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  • 151.
    Ideland, Malin
    et al.
    Malmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Bengtsson, Karin
    Gustafsson, Josefine
    Hultberg, Kristine
    Lindvall, Bo
    Petrovic, Smilla
    Enö, Mariann
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Rapport i forskningscirkeln: genus och utomhuspedagogik2011Report (Other academic)
    Abstract [sv]

    Slutrapport från forskningscirkel om utepedagogik och genus som genömfördes tillsammas med Naturskolan i Malmö och tre förskolor.

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  • 152. Isendahl, Christian
    et al.
    Liljefors Persson, BodilMalmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Ecology, Power and Religion in Maya Landscapes2011Collection (editor) (Other academic)
  • 153. Isendahl, Christian
    et al.
    Liljefors Persson, Bodil
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Ekologi, makt och religion på Yucatan i ett långt tidsperspektiv2006In: Miljöhistoria över gränser / [ed] Fredrik Björk, Per Eliasson, Bo Fitzböger, Malmö högskola, 2006, p. 97-126Chapter in book (Other academic)
    Abstract [sv]

    Detta kaptiel baseras på studier av relationen mellan religion, makt och ekologi i mayas samhälle sett i ett långt tidperspektiv. Kapitlet presenterar utgångspunkter för ett tvåårigt forskningsprojekt med fältarbeten för att fördjupa dessa tre perspektiv genom olika delstudier i olika tidsperioder i Yucatans historia. Resultaten visar på förändringsprocesser som åtföljs av kontinuitet inom såväl det socio-politiska som det religiösa livet både i förspansk tid, i tidigkolonialtid som i modern tid.

  • 154. Isendahl, Christian
    et al.
    Liljefors Persson, Bodil
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Introducing Ecology, Power, and Religion in Maya Landscapes2011In: Ecology, Power and Religion in Maya Landscapes / [ed] Christian Isendahl, Bodil Liljefors Persson, Verlag Anton Saurwein, 2011, p. 9-16Chapter in book (Other academic)
  • 155.
    Johansson m.fl., Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    "Hundra år sedan Amalthea"2008In: Sydsvenska Dagbladet, no 2008-03Article in journal (Other (popular science, discussion, etc.))
  • 156.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Den första sista strejken2009In: Sydsvenska Dagbladet, no 090808, article id B-delArticle in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    I augusti 1909, för precis hundra år sedan, bröt storstrejken ut i Sverige. En händelse som satte djupa spår i svensk politik och som utgjorde startpunkten för bygget av en av världens mest framgångsrika välfärdsstater. Roger Johansson berättar historien om sommaren som formade det moderna Sverige.

  • 157.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Drömmen om en bättre värld2011In: Efter Arbetet, ISSN 1652-716X, Vol. 2011-04-29, p. 15-15Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Historien om Första maj i USA

  • 158.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Företagsarkivet och filmen: Bara ben och fantastiska maskiner2003In: Med Malmö i minnet: Malmö stadsarkiv 100 år / [ed] Kerstin Martinsdotter, Malmö stadsarkiv , 2003, p. 203-214Chapter in book (Other academic)
  • 159.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS). Malmö högskola, Faculty of Culture and Society (KS), Institute for Studies in Malmö's history (IMH).
    Gå till historien: Tolv vandringar för dig som vill upptäcka Malmö2011Collection (editor) (Other academic)
    Abstract [sv]

    Historiska och tematiska vandringar genom Malmö

  • 160.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Gå till historien: Tretton vandringar för dig som vill upptäcka Malmö2008Collection (editor) (Other academic)
  • 161.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Haymarket2007In: Nationalencyklopedin, Nationalencyklopedin, 2007Chapter in book (Other academic)
  • 162.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Husrannsakan hos chefen och andra handelsberättelser från Malmö. Handels 100 år 1906-20062006Collection (editor) (Other academic)
    Abstract [sv]

    Handelsarbetarnas historia i Malmö genom 100 år.

