Karin Sporre
Biographic Data
| ID | 4688765 |
|---|---|
| NAME | Karin Sporre |
| GIVEN NAMES | Karin |
| FAMILY NAME | Sporre |
| SIGNATURE | SPORRE K |
| AFFILIATIONS | Umeå University |
| ORCID | 0000-0002-4483-0597 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Children’s views on justice concerns related to sustainable development
This study presents perceptions of justice by 10- to 12-year-old children. The material consists of responses to one open question from two different datasets. The first dataset consists of texts from three studies in Sweden. The second set was gathered in 2019 in an interview study involving both South African and Swedish children. The texts are analysed regarding (a) what matters of justice they articulate as read in relation to the Sustainable…
Mediating between advocacy and freedom of thought
When sustainability is on the agenda, school and education are often assigned a key societal role in providing relevant knowledge and values. However, sustainability advocacy could be problematic when considered against parents’ and children’s formal rights to freedom of thought/belief, creating an ethical tension for teachers. We suggest that classrooms should be pedagogical interspaces and then argue for a narrative ethics approach focusing on …
Genders, sexualities and Religious Education
Genders, sexualities and Religious EducationToday, issues of genders and sexualities are contested, in the Global South as well as the Global North.Being inextricably interwoven with cultural practices, social attitudes, political ideologies and religious convictions, in education issues of genders and sexualities, needs clarification, critical examination and considered debates.Evidently, matters of genders and sexualities have strong repercussi…
‘Constructing the test to the teaching’ – and the complexities of assessing learning in ethics education
This study draws on a research project where a model of fiction-based ethics education was developed and put into practice during a school year in five classes in compulsory school, two in grade 5 and three in grade 8. A test was constructed with the purpose of evaluating a multi-dimensional ethical competence. The test was given at the beginning and the end of the school year to the students in the five classes, but also to students in five othe…
Bridging ‘as is’ and ‘as if’ by reading fiction in ethics education
The overarching aim is to explore what teachers perceive as the opportunities provided by using literature in ethics education in compulsory school. When being interviewed, in what ways do the teachers express views on the potential of fiction to encourage students to accept certain human conditions as imaginable, or to create motivation for ethical change, by means of the capacity of fiction to evoke feelings? Also, in what ways do the teachers …
Teachers’ perspectives on ethics education – expressed as opportunities and challenges
In Sweden, ethics education occupies a prominent position in the curriculum, both in the general, introductory sections and as a part of the subject religious education. The aim of this article is to investigate teachers’ insights regarding ethics education and to contribute knowledge about opportunities and challenges with ethics education, by analysing interviews with ten teachers. Five of the teachers used a fiction-based ethics education with…
Children’s existential questions – recognized in Scandinavian curricula, or not
Do curricular texts address children’s existential questions and how are such questions to be met in school? This is the crucial question of this study. It consists of a comparative content analysis of Swedish, Norwegian, and Danish national curricula for religious education, in use in 2019. To provide a background to this content analysis the varying and shifting ways in which Swedish curricula from 1969 up to 2011 expressed ‘livsfrågor’ and edu…
Taking the moral authorship of children and youth seriously in times of the Anthropocene
In this article we argue for the need to take the moral voices of children and youth seriously particularly in times of the Anthropocene. Drawing on theories in ethics by John Wall, moral development according to Mark B. Tappan, and education in line with the works by Vygotsky, we construct a conceptual framework where the notions ‘narrative,’ ‘moral authorship’ and ‘free will’ can open new creative understandings of human ethical competence; a c…
Young people – citizens in times of climate change? A childist approach to human responsibility
The matters of climate change are presently of concern existentially and ethically to the children and the youth. Worldwide school strikes in 2018–2019 and the Fridays for Future movement demonstrate how the young citizens assume socio-political responsibility. However, what possibilities do children and young people actually have to influence global discourse? Are adequate thought structures in place for them to be taken seriously in matters of …
Ethics in compulsory education – Human dignity, rights and social justice in five contexts
