Conference Agenda

The potential of learning about Europe to foster non-European students’ European identity

Beatriz Matafora, Johanna Ziemes, Hermann-Josef Abs

University of Duisburg Essen, Germany

Musing on the purpose of intercultural education in the Anthropocene: Some challenges and potentialities

Frédérique Brossard Børhaug

VID specialized University, Norway

Children’s Laughter in the primary classroom - a corporal event as part of a ´democracy to come ´

Lene Cherize H. Sirevåg, Soern Finn Menning

University of Agder, Norway

Critical thinking and intercultural competence instigated by teacher-in-role: two sides of the same coin?

Michel Cabot, Gunn Tone Iversen, Anne-Beate Ulveseth Lilletvedt

Høyskulen på Vestlandet, Norway

The role of controversial issues in Civic education

Evy Jøsok, Anders Kjøstvedt

OsloMet, Norway

Teachers encountering the Education Act: How do Norwegian teachers’ self-efficacy and job satisfaction relate to reporting cases of impaired psychosocial environment?

Annette-Pascale Denfeld, Esther Tamara Canrinus, Inger Marie Dalehefte

University of Agder, Norway

Epistemic Injustice in a parenting support programme for refugees in Norway

Tale Steen-Johnsen, Lisbeth Ljosdal Skreland

University of Agder, Norway

The promise of empirical ethics in moral and democratic education

Chair(s): Trine Anker (MF Norwegian School of Theology, Religion and Society, Norway)

Discussant(s): Gunhild Maria Hugdal (University of Agder)

Presentations of the Symposium

Theorizing citizenship ideals: a contribution from the standpoint of empirical ethics

Emil Sætra
MF Norwegian School of Theology, Religion and Society

How to work with othering and racialized power relations when addressing professional ethics in teacher education: A self-critical view on practice.

Claudia Lenz, Trine Anker
MF Norwegian School of Theology, Religion and Society

Empirical ethics and democracy education – a theoretical discussion

Geir Afdal
MF Norwegian School of Theology, Religion and Society

Capacity building for democratic and sustainable change in high-risk groups.

Chair(s): David Galloway (University of Durham), Heidi Omdal (University of Agder)

Discussant(s): Kristin Endresen-Maharaj (University of Agder)

Presentations of the Symposium

Creating parent capacity in cases of selective mutism.

Heidi Omdal
University of Agder

The power of cooperation for school refusal.

Trude Havik
University of Stavanger

Creating a democratic school: Research on classroom pedagogy and professional learning networks in the UK, Norway and Sierra Leone, West Africa.

David Galloway
University of Durham

Making reasoning about social problems sustainable - Educative curriculum materials to promote students’ social scientific reasoning

Thomas Klijnstra¹, Geerte Savenije¹, Gerard Ruijs¹, Gerhard Stoel², Carla van Boxtel¹

1: University of Amsterdam, Netherlands, The; 2: Radboud University Nijmegen, Netherlands, The

Teaching for a sustainable democracy through cultural references in the classroom – a Bildung-centered general didactic perspective

Ilmi Willbergh, Turid Skarre Aasebø

University of Agder, Norway

Autonomy in student classroom interactions – an empirical qualitative study from a perspective of symbolic interactionism

Chanette Catharina Bach Mikkelsen

University of Agder, Norway

The VaKE Handbook

Chair(s): Jean-Luc Patry (Paris-Lodron University of Salzburg, Austria)

Discussant(s): Aslaug Kristiansen (University of Agder, Kristiansand, Norway)

Presentations of the Symposium

VaKE: Introduction and values

Jean-Luc Patry¹, Sieglinde Weyringer^2
1Paris-Lodron University of Salzburg, ²Association for Values and Knowledge Education

Knowledge acquisition in VaKE

Dimitris Pnevmatikos¹, Jean-Luc Patry², Panagiota Christodoulou^1
1University of Western Macedonia, Greece, ²Paris-Lodron University of Salzburg

The VaKE Handbook: Practice of VaKE

Frédérique Brossard Børhaug
VID Specialized University, Norway

The Challenge of Radicalization and Extremism: Integrating Research on Education and Citizenship in the Context of Migration (Digital/Face-to-face)

Chair(s): Eveline Gutswiller-Helfenfinger (University of Duisburg-Essen)

Discussant(s): Wiel Veugelers (University of Humanistic Studies in Utrecht, NL)

Presentations of the Symposium

Introduction - Bringing Together the Discourse on Migration, Integration, and Citizenship Education in Times of Radicalization (Digital)

Hermann Josef Abs, Eveline Gutswiller-Helfenfinger, Kerstin Göbel
University of Duisburg-Essen

