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Bergdahl, L. (2023). Editorial: pedagogical forms in times of pandemic. Ethics and Education, 18(1), 1-5
Open this publication in new window or tab >>Editorial: pedagogical forms in times of pandemic
2023 (English)In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 18, no 1, p. 1-5Article in journal, Editorial material (Other academic) Published
Place, publisher, year, edition, pages
Routledge, 2023
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-51235 (URN)10.1080/17449642.2023.2188759 (DOI)000949927200001 ()2-s2.0-85149990219 (Scopus ID)
Funder
Swedish Research Council, 2019-05482
Available from: 2023-03-24 Created: 2023-03-24 Last updated: 2023-06-13Bibliographically approved
Bergdahl, L. (2023). Retrotopian risks, constant translation, without noise reduction: a response to Jan Masschelein. Ethics and Education, 18(1), 45-50
Open this publication in new window or tab >>Retrotopian risks, constant translation, without noise reduction: a response to Jan Masschelein
2023 (English)In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 18, no 1, p. 45-50Article in journal (Refereed) Published
Abstract [en]

This paper is a response to Jan Masschelein’s keynote lecture. Taking its point of departure in a befriended support of his argument, the paper begins in the mood of affirmation as a form of critique. Thereafter it engages, first, with what it reads as a slightly retrotopian approach to digitalization in the paper. Second, it brings to attention that the gesture of rejuvenation and regeneration, which Masschelein suggests, always involves a moment of return or repetition. The question is asked what form the gesture of retrieving inherited pedagogical forms from the past takes in Masschelein’s proposal, and it is suggested that such retrieving is a work of constant translation. Third, a comment is made about the advocating of orature, issuing the reminder that on-campus education usually comes without noise reduction, that is, it requires reflection also on the discord that is calibrated in and through our voices. 

Place, publisher, year, edition, pages
Taylor & Francis, 2023
Keywords
constant translation, Mood of affirmation, orature, retrotopia, voice
National Category
Pedagogy
Research subject
Critical and Cultural Theory
Identifiers
urn:nbn:se:sh:diva-51250 (URN)10.1080/17449642.2023.2188752 (DOI)000948968600001 ()2-s2.0-85150607259 (Scopus ID)
Available from: 2023-03-31 Created: 2023-03-31 Last updated: 2023-07-14Bibliographically approved
Bergdahl, L. (2022). Educationally Connecting to the Past in Teaching in Philosophical Perspectives on Teacher Training. In: Peters, Michael A. (Ed.), Encyclopedia of Teacher Education: (pp. 607-611). Singapore: Springer
Open this publication in new window or tab >>Educationally Connecting to the Past in Teaching in Philosophical Perspectives on Teacher Training
2022 (English)In: Encyclopedia of Teacher Education / [ed] Peters, Michael A., Singapore: Springer, 2022, p. 607-611Chapter in book (Other academic)
Place, publisher, year, edition, pages
Singapore: Springer, 2022
National Category
Pedagogical Work
Identifiers
urn:nbn:se:sh:diva-52400 (URN)10.1007/978-981-16-8679-5_82 (DOI)978-981-16-8678-8 (ISBN)978-981-16-8679-5 (ISBN)
Available from: 2023-09-26 Created: 2023-09-26 Last updated: 2023-09-26Bibliographically approved
Bergdahl, L. (2022). Migrating Meanings and Pedagogical Profanation: An Educational Approach to Rituals and Traditions in Pre/Schools. In: Arniika Kuusisto (Ed.), The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care: (pp. 61-71). London: Routledge
Open this publication in new window or tab >>Migrating Meanings and Pedagogical Profanation: An Educational Approach to Rituals and Traditions in Pre/Schools
2022 (English)In: The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care / [ed] Arniika Kuusisto, London: Routledge, 2022, p. 61-71Chapter in book (Refereed)
Abstract [en]

This chapter seeks to respond to the following question: What pedagogical form can make it possible to acknowledge religious content matter schools and preschools without compromising the non-confessional demands of the curriculum? To respond to this question, the chapter introduces two theoretical tools. The first is the idea of migrating meanings and its implications for understanding the character and function of religious traditions and rituals more generally, an idea inspired by political theorist William Cavanaugh’s idea of religious change. The second is the gesture of pedagogical profanation as it has been articulated by philosophers of education Jan Masschelein and Maarten Simons. With the help of these two theoretical tools, the argument is made that (a) there are no neutral nor unchanging traditions but both their form and content change and “migrate” over time (Cavanaugh) and that (b) religious traditions can be passed on to the next generation in schools and preschools through the gesture of profanation and in the specific form of study (Masschelein and Simons). The overall purpose is to seek out an approach through which teachers and educators can respond educationally to acknowledging religious content matter in schools and preschools beyond the religious/secular divide.

