Laila Nielsen

Hur kan bilden i konsthistorien användas för att levandegöra undervisningen? Utifrån konst går det att skapa större förståelse för vår samtid, belysa maktstrukturer och normer, visualisera och konkretisera människors tankevärldar i olika tider samt sätta in den enskilda individen i ett historiskt sammanhang. I Undervisningens konst vill författarna lyfta fram bildens didaktiska kraft som ett aktivt och medvetet komplement till olika ämnen, till exempel historia och litteratur. Genom konsthistoriska bilder, illustrationer och en variation av didaktiska upplägg visar de hur bilden kan fördjupa kunskaper samt engagera elever och studenter till ett kritiskt tänkande och engagerat lärande. Boken vänder sig till lärare, lärarutbildare, studenter och andra som är intresserade av bilden och bildningen. Den spänner över förskola, grundskola, gymnasieskola samt högre utbildning.

This book examines the importance, and potential, of citizenship education, using extensive qualitative data from England and Sweden. The authors draw on the work of Nira Yuval-Davis and other prominent scholars in the field to frame citizenship as membership of numerous communities, for example disability, ethnicity, gender, sexuality and social class. This intersectional approach enables a rich understanding of the experiences and capabilities of young people, and bridges the gap between the formal meaning and real experiences of citizenship. The book presents case studies from England and Sweden, two contexts that have similar societies and school systems but very different approaches to citizenship education. Using this rich data, the authors illuminate the perspectives of young learners and their teachers to understand how learners can uphold their rights and responsibilities as citizens. This book will be of interest and value to scholars of social justice and citizenship education.

This book examines the importance, and potential, of citizenship education, using extensive qualitative data from England and Sweden. The authors draw on the work of Nira Yuval-Davis and other prominent scholars in the field to frame citizenship as membership of numerous communities, for example disability, ethnicity, gender, sexuality and social class. This intersectional approach enables a rich understanding of the experiences and capabilities of young people, and bridges the gap between the formal meaning and real experiences of citizenship. The book presents case studies from England and Sweden, two contexts that have similar societies and school systems but very different approaches to citizenship education. Using this rich data, the authors illuminate the perspectives of young learners and their teachers to understand how learners can uphold their rights and responsibilities as citizens. This book will be of interest and value to scholars of social justice and citizenship education.