  • 163.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Introduction2011In: War, Peace and Citizenship Research / [ed] Peter Cunningham, CiCe, Children's Identity and Citizenship in Europe, Institute for Policy Studies in Education, London Metropolitan University , 2011, p. 1-2Chapter in book (Other academic)
    Abstract [en]

    On Peace Education

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  • 164.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Kampen om rummet. Monument som representationer av våld. Spår av ett våldsamt förflutet2011In: Våldets topografier. Betraktelser över makt och motstånd / [ed] Carina Listerborn, Irene Molina, Diana Mulinari, Bokförlaget Atlas, 2011, p. 361-414Chapter in book (Other academic)
    Abstract [sv]

    Kampen om rummet i staden. Strider om att resa monument i Ådalen Sverige och Haymarket/Chicago USA.

  • 165.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Min historiebok - En didaktisk berättelse2007In: rapporter om utbildning, ISSN 1101-7643, no 3:2007, p. 85-103Article in journal (Other academic)
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  • 166.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    National trauma in textbooks: Sweden and the United States of America2007Conference paper (Refereed)
    Abstract [en]

    Theoretical and methodological framework: In my paper I will take of in a theoretical framework related to a German historian Reinhart Kosellecks Begriffsgechichte as an empirical study over the struggle to give meaning to important concepts in our thinking. I will also make some sort of methodological take of in this paper in a model from a Danish historian, Bernard Eric Jensen. In this model he discuss the fields were we meet, and the fields were we produce history. In the centre of the model he has put the concept – historical consciousness e. g. how we connect the present with the past and the future. My sources: My research is based on 34 textbooks in History for compulsory school in Sweden published between 1940 and 1996, and similar 40 textbooks published in United States of America between the years of 1887 and 1995. The question: I will focus on two national traumas on the labor market; The bomb on Haymarket Square in 1886, Chicago, USA and the deadly shouting by a military troop on a peaceful demonstration in Ådalen, Sweden in 1931. However, the two events rapidly became important concepts; Haymarket is close related to the international May Day tradition and Ådalen in Sweden as a turning point and a start for the Swedish welfare state – at least in the retrospective perspective of the history writing of today. Howe has the two narratives been retold in the textbooks in history for compulsory school? Is it the same narrative or does it changes over time? Howe does the textbooks reflect conflicts and different values of its present time in the society? What meaning do the two events play in different narratives - in Sweden and the United States? A short example: Textbooks in the US - a battlefield American Historians have used textbooks as sources to interpret changing discuses within the American society in a very interesting way. As Joseph Moreau rites: ”Examining textbooks through the lens of the”nation” is an effective way to unmask these conflicts.” Both Joseph Moreau and Jonathan, Zimmerman has pointed out periods of transitions in American textbooks in the 1890-, 1920-, 1930-, 1960- and 1980. I will just give two short examples; one from a textbook used from the very turn of the last century to the mid 1920th, and one from a textbook printed in 1938, just before Word War two. It’s quite easy to follow the footsteps of Moreau and Zimmerman and relate their studies to my study about Haymarket and labor movement. Those textbooks which was published just before or after the bomb at Haymarket 1886 was coloured by the sympathy and the concern many middleclass and intellectuals felt over the extreme poverty in many cities, and the conflicts at the labor market in the US. History of the United States printed in 1888 is one example: “Throughout the land mechanics and laborers of all classes had formed Union-organizations for controlling hours of labor and daily pay, and for taking care of stick or unfortunate members.” Some years later it’s a quite another narrative told by D. H. Montgomery. ”In Chicago forty thousand men left their employments…Processions of strikers, ten thousand strong, , marched through the streets, - in some cases, with all the precision of movement of a body of highly drilled troops…- an Englishman – urged the most violent measures. [At Haymarket] …some one threw a dynamite bomb at the police…then drew revolvers, and fired on the police….The ringleaders of the mob were arrested, and brought to trial. All but one were of foreign birth. They belonged to a small but dangerous class calling themselves Anarchists. The object of the Anarchist is to overthrow all forms of government, either by peaceable means, or…by murder, and the destruction of property.” It’s a narrative built up on a framework of dangerous alien anarchists threatening the society and the private property with bombs. The recently arrived immigrants have not yet learned American traditions and costumes. It’s retold also in First World War anti-labor discourse: “The most violent outbreak of this kind occurred in Chicago, where 40.000 men suddenly stopped at work. A band of violent anarchists ...The leaders in the terrible assault were caught and four of them were hanged after a faire trail in court. Since then anarchists have been severely dealt with in this country.” If we go ahead; my second example is from a textbook published in the end of the New Deal area and it is obvious that the labor movement at that time had became an integrated part of the textbooks, witch reflects the changing values within the American society. The textbook tells us by the headline of the chapter: ”Samuel Gompers, The Greatest American Labor Leader.” Gompers has got a chapter of his own – his life story and fortunes is also an allegorical narrative about the history of the American society. Gompers was born in a poor but harmonic working class family in England and came to New York as young immigrant with his family at the age at 14, and he became at cigar maker. From his very first day at work he became a member of the Cigar Makers Union and he stared to study what he could do to give the workers a better life. That is why he founded the American Federation of Labor and he became its president for 37 years. When the workers of US unionized the living conditions became better and life healthier, the working day was shortened and the salaries raised and it became possible for a common worker to give the children a good education and a god home. ”Mr. Gompers was happy to see the condition of the working people so much improved, but he was never satisfied. He kept on working…[and]…did a great deal to help make the working people of the United States happier and more comfortable than the workers in any other country.” The narrative over Gompers is also a narrative over the American dream, by hard labor it is possible also for the poorest immigrant to succeed, and how America today is more wealthy than any other country on earth. In this narrative there is no place for those Marxian circles were Gompers participated or the work for pardon the Haymarket martyrs. Even the parents of the children are included in the “we –are all-in-the-same-boat” – narrative: ”// 3. Find out how many of the fathers of the pupils in your class belong to labor unions or employ men who belong to unions. List the names of these unions to see whether or not there are many different unions represented. //” In the Cold War textbooks ”American” is defined by the capitalist system and Haymarket has its place as an frightening concept of radicals.

