar belyst av svarta och feministiska teologer1998In: Tro och liv, ISSN 0346-2803, Vol. 57, no 2, p. 22-28Article in journal (Other academic)
  • 21.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Cupboards, Neo-liberalism, Knowledges and Ethics1998In: And There Were Also Women Looking on From Afar, WARC, Geneva, Switzerland , 1998, p. 166-174Chapter in book (Other academic)
  • 22.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of Education.
    ’Dignity lives from being lived’: Human dignity and education – a tentative sketch2012In: Religionsdidaktisk arbeid pågår: Religionsdidaktikk i Hamar och Karlstad / [ed] Sidsel Lied & Christina Osbeck, Vallset: Oplandske Bokforlag , 2012, p. 51-78Chapter in book (Refereed)
  • 23.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of Education.
    Diversity, epistemology and dialogue in citizenship and human rights education2010In: International handbook of inter-religious education / [ed] Kath Engebretson, Marian Souza, Gloria Durka and Liam Gearon, Dordrecht, Heidelberg, London, New York: Springer , 2010, 1, p. 1017-1035Chapter in book (Other academic)
  • 24.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Diversity, values and religious education seen through gender: in relation to a Swedish school context2009In: Religious diversity and education: Nordic perspectives, Münster, Germany: Waxmann Verlag GmbH , 2009, 1, p. 55-68Chapter in book (Other academic)
    Abstract [en]

    In a recent critical report, a panel of international evaluators summarize their review of Swedish educational research on democratic values, gender and citizenship. In doing this, the evaluators underline the importance of letting educational research be influenced by gender theory in a more qualified sense, more than simply using gender as an aspect of sampling (Arnot et al., 2007, pp. 41-43). This chapter is an effort to see how some aspects of the lengthy and thorough theoretical discussions on diversity in gender or feminist theory could elucidate values and religious education in a more multicultural Sweden. The present situation concerning diversity in Swedish schools is illustrated by a recent investigation of Swedish schoolbooks published between 2000 and 2005. Twenty-four schoolbooks for lower and upper secondary schools, i.e. forms 7-12, were evaluated with regard to how they handle different aspects of diversity (Skolverket, 2006). In conclusion I will discuss some challenges to educators in values and religious education in situations of diversity accentuated in multicultural societies.

  • 25.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    En introduktion till Iris Marion Young2000In: Att kasta tjejkast: Texter om feminism och rättvisa av Iris M Young i urval, Atlas, Stockholm , 2000Chapter in book (Other academic)
  • 26.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ethical concepts according to 12-year-olds: students' responses, national tests, and ethics education2018In: 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.

  • 27.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Ethical concepts and the public sphere – according to 12 year old pupils2016Conference paper (Refereed)
    Abstract [en]

    Pupils’ understanding of ethical concepts relevant to the public domain

    In the Swedish National Test 2013, the 12-13 year old pupils were asked in one task to match four different statements with a relevant ethical concept chosen from three alternatives and argue for their choice. No correct matches between concepts and statements were indicated in the assessment instructions for teachers; rather the focus was on the pupils’ justifications of their choices, supposed to reveal their conceptual understanding. The four statements dealt with equality between boys and girls (2 statements), friendship at school (1), and same-sex marriages (1). The concepts the test constructors provided were justice, equality, solidarity and empathy. The testing of the pupils’ understanding of ethical concepts is in line with the knowledge requirements of the syllabus (Lgr 11, Eng).

    The empirical material, one hundred (out of 25,000) strategically collected written responses to each of the four sub-questions of the task, has in this study been analysed based on three questions: a) Which concepts were chosen in response to the statements? b) What conceptual understandings come to the fore in the explanations of the concepts justice, equality, solidarity and empathy? c) What kind of moral issues do the pupils themselves raise in their answers to the questions?

    One contemporary moral philosopher who has theorized the issues of rights and equality in the public domain, particularly in relation to the rights of women and migrants in the EU, is the Turkish-American political theorist Seyla Benhabib (2013; 2006; 1992). Given the profile of her work in ethical theory and the potential relevance of this work, she was chosen to provide the theoretical framework for the analysis of this task from the national test as it exemplifies issues from the public domain.  

    The preliminary results of the analysis point in the direction of the pupils using the concepts justice and equality most frequently. Their conceptual understanding seems reasonably good, even though it probably could be more nuanced. The task on same-sex relationships appears to have elicited responses where pupils express their own points of view. There are also answers showing limited conceptual understanding. In line with the theoretical framework of Seyla Benhabib, the pupils’ responses indicate awareness of contemporary injustices in relation to gender, and solidarity and equal treatment between pupils seems to be valued by them. The construction of this task, the knowledge requirements of the syllabus, and the underlying conceptions of ethics are also critically evaluated in this study. 

