Browsing by Author "Jonsson, Emma"

Now showing 1 - 3 of 3

Hur skildras judar och judendom? En textanalys av svenska medier
(2015-01-28) Jonsson, Emma; Göteborgs universitet/Institutionen för litteratur, idéhistoria och religion; University of Gothenburg/Department of Literature, History of Ideas, and Religion
In my study, I aim to examine how the printed Swedish media depicts Jews and Judaism. How the agenda is for the depiction of Jews and Judaism and how it can be related to didactic challenges within the school subject religion. The study is based on 194 articles from the Swedish newspapers, Dagens Nyheter and Svenska Dagbladet, in July and August 2014. I use a qualitative and a quantitative text analysis where I put articles in different categories. The study’s theoretical framework is The Agenda-Setting Theory and my study leans against Bachner (2006), von Brömssen (2012) and Revell's (2010) thoughts on the media having great influence over our image of religion and religious groups. My study shows, among other things, that Jews and Judaism are mainly mentioned in the media in relation to the conflict in Israel and Palestine, World War II or anti-Semitism. In my study, I have found that Jews and Judaism are depicted as an ethnic group instead of a religious group or as religious manifestations. The articles that mention Jews and Judaism are mainly related to negative events, and only two of the articles, according to me, are about something positive. I can therefore with the help of The Agenda-Setting Theory, von Brömssen (2012) and Revell (2010), assume that young people's views on Jews and Judaism cannot be interpreted as a religious depiction. Instead they are rather seen as an ethnic group, and also that young people associate Jews and Judaism with negative events such as war, conflict and hatred.
Skolverket riktigt spottar ut material kring läroplanen, det är helt otroligt! Pedagogers tillämpning av Lgr 11 i läs- och skrivundervisningen
(2013) Jonsson, Emma; Henricsson, Josefin; Göteborgs Universitet/Institutionen för sociologi och arbetsvetenskap
Sammanfattning År 011 gav Utbildningsdepartementet ut den nya läroplanen Lgr 11. I vår studie undersöker vi hur denna har tagits emot av sju pedagoger vi intervjuat. Vi diskuterar frågor som implementering, förändringar och känslor kring de nya reformerna i den tidiga läs- och skrivinlärningen. Vi vill ta reda på hur pedagogerna vi intervjuat ställer sig till den nya läroplanen, använder de den nya läroplanen i annan utsträckning än tidigare läroplaner och hur ser bedömningen av svenskämnet ut. Vi använder oss av samtalsintervjuer för att komma pedagogerna nära och få en så bred bild som möjligt av deras upplevelser kopplat till den nya läroplanen. Ett resultat som vi kan se i vår studie är att bedömningsarbetet har tagit en ny vändning. Istället för summativ bedömning arbetas det nu aktivt med införandet av formativ bedömning på de flesta håll. Vi ser även att lärarnas administrativa arbete ökat i omfång, vilket medfört att flera lärare i vår studie känner att tiden inte räcker till. Vi kan också urskilja olika kunskapssyn hos de pedagoger vi intervjuat, vilket påverkar svenskämnets utformning. Den nya läroplanen har stor betydelse för den svenska skolan och det är viktigt att pedagoger är väl insatta i den för att kunna skapa de bästa förutsättningarna för att alla elever ska kunna lyckas.
”You can’t figure their religion by their face” – En kvalitativ intervjustudie med fem franska unga vuxna om förbudet av religiösa symboler i franska skolan i relation till laïcité
(2015) Jonsson, Emma; Maxe, Mattias; Göteborgs Universitet/Institutionen för litteratur, idéhistoria och religion
”You can’t figure their religion by their face” – A qualitative interview study with five French young adults about the ban of religious symbols in French schools in relation to laïcité With our study, we aim to examine five French young adults opinions regarding the law on the prohibition of religious symbols in French schools. In addition, we have examined their views in relation to the French concept of laïcité and what consequences a similar law could have for Swedish schools. The study is based on our qualitative interviews with five French young adults, these are then analysed using “väsenmetoden”. As a theoretical framework, we used the concept of laïcité, which may partly be explained as the respectively autonomy of the state and religion. Laïcité is closely associated with philosopher Rousseau's works Of the Social Contract and many of the ideas raised during the French Revolution. Our study shows that our respondents are in favour of the law banning religious symbols in French schools. The idea that religion and school should be separated from each other is seemingly natural for our respondents and we see a clear connection between the concept of laïcité and the respondents answers. Through the study, we have found both positive and negative aspects of the law. To show religious beliefs through religious symbols in schools are a complex issue, which is proven both among our respondents and in our research survey, which includes Bowen, Salton and Scott. In our study we have concluded, that a law prohibiting religious symbols in schools, does not go well with our view of the Swedish teaching profession’s duty. Although we do not believe the law is consistent with our image of the teaching profession, we have found it very rewarding to gain insight in how these French young adults look at the prohibition of religious symbols in French schools. Through our study, our view of the ban has been broadened and we have been given a greater understanding of different ways of looking at the use of religious symbols in schools.