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Jackson, R. (2017). Vägvisare: Program och praktik för undervisning om religioner och icke-religiösa livsåskådningar i interkulturell utbildning. Strasbourg: Council of Europe Publishing.
Open this publication in new window or tab >>Vägvisare: Program och praktik för undervisning om religioner och icke-religiösa livsåskådningar i interkulturell utbildning
2017 (Swedish)Book (Other academic)
Alternative title[en]
Signposts : Policy and practice for teaching about religions and non-religious world views in intercultural education
Abstract [sv]

Skriften Vägvisare redogör, med pedagogisk-teoretisk förankring och en rad ämnesdidaktiska exempel, hur studiet av religioner och icke-religiösa livsåskådningar kan utgöra ett väsentligt bidrag till interkulturell utbildning i Europas skolor. I en rekommendation 2008 från Europarådets ministerkommitté om religioners och icke-religiösa livsåskådningars dimension av interkulturell utbildning beskrevs utbildningsformens art och mål. Vägvisare erbjuder ett stöd till beslutsfattare,skolor (lärare, skolledare, huvudmän) och lärarutbildare i hanteringen av frågeställningar som rekommendationen kan ge upphov till i olika länder och skolsammanhang. Med omfattande feedback från utbildningsmyndigheter, lärare och lärarutbildare i Europarådets medlemsländer ger Vägvisare konkreta råd, till exempel hur begrepp som används i utbildningsformen kan förklaras, hur kompetenser för undervisning och lärande kan utvecklas och vilka didaktiska metoder som går att tillämpa, hur en “fredad zon” för elevdialog kan skapas i klassrummet, hur elever kan stöttas i analysen av medierepresentationer av religioner, hur icke-religiösa livsåskådningar kan diskuteras jämsides med det religiösa perspektivet, hur människorättsfrågor kan behandlas i relation till religions- och trosuppfattningsfrågor, hur kontakter kan skapas mellan skolor och skolsystem med organisationer, samfund, föreningar och myndigheter i det omgivande samhället. Vägvisare är ingen läroplan eller policyförklaring. Syftet är att erbjuda beslutsfattare, skolor och lärarutbildare i Europarådets medlemsländer, liksom andra intressenter inom verksamhetsfältet, verktyg att arbeta med frågor som uppstår i tolkningen av Europarådets rekommendation om religioners och andra livsåskådningars dimension i interkulturell utbildning, för att möta enskilda länders behov. Vägvisare är frukten av en internationell expertgrupps arbete inom Europarådet i samarbete med Europeiska Wergelandcentret.

Place, publisher, year, edition, pages
Strasbourg: Council of Europe Publishing, 2017. p. 125
Keyword
Interkulturell utbildning, religionsundervisning, religions- och livsåskådningsundervisning, lärarutbildning
National Category
Educational Sciences
Research subject
Baltic and East European studies
Identifiers
urn:nbn:se:sh:diva-33720 (URN)
Note

Finansierat av Europarådet i samarbete med Europeiska Wergelandcentret i Oslo.

Kurslitteratur på lärarutbildningen.

Available from: 2017-11-17 Created: 2017-11-17 Last updated: 2017-11-17Bibliographically approved
Moerman, P. (2016). Dancing and Learning Natural Sciences: Aesthetics, Embodied Knowledge and Classroom Interaction.. International Journal of Science, Mathematics and Technology Learning, 23(3), 15-32.
Open this publication in new window or tab >>Dancing and Learning Natural Sciences: Aesthetics, Embodied Knowledge and Classroom Interaction.
2016 (English)In: International Journal of Science, Mathematics and Technology Learning, ISSN 2327-915X, Vol. 23, no 3, p. 15-32Article in journal (Refereed) Published
Abstract [en]

This article presents a teaching and learning program in natural sciences starting from the aesthetic expression of dance as the agent in seeking knowledge and meaning. The program was originally conceived as a joyful, effective and threshold lowering activity for learners apprehensive about the science curriculum subject, including students in teacher training. It has been further developed as a mode to visualize learners’ amassed previous science subject knowledge while dancing together. Pre-knowledge is seen as the base for further investigation of the field of knowledge and its adherent concepts and axioms. The program’s overall object is to establish a fruitful interactive space of learning where aesthetic literacy and scientific literacy are enhanced and interplay gainfully. Lesson observation data are presented, indicating intensive classroom interaction on a range of levels crucial to learning, as well as increased learning goals achievement. Suggestions are made for further investigation of teaching and learning modalities in the intersection of aesthetic and science literacies.

