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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, 275-283 p.Chapter 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’ views2017In: Education 3-13 International Journal of Primary, Elementary and Early Years Education, ISSN ISSN: 0300-4279 (Print)Article 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, 108-121 p.Article 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, Vol. 9, no 2, 187-205 p.Article 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, 451-464 p.Article 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, 17-35 p.Article 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, 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, 49-66 p.Chapter in book (Refereed)
  • 10.
    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)
  • 11.
    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, 153 p.3-8 p.Article in journal (Other academic)
  • 12.
    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, 1-23 p.Article in journal (Other academic)
  • 13.
    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, 6-7 p.Article in journal (Other academic)
  • 14.
    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)
  • 15.
    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, 22-28 p.Article in journal (Other academic)
  • 16.
    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, 166-174 p.Chapter in book (Other academic)
  • 17.
    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, 51-78 p.Chapter in book (Refereed)
  • 18.
    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, 1017-1035 p.Chapter in book (Other academic)
  • 19.
    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, 55-68 p.Chapter 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.

  • 20.
    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)
  • 21.
    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

     

  • 22.
    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
  • 23.
    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, 156-168 p.Chapter in book (Other academic)
  • 24.
    Sporre, Karin
    Teologiska seminariet, Lidingö.
    Feministteologi - litteratur under en 10-års period1987In: Tro och liv, ISSN 0346-2803, Vol. 46, no 2, 10-14 p.Article in journal (Other academic)
  • 25.
    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, 83-113 p.Article in journal (Other academic)
  • 26.
    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)
  • 27.
    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] Astley, Jeff & Leslie J. Francis, Bern: Peter Lang Publishing Group, 2016, 23-47 p.Chapter 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).

  • 28.
    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, 27-39 p.Chapter in book (Other academic)
  • 29.
    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, Dordrecht: Springer, 2017, 115-143 p.Chapter in book (Refereed)
  • 30.
    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, 279-304 p.Chapter 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.

  • 31.
    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, 36-45 p.Chapter 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.

  • 32.
    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.

  • 33.
    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, 302-312 p.Article in journal (Other academic)
  • 34.
    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, Arts and Languages, Högskolan Dalarna, Falun , 2003, 7-18 p.Chapter in book (Other academic)
  • 35.
    Sporre, Karin
    Teologiska institutionen, Lunds universitet.
    Jämställdhet uppnådd (?) – könskonflikt pågår – hopp om förändring1995In: Tro och liv, ISSN 0346-2803, Vol. 54, no 5, 2-3 p.Article in journal (Other academic)
  • 36.
    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, 95-109 p.Chapter in book (Other academic)
  • 37.
    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, 222-223 p.Article, book review (Other academic)
  • 38.
    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, 85-105 p.Chapter in book (Other academic)
  • 39.
    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, 19-31 p.Chapter in book (Other academic)
  • 40.
    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, 257-266 p.Chapter in book (Other academic)
  • 41.
    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, 149-151 p.Article in journal (Other academic)
  • 42.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of Education.
    Religion & livsfrågor: Tema: Att förstå etik och finna förhållningssätt2010Collection (editor) (Other academic)
  • 43.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Sverige - en regnbågsnation?: Om människors värdighet, skillnader och rättigheter2007In: Människa är ditt namn: Om mänskliga rättigheter, mänsklig värdighet och teologi, Verbum, Stockholm , 2007, 179-199 p.Chapter in book (Other academic)
  • 44.
    Sporre, Karin
    Teologiska seminariet, Lidingö.
    Synen på kvinnligt och manligt i några parakyrkliga rörelser1985In: Tro och liv, ISSN 0346-2803, Vol. 44, no 5, 34-40 p.Article in journal (Other academic)
  • 45.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Teologiska metodfrågor och polyfont tal om Gud: Om erfarenhet, empiri och epistemologiska gemenskaper2004In: Tidsskrift for Teologi og Kirke, Vol. 75, no 2-3, 129-146 p.Article in journal (Other academic)
  • 46.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Testing ethics - what may be asked? Conceptions of ethics behind test questions2016Conference paper (Refereed)
    Abstract [en]

    Ethical competence as displayed in the Swedish National Test 2013

    The National Test given 2013 to Swedish pupils in the compulsory school, grades 6 and 9, had one part where the pupils were tested regarding their knowledge of ethics. What kind of ethical competence was then asked for?