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  • 167.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Storstrejken i backspegeln2009In: Efter Arbetet, ISSN 1652-716X, no 090807Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Storstrejken för precis 100 år sedan har ständigt omtolkats. Historieskrivningen speglar inte bara vad som faktiskt hände, utan också läget i Sverige när historien skrivs, anser historikern Roger Johansson. Kanske står vi idag inför ännu en omtolkning.

  • 168.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Strejkspel som politiskt verktyg. Recension av Stefan Backius doktorsavhandling Spelet om Norbergsstrejken2011In: Mimerbladet, ISSN 1102-5913, Vol. Maj 2011, p. 2-2Article, book review (Other academic)
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  • 169.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    The History of May Day and the struggle for the History2007Conference paper (Refereed)
    Abstract [en]

    Name: Roger Johansson, PhD, senior lecturer, Department: History Department/Teacher Education, Institution Malmö University, Sweden Phone: +46 (0)40 665 80 84, cell-phone +46 (0)709 655 380 E-mail: roger.johansson@lut.mah.se Title of paper: The History of May Day and the struggle for the History – Narratives of the May Day in the United States This paper will discuss the May Day in the US. There is also a close relation between the International May Day and the Haymarket tradition. An American historian, William Adelman, wrote about the Haymarket events in 1886 in Chicago: “The Haymarket bomb, the May Day march for the eight hour day, the trial, and execution started a chain of events that have influenced every corner of the globe.” And it would not be possible to understand the heavy symbolism of the Haymarket, without understanding how close related the events were – and still are – to the eight-hour-working-day, free speech, and most of all, the international May Day. Carl Smith, another American historian, wrote about the meaning of the bomb: ”…the profoundest questions of all: under what conditions should human beings live and labor with one another? Four different monuments were erected to memorize the events at the Haymarket Square. Still, two of the monuments were placed at the Haymarket Square – but not at the same time. It is not surprisingly that the battle over the memory of the trauma also resulted in a violent battle over the space at the square in effort to erect a monument; The police monument from 1889 and The site of the Haymarket tragedy from 2004. As a member of the committee in 2004 the President of the Police Union in Chicago stated that the Haymarket monument also included the police as a labor force – today the Chicago police is unionized and a part of the labor movement in Chicago. And even more important, from the perspective of the international working class day, is the fact that when The site of the Haymarket tragedy was erected in 2004 it also became the starting point for the return of May Day in Chicago. And with the erection of the new monument over the Anarchists in 2004, the past and the present of the May Day tradition, meets at the Haymarket Square. Maybe this is how we should read the history over the two monuments. Monuments are not only shaping memories, or preserves the memory, the monument is talking to us and makes us understand our own contemporary world and in a deeper meaning they make us look into the future. In this sense a monument is truly interactive. The two monuments are standing as common testimonies of the May day of the 1886s in Chicago and everyone who meets The police monument or The site of the Haymarket tragedy are forced to meet the narratives they bring to us. As an American historian wrote, “…the passion” of the debate “…reveals how important the establishing of imaginative control over the city was….”, and you could add - still is. Ever since the Haymarket events, and even more, since the birth of the international working class May Day in 1890, there has been a struggle over the May Day and the meaning of the concept as an international working class day for class manifestations. In this sense the May Day reflects the conflicts inside the American society. On the other hand it gives us through its slogans, artefacts and the manifestations of the day, a representation of how the American working class movement understood the day and how this has changed over time. Both the attempts to criminalising the May Day by criminalising its artefacts by the Red Flag Law or by renaming the day to Child Health Day or working class celebration the day or not, or how Haymarket has been memorised, it all reflects changing values in the public debate and the imagines of the May Day inside the US working class and labor movement.

