Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Lärande, värderingar och statsvetenskap: Studenters tolkningar av genus- och nationsbegreppet
Stockholm University, Faculty of Social Sciences, Department of Education.
2014 (Swedish)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Learning, values and political science : Students’ interpretations of nation and gender (English)
Abstract [en]

Sociologists and feminist researchers have emphasized the prevalence of taken for granted notions about political concepts. Nation and gender are examples of concepts that are often perceived as non-political and “natural”. Researchers have understood these concepts as related to self-perception, and studies have demonstrated that students tend to perceive gender perspectives as pseudoscientific.

From an educational perspective, this raises questions as to how values are involved in students’ learning processes. Over the last 20 years, an increasing number of researchers have characterized conceptual change as affective in nature. However, few empirical studies have put effort into investigating affective aspects of the conceptual change process. This thesis adds to this research discussion by offering an empirically rooted conceptualisation of the value-oriented dimension of the learning process. The thesis is based on three empirical studies that investigate how students interpret tasks challenging them to adopt a critical and structural perspective of ‘nation’ and ‘gender’. Drawing on qualitative analyses of tape-recorded group discussions and written home exams, the thesis argues that students bring in other ideas than those advocated in the specific teaching settings with regard to three topics. Firstly, students express values relating to power, meaning when and how it is legitimate to speak about power. Secondly, students express values that concern how science should be practised. Thirdly, students express values related to identity that revolve around how “I” relate (or not) to the concepts taught in the particular course setting. These results suggest that students enter the classroom with personal ideas and principles of what is “good” or “right” when practising political science, and that values can be seen as a key aspect in understanding the complexities of students’ learning processes in this particular subject area.

Place, publisher, year, edition, pages
Stockholm: Department of Education, Stockholm University , 2014. , 72 p.
Series
Doktorsavhandlingar från Institutionen för pedagogik och didaktik, 29
Keyword [en]
conceptual change, values, student learning, political science, higher education, nation, gender
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-102703ISBN: 978-91-7447-908-9 (print)OAI: oai:DiVA.org:su-102703DiVA: diva2:712682
Public defence
2014-06-10, Lilla hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, 10:00 (Swedish)
Opponent
Supervisors
Funder
Swedish Research Council
Note

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Accepted. Paper 2: Accepted. Paper 3: Submitted.

Available from: 2014-05-19 Created: 2014-04-16 Last updated: 2014-05-14Bibliographically approved
List of papers
1. Values in political science students' contextualizations of nationalism
Open this publication in new window or tab >>Values in political science students' contextualizations of nationalism
2015 (English)In: Journal of political science education, ISSN 1551-2177, Vol. 11, no 2, 126-140 p.Article in journal (Refereed) Published
Abstract [en]

Recent research on conceptual change has argued that it is insufficient to assume that prior knowledge is the only aspect relevant in order to explain the conceptual change process. In addition, “warm constructs” such as emotions, epistemological beliefs, and values have been proposed to play a determinative role. In this study, we aim to further the understanding of the qualitative aspects of such constructs. By investigating how 20 science students interpret Michael Billig’s critical theory of nationalism in written exam papers, we explore how values are involved in university students’ meaning making of nationalism. The results indicate that students in different ways bring alternative values, such as togetherness, pride, and personal identity, in their reasoning, and these become a significant aspect of their meaning making in political science. This suggests that the students enter the classroom with their own ideas and principles of what is “good” or “right” when “practicing political science.” The study thus provides an example of how conceptual change involves accepting prescriptions of a certain intellectual activity.

Place, publisher, year, edition, pages
Taylor & Francis, 2015
Keyword
values, contextualization, warm conceptual change, nationalism
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:su:diva-102701 (URN)10.1080/15512169.2015.1016034 (DOI)2-s2.0-84929466226 (Scopus ID)
Funder
Swedish Research Council
Available from: 2014-04-16 Created: 2014-04-16 Last updated: 2016-01-14Bibliographically approved
2. Liberal liability: Understanding Students’ Conceptions of Gender Structures
Open this publication in new window or tab >>Liberal liability: Understanding Students’ Conceptions of Gender Structures
2014 (English)In: Journal of Social Science Education, ISSN 1611-9665, E-ISSN 1618-5293, Vol. 13, no 2, 63-73 p.Article in journal (Refereed) Published
Abstract [en]

Research has shown that teaching gender theories tends to be an educational challenge and elicits student resistance.However, little is known about students’ learning processes in social science. This study aims to explore these learningprocesses by drawing on feminist pedagogy and conceptual change theory. The results show that when students areasked to perform analysis from a structural gender perspective, they recurrently introduce other explanatoryframeworks based on non‐structural understandings. The students’ learning processes involve reformulatingquestions and making interpretations based on liberal understandings of power, freedom of choice and equality. Weargue that this process is due to the hegemonic position of the liberal paradigm as well as to the dominant ideas aboutscience. Clarifying the underlying presumptions of a liberal perspective and a structural perspective may help studentsto recognise applied premises and enable them to distinguish relevant explanations.

Keyword
gender, higher education, conceptual change, liberalism, political science, feminism
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:su:diva-102699 (URN)10.4119/UNIBI/jsse-v13-i2-1237 (DOI)
Funder
Swedish Research Council
Available from: 2014-04-16 Created: 2014-04-16 Last updated: 2017-12-05Bibliographically approved
3. Values in the process of learning political science: students' contextualizations of nation and gender
Open this publication in new window or tab >>Values in the process of learning political science: students' contextualizations of nation and gender
(English)Article in journal (Refereed) Submitted
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:su:diva-102702 (URN)
External cooperation:
Funder
Swedish Research Council
Note

Ingår i avhandling

Available from: 2014-04-16 Created: 2014-04-16 Last updated: 2016-08-29Bibliographically approved

Open Access in DiVA

fulltext(1936 kB)538 downloads
File information
File name FULLTEXT01.pdfFile size 1936 kBChecksum SHA-512
52ceb19dc9ec8660b682d10add53516fae372c77a912da055c3c31dced0b184c3ddd4ad6e71be3764c69d792395f3987024757a813fbf3506cca52a587d701fc
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Murstedt, Linda
By organisation
Department of Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 538 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

isbn
urn-nbn

Altmetric score

isbn
urn-nbn
Total: 800 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf