Books and chapters / Böcker och kapitel (Department of Political Science / Statsvetenskapliga institutionen)
Permanent URI for this collectionhttps://gupea-staging.ub.gu.se/handle/2077/28051
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Item Education and political participation revisited(2025) Persson, Mikael; Lindskog, HilmaThis chapter revisits the longstanding question of the relationship between education and political participation. It critically examines three dominant theoretical models: the absolute education model; the pre-adult socialization model; and the relative education model. The absolute education model posits that education directly enhances political engagement through increased civic skills and knowledge. In contrast, the pre-adult socialization model argues that factors preceding education, such as family background and cognitive abilities, are the primary drivers of political behaviour, with education serving merely as a proxy. The relative education model suggests that education's impact is mediated through social status and network effects, where the value of education is contingent upon the educational attainment of others in society. The chapter synthesizes empirical findings and methodological advancements.Item The Socialization Effect of Education on Authoritarian-Libertarian Values(2025) Lindskog, Hilma; Persson, MikaelThis chapter examines the effect of socialization in education on the formation of authoritarian-libertarian values. Over the past few decades, education has emerged as an increasingly important predictor of electoral outcomes and political orientations, renewing academic debate on the underlying mechanisms that drive the association. This chapter provides an overview of the central theoretical perspectives and recent findings in the field. Beginning with an discussion of the different strands of research in the literature on political socialization and education, the chapter thereafterfocuses on the importance of schools as sites for socialization. Special emphasis is given to the contextual conditions facilitating attitudinal change, highlighting the fact that the school class composition and political context are expected to play central roles in determining whether and how attitudes are socialized. It further addressess the methodological difficulties involved in distinguising the direct socializing effects of education from selection effects into education. Finally, the chapter concludes by exploring avenues for future research.Item Which Teaching Practices Promote Students’ Democracy Learning? A Systematic Review(2025) Wallin, Pontus; Olson, Maria; Persson, MikaelIn this systematic review, we provide an overview of research regarding the question: Which teaching practices promote students’ democracy learning? We utilized a rigorous approach to thoroughly survey the literature and report research findings. The studies chosen focused on teaching practices, with the explicit goal of enhancing students’ democracy learning in school; that is, knowledge, skills, attitudes, or values related to democracy. This review encompasses both intervention studies, which investigate the hypothesized causal relation ship between specific teaching methods and students’ democracy learning, and correlational studies, which examine the connection between the classroom environment and students’ democracy learning. The studies indicate that teaching methods involving a high degree of student participation, such as discussions, group work, role-playing, simulations, and stu dent involvement in decision-making, effectively foster democracy learning. Furthermore, the studies suggest that an open and positive classroom environment, along with teacher engagement, leadership, and attitudes, are crucial factors in promoting students’ democracy learning. There are previous systematic reviews on related areas, but only a few focus on how teachers can design teaching to promote democracy learning. The review that most closely resembles this one is a recently published systematic review by Teegelbeckers et al. (2023). One of their most important conclusions is that teaching has differential effects on demo cratic competences. Considering these differential effects, the authors concluded that some practices have general positive effects. Among these are instruction with classroom discus sion, small-group work, application assignments, civic projects, and practicing democratic decision-making in simulations or school decision-making programs. However, the focus of the review was on citizenship education more broadly, albeit with an ambition to narrow it down to citizenship education related to liberal democracy. The scope of the search was also limited to studies published between 2010 and 2020. Their review also included studies of higher education at universities and colleges. This review serves an important purpose to give a comprehensive overview of empirical research focusing on students’ democracy learning in pre-college educationItem Väljarna och valet 2022(2024) Oscarsson, Henrik; Bäckstedt, Felix; Cederholm Lager, Anna; Karlsson, Richard; Solevid, Maria"Väljarna och valet 2022 är en samlad analys av det svenska riksdagsvalet 2022. Med utgångspunkt i Valforskningsprogrammets undersökningar studeras de svenska väljarnas upplevelser, överväganden och röstningsmotiv. Boken ger en detaljerad bild av vad som hände under valrörelsen och hur mitten-högerpartierna kunde gå segrande ur ett historiskt jämnt val. I bokens 44 kapitel besvaras en lång rad frågeställningar som bidrar till att sätta in 2022 års val i ett historiskt sammanhang: Hur förändrades väljarnas politiska preferenser under mandatperioden och under valrörelsen? Hur och i vilken utsträckning tog väljarna del av medievalrörelse och partibudskap? När bestämde sig väljarna för hur de skulle rösta? Vilka var de viktigaste frågorna för väljarnas partival? Hur stor betydelse hade partiledarna, statsministerkandidaterna, taktikröstandet, valkompasserna och partiernas kampanjer för valutgången? Gick den svenska valdemokratin stärkt eller försvagad från de allmänna valen i september 2022?"Item Utmaningen : om ansvar, kvalitet och ledning i universitet och högskolor(Göteborgs universitet, 2011) Boström, Bengt-Ove; Göteborgs universitetBoken Utmaningen behandlar frågor om ansvar, kvalitet och ledning för den autonoma akademin. Varför bör akademiska lärosäten och deras lärare och forskare vara autonoma? Vilket ansvar medför autonomin, och hur kan akademin axla det ansvaret? Vilken roll kan och bör ledningen spela?