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  • 170.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    The History of May Day and the struggle for the History: Narratives of the May Day in United States2008Conference paper (Refereed)
  • 171.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Voices today from the eighties: constructing peaceful citizens2011In: War, Peace and Citizenship Research / [ed] Peter Cunningham, CiCe, Children's Identity and Citizenship in Europe, Institute for Policy Studies in Education, London Metropolitan University , 2011, p. 15-18Chapter in book (Other academic)
    Abstract [en]

    History of Peace Education

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  • 172.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Ådalen 1931 - Minuterna som blev historia. En historisk metodbok2006Book (Other academic)
  • 173.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Ådalen 75 år2006In: Arbetaren, no 2006-05Article in journal (Other (popular science, discussion, etc.))
  • 174.
    Johansson, Roger
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Ådalen: Ett monument över den lilla människans kamp2003In: Nationalencyklopedin : NEArticle in journal (Refereed)
  • 175.
    Johansson, Roger
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Berggren, Lars
    Bomben som skakade Sverige: om strejkbrytare och ungsocialister i Malmö hamn2008In: Ekot från Amalthea: en bok om gränslös konkurrens, våld och 2000-talets nya strider / [ed] Petter Larsson, ABF Malmö , 2008, p. 19-65Chapter in book (Other academic)
  • 176.
    Johansson, Roger
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Berggren, Lars
    Gruvarbetare i ett fångstsamhälle. Om arbetare vid kolgruvan i Kutdligssat på Grönland 1924-19552011In: Konflikt och samförstånd / [ed] Magnus Olofsson, Centrum för arbetarhistoria , 2011, p. 128-150Chapter in book (Other academic)
    Abstract [sv]

    En undersökning om arbetare och arbete vid en kolgruva på Grönland under åren 1924-1955

  • 177.
    Johansson, Roger
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Berggren, Lars
    Levande läromedel2006Collection (editor) (Other academic)
    Abstract [sv]

    Baksidestext: Det bedrivs ett omfattande pedagogiskt arbete på museer, arkiv och bibliotek runt om i Skåne. För att fördjupa arkiv- och museipedagogernas didaktiska kompetens skapades kursen Levande läromedel – kulturarvspedagogik. Kursen är ett samarbete mellan Lärarutbildningen vid Malmö högskola, Statens Kulturråd och museer och arkiv i Skåne. I denna antologi, med förord av historikerna Lars Berggren vid Lunds universitet och Roger Johansson vid Malmö högskola, presenteras de utvecklingsarbeten som kursdeltagarna genomfört tillsammans med skolor i regionen.Utvecklingsarbeten som bland annat handlar om hur lärare kan använda museer som läromedel på egen hand, hur arkiv, bibliotek och hembygdsföreningar kan vara en resurs för skolan för att levandegöra lokal historia, hur man kan inspirera lärare och elever till att använda sig av utomhusmiljöer i undervisningen. Innehåll: Pia Sander och Karin Sjöberg: Vägar till lokal historia / Kristina Bakran och Yvonne Sandberg: Använd museet som läromedel / Angelica Bondesson och Annika Hansson Moberg: Underbara fasansfulla människa / Ulf Bergendorff, Kerstin Martinsdotter och Samuel Thelin: Både damm och kufar / Lena Sundgren-Brorsson, Rosi Gerlach, Birgitta Liljeqvist och Anneli Oxenstierna: History and her-story / Karin Hjelmér, Pelle Johansson, Fredrik Nihlén, Ricky Wrentner: Träd och trä / Marianne Bomgren, Helen Hasslöf och Maria Jiborn: Klassens alla uterum

