Profiles

Daniel Lövheim

Daniel Lövheim

Universitetslektor

View page in English
Arbetar vid Institutionen för pedagogik och didaktik
Telefon 08-120 763 83
E-post daniel.lovheim@edu.su.se
Besöksadress Frescativägen 54
Rum 1520
Postadress Institutionen för pedagogik och didaktik 106 91 Stockholm

Om mig

Daniel Lövheim är docent i idéhistoria och universitetslektor i pedagogik med inriktning mot utbildningshistoria. Hans arbeten befinner sig i skärningspunkten mellan vetenskaps- och utbildningshistoria. Han har bland annat skrivit om den i vid mening existerande politik som investerats i naturvetenskapliga och tekniska utbildningar under 1900-talet, och de konsekvenser som följer av samhällets allt större behov av naturvetare och ingenjörer. Han har precis publicerat en monografi med titeln Naturvetarna, ingenjörerna och valfrihetens samhälle på förlaget Nordic Academic Press. 
 

  • Daniel Lövheim, Naturvetarna, ingenjörerna och valfrihetens samhälle: Rekrytering till teknik och naturvetenskap under svensk efterkrigstid (Lund: Nordic Academic Press, 2016).
  • Daniel Lövheim, "Scientists, Engineers and the Society of Free Choice: Enrollment as Policy and Practice in Swedish Science and Technology Education 1960-1990", Science & Education, September 2014, Volume 23, Issue 9, pp 1763-1784.
  • Hallström, Jonas, Hultén, Magnus & Lövheim, Daniel. The Study of Technology as a Field of Knowledge inGeneral Education: Historical Insights and Methodological Considerations from a Swedish Case Study,1842-2010, International Journal of Technology and Design Education, 2014, 24(2), 121-139.
  • Daniel Lövheim, "An epistemology of one's own: Curricular reconstruction of school technology and non-technology in Sweden, 1975-1995", History of Education 39: 4 (2010).

Publikationer

I urval från Stockholms universitets publikationsdatabas
  • 2014. Daniel Lövheim. Science & Education 23 (9), 1763-1784

    This article portrays the formation of a new problem area within Swedish educational policy in the 1960s, namely the need of scientific manpower and the demands to entice more individuals into studies in science and technology. As a consequence school science was given the mission to be interesting, fun and to change young people's attitudes towards these subjects. In the 1970s and 1980s many initiatives were taken to increase the numbers of applicants at high school and university levels, both within curricular frames and out-of-school activities such as science clubs. Through an approach inspired by governmentality studies, I describe the strategies deployed to remedy the problem as rationalities of liberal governmentality. The actions taken were executed in a way to make school children choose science or technology out of their free will. It was an exercise of power that was not meant to restrain but instead to enable action.

  • 2014. Jonas Hallström, Magnus Hultén, Daniel Lövheim. International journal of technology and design education 24 (2), 121-139

    Today, technology education in Sweden is both a high-status and a low-status phenomenon. Positive values such as economic growth, global competitiveness and the sustainability of the welfare state are often coupled with higher engineering education and sometimes even upper secondary education. Negative values, on the other hand, are often associated with primary and lower secondary education in this subject. Within the realm of technology education at such lower levels of schooling in Sweden, different actors have often called for reformed curricula or better teacher training, owing to the allegedly poor state of technology education in schools. Recurring demands for a change in technology education are nothing unique from an historical point of view, however. In fact, the urge to influence teaching and learning in technology is much older than the school subject itself. The aim of this article is to describe and analyse some key patterns in technology education in Swedish elementary and compulsory schools from 1842 to 2010. This study thus deals with how technological content has developed over time in these school forms as well as how different actors in and outside the school have dealt with the broader societal view of what is considered as important knowledge in technology as well as what kind of technology has particular significance. The long period of investigation from 1842 to 2010 as well as a double focus on technology as scattered educational content and a subject called Technology make it possible to identify recurring patterns, which we have divided into three overarching themes: Technological literacy and the democratic potential of technological knowledge, The relationship between school technology and higher forms of technology education and The relationship between technology and science.

Visa alla publikationer av Daniel Lövheim vid Stockholms universitet

Senast uppdaterad: 10 augusti 2018

Bokmärk och dela Tipsa