Place, publisher, year, edition, pages
Common Ground Publishing, 2016
Keyword
aesthetics in learning, teaching and learning natural sciences, knowledge embodiment, classroom interaction
National Category
Didactics
Identifiers
urn:nbn:se:sh:diva-30835 (URN)2-s2.0-84995945022 (Scopus ID)
Available from: 2016-10-14 Created: 2016-09-07 Last updated: 2016-12-05Bibliographically approved
Moerman, P. (2016). Dancing Math: Teaching and Learning in the Intersection of Aesthetic and Mathematical Literacy. In: Torrence, E., Torrence, B., Séquin, C., McKenna, D., Fenyvesi, K., Sarhangi, R. (Ed.), Torrence, E., Torrence, B., Séquin, C., McKenna, D., Fenyvesi, K., Sarhangi, R. (Ed.), Bridges Finland: Mathematics, Music, Art, Architecture, Education, Culture: Confrerence Proceedings: Bridges Finland 2016: University of Jyväskylä. Paper presented at 19th Annual Bridges Conference, Jyväskylä, August 9-13, 2016. (pp. 269-276). Phoenix: Tessellations.
Open this publication in new window or tab >>Dancing Math: Teaching and Learning in the Intersection of Aesthetic and Mathematical Literacy
2016 (English)In: Bridges Finland: Mathematics, Music, Art, Architecture, Education, Culture: Confrerence Proceedings: Bridges Finland 2016: University of Jyväskylä / [ed] Torrence, E., Torrence, B., Séquin, C., McKenna, D., Fenyvesi, K., Sarhangi, R., Phoenix: Tessellations , 2016, p. 269-276Conference paper, Published paper (Refereed)
Abstract [en]

This paper presents a teaching and learning program in mathematics drawing on the aesthetic expression of dance as the medium of seeking knowledge and meaning. The program was developed to visualizing, in dancing, the learners’ previous subject knowledge as a base for further acquisition of proficiencies in the discipline. The overall object is to create an effectual interactive space of learning with immediate interaction between teacher, peer learners and the math subject. Aesthetic literacy through dance and math numeracy are enhanced and interplay gainfully. Data gathered from observations of lessons designed according to the program and dealing with a number of math curriculum items are presented and analysed. Conclusions are drawn for further investigation of the intersection of the proficiencies and literacies of aesthetics and mathematics.

Place, publisher, year, edition, pages
Phoenix: Tessellations, 2016
Series
Bridges Confrerence Proceednings, ISSN 1099-6702
Keyword
Dancing and Learning, Learning through the Arts, Aesthetics in Learning, Multimodal Learning, Literacies, Teaching and Learning Math, Pre-K to Primary Classrooms, Teacher Education
National Category
Didactics
Identifiers
urn:nbn:se:sh:diva-31001 (URN)978-1-938664-19-9 (ISBN)
Conference
19th Annual Bridges Conference, Jyväskylä, August 9-13, 2016.
Available from: 2016-10-14 Created: 2016-10-14 Last updated: 2017-03-01Bibliographically approved
Moerman, P. (2016). Här finns dansen och konstarterna på lärarutbildningen. Dagens Nyheter (31 oktober), pp. 4-4.
Open this publication in new window or tab >>Här finns dansen och konstarterna på lärarutbildningen
2016 (Swedish)In: Dagens Nyheter, ISSN 1101-2447, no 31 oktober, p. 4-4Article in journal, News item (Other (popular science, discussion, etc.)) Published
Abstract [en]

At Södertörn University a purposeful decade long work has been done to integrate the arts in teaching education, following a range of strategic phases and quality criterion. Pre-service teachers meet dance, music, visual art, film, theatre and creative writing, preparing for their mission in a school for the future. Professional dancers, actors, musicians and artists teach aesthetic skills and understanding in curriculum subjects as well as artistic expression in its own right, adding to Södertörn University's interdisciplinary, intercultural and liberal arts ethos, dealing with relational, aesthetic and ethical issues and challenges in eduction, society and the world at large.

Keyword
education, arts, aesthetic, ethics, interculturality, utbildning, konst, estetik, etik, interkulturalitet
National Category
Learning Didactics
Identifiers
urn:nbn:se:sh:diva-31314 (URN)
Projects
UVK Lärarutbildningens utbildningsvetenskapliga kärna
Note

Replik på Ulf Dalnäs artikel ”Vi behöver konstarterna för att förstå vår omvärld” i DN Debatt (30/10)

Available from: 2016-12-08 Created: 2016-12-08 Last updated: 2016-12-08Bibliographically approved
Moerman, P. (2015). Att översätta den Andre – Ricœur och Levinas i reflektion: ett fallstudium : 'Der Hof im Spiegel'/ 'Gården i spegeln' av Emine Sevgi Özdamar. Göteborg: Akademin Valand, Göteborgs universitet.
Open this publication in new window or tab >>Att översätta den Andre – Ricœur och Levinas i reflektion: ett fallstudium : 'Der Hof im Spiegel'/ 'Gården i spegeln' av Emine Sevgi Özdamar
2015 (Swedish)Other (Other academic)
Place, publisher, year, pages
Göteborg: Akademin Valand, Göteborgs universitet, 2015. p. 35
Keyword
Översättning, Litteratur, Ricœur, Levinas, Özdamar
National Category
Literary Composition
Identifiers
urn:nbn:se:sh:diva-27567 (URN)
Note