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  • 178.
    Johansson, Roger
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Berggren, Lars
    Levande Läromedel – Kulturarvspedagogik i praktik2007Collection (editor) (Other academic)
  • 179.
    Johansson, Roger
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Berggren, Lars
    People Meet History: A Swedish Television Production in a Medieval Milieu2005In: History Teaching, Identities, Citizenship / [ed] Luigi Cajani, Alistair Ross, Trentham Books, 2005Chapter in book (Other academic)
  • 180.
    Johansson, Roger
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Berggren, Lars
    "Populära lärare och intresserade elever. Den nationella utvärderingen av historieämnet i årskurs nio"2006In: Historielärarnas förenings årsskrift, no 2006Article in journal (Other academic)
  • 181.
    Johansson, Roger
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Berggren, Lars
    What part does the story of the past play in the struggle for the future? The construction of the Swedish nation in the 20th century in school history books2003In: A Europe of many cultures: proceedings of the fifth conference of the Children's Identity and Citizenship in Europe Thematic Network, CiCe publ , 2003, p. 233-238Conference paper (Other academic)
  • 182.
    Johansson, Roger
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Berggren, Lars
    Greider, Göran
    August Palm - historien om agitatorn som förändrade Sverige2007Book (Other academic)
  • 183.
    Johansson, Roger
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Berggren, Lars
    Greiff, Mats
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    125 år sedan August Palms första tal - Betydelsen av ett Arbetarrörelsens arkiv i Malmö2006In: Skånska Dagbladet, no 2006-10-01Article in journal (Other (popular science, discussion, etc.))
  • 184.
    Johansson, Roger
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Lundström, LarsMalmberg, ClaesMalmö högskola, School of Teacher Education (LUT), Nature-Environment-Society (NMS).
    Hur väcker och bibehåller vi intresset för NO och teknik?2010Collection (editor) (Other academic)
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  • 185.
    Johansson, Roger
    et al.
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Martinsdotter, Kerstin
    Amalthea 1908 och den brittiske strejkbrytaren som glömdes bort2010In: Elbogen 2010: Malmö Kulturhistoriska Förenings årsskrift / [ed] Rita Rohlin, Kerstin Martinsdotter, Anders Reisnert, Lars Svensson, Malmö kulturhistoriska förening , 2010, p. 47-81Chapter in book (Other academic)
    Abstract [sv]

    Ett forskningsprojekt om minnet av den brittiska strejbrytare som omkom av bomben på Amalthea i Malmö 1908. Bl.a intervjuer med efterlevande i England 2009 och 2010.

  • 186. Jönsson, Rune
    et al.
    Liljefors Persson, Bodil
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Educare 2006:6: Religionskunskap i årskurs 9 - Rapport från den nationella utvärderingen av grundskolan 2003 (NU03) - Samhällsorienterande ämnen2006Report (Other academic)
    Abstract [en]