What children learn through their ethics and values education in school is of crucial societal relevance and is directed by school curricula. As curricula vary between countries, an international comparison is of interest. The aim of this study was to compare curricula to reveal variations in how matters of social justice were described in curricular texts, with a special focus on class, gender and race. Curricula from five different contexts wer…
Possible competences to be aimed at in ethics education – Ethical competences highlighted in educational research journals
The aim of this article is to present varieties of ethical competence that are highlighted in ethics and moral education research articles, and to discuss them in the light of competences stressed in the Swedish curriculum, understood as an example of ethics education in compulsory school. The material consists of 1,940 educational research articles published between 2000 and 2015, and the method of analysis is inductive, focusing on ethical comp…
Emotions and values – a case study of meaning-making in ESE
With an interest in the role of emotions and values in students’ meaning-making in Environmental and Sustainability Education a case study was carried out in a Swedish school-class with students, 12 years of age. During a six-week thematic group-work focusing environmental and sustainability issues related to food, the students were observed and interviewed in their daily school practice. The results are presented here through narrative reporting…
Value Conflicts and Faith Based Schools – In Contemporary Sweden
This article identifies value conflicts in debate regarding Swedish faith based schools 2010– 2012 explored against the background of a study by Gerle (1999). As the policy changes of the Swedish school system from the 1990s form the preconditions for contemporary faith based schools those changes are outlined. The results show that the value conflicts observed by Gerle can still be noted e.g. the wish to freedom of religion in educating children…
Values, Religions and Education in Changing Societies
Teologiska metodfrågor och polyfont tal om Gud. Om erfarenhet, empiri och epistemologiska gemenskapar
Teologiska metodfragor och polyfont tal om Gud : Om erfarenhet, empiri och epistemologiska gemenskaper
Emotions and values – a case study of meaning-making in ESE
With an interest in the role of emotions and values in students’ meaning-making in Environmental and Sustainability Education a case study was carried out in a Swedish school-class with students, 12 years of age. During a six-week thematic group-work focusing environmental and sustainability issues related to food, the students were observed and interviewed in their daily school practice. The results are presented here through narrative reporting…
Teologiska metodfrågor och polyfont tal om Gud. Om erfarenhet, empiri och epistemologiska gemenskapar
Teologiska metodfragor och polyfont tal om Gud : Om erfarenhet, empiri och epistemologiska gemenskaper
Values, Religions and Education in Changing Societies
Value Conflicts and Faith Based Schools – In Contemporary Sweden
This article identifies value conflicts in debate regarding Swedish faith based schools 2010– 2012 explored against the background of a study by Gerle (1999). As the policy changes of the Swedish school system from the 1990s form the preconditions for contemporary faith based schools those changes are outlined. The results show that the value conflicts observed by Gerle can still be noted e.g. the wish to freedom of religion in educating children…
Emotions and values – a case study of meaning-making in ESE
With an interest in the role of emotions and values in students’ meaning-making in Environmental and Sustainability Education a case study was carried out in a Swedish school-class with students, 12 years of age. During a six-week thematic group-work focusing environmental and sustainability issues related to food, the students were observed and interviewed in their daily school practice. The results are presented here through narrative reporting…
Possible competences to be aimed at in ethics education – Ethical competences highlighted in educational research journals
The aim of this article is to present varieties of ethical competence that are highlighted in ethics and moral education research articles, and to discuss them in the light of competences stressed in the Swedish curriculum, understood as an example of ethics education in compulsory school. The material consists of 1,940 educational research articles published between 2000 and 2015, and the method of analysis is inductive, focusing on ethical comp…
Ethics in compulsory education – Human dignity, rights and social justice in five contexts
What children learn through their ethics and values education in school is of crucial societal relevance and is directed by school curricula. As curricula vary between countries, an international comparison is of interest. The aim of this study was to compare curricula to reveal variations in how matters of social justice were described in curricular texts, with a special focus on class, gender and race. Curricula from five different contexts wer…