The Relationship Between Minority Students’ Ethnic Identity, Perceived Discrimination, and Their Self-Esteem (Digital)

Kerstin Göbel, Zuzanna M. Preusche
University of Duisburg-Essen

Raising Children to Become Democratic Citizens: Educational Initiatives for Preventing Extremism and Radicalization in Norway

Inger Marie Dalehefte¹, Georg Kristoffer Fjalsett², Aslaug Kristiansen^1
1University of Agder, ²ARKIVET Peace and Human Rights Centre

The Role of the Quality of Social Relationships at School in Predicting Students’ Endorsement of a Pre-Extremist Attitude Towards Religion

Eveline Gutswiller-Helfenfinger, Johanna Ziemes
University of Duisburg-Essen

 

Education for acting morally and acting democratically - interrelationships and interdependences

Sieglinde Weyringer^1,2, Jean-Luc Patry^2,1

1: AVaKE Association for Values and Knowledge Education, Austria; 2: PLUS University of Salzburg, Austria

An Integrated Principle-based Approach to Educational Ethics

Sabrina Bacher

University of Innsbruck, Austria

Enhancing critical thinking in whole-class dialogues on sustainability issues in primary school

Marthe Berg Andresen Reffhaug, Emilia Andersson-Bakken, Kirsti Marie Jegstad

OsloMet, Norway

How to create a democratic group experience in the classroom through disagreement about the meaning of the content.

Gro Gardå

University of Agder, Norway

 

Review of International Civic and Citizenship Survey Data Analyses of Student Political Efficacy

Eva Kosberg¹, Tessa Eriksen Grevle²

1: Oslo Metropolitan University; 2: Viken County, Oslo Metropolitian University

Civic Dissonances and Active Citizenship: The Case of Arab-Palestinian Students in Israel

Aline Muff, Aviv Cohen

Hebrew University of Jerusalem, Israel

Political Identity and Political Attitudes in 14 Year old Students – Results from the International Civic and Citizenship Education Study 2016

Johanna F. Ziemes

University of Duisburg-Essen, Germany

Awaking civic engagement in early adolescence: an interview study with 12-13-year-old students

Miikka Korventausta¹, Tomi Jaakkola², Tero Järvinen¹, Marjaana Veermans¹

1: University of Turku, Finland; 2: Tampere University, Finland

Education and challenges to the development of democratic mindsets in contemporary society

Chair(s): Roger Säljö (University of Gothenburg, Sweden)

Discussant(s): Roger Säljö (University of Gothenburg)

Presentations of the Symposium

Exploring teachers and pre-service teachers’ approaches to polarization tendencies in the context of pupil’s interaction

Aslaug Kristiansen, Kristin Endresen-Maharaj, Åse Haraldstad
University of Agder

Tribal learning and teaching as cultural re-appropriation - A case from rural Norway

Helen Eikeland
University of Agder

Democratic pilgrimage: Swedish students’ understanding of study trips to Holocaust memorial sites

Ola Flennegård, Christer Mattsson
University of Gothenburg

The moral dimension of adolescents’ bystander intentions

Mareike Brehmer¹, Jennifer Meyer²

1: University of Agder, Norway; 2: Leibniz Institute for Science and Mathematics Education (IPN), Germany

Effectiveness of different instructional methods in social studies: implications for teaching students from varying political socialization backgrounds

Miikka Korventausta¹, Venla Hannuksela², Josefina Sipinen²

1: University of Turku, Finland; 2: Tampere University, Finland

Explaining effectiveness: How the school climate influences citizenship competences of students with and without special educational needs

Lianne Hoek

University of Amsterdam, Netherlands, The

Teachers and historical consciousness

Georg Kristoffer Fjalsett

ARKIVET Peace and Human Rights Centre/UiA, Norway

Critical Thinking in Education for Sustainable Development: status of moral order?

Sonia Felix

NTNU, Norway

Jumping from one outer edge to the other - discourses about extremism in school after the introduction of the new curriculum LK20 in Norway

Thale-Kristin Stalenget

University of Oslo, Norway

Opportunities for moral formation in Business Education

Cathrine Borgen

NLA University College, Norway

Innovations for citizenship and sustainability in lower secondary schools in a Norwegian municipality

Neha Singh Gabrielsen

Department of Education, University of Oslo, Norway

Knitted contemporary art as a narrative path to democratic education

Line Mastad

Agder University, Norway

 

General information about the Maslovaty Award (Digital)

Dorit Alt

Kinneret College on the Sea of Galilee, Israel

Young Researcher Award 2021: How do schools affect inequalities in political participation: compensation of social disadvantage or provision of differential access? (Digital)

Daniel Deimel

University of Duisburg-Essen, Germany

Senior Researcher Award: Teachers’ organizational participation: Profiles in 12 countries and correlates in teaching-related practices (Digital)

