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Berättelser om omsorg: omsorgsetikens kritiska potential i skolans värdeförmedlingsuppdrag
Umeå University, Faculty of Arts, Department of historical, philosophical and religious studies. Umeå University, Faculty of Social Sciences, Umeå Centre for Gender Studies (UCGS).
2024 (Swedish)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Narratives of care : on the critical potential of care ethics in values education (English)
Abstract [en]

From a care ethics perspective, this thesis aims to discuss and conceptualise children’s experiences of care in Swedish compulsory school. I initiate an ethical discussion focusing on the theoretical core of care ethics and exploring how the framework can be used and developed within the aforementioned educational context. The thesis consists of two empirical and two theoretical articles. In the empirical articles, a qualitative approach is employed to interview sixth-grade children about their experiences giving and receiving care within peer relationships in school. The theoretical articles explore the conditions of values education in Swedish schools and the application of the care ethics framework in the context of new moral psychological research. Article I, “Dissonance between liberal and conservative function: an analysis of values education in Swedish schools”, underscores the significance of contextualisation in analyses of values education, emphasising the intricate interplay between societal values and those imparted within educational contexts. It critically evaluates existing theoretical frameworks and approaches, highlighting the need to disentangle values from function and navigate dissonance within diverse value systems. In article II, “Caring narratives from Swedish compulsory school”, a care ethics perspective is employed to analyse caring narratives from pupils in sixth grade, revealing the dynamic roles of caregivers and recipients of care in shaping a reactive care narrative. Partiality’s pivotal role in care dynamics is explored in article III, “The partial care”, stressing its impact on peer relationships in school environments. Article IV, “What can Moral Psychology Contribute to the Understanding of an Ethics of Care?”, delves into recent developments in moral psychology, challenging the care ethics understanding of moral reasoning by acknowledging the connection between rapid emotional responses and deliberate rational thinking. It connects these psychological insights with the ethics of care, exploring the relationship between intuitive acts of natural care and deliberate choices of ethical care in a moral pedagogical context. In synthesising these themes, my thesis contributes to a relational understanding of values education and situates the ethics of care framework within the realm of education. It offers a novel perspective on the interrelationships between values education, critical Religious Education, and the feminist framework of care ethics, enriching the discourse within these subdisciplines.

Place, publisher, year, edition, pages
Umeå: Umeå University, 2024. , p. 115
Keywords [en]
values education, moral education, care ethics, peer-relations, compulsory school
Keywords [sv]
Värdeförmedling, värdegrundsuppdraget, omsorgsetik, elevrelationer, mellanstadiet
National Category
Religious Studies Ethics Gender Studies Educational Sciences
Research subject
sociology of religion; Ethics
Identifiers
URN: urn:nbn:se:umu:diva-219844ISBN: 9789180702324 (print)ISBN: 9789180702331 (electronic)OAI: oai:DiVA.org:umu-219844DiVA, id: diva2:1830025
Public defence
2024-02-16, HUM.D.220, Humanisthuset, Umeå, 13:15 (Swedish)
Opponent
Supervisors
Available from: 2024-01-25 Created: 2024-01-22 Last updated: 2024-01-22Bibliographically approved
List of papers
1. Dissonansen mellan liberala värden och konservativ funktion: en analys av värdeförmedlingen i svensk skola
Open this publication in new window or tab >>Dissonansen mellan liberala värden och konservativ funktion: en analys av värdeförmedlingen i svensk skola
2023 (Swedish)In: Tidskrift för politisk filosofi, ISSN 1402-2710, E-ISSN 2002-3383, no 2, p. 2-14Article in journal (Refereed) Published
Abstract [sv]

Värdegrundsarbetet i svensk skola vilar på en inre konflikt. Denna motsättning återfinns i dissonansen mellan de värden som förmedlas i skolan och den funktion som värdeförmedlingen har i relation till det svenska majoritetssamhället. Eftersom de värderingar som förmedlas är huvudsakligen liberala och således ligger i linje med det svenska majoritetssamhället blir funktionen av värdeförmedlingen konservativ när den strävar efter att upprätthålla status quo. Det finns således en spänning mellan liberala värden och konservativ funktion i skolans värdeförmedling. I denna artikel kommer jag att analysera denna spänning för att sedan diskutera några möjliga förhållningssätt till dissonansen inom skolans värdeförmedling. I samband med detta argumenterar jag för vikten av att särskilja värdeförmedling från akademisk prestation. 

Place, publisher, year, edition, pages
Thales, 2023
Keywords
Värdeförmedling, liberala värden, konservativa värden, värdegrund i skolan
National Category
Philosophy, Ethics and Religion Educational Sciences
Identifiers
urn:nbn:se:umu:diva-215543 (URN)
Available from: 2023-10-21 Created: 2023-10-21 Last updated: 2024-01-22Bibliographically approved
2. Omsorgsberättelser från mellanstadiet: Elevers berättelser om omsorg utifrån relationen mellan omsorgsgivare och omsorgstagare
Open this publication in new window or tab >>Omsorgsberättelser från mellanstadiet: Elevers berättelser om omsorg utifrån relationen mellan omsorgsgivare och omsorgstagare
2022 (Swedish)In: Nordisk tidsskrift for pedagogikk og kritikk, E-ISSN 2387-5739, Vol. 8, p. 49-62Article in journal (Refereed) Published
Abstract [sv]

