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Säfström, Carl AndersORCID iD iconorcid.org/0000-0003-1517-9819
Alternative names
Publications (10 of 116) Show all publications
Månsson, N. & Säfström, C. A. (2023). Formação de docentes na Suécia e a escola (1ed.). In: Renato de Oliveira Brito; Alexandre Anselmo Guilherme (Ed.), Formação de Professores ao redor do mundo = Teacher education around the world: desafios e oportunidades = challenges and opportunities (pp. 227-238). Taguantinga: Cátedra Unesco de Juventude, Educação e Sociedade
Open this publication in new window or tab >>Formação de docentes na Suécia e a escola
2023 (Portuguese)In: Formação de Professores ao redor do mundo = Teacher education around the world: desafios e oportunidades = challenges and opportunities / [ed] Renato de Oliveira Brito; Alexandre Anselmo Guilherme, Taguantinga: Cátedra Unesco de Juventude, Educação e Sociedade , 2023, 1, p. 227-238Chapter in book (Other academic)
Place, publisher, year, edition, pages
Taguantinga: Cátedra Unesco de Juventude, Educação e Sociedade, 2023 Edition: 1
National Category
Educational Sciences
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-52713 (URN)978-65-87522-13-5 (ISBN)
Available from: 2023-11-19 Created: 2023-11-19 Last updated: 2023-11-21Bibliographically approved
Månsson, N. & Säfström, C. A. (2023). Swedish teacher education and the school (1ed.). In: Renato de Oliveira Brito; Alexandre Anselmo Guilherme (Ed.), Formação de professores ao redor do mundo = Teacher education around the world: desafios e oportunidades = challenges and opportunities (pp. 239-250). Taguantinga: Cátedra Unesco de Juventude, Educação e Sociedade
Open this publication in new window or tab >>Swedish teacher education and the school
2023 (English)In: Formação de professores ao redor do mundo = Teacher education around the world: desafios e oportunidades = challenges and opportunities / [ed] Renato de Oliveira Brito; Alexandre Anselmo Guilherme, Taguantinga: Cátedra Unesco de Juventude, Educação e Sociedade , 2023, 1, p. 239-250Chapter in book (Other academic)
Place, publisher, year, edition, pages
Taguantinga: Cátedra Unesco de Juventude, Educação e Sociedade, 2023 Edition: 1
National Category
Educational Sciences
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-52714 (URN)978-65-87522-13-5 (ISBN)
Available from: 2023-11-19 Created: 2023-11-19 Last updated: 2023-11-21Bibliographically approved
Säfström, C. A. & Månsson, N. (2021). The marketisation of education and the democratic deficit. European Educational Research Journal
Open this publication in new window or tab >>The marketisation of education and the democratic deficit
2021 (English)In: European Educational Research Journal, E-ISSN 1474-9041Article in journal (Refereed) Published
Abstract [en]

This article deals with the question of what has happened to ‘the public’ in the Swedish education system during the last three decades. In our search for an answer we illuminate and discuss how the process of marketisation, together with the learnification and individualisation of education, replaced ‘the public’ from public education with the logic of the market place. To shed some further light on the current discourse on Swedish education, we contrast two principles in education and teaching, the aristocratic principle and the democratic principle. According to the aristocratic principle, education is about fixating and reproducing existing power relations as the cornerstone of a well-ordered society. According to the democratic principle of education, equality is the cornerstone of a well-ordered democratic society. Considering the shift in the very infrastructure of the Swedish educational system, we arrive at the conclusion that the principles in education and teaching are characterised by the aristocratic principle, rather than those we have characterised as democratic principles. The educational message is clear: upcoming generations are to accept the rules of the market economy and play the game accordingly.

Place, publisher, year, edition, pages
Sage Publications, 2021
Keywords
Public education, marketisation, individualisation, democratic deficit, equality
National Category
Educational Sciences
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-45261 (URN)10.1177/14749041211011293 (DOI)000647248700001 ()2-s2.0-85105384934 (Scopus ID)
Available from: 2021-04-26 Created: 2021-04-26 Last updated: 2023-03-28Bibliographically approved
Langmann, E. & Säfström, C. A. (2018). Varför tar våldet aldrig slut och vad kan vi göra åt det?: En pedagogik-filosofisk analys av fenomenet mobbning. Nordic Studies in Education, 38(4), 337-351
Open this publication in new window or tab >>Varför tar våldet aldrig slut och vad kan vi göra åt det?: En pedagogik-filosofisk analys av fenomenet mobbning
2018 (Swedish)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 38, no 4, p. 337-351Article in journal (Refereed) Published
Abstract [en]

How is it possible that bullying continues to be a common phenomenon in schools, despite the fact that so many teachers, students and parents, through diverse anti-bullying programs, have been engaged in trying to stop it? This question is addressed in this article through a philosophy of education-based analysis of the phenomenon of bullying. The article builds on results from two research projects financed by the Swedish Research Council, and offers a critical reading of the so-called norm-critical (Swedish normkritiska) approaches to bullying. As a result of the analysis made, the article shows how the inequality of the institution itself reproduces the conditions for bullying, and that in order to change those conditions, individual actors in the everyday life of schooling need to confirm their equality.