Magistreruppsats vid Akademin Valand, Göteborgs universitet, HT14

Available from: 2015-06-02 Created: 2015-05-26 Last updated: 2015-06-04Bibliographically approved
Moerman, P. (2014). Dance and learn! Why dancing is fun and fruitful in learning. International Journal of Pedagogy and Curriculum, 19(4), 1-20.
Open this publication in new window or tab >>Dance and learn! Why dancing is fun and fruitful in learning
2014 (English)In: International Journal of Pedagogy and Curriculum, ISSN 2327-7963, Vol. 19, no 4, p. 1-20Article in journal (Refereed) Published
Abstract [en]

Dancing in an educational setting is a joyful and powerful means for growth and multimodal learning. Dancing Through the Alphabet, Dancing Math, Dancing Science, Dancing is Being, are four teaching and learning programs, drawing on dance as creative expression and on the reciprocal stimulation of dance, spoken and written language. By stimulating the envy and capability to express oneself and one's knowledge through dance, language learning, mathematics, science, philosophy or other subject learning is enhanced. The core idea is the expression of the self and the perception of previous subject comprehension and further development of skills. Dancing contributes essentially to establishing a fruitful space of learning with immediate and perceptible interaction between teacher, peer learners and the subject learned. Creativity and play, tactile perception and motoric activity are involved in the learning process. Thresholds are lowered and learners eagerly explore fields of knowledge previously experienced as difficult to access. Effective acquisition and sustainable storage of knowledge is enhanced. A continuous development in literacy takes place. Critical reflection is encouraged in a broader view on knowing and being. Concentration and cooperation skills improve. Multiple intelligences are used and cognitive capacities are developed. Participants with varying cultural and language backgrounds, exchanging experiences and references, embark at equal terms on joyful journeys through fields of knowledge. © Common Ground, Paul Moerman, All Rights Reserved.

Keyword
Aesthetics in learning, Dancing and learning, Language, Learning through the arts, Literacy, Mathematics, Multicultural learning, Multiliteracies, Multimodal learning, Numeracies, Pedagogy, Pre-k to primary classrooms, Science, Teacher education
National Category
Educational Sciences
Identifiers
urn:nbn:se:sh:diva-24183 (URN)2-s2.0-84902242642 (Scopus ID)
Available from: 2014-06-25 Created: 2014-06-25 Last updated: 2015-07-17Bibliographically approved
Moerman, P. (2014). Dansa och lär: hur dans gör lärandet effektivt och lustfyllt. In: Anders Burman (Ed.), Konst och lärande: essäer om estetiska lärprocesser (pp. 183-216). Huddinge: Södertörns högskola.
Open this publication in new window or tab >>Dansa och lär: hur dans gör lärandet effektivt och lustfyllt
2014 (Swedish)In: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, p. 183-216Chapter in book (Refereed)
Place, publisher, year, edition, pages
Huddinge: Södertörns högskola, 2014
Series
Södertörn Studies in Higher Education ; 3
National Category
Learning Arts
Identifiers
urn:nbn:se:sh:diva-23545 (URN)978-91-86069-91-9 (ISBN)
Available from: 2014-06-03 Created: 2014-06-03 Last updated: 2015-07-17Bibliographically approved
Moerman, P. (2010). Rita Mestokosho: Hur jag ser på livet, mormor = Eshi uapataman nukum = Comment je perçois la vie, grand-mère: en diktsamling med poesi på innu, franska och svenska : recueil de poésie en innu, en français et en suédois. Göteborg: Beijbom books.
Open this publication in new window or tab >>Rita Mestokosho: Hur jag ser på livet, mormor = Eshi uapataman nukum = Comment je perçois la vie, grand-mère: en diktsamling med poesi på innu, franska och svenska : recueil de poésie en innu, en français et en suédois
2010 (Swedish)Other (Other (popular science, discussion, etc.))
Place, publisher, year, pages
Göteborg: Beijbom books, 2010. p. 89
Keyword
översättning
National Category
Literary Composition
Identifiers
urn:nbn:se:sh:diva-28391 (URN)978-91-978267-8-5 (ISBN)
Note

Översättning av Mestokosho, Rita: Eshi uapataman nukum.

Available from: 2015-09-24 Created: 2015-09-24 Last updated: 2015-09-24Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6507-3399

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