Young people – citizens in times of climate change? A childist approach to human responsibility
The matters of climate change are presently of concern existentially and ethically to the children and the youth. Worldwide school strikes in 2018–2019 and the Fridays for Future movement demonstrate how the young citizens assume socio-political responsibility. However, what possibilities do children and young people actually have to influence global discourse? Are adequate thought structures in place for them to be taken seriously in matters of …
Children’s existential questions – recognized in Scandinavian curricula, or not
Do curricular texts address children’s existential questions and how are such questions to be met in school? This is the crucial question of this study. It consists of a comparative content analysis of Swedish, Norwegian, and Danish national curricula for religious education, in use in 2019. To provide a background to this content analysis the varying and shifting ways in which Swedish curricula from 1969 up to 2011 expressed ‘livsfrågor’ and edu…
Taking the moral authorship of children and youth seriously in times of the Anthropocene
In this article we argue for the need to take the moral voices of children and youth seriously particularly in times of the Anthropocene. Drawing on theories in ethics by John Wall, moral development according to Mark B. Tappan, and education in line with the works by Vygotsky, we construct a conceptual framework where the notions ‘narrative,’ ‘moral authorship’ and ‘free will’ can open new creative understandings of human ethical competence; a c…
Bridging ‘as is’ and ‘as if’ by reading fiction in ethics education
The overarching aim is to explore what teachers perceive as the opportunities provided by using literature in ethics education in compulsory school. When being interviewed, in what ways do the teachers express views on the potential of fiction to encourage students to accept certain human conditions as imaginable, or to create motivation for ethical change, by means of the capacity of fiction to evoke feelings? Also, in what ways do the teachers …
Teachers’ perspectives on ethics education – expressed as opportunities and challenges
In Sweden, ethics education occupies a prominent position in the curriculum, both in the general, introductory sections and as a part of the subject religious education. The aim of this article is to investigate teachers’ insights regarding ethics education and to contribute knowledge about opportunities and challenges with ethics education, by analysing interviews with ten teachers. Five of the teachers used a fiction-based ethics education with…
Genders, sexualities and Religious Education
Genders, sexualities and Religious EducationToday, issues of genders and sexualities are contested, in the Global South as well as the Global North.Being inextricably interwoven with cultural practices, social attitudes, political ideologies and religious convictions, in education issues of genders and sexualities, needs clarification, critical examination and considered debates.Evidently, matters of genders and sexualities have strong repercussi…
‘Constructing the test to the teaching’ – and the complexities of assessing learning in ethics education
This study draws on a research project where a model of fiction-based ethics education was developed and put into practice during a school year in five classes in compulsory school, two in grade 5 and three in grade 8. A test was constructed with the purpose of evaluating a multi-dimensional ethical competence. The test was given at the beginning and the end of the school year to the students in the five classes, but also to students in five othe…
Children’s views on justice concerns related to sustainable development
This study presents perceptions of justice by 10- to 12-year-old children. The material consists of responses to one open question from two different datasets. The first dataset consists of texts from three studies in Sweden. The second set was gathered in 2019 in an interview study involving both South African and Swedish children. The texts are analysed regarding (a) what matters of justice they articulate as read in relation to the Sustainable…
Mediating between advocacy and freedom of thought
When sustainability is on the agenda, school and education are often assigned a key societal role in providing relevant knowledge and values. However, sustainability advocacy could be problematic when considered against parents’ and children’s formal rights to freedom of thought/belief, creating an ethical tension for teachers. We suggest that classrooms should be pedagogical interspaces and then argue for a narrative ethics approach focusing on …
Sociology (11 works) · Pedagogy (8 works) · Psychology (7 works) · Social Psychology (6 works) · Philosophy (5 works) · Political science (5 works) · Religious Education and Schools (5 works) · Children's Rights and Participation (4 works) · Curriculum (4 works) · Education and Critical Thinking Development (4 works)