    This is the crucial question for this study. The core material that has been studied and critically analyzed is the actual tasks of the test, their construction, the knowledge they ask for, as well as the guiding instructions to teachers regarding how these tasks were to be evaluated.

    To give a background to the construction of this test of ethical competence also the process of construction has been studied to some extent, with the main question being what kind of guiding instructions those who were responsible for the construction of the tasks were given. Furthermore, the relationship between the tasks of the national test and the syllabus for the school subject Religion will be clarified clarified, this as the explicit ethics education of the Swedish curriculum is found in that school subject. The relation between the tasks of the test and the overall goals in the general parts of the curriculum will also be enlightened when it comes to how ethical competence is expressed.

    Methodologically the study consists mainly in content analysis of texts. Interviews with those responsible for the constructions of the test 2013 complement the analyses of the written material. From a theoretical point of view a definition of ethics from the work of Göran Bexell (1997) is used focusing on three main questions, crucial in ethics. In response to one of these questions a pre-study has demonstrated that aspects of global responsibility seems to be fairly absent in the ethical competence that was tested. Questions that then can be posed are: Is ethical competence then mostly understood to be about individual matters, a form of individualistic ethics? How does this then match the goals in syllabus and curriculum?   

    As the task of the school, and not least for a compulsory school system, to convey values to the pupils can be said to be at the same time both a crucial and a sensitive one, a critical analysis of what kind of ethical competence Swedish pupils are supposed to demonstrate in national tests can be argued to be a research task of high relevance.

  • 47.
    Sporre, Karin
    Teologiska institutionen, Lunds universitet.
    ’Then Shall Your Light Break Forth.’ The WCC between History and the Future. ‘Common’ Understanding and Vision in the Late Twentieth Century1994In: The Ecumenical review, ISSN 0013-0796, E-ISSN 1758-6623, Vol. 46, no 4, 445-452 p.Article in journal (Refereed)
  • 48.
    Sporre, Karin
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Value conflicts and faith based schools: in contemporary Sweden2013In: Nordic Journal of Religion and Society, ISSN 0809-7291, Vol. 26, no 2, 175-191 p.Article in journal (Refereed)
    Abstract [en]

    This article identifies value conflicts in debate regarding Swedish faith based schools 2010– 2012 explored against the background of a study by Gerle (1999). As the policy changes of the Swedish school system from the 1990s form the preconditions for contemporary faith based schools those changes are outlined. The results show that the value conflicts observed by Gerle can still be noted e.g. the wish to freedom of religion in educating children into one’s own religion, as well as the conflict of the right of parents vs. the rights of children in education. A new value conflicts is the ending of school ceremonies of municipal schools in churches and the role of religion in them. Does this mirror a shift in the influence of a Lutheran majority culture? Another surfacing value conflict is whether the making of profit in the school sector is acceptable or not.

  • 49.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Values in Swedish education: Struggles and tensions in directions around democracy, gender and diversity2007In: Dilemmas of implementing education reform: Explorations from South Africa and Sweden, Uppsala University, Uppsala , 2007, 227-263 p.Chapter in book (Other academic)
  • 50.
    Sporre, Karin
    Umeå University, Faculty of Teacher Education, Department of Teacher Education in Swedish and Social Sciences.
    Varför inte öppna samtal om religion?2007In: NIKK magasin, ISSN 1502-1521, no 1, 30-32 p.Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Artikeln är en forskningsöversikt där kritiska frågor formuleras om religion och kön utifrån feministisk kunskapsteori.

12 1 - 50 of 61
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