    Benhabib, Seyla (1992). Situating the Self. Gender, Community and Postmodernism in Contemporary Ethics, New York: Routledge.

    Benhabib, Seyla (2006). Another Cosmopolitanism. Oxford: Oxford University Press

    Benhabib, Seyla (2013).  Birthright Citizenship, Immigration, and Global Poverty, inUniversity of Toronto Law Journal, 63:3, p. 496-510.  

    Lgr 11 [Eng], (2011). Curriculum for the compulsory school, preschool class and the recreation centre 2011. Retrieved April 8th, 2015, from  

    http://www.skolverket.se/laroplaner-amnen-och-kurser/ grundskoleutbildning/grundskola/engelska

     

  • 28.
    Sporre, Karin
    Teologiska institutionen, Lunds universitet.
    Feminism och teologi: en studie av förbundenhetens etik hos Mary Grey1993Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 29.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Feministisk etik och kunskap i skolan - en skiss2004In: Gemensamma värden?: Rapport från symposium 8-9 maj, 2003, Lärarhögskolan, Stockholm , 2004, p. 156-168Chapter in book (Other academic)
  • 30.
    Sporre, Karin
    Teologiska seminariet, Lidingö.
    Feministteologi - litteratur under en 10-års period1987In: Tro och liv, ISSN 0346-2803, Vol. 46, no 2, p. 10-14Article in journal (Other academic)
  • 31.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Foreword: why (re)search? And, human rights literacies?2019In: 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.       

  • 32.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    "Först när vi får ansikten": Etik i en postkolonial epok2001In: Akka: Tidskrift för kultur & lärande vid Högskolan Dalarna, ISSN 1404-1871, no Våren 2001, p. 83-113Article in journal (Other academic)
  • 33.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Först när vi får ansikten: ett flerkulturellt samtal om feminism, etik och teologi1999Doctoral thesis, monograph (Other academic)
  • 34.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Gender in research on religious education and values formation2016In: Diversity and intersectionality: studies in religion, education and values / [ed] Jeff Astley and Leslie J. Francis, Bern: Peter Lang Publishing Group, 2016, p. 23-47Chapter in book (Refereed)
    Abstract [en]

    How is gender understood in contemporary research on religious education and values formation/education? This is the question of this chapter which presents a thematic analysis of a sample of articles published between 2000 and 2014 in British Journal of Religious Education and Journal of Moral Education. To allow for comparison the South African Journal of Education and Gender and Education were also studied. Articles were identified via the search engine of each journal by using the search term 'gender'. Three kinds of use of gender theory are defined, basically depending on how the category of gender is understood. The uses can be described as viewing sex and gender related to girls and boys, or women and men, implying sex/gender differences (Phase I); gender as connected to structural inequalities (Phase II); and gender as performative and as social constructions with variations (Phase III).

  • 35.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Genus, gudstjänst och ett nytt millenium: - frågor om helhet och förnyelse2000In: Forskning om gudstjänst: Årsbok av Svenskt Gudstjänstliv, Årgång 75, Svenska kyrkans forskningsråd, Uppsala , 2000, p. 27-39Chapter in book (Other academic)
  • 36.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Global responsibilities and ethics education: to be assessed and if so how?2017In: Assessment in ethics education: a case of national tests in religious education / [ed] Franck, Olof, Cham: Springer, 2017, p. 115-143Chapter in book (Refereed)
  • 37.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Human dignity and gender equality: reflections on concepts and ideals of human rights and democracy in Sweden and South Africa2007In: Democracy and human rights in education and society: explorations from South Africa and Sweden / [ed] Catherine A. Odora Hoppers, Örebro: University Library, Örebro University , 2007, p. 279-304Chapter in book (Refereed)
    Abstract [en]

    The chapter is a comparision between understandings of human rights and democracy in South Africa and Sweden based on research exchange and educational experiences.