    Religious Education in year 9 of the Swedish Compulsory School: One part of the national Evaluation of Compulsory School conducted by the Swedish ministry of Education in 2003 deals with Religious Education (RE). It is based on the National Curriculum for RE and focuses on the perspectives of vital questions, faith and tradition and ethics. On basis of the results the authors suggest some directions for future teaching in RE. Concerning vital questions the pupil’s thoughts focus on the big life-issues. More than 70% often think of the meaning of life, the future and death. When asked to evaluate their RE, between 30% and 50% of the pupils state that they had discussed vital questions in class, but still they wish for more discussions. Concerning faith and tradition, the pupils were given tasks about religious festivals and about religious narratives. Here they show lack of more in-depth knowledge and understanding. In ethical dilemmas the pupils show that they are fully capable of taking ethical stands, but they show contradictions between pronounced values and choices in simulated situations. These results also indicate that their solidarity is not very far-reaching. In conclusion, this investigation shows the need to discuss vital questions, ethics, and to develop a deeper knowledge and understanding of world religions and cultures. The pupils’ own demands for RE also have full support in the National Curriculum. It is obvious that RE can and should contribute in a substantial way to improve human relations in the multi-cultural and multi-faith Swedish society of today.

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  • 187. Jönsson, Rune
    et al.
    Liljefors Persson, Bodil
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Mångreligiösa Malmö2008In: Gå till historien. Tretton vandringar för dig som vill upptäcka Malmö. / [ed] Roger Johansson, Mezzo Media , 2008, p. 46-66Chapter in book (Other academic)
  • 188. Jönsson, Rune
    et al.
    Liljefors Persson, Bodil
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Solidaritetens gränser - eller: Är ett leende värt mer än ett par tior?2005In: R & L : Religion & Livsfrågor, ISSN 0347-2159, Vol. 38, no 1, p. 5-6Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    En kortfattad artikel baserad på resultat från Nationella utvärderingen, NU03, av ämnet religionskunskap för årskurs 9. Här fokuseras på elevsvar från olika etiska dilemmor.

  • 189. Jönsson, Rune
    et al.
    Liljefors Persson, Bodil
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Vad är rätt och rättvist?: enligt niondeklassare2004In: Religion & Livsfrågor, ISSN 0347-2159, Vol. 37, no 2, p. 20-21Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    En kortfattad artikel baserad på den nationella utvärderingen som genomfördes av Skolverket 2003, NU03. Här fokuseras hur elever resonerar kring olika etiska dilemmor, bl.a. kring rättvisa, solidaritet och människosyn.

  • 190. Jönsson, Rune
    et al.
    Liljefors Persson, Bodil
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Vet inte om det finns någon mening med livet. Jag har funderat en del på det2004In: Religion & livsfrågor, ISSN 0347-2159, Vol. 37, no 4, p. 6-7Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    En kortfattad artikel baserad på nationella utvärderingen som genomfördes av Skolverket 2003 i ämnet religionskunskap för årskurs 9. Här fokuseras livsfrågor och vad som upptar elevernas tankar kring livet och vad de upplever som viktigt och som vara meningen med livet.

  • 191.
    Kjellgren, Martin
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Taming the prophets: astrology, orthodoxy and the Word of God in early modern Sweden2011Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The purpose of this thesis is to analyse a displacement of the limits between allowable and illicit knowledge in the orthodox, Lutheran discourse of early modern Sweden. Focusing on the debate over astrology, exemplified in the works of Laurentius Paulinus Gothus (1565-1646) and Sigfridus Aronus Forsius (d. 1624), the thesis aims to challenge the view of how the Reformation, regarded as a preliminary stage to the Enlightenment and modern rationalism, contributed to the so-called ‘disenchantment of the world’, thus driving astrology and other ‘occult sciences’ out of the fields of established science. Throughout the sixteenth century, astrology had been fairly accepted. The principles of astral influence were included in physical theory, and astrology was still indispensable in medical practice. In the Reformation debate, astrology had even been used as a prophetic method in apocalyptical tracts and in preaching, and from the 1580s onwards, Swedish clergymen and intellectuals had issued astrological almanacs and prognostications. However, in the first decades of the seventeenth century, the clerical approach to astrology seemed to harden. Swedish bishops condemned astrology as a gentile, forbidden practice, and in 1619 the diocese chapter of Uppsala issued a verdict against astrological predictions. To explain this trend, a few central factors are emphasized. At the beginning of the seventeenth century, the relationship between worldly and clerical authorities changed. The division of responsibilities became clearer and the cooperation between Crown and Church was intensified. This meant that the clergy reached a new position where apocalypticism lost much of its political applicability. In the meantime, astrological literature had become accessible to the common man through the agency of the book printers. Hereby old arguments against astrology were accentuated among the orthodox in order to thwart the potentially prophetic claims of the astrologers. The main issue was not to reject astrology as such, but to maintain the clerical authority in confessional as well as in epistemological issues.