Place, publisher, year, edition, pages
London: Routledge, 2022
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-53195 (URN)10.4324/9781003017783-6 (DOI)2-s2.0-85127439088 (Scopus ID)9781000575323 (ISBN)9780367862251 (ISBN)
Available from: 2024-01-09 Created: 2024-01-09 Last updated: 2024-01-09Bibliographically approved
Bergdahl, L. & Langmann, E. (2022). Pedagogical publics: Creating sustainable educational environments in times of climate change. European Educational Research Journal, 21(3), 405-418
Open this publication in new window or tab >>Pedagogical publics: Creating sustainable educational environments in times of climate change
2022 (English)In: European Educational Research Journal, E-ISSN 1474-9041, Vol. 21, no 3, p. 405-418Article in journal (Refereed) Published
Abstract [en]

The paper offers a pedagogical response to the complexity of sustainability challenges that takes the existential and emotional dimensions of climate change seriously. To this end, the paper unfolds in two parts. The first part makes a distinction between 'public pedagogy' as an area of educational scholarship and 'pedagogical publics' as a theoretical lens for identifying certain qualities within educational environments, exploring what potential this distinction has for rethinking public pedagogy for sustainable development. Turning to Bonnie Honig (2015) and her call for creating 'holding environments' in the public sphere as a response to the democratic need of our time, the second part translates her political notion into an educational notion asking what fostering pedagogical publics as holding environments might involve. In relation to sustainability challenges, it is suggested that an environment that 'holds' people together as a pedagogical public has three main qualities: a) it makes room for new rituals for sustainable living to be developed in order to offer a sense of permanence; b) it invites narratives that can frame sustainability challenges in more positive registers; and c) it reinstates an intergenerational difference that serves to give back hopes and dreams to adults and children in troubling times.

Place, publisher, year, edition, pages
Sage Publications, 2022
Keywords
Education for sustainable development, public pedagogy, climate change, holding environments, sustainability
National Category
Pedagogy Pedagogical Work
Identifiers
urn:nbn:se:sh:diva-45322 (URN)10.1177/14749041211005618 (DOI)000641912400001 ()2-s2.0-85104559523 (Scopus ID)
Funder
Swedish Research Council, 721-2014-2200
Note

Contribution to a special issue

Available from: 2021-05-06 Created: 2021-05-06 Last updated: 2023-03-28Bibliographically approved
Bergdahl, L. & Langmann, E. (2021). Feminism within Philosophy of Education (1ed.). In: Ana Pagès (Ed.), A History of Western Philosophy of Education: Volume 5. A History of Western Philosophy of Education in The Contemporary Landscape (1914-present) (pp. 57-83). London: Bloomsbury Academic
Open this publication in new window or tab >>Feminism within Philosophy of Education
2021 (English)In: A History of Western Philosophy of Education: Volume 5. A History of Western Philosophy of Education in The Contemporary Landscape (1914-present) / [ed] Ana Pagès, London: Bloomsbury Academic, 2021, 1, p. 57-83Chapter in book (Other academic)
Place, publisher, year, edition, pages
London: Bloomsbury Academic, 2021 Edition: 1
Series
A History of Western Philosophy of Education
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-46275 (URN)9781350074668 (ISBN)
Available from: 2021-08-25 Created: 2021-08-25 Last updated: 2021-10-06Bibliographically approved
Sorgenfrei, S., Thurfjell, D., Bergdahl, L., Bergkvist, M., Berglund, J., Borevi, K., . . . Åström, K. (2021). Mångreligiositet och sekularitet i svenskt polisväsende, vård, skola och offentlig förvaltning: en forskningsöversikt. Huddinge: Södertörns högskola
Open this publication in new window or tab >>Mångreligiositet och sekularitet i svenskt polisväsende, vård, skola och offentlig förvaltning: en forskningsöversikt
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2021 (Swedish)Report (Other academic)
Abstract [sv]

Under de senaste decennierna har Sverige genomgått stora demografiska och politiska förändringar. Tillsammans har dessa inneburit att Sverige idag samtidigt är ett av Europas mest sekulariserade och mest mångreligiösa länder. Den snabba demografiska förändring Sverige har genomgått har ställt många inför nya, stora och i vissa fall skyndsamma kunskapsbehov samtidigt är forskningen om situationen delvis eftersatt. I denna rapport identifieras hur den nya situationen relaterar till det lagstadgade uppdrag som svenskt polisväsende, vård, skola och offentlig förvaltning har. Den forskning som gjorts inom dessa områden sammanfattas och de viktigaste forskningsbehoven identifieras.