Skolan som institution arbetar med kunskapsförmedling men har både historiskt och i nutid även ett värdeförmedlande uppdrag. I både svensk och norsk utbildningspolicy såväl som i en internationell utbildningskontext fokuserar man inom detta uppdrag alltmer på individens framgång, förmågor och kompetenser. Risken med detta är att relationella aspekter av moral reduceras. Ett omsorgsetiskt perspektiv på det värdeförmedlande arbetet i skolan har potential att både komplettera och utmana en individualistisk värdeprofil. Med utgångspunkt i omsorgsetikern Nel Noddings teoribildning rörande omsorgstagare och omsorgsgivare undersöks i denna studie omsorgsberättelser från elever i årskurs sex. Utifrån åtta kvalitativa intervjuer är syftet med studien att analysera och diskutera berättelsernas narrativ samt hur omsorgstagare och omsorgsgivare positioneras. De två rollerna porträtteras av eleverna på olika sätt, omsorgstagare i tillstånd medan omsorgsgivare karaktäriseras genom handling. Tillsammans skapar de sedan ett reaktivt omsorgsnarrativ i vilket omsorgsgivaren reagerar på omsorgstagarens lidande. Med grund i resultatet förs till sist en diskussion om risken med en förståelse av omsorg begränsad till reaktiva handlingar.

Abstract [en]

Even though the school as an institution primarily works with academic knowledge, moral education has both historically and today been part of the educational mission. In Swedish and Norwegian education policy, as well as in the international education context, moral education have an increased focus on the individual’s success, abilities and competences. Within this profile, relational aspects of morality are at risk of being reduced. A care ethics perspective on moral education has the potential to both complement and challenge an individualistic value profile. Based on care ethicist Nel Nodding’s theory regarding the relation between the one-caring and the cared-for, this study analyzes care stories from interviews with pupils in sixth grade. The purpose of the study is to analyze and discuss stories of care, based on pupils’ everyday school life. The study consists of eight qualitative interviews in which the narratives of the stories and the positioning of the one-caring and the cared-for are examined. These roles are portrayed in different ways in the pupils’ stories, the cared-for in states while the one-caring are characterized by action. Together, they create a reactive narrative in which the one-caring reacts to the cared-for’s suffering. Based on the results, a discussion is held about the risk of an understanding of care limited to reactive actions. 

Place, publisher, year, edition, pages
Cappelen Damm AS, 2022
Keywords
omsorgsetik, etikundervisning, kamratrelationer
National Category
Gender Studies Philosophy, Ethics and Religion Educational Sciences
Identifiers
urn:nbn:se:umu:diva-194488 (URN)10.23865/ntpk.v8.2256 (DOI)
Available from: 2022-05-06 Created: 2022-05-06 Last updated: 2024-01-22Bibliographically approved
3. Den partiska omsorgen i elevrelationer
Open this publication in new window or tab >>Den partiska omsorgen i elevrelationer
2023 (Swedish)In: Utbildning och lärande, ISSN 1653-0594, Vol. 17, no 3, p. 23-39Article in journal (Refereed) Published
Abstract [en]

This article delves into the dynamics of care within peer relationships, examining how care is expressed between the caregiver and the recipient of care, as well as their broader connections with others. Based on qualitative interviews with twelve pupils, this study investigates the experience of giving and receiving care, particularly in relation to partial friendships. The results uncover two key dimensions of care: internal care, which influences the motivation, understanding, reciprocity and continuity of care within the caregiver-recipient relationship, and external care, which extends beyond this relationship to encompass aspects such as social inclusion and support during conflicts. This research underscores the pivotal role of partiality in shaping the dynamics of care and raises questions about its implications within an educational environment. Furthermore, it contributes to the framework of care ethics, stimulating a philosophical discourse on the moral aspects of partiality in an educational context.

Place, publisher, year, edition, pages
Högskolan Dalarna, 2023
Keywords
Care ethics, peer-relations, partiality, compulsory education
National Category
Philosophy, Ethics and Religion Educational Sciences Gender Studies
Identifiers
urn:nbn:se:umu:diva-217020 (URN)10.58714/ul.v17i3.13192 (DOI)
Available from: 2023-11-23 Created: 2023-11-23 Last updated: 2024-04-19Bibliographically approved
4. What can Moral Psychology Contribute to the Understanding of an Ethics of Care?
Open this publication in new window or tab >>What can Moral Psychology Contribute to the Understanding of an Ethics of Care?
2020 (English)In: Teaching Ethics, ISSN 1544-4031, Vol. 20, no 1/2, p. 157-167Article in journal (Refereed) Published
Abstract [en]

The recent development within moral psychology has contributed to change the understanding of how people in general make moral judgements. The results suggest that moral judgements typically involve two cognitive processes, rapid emotional responses and slow acts of rational thinking, where the significance of the latter traditionally has been overemphasized. It is possible to argue that the division in moral psychology has a counterpart in an ethics of care which distinguishes between intuitive acts of natural care and deliberate choices of ethical care. The purpose of this paper is thus to discuss if and how the recent development within moral psychology can be used to understand an ethics of care as a moral pedagogical model. We will argue that the findings in moral psychology can contribute to the interpretation and application of an ethics of care which can benefit the understanding of both theories in an educational context.

Place, publisher, year, edition, pages
Philosophy Documentation Center, 2020
Keywords
Moral Psychology, Social Intuitionist Model, Ethics of Care, Care Ethics
National Category
Philosophy, Ethics and Religion Educational Sciences
Identifiers
urn:nbn:se:umu:diva-181864 (URN)10.5840/tej202132986 (DOI)
Available from: 2021-03-30 Created: 2021-03-30 Last updated: 2024-01-22Bibliographically approved

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Norgren Hansson, Mimmi

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Output format
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