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  • 1.
    Norgren-Hansson, Mimmi
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    Caring ability’s within peer groups in Swedish compulsory schools2019Conference paper (Other academic)
    Abstract [en]

    In compulsory schools in Sweden there is an ongoing debate on the basic values in the Swedish curriculum, often in reference to violations of current standards in forms of bullying, harassment, discrimination and offensive treatment (Nyström 2011: 11). It would also be interesting to notice the stories and expressions of care and friendship in peer to peer relations. Increased knowledge regarding caring within peer groups, can generate new strategies for the education of basic values stated in the Swedish curriculum.

    According to the Swedish education act (2010: 800), teachers are assigned to convey not only knowledge but also values. The curriculum stresses the ability to “act responsibly towards themselves and others” (Lgr11). The care perspective is further highlighted in phrasing the aim "can empathise with and understand the situation other people are in and also develops the will to act with their best interests at heart" (Lgr11). The ability to empathize with others is regarded as fundamental from a care ethical perspective as it is the basis for later action (Noddings, 1984: 16).

    I will display my preliminary results from an interview study whit pupils from Swedish compulsory school focusing on experience of caring in peer to peer relations. From this results I will reason about the possibility of using care ethics as an analytic tool in the work with the basic values in the Swedish curriculum and further the need for a discussion about moral education, highlighting the importance of masculine and feminine coded ethical perspectives in school.  

  • 2.
    Norgren-Hansson, Mimmi
    Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies.
    The ethical perspective on value-based work: care ethics as an analytical opportunity?2019In: NOFA7 Abstracts​: Stockholm University, 13-15 maj, 2019, 2019, Vol. 7, p. 159-159Conference paper (Other academic)
    Abstract [en]

    According to the Swedish education act (2010: 800), teachers are assigned to convey not only knowledge but also values. These values are concertized in the curriculum. For example, under the headline ethical perspective, "An ethical perspective is of importance for many of the issues that are taken up in the school. This perspective should permeate schooling in order to provide a foundation and support pupils in developing their ability to form personal standpoints and to act responsibly towards themselves and others."(Lgr11) The importance of being able to make personalstandings, but also to actually be able to translate these into respectful acting in relation to one selves and others is therefore established. The care perspective is further highlighted as the curriculum states that " can empathize with and understand the situation other people are in and also develops the will to act with their best interests at heart". The ability to empathize with others is regarded as fundamental from a care ethical perspective as it is the basis for later action (Noddings, 1984: 16). The subject of religion can often play a particular role in the work of moral education (for example, Almén, 2000: 205, Hartman 2008: 78, Larsson, 2009: 63, Franck & Löfstedt, 2015: 129, Lindström & Samuelsson, 2018). The care-oriented parts of the curriculum are therefore possible to describe, analyse and conduct a critical discussion about based on the basic values in the Swedish curriculum but also through a religious didactic perspective. Increased knowledge regarding the value-based mission based on the aspect of care, can generate new strategies which will allow students to develop these abilities and values. Instead of focusing solely on the complications in peer to peer climate, it is important to seek the expressions for the ability to maneuver in a social landscape with care for others as goals and means. The current debate on the basic values in the Swedish curriculum is often in reference to violations of current standards in forms of bullying, harassment, discrimination and offensive treatment (Nyström 2011: 11). This perspective may be interesting to turn around. I argue that in order to increase goal achievement in school's value-based education, care ethics are to provide analytical basis to the student's prosocial behavior within peer groups. This can also be the basis for a discussion about moral education, highlighting the importance of masculine and feminine coded ethical perspectives in school.

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