Place, publisher, year, edition, pages
Huddinge: Södertörns högskola, 2021. p. 67
Series
IMS rapportserie ; 1
Keywords
Religion, mångreligiositet, mångkultur, sekularitet, IMS, polis, skola, vård, förvaltning
National Category
Religious Studies
Identifiers
urn:nbn:se:sh:diva-44285 (URN)
Available from: 2021-02-18 Created: 2021-02-18 Last updated: 2023-02-21Bibliographically approved
Bergdahl, L. (2020). Kvinnan som plats och kvinnans plats. In: Simon Sorgenfrei & David Thurfjell (Ed.), Kvinnligt religiöst ledarskap: En vänbok till Gunilla Gunner (pp. 265-275). Huddinge: Södertörns högskola
Open this publication in new window or tab >>Kvinnan som plats och kvinnans plats
2020 (Swedish)In: Kvinnligt religiöst ledarskap: En vänbok till Gunilla Gunner / [ed] Simon Sorgenfrei & David Thurfjell, Huddinge: Södertörns högskola, 2020, p. 265-275Chapter in book (Other academic)
Place, publisher, year, edition, pages
Huddinge: Södertörns högskola, 2020
Series
Södertörn Studies on Religion ; 10
National Category
Philosophy
Identifiers
urn:nbn:se:sh:diva-41946 (URN)978-91-89109-03-2 (ISBN)
Available from: 2020-09-25 Created: 2020-09-25 Last updated: 2020-09-25Bibliographically approved
Bergdahl, L. & Langmann, E. (2020). Sustaining What is Valuable: Contours of an Educational Language About Values. Journal of Philosophy of Education, 54(5), 1260-1277
Open this publication in new window or tab >>Sustaining What is Valuable: Contours of an Educational Language About Values
2020 (English)In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 54, no 5, p. 1260-1277Article in journal (Refereed) Published
Abstract [en]

Making liberal democratic values meaningful to study in schools is a more complex issue than being a question of turning values into explicit educational goals (Schleicher) or of curing a motivational deficit (Critchley). Since values seem to play an important role in the practices and commitments of people's everyday lives, values are calling for a continual refinement of our words in relation to the world (Laverty). The purpose of this article is to offer contours of an educational language about values that acknowledges this refinement and the pedagogical work that teachers might do-by way of language-in order to sustain the living-on of what is valued and valuable to us as individuals and as societies. To this end, the article is divided into two parts. The first part takes the temperature of the current political and educational debates, offering thereby a sociopolitical background to the need of a renewed language about values. Drawing on ordinary language philosophy (Moi, Murdoch and Forsberg) and the idea that there is an intimate relationship between how we look at the world (attention) and the words we use in describing it (language). The second part of the article places the emergence of values in a particular time in history before suggesting a more existential vocabulary about values for the purpose of teaching values in schools.

Place, publisher, year, edition, pages
John Wiley & Sons, 2020
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-42008 (URN)10.1111/1467-9752.12481 (DOI)000568592300001 ()2-s2.0-85090081353 (Scopus ID)
Funder
Swedish Research Council, 721‐2014‐2200
Available from: 2020-10-01 Created: 2020-10-01 Last updated: 2021-10-06Bibliographically approved
Bergdahl, L. (2018). Könsskillnadens religionskunskapsundervisning (1ed.). In: Olof Franck & Peder Thalén (Ed.), Interkulturell religionsdidaktik: utmaningar och möjligheter (pp. 253-274). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Könsskillnadens religionskunskapsundervisning
2018 (Swedish)In: Interkulturell religionsdidaktik: utmaningar och möjligheter / [ed] Olof Franck & Peder Thalén, Lund: Studentlitteratur AB, 2018, 1, p. 253-274Chapter in book (Refereed)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018 Edition: 1
National Category
Didactics
Identifiers
urn:nbn:se:sh:diva-39863 (URN)978-91-44-12072-0 (ISBN)
Available from: 2020-01-14 Created: 2020-01-14 Last updated: 2020-01-15Bibliographically approved
Projects
Lived values: a pedagogical-philosophical groundwork of the value basis of Swedish schools [2014-02200_VR]; Södertörn University; Publications
Bergdahl, L. & Langmann, E. (2018). Time for Values: Responding Educationally to the Call from the Past. Studies in Philosophy and Education, 37(4), 367-382Bergdahl, L. (2017). Crisis or Struggle?: A Language of Natality as a Struggle for Education. Studier i Pædagogisk Filosofi, 6(1), 25-38Bergdahl, L. & Langmann, E. (2017). 'Where are You?' Giving Voice to the Teacher by Reclaiming the Private/Public Distinction. Journal of Philosophy of Education, 51(2), 461-475
How can schools reduce inequalities in educational opportunities? [2019-00737_Forte]; Södertörn UniversityHow can schools reduce inequalities in educational opportunities? [2019-04357_VR]; Södertörn University; Publications
Behtoui, A. & Strömberg, I. (2020). Compensatory school effects and social capital. Social Sciences, 9(11), Article ID 193.
Forms of Formation: A Pedagogical-Philosophical Enquiry into Tensions Around Gender and Social Equality in the Classroom [2019-05482_VR]; Södertörn University; Publications
Bergdahl, L. (2023). Editorial: pedagogical forms in times of pandemic. Ethics and Education, 18(1), 1-5Langmann, E. (2023). Finding one's way: a response to the idea of an education after progress. Journal of Philosophy of Education, 57(6), 1119-1126Bergdahl, L. (2023). Retrotopian risks, constant translation, without noise reduction: a response to Jan Masschelein. Ethics and Education, 18(1), 45-50Bergdahl, L. & Langmann, E. (2020). Sustaining What is Valuable: Contours of an Educational Language About Values. Journal of Philosophy of Education, 54(5), 1260-1277
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8791-2528

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