  • 38.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Human Dignity and Human Rights: A Plea for Their Place and Importance in Values Education2018In: Values, Human Rights and Religious Education: Contested Grounds / [ed] Astley, Jeff; Francis, Leslie, J.; Lankshear, David, W., Oxford: Peter Lang Publishing Group, 2018, p. 257-273Chapter in book (Refereed)
    Abstract [en]

    The two, similar but distinct, discourses of human dignity and human rights as well as relationships between them are at the centre of this book chapter. The work of moral philosopher Harald Ofstad is used to develop a secular minimalist understanding of human dignity. Additionally, the work of Seyla Benhabib gives an entry to the field of human rights where national understandings of citizenship are problematized in favour of a cosmopolitan perspective. This addresses contemporary challenges in a number of countries where migration raises issues of xenophobia and racism, and a conscious values education of equality seems to be essential. Brief examples of the implementation of discourses of human rights and human dignity from the constitution of South Africa and recent curricula from South Africa and Namibia are introduced. The aim of the chapter is to point to the necessity of conscious reflection on human dignity and human rights as crucial elements of education.

    The volume, the chapter is published in, brings together international researchers addressing the three areas of values education, religious education and human rights education.    

  • 39.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    In memory of Iris Marion Young and her work2008In: Hermeneutik, didaktik och teologi: en vänbok till Björn Skogar / [ed] Susanne Olsson & David Thurfjell, Uppsala: Swedish Science Press, 2008, p. 36-45Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    In this short article, which builds on a lecture held right after the death of Iris M. Young in August 2006, I summarize her work and also point to its significance for my own research.

  • 40.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    In search of human dignity: essays in theology, ethics and education2015Book (Refereed)
    Abstract [en]

    Our human dignity can be taken from us in unjust relationship, which makes resistance and search for dignity necessary. This search can take place in different ways - in this book through academic studies in theology, ethics and education. Human dignity relates to human rights, which are also explored here; moreover, perspectives from gender and postcolonial theory inform the studies. The reflection on human dignity ends in a discusssion of education, making the book a resource in addressing contemporary value issues in education. This collection of lectures, articles and papers covers a certain time period. In the texts particular themes recur, which contributes to continuity and coherence. The focus of more recently written chapters takes the discussion in new directions.

  • 41.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Integrity and Justice at Stake: Confessing and embodying unity. A feminist theological perspective2006In: Dutch Reformed Theological Journal, Vol. 47, no 1-2, p. 302-312Article in journal (Other academic)
  • 42.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Introduction2003In: Building a Human Rights Culture: South African and Swedish Perspectives, Falun: Högskolan Dalarna , 2003, p. 7-18Chapter in book (Other academic)
  • 43.
    Sporre, Karin
    Teologiska institutionen, Lunds universitet.
    Jämställdhet uppnådd (?) – könskonflikt pågår – hopp om förändring1995In: Tro och liv, ISSN 0346-2803, Vol. 54, no 5, p. 2-3Article in journal (Other academic)
  • 44.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Kunskap, empati och ansvariga möten2004In: Helse og helhet: Etiske og tverrfaglige perspektiver på helsefaglig teori og praksis. Festskrift til António Barbosa da Silva, Unipub forlag, Oslo , 2004, p. 95-109Chapter in book (Other academic)
  • 45.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Marcella Althaus-Reid / Lisa Isherwood, Controversies in Feminist Theology, Controversies in Contextual Theology2008In: Journal of the European Society of Women in Theological Research, ISSN 1783-2454, Vol. 16, no 1, p. 222-223Article, book review (Other academic)
  • 46.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    När slutar vita europeiska män att "vara" normala: Om feminism och teologi: via förtryck och erfarenhet till belägen kunskap och subjektdiskussion1996In: Levande: Om församling, teologi och samhälle, Verbum, Stockholm , 1996, p. 85-105Chapter in book (Other academic)
  • 47.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Oikoumene och solidaritet2003In: Tillräckligt mänsklig: Årsbok för kristen humanism och samhällssyn 2003, KHS, Uppsala , 2003, p. 19-31Chapter in book (Other academic)
  • 48.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of Education.
    Post-apartheid challenges to theologians: A Swedish feminist reflection on conditions for a common humanity2009In: Ragbag theologies: essays in honour of Denise M Ackermann, a feminist theologian of praxis / [ed] Miranda Pillay, Sarojini Nadar & Clint Le Bruyns, SUN PReSS , 2009, 1, p. 257-266Chapter in book (Other academic)
  • 49.
    Sporre, Karin
    Teologiska institutionen, Lunds universitet.
    Recension av Andrea Günter (hrsg), Feministische Theologie und postmodernes Denken. Zur theologischen Relevanz der Geschlechterdifferenz1998In: Svensk teologisk kvartalskrift, ISSN 0039-6761, Vol. 74, no 3, p. 149-151Article in journal (Other academic)
  • 50.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of Education.
    Religion & livsfrågor: Tema: Att förstå etik och finna förhållningssätt2010Collection (editor) (Other academic)
12 1 - 50 of 70
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