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BETA
Säfström, Carl AndersORCID iD iconorcid.org/0000-0003-1517-9819
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Publications (10 of 113) Show all publications
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.

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: 2019-03-12Bibliographically 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
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-28500 (URN)
Available from: 2015-10-12 Created: 2015-10-12 Last updated: 2017-12-01Bibliographically 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.

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: 2018-04-05Bibliographically approved
Säfström, C. A. & Månsson, N. (2014). Education - something more than just learning the lesson?. In: : . Paper presented at NERA, Lillehammer.
Open this publication in new window or tab >>Education - something more than just learning the lesson?
2014 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-28521 (URN)
Conference
NERA, Lillehammer
Available from: 2015-10-12 Created: 2015-10-12 Last updated: 2015-10-16Bibliographically approved
Säfström, C. A. (2014). Intelligens för fler än En. In: Anders Burman (Ed.), Den reflekterade erfarenheten: John Dewey om demokrati, utbildning och tänkande (pp. 115-129). Huddinge: Södertörns högskola
Open this publication in new window or tab >>Intelligens för fler än En
2014 (Swedish)In: Den reflekterade erfarenheten: John Dewey om demokrati, utbildning och tänkande / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, p. 115-129Chapter in book (Other academic)
Place, publisher, year, edition, pages
Huddinge: Södertörns högskola, 2014
Series
Södertörn Studies in Higher Education ; 5
National Category
History of Ideas Educational Sciences
Identifiers
urn:nbn:se:sh:diva-24649 (URN)978-91-86069-97-1 (ISBN)
Available from: 2014-09-22 Created: 2014-09-22 Last updated: 2016-10-04Bibliographically approved
Säfström, C. A. (2014). The passion of teaching at the border of order. Asia-Pacific Journal of Teacher Education, 42(4), 337-346
Open this publication in new window or tab >>The passion of teaching at the border of order
2014 (English)In: Asia-Pacific Journal of Teacher Education, ISSN 1359-866X, E-ISSN 1469-2945, Vol. 42, no 4, p. 337-346Article in journal (Refereed) Published
Abstract [en]

In this text, which was originally delivered as a speech, I discuss the massive critique of teachers in the public discourse on education in Sweden over the last decade. I speak in defence of teachers, and since I am a teacher I speak in defence of myself. The critique of teachers, schooling, and teacher education has been so overbearing that a purely rational response is simply not possible. Therefore, my response is rhetorical in tone. In highlighting the passion of teaching, I lift something central for teachers, which is seldom or never taught about teaching in teacher education. Neither is the passion of teaching present in the public discourse on education. Passion, I argue in the article, is that which adds excess or an overflow of meaning that cannot be contained within the order of discourse and which therefore puts this discourse out of balance. Finally, I discuss a new balance beyond this order in the context of a classroom. In a concluding section, I highlight the struggle over borders which define who can speak and think in "good" order and who cannot.

Keywords
teaching, passion, equality, order
National Category
Educational Sciences
Identifiers
urn:nbn:se:sh:diva-25231 (URN)10.1080/1359866X.2014.956045 (DOI)000343223800003 ()2-s2.0-84911976711 (Scopus ID)
Available from: 2014-11-14 Created: 2014-11-14 Last updated: 2017-12-05Bibliographically approved
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Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-1517-9819

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