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  • 192.
    Lilja Andersson, Petra
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Vägar genom sjuksköterskeutbildningen: Studenters berättelser2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The aim of this study is to gain knowledge and understanding of how nursing students experience and manage the different parts of the education. A particular focus is set on the tension between a professional degree and an academic degree, between theoretical and clinical studies, and between the subjects nursing and medical science. Furthermore, the aim is to gain knowledge and understanding of aspects that are important to students’ learning on their path through the education. Life History was used as a theoretical and methodological approach of the study. The design was longitudinal and the study opened with a questionnaire to all students at the start of the education. Eight students were then interviewed recurrently throughout their education. The narratives of the students showed that they experienced and managed the education based on their individual notions and experiences. The education is a process in which students find their own way through the many diverse fields of the education. Aspects of importance for the students learning were: To have a clear goal, to revalue ones notions, to be acknowledged, when the abstract becomes tangible, to see education as a part of life, to hover between closeness and distance regarding the future profession and finally: to manage theory and practice in relation to one another. The professional degree seemed to be of highest importance to the students, and they had difficulties to see the meaning of the academic part of the education. The results showed that the students experienced that they learned and developed professionally in the clinical parts of the education and that emphasis on medical science still is present in the students’ notions about the education and the profession. The knowledge gained through this study can be used to support the students’ process of learning. An important implication is to use narration as a method within the education. Narration is one way of meeting the student but it is also a way to learn as narration in itself helps the student to create meaning. Teachers must also find ways that will help the student to understand that he or she needs to concretize and view the contents of the education as an comprehensive and meaningful entity instead of seeing them as diverse fields of study.

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  • 193.
    Liljefors Persson, Bodil
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Abrahams barn: inkluderande undervisning utifrån kreativt samarbete och dialog2011In: Religionsdidaktik: mångfald, livsfrågor och etik i skolan / [ed] Malin Löfstedt, Studentlitteratur AB, 2011, p. 187-202Chapter in book (Other academic)
    Abstract [sv]

    Detta bokkapitel behandlar ett forskningsprojekt där temat Abrahams barn stått i fokus i religionsundervisningen. Projektet har undersökt studenters erfarenheter av undervisning om temat Abrahams barn som ett moment i en kurs i lärarprogrammet som handlar om kulturmöten och identitet i skolan. I kursen introduceras judendom, kristendom och islam och i temat Abrahams barn, som ses som en didaktisk metod, får studenterna bland annat dramatisera berättelser ur Bibeln och Koranen efter ett upplägg av Dorothea Rosenberg. Ambitionen med kapitlet är att visa hur temat AB med sina ingående olika delar är ett sätt att undervisa om religions- och kulturmöten och identitetsskapande. Den kulturella och religiösa mångfald som möter i svenska klassrum idag kan på ett positivt sätt bidra till att religionskunskapsundervisningen blir ett spännande och kreativt utrymme där elever kan engageras i pågående samtal om vad som gör ett samhälle hållbart. Ett ämnesteoretiskt och didaktiskt medvetet arbete med temat Abrahams barn kan fungera utmärkt i syfte att skapa förutsättningar för inkludering och kulturmöten på olika stadier och utbildningsnivåer.

  • 194.
    Liljefors Persson, Bodil
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Blowing in the Wind: Divination and Curing Rituals among the Yucatec Maya based on the Books of Chilam Balam2006In: Acta Americana: journal of the Swedish Americanist Society : revista de la Sociedad Sueca de Americanistas, ISSN 1104-4446, Vol. 10, no 1-2: Continuities and Changes in Mesoamerican Medicinal Practice, p. 20-33Article in journal (Refereed)
    Abstract [en]

    This article focuses on medicinal rituals and agricultural rituals among the Yucatec Maya from Early Colonial time to the present in Yucatan, Mexico. Healing Rituals connected to curing diseases caused by winds such as chan ik, the hot wind, as well as agricultural rituals such as the cha chaac, the rain rituals, are discussed in a long term perspective. Also the religious specialists called Hmenoob, more often translated as the Maya shamans, and their position in society as well as their ritual practices are presented in this article. The discussions are based on close readings and contextual analysis of the native Yucatec Maya sources called the Books of Chilam Balam and the Ritual of the Bacabs.

