Linna SjöblomDoktorand
Om mig
Jag är doktorand vid Ämnesdidaktiska forskarskolan (ÄdFo) på Institutionen för ämnesdidaktik (IÄD) samt koordinator för SO-nätverket vid Stockholm Teaching and Learning Studies (STLS). Jag är samtidigt verksam som lärare i samhällsorienterande ämnen på en grundskola med Stockholms stad som huvudman. Sedan 2017 arbetar jag på mellanstadiet med behörighet och erfarenhet av att undervisa historia, samhällskunskap, geografi, religion, svenska och engelska. Min lärarexamen är som gymnasielärare i samhällskunskap och historia, jag har tio års erfarenhet av att arbeta som gymnasielärare.
Mitt avhandlingsarbete fokuserar på att undersöka och utveckla demokratiundervisningen inom ämnet samhällskunskap på mellanstadiet.
Publikationer
I urval från Stockholms universitets publikationsdatabas
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Teaching about, for and through democracy: Social science didactics in practice in upper primary school
2025. Linna Sjöblom.
KonferensLäs mer om Teaching about, for and through democracyIn times of much concern of a decline of democracy worldwide, efforts to strengthen civic competence and awareness of democracy at all levels of society are perhaps more important than ever. School has a unique position and responsibility for democratic education (Young, 2015), aiming to empower young citizens to both comprehend how society functions, as well as to act in society. In democracies, such educational efforts are performed at all levels (Westheimer & Kahne, 2004), starting in primary school. Research efforts concerning teaching and learning of democracy havemainly been focused on older students, and concentrated on concepts and structures important for knowledge about democracy. At the same time, there is a lack of research concerning democratic education that can open up democratic issues and discussions for younger students (Conrad et al., 2024). Hence there is a need to explore educational efforts among young learners towards learning fordemocracy and through democracy. The aim of this study is to identify and probe design principles for teaching year four to six students about democracy, for democracy and through democracy. The study is designed as a teaching intervention. The research raises the following questions:
• How do year four to six students respond to teaching about democracy, for democracy and through democracy?
• Which design principles seem to promote or impede year four to six students’ ability to understand and act in relation to democratic principles and values?
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