Frank Reichert

University of Hong Kong, Hong Kong S.A.R. (China)

 

Global policy in national curriculum – a case study of the didactisation of UN efforts to shape a better world for all into social studies education in Norway

Kari-Mette Walmann Hidle¹, Elin Sæther²

1: University of Agder, Norway; 2: University of Oslo, Norway

Sources of Political Efficacy in the Social Studies Classroom: A Qualitative Investigation of Norwegian Lower Secondary Students’ Perceptions

Eva Kosberg

Oslo Metropolitan University

Can historical thinking foster democratic citizenship? A cluster randomized controlled intervention study (Digital)

Marjolein Wilke, Fien Depaepe, Karel Van Nieuwenhuyse

KU Leuven, Belgium

How civics teachers think about politics. Empirical findings on their political views and habitus from Germany and Israel

Tim Zosel

University of Duisburg-Essen, Germany

Teachers’ concepts of man and their pedagogical beliefs (Digital)

Tobias Kärner¹, Detlef Sembill²

1: University of Hohenheim, Germany; 2: University of Bamberg, Germany

Searching for Democracy in Education: Construction and Validation of the Teachers’ Democratic Practices Scale (TDPS)

Soroor Rostami

university of Agder, Norway

Teachers' perspectives on a good expert assessment and its relevance to special needs education

Maryann Jortveit, Elin Kostøl

University of Agder, Norway

Perceptions of Teachers and Students regarding the Inclusion of Students with Special Educational Needs During the COVID-19 Pandemic in Norway

Esther Canrinus, Marianne Matre, David Cameron

University of Agder, Norway

How to study and foster teacher Ethos: Comparing approaches in an emerging field of research

Chair(s): Karin Heinrichs (University of Teacher Education Upper Austria, Austria)

Discussant(s): Jean-Luc Patry (University Salzburg)

Presentations of the Symposium

The Three Dimensions of Teachers' ICT Ethos: The Empirical Assessment of Ethical Responsibility in the Field of ICT (Video)

Arvid Nagel, Biedermann Horst
University of Teacher Education St. Gallen

Respectful forms of practice in the classroom as an expression of a conception of human beings of respect for diversity and a resulting pedagogical attitude

Sabine Albert
University College of Teacher Education Vienna

Building appreciative relationships in school – A social facet of teacher ethos

Karin Heinrichs
University of Teacher Education Upper Austria

 

Participatory teaching-learning arrangements as a basis for democratic education: conditions, design features, and effects of participation at school (Digital)

Tobias Kärner¹, Yannick Fritzsche², Michael Jüttler², Elisabeth Maué², Stephan Schumann²

1: University of Hohenheim, Germany; 2: University of Konstanz, Germany

Critical Thinking and Democratic Participation among Upper Secondary Students in Norway Students Expressed Experiences in the Lens of the Capability Approach

Åshild Berg-Brekkhus¹, Tobias Werler²

1: Western Norway University of Applied Scieces, Norway; 2: University of Oslo, Norway

Determinants of trainees’ intended political participation

Robin Busse¹, Philine Krebs¹, Seeber Susan¹, Jürgen Seifried²

1: University of Goettingen, Germany; 2: University of Mannheim, Germany

Students’ participation: how it is understood and experienced by second-year teacher students

Irina Ivashenko Amdal, Kristin Endresen-Maharaj

University of Agder, Norway

Non-formal further education: Innovative political education initiatives for democratic participation

Stefanie Hillen¹, Rainer Christ²

1: University of Agder, Norway; 2: Head of Ministry (ret.) of Science, Culture and Further Education, Rhineland-Palatinate, Germany

Re-framing age: intra-generational relations and practice for sustainable democracy

Joanna Haynes¹, Lois Peach²

1: University of Plymouth, UK, United Kingdom; 2: University of Bristol, United Kingdom

Making Care and Concern for the Emotions of Students Part of the Professional Ethos of Teachers

Chair(s): Sabine Albert (University College of Teacher Education, Vienna)

Discussant(s): Karin Heinrichs (de Pedagogische hochschule oberosterreich)

Presentations of the Symposium

A theoretical model of teachers’ moral health – Applied in an exploratory study on teachers’ beliefs on digital literacy education

Ittner Doris
Pädagogische Hochschule Bern (PHBern)

Promoting care and concern for students’ emotions through incorporating the Development of Social-Emotional Skills into Teachers’ Ethos

Niva Dolev, Yariv Itzkovich
Kinneret College on the Sea of Galilee

Teachers’ professional ethos in tackling school bullying (Video)

Eveline Gutzwiller-Helfenfnger
Universitat Frieburg