Place, publisher, year, edition, pages
Universitetsforlaget, 2018
Keywords
mobbning, normkritik, pedagogisk teori, förändring, jämlikhet
National Category
Educational Sciences
Identifiers
urn:nbn:se:sh:diva-36925 (URN)10.18261/1891-2018-04-04 (DOI)2-s2.0-85061965256 (Scopus ID)
Available from: 2018-12-10 Created: 2018-12-10 Last updated: 2022-05-13Bibliographically approved
Säfström, C. A. & Saeverot, H. (2017). Doing Harm to Educational Knowledge: The struggle Over Teacher Education in Sweden and Norway. In: M. Peters, B. Cowie, I. Menter (Ed.), A Companion to Research in teacher Education: An international guide to teacher education research, featuring leading scholars in the field (pp. 179-191). Singapore: Springer
Open this publication in new window or tab >>Doing Harm to Educational Knowledge: The struggle Over Teacher Education in Sweden and Norway
2017 (English)In: A Companion to Research in teacher Education: An international guide to teacher education research, featuring leading scholars in the field / [ed] M. Peters, B. Cowie, I. Menter, Singapore: Springer, 2017, p. 179-191Chapter in book (Refereed)
Place, publisher, year, edition, pages
Singapore: Springer, 2017
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-28482 (URN)978-981-10-4073-3 (ISBN)978-981-10-4075-7 (ISBN)
Available from: 2015-10-12 Created: 2015-10-12 Last updated: 2017-06-16Bibliographically approved
Säfström, C. A. (2015). Jämlikhetens pedagogik (1ed.). Malmö: Gleerups Utbildning AB
Open this publication in new window or tab >>Jämlikhetens pedagogik
2015 (Swedish)Book (Refereed)
Place, publisher, year, edition, pages
Malmö: Gleerups Utbildning AB, 2015. p. 138 Edition: 1
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-28481 (URN)978-91-40-68270-3 (ISBN)
Available from: 2015-10-12 Created: 2015-10-12 Last updated: 2015-10-12Bibliographically approved
Säfström, C. A. (2015). Responding to Rancières warning! Teacher as partisan artist in the age of marketization and differentiation. In: Abstract book: . Paper presented at NERA, Göteborg (pp. 150).
Open this publication in new window or tab >>Responding to Rancières warning! Teacher as partisan artist in the age of marketization and differentiation
2015 (English)In: Abstract book, 2015, p. 150-Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-28519 (URN)
Conference
NERA, Göteborg
Available from: 2015-10-12 Created: 2015-10-12 Last updated: 2015-10-15Bibliographically approved
Säfström, C. A. (2015). Teacher as Artist. In: : . Paper presented at ECER, Budapest.
Open this publication in new window or tab >>Teacher as Artist
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-28518 (URN)
Conference
ECER, Budapest
Available from: 2015-10-12 Created: 2015-10-12 Last updated: 2015-10-15Bibliographically approved
Säfström, C. A. & Månsson, N. (2015). The Ontology of Learning, or Teaching the Non-person to Learn. Interacções, 11(37), 66-82
Open this publication in new window or tab >>The Ontology of Learning, or Teaching the Non-person to Learn
2015 (English)In: Interacções, ISSN 1646-2335, Vol. 11, no 37, p. 66-82Article in journal (Refereed) Published
Abstract [en]

In this article we explore some consequences of present day obsession with “learning” and how such obsession seems to make perfect sense for an education exclusively aiming at making a living in a neo-liberal economy. Instead of celebrating the economical aspects of learning, we highlight the importance of building democratic capacities in an ever changing world by taking education back to the public. The perspectives offered in this article are to be considered as theoretical and critical contributions to the discussion about current educational circumstances, in which discourses of learning seem to dominate the entire field of education.

Place, publisher, year, edition, pages
Escola Superior de Educacao de Santarem, 2015
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-28500 (URN)
Available from: 2015-10-12 Created: 2015-10-12 Last updated: 2020-06-22Bibliographically approved
Säfström, C. A., Månsson, N. & Osman, A. (2015). Whatever happened to teaching?. Nordic Studies in Education, 35(3-4), 268-279
Open this publication in new window or tab >>Whatever happened to teaching?
2015 (English)In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 35, no 3-4, p. 268-279Article in journal (Refereed) Published
Abstract [en]

The article explores some of the underlying factors leading to a toning down, and in some instances total exclusion, of the concept of teaching in the broader educational discourse, which as a result is alienating teachers as well as educational research with such foci. Therefore, what is argued in this article is that there is a need to re-invent teaching as a liberating force of education. The importance of teaching, we suggest, is that as a concept and practice it opens up for emancipation and change, while learning as it currently appears in educational discourse hinders both. We conclude the article by suggesting two important tasks ahead in order to re-invent teaching as a liberating force in education.

Place, publisher, year, edition, pages
Universitetsforlaget, 2015
Keywords
teaching, learning, marketisation, counter-discourse
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-28478 (URN)2-s2.0-84956623003 (Scopus ID)
Available from: 2015-10-12 Created: 2015-10-12 Last updated: 2020-06-22Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1517-9819

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