  • 195.
    Liljefors Persson, Bodil
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    "Con Maya uinice": The Maya and their Other: (re-)constructing Maya Ethnic Identity in Yucatec Maya (Con-)Texts2006In: Maya Ethnicity: The Construction of Ethnic Identity from Preclassic to Modern Times / [ed] Frauke Sachse, Verlag Anton Saurwein, 2006, p. 65-75Chapter in book (Other academic)
    Abstract [en]

    This book chapter is based on a paper presented at the European Maya Conference, Bonn University, 2004. It strives at reconstructing Yucatec Maya identity from the Books of Chilam Balam and certain texts are highlighted that uses terms connected to Yucatec maya identity and ethnicity.

  • 196.
    Liljefors Persson, Bodil
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Cultural Encounters, Co-existence and Identity: Teaching Religious Education for a Global and Sustainable Society2009In: Human Rights and Citizenship Education / [ed] Peter Cunningham, CiCe, Children's Identity and Citizenship in Europe, Institute for Policy Studies in Education, London Metropolitan University , 2009, p. 223-229Chapter in book (Other academic)
    Abstract [en]

    This chapter focuses around the didactic method of the Theme of the Children of Abraham and how it was implemented in a course for teacher students about Cultural Encounters and Identity in School. In the chapter the author stresses the importance of creating an open climate for discussions in the classroom, in order to reach to the goals of inclusion and co-existence and to inspire to creativity.

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  • 197.
    Liljefors Persson, Bodil
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Kolonialism, stereotyper, myter och bilder: om representation av Amerikas indiankulturer i svenska läromedel2008In: Aktuellt om historia: historieundervisning och Historieundervisning och identitet i det mångkulturella klassrummet, ISSN 0348-503X, no 1, p. 75-88Article in journal (Other academic)
    Abstract [sv]

    I artikeln undersöks hur Amerikas indiankulturer representeras i ett antal svenska läromedel i historia och religionskunskap för högstadiet och gymnasiet. Genom att tillämpa analysverktyg inspirerade av bl.a. postkolonial teoribildning blir det tydligt att det råder relativt stora skillnader i hur de olika indiankulturernas historia och religions beskrivs och representeras i de olika läroböckerna. I många fall återfinns brister i uppdatering av innehållet relaterat till aktuell forskning och därmed förs ett inaktuellt forskningsläge fram i de läromedel som används i de svenska skolorna. Ett annat resultat av undersökningen är att det däremot finns likheter i det källmaterial som återges och att man kan urskilja en sorts kanon där vissa källor alltid finns med.

  • 198.
    Liljefors Persson, Bodil
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Pilgrimsfärder, heliga platser och andlighet: om förändringsprocesser i mayaindianernas religiösa landskap2009In: Heliga platser, pilgrimsfärder och andliga resor i vår samtid / [ed] Emma Hall, Bodil Liljefors Persson, Föreningen för Lärare i Religionskunskap årsbok , 2009, p. 75-88Chapter in book (Other academic)
    Abstract [en]

    Kapitlet handlar om mayaindainernas relation till det religiösa landskapet, till heliga platser, till ritualer och hur dessa förändrats under historiens gång. Kapitlet baseras bl.a. på ett fältarbete till Yucatan våren 2007 samt på källmaterial från de s.k. Chilam Balamböckerna.

  • 199.
    Liljefors Persson, Bodil
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Place, Power and Prophecy: Ritual Space and Speech among the Yucatec Maya from Colonial Time to Present Time2008Conference paper (Refereed)
  • 200.
    Liljefors Persson, Bodil
    Malmö högskola, School of Teacher Education (LUT), Individual and Society (IS).
    Platser, symboler och ritualer: Förändringsprocesser och förhandlingar om makt i det tidigmoderna Mexico2008Conference paper (Other (popular science, discussion, etc.))
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