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Publications (10 of 17) Show all publications
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
Bergdahl, L. (2018). Language matters: gendering Religious Education teaching. British Journal of Religious Education, 40(3), 317-326
Open this publication in new window or tab >>Language matters: gendering Religious Education teaching
2018 (English)In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 40, no 3, p. 317-326Article in journal (Refereed) Published
Abstract [en]

Taking its point of departure in the idea that language is never neutral but always coded in the masculine or the feminine (Irigaray), the main purpose of the paper is to explore the gendered coding of Religious Education teaching and how this coding interplays in shaping relationships and knowledge in the classroom. As recent research shows, debates about religion are becoming increasingly aggressive in many Western democracies and Religious Education is not unaffected by this. Drawing on Luce Irigaray’s notion of sexual difference the paper argues that RE tends to have a masculine coding in its overemphasis on beliefs, creeds and concepts. This not only positions both girls and boys as feminine in relation to (masculine) religion, it also fails to offer the more nuanced understanding of religious life so well needed today. The paper is divided into three sections. The first outlines briefly, theoretically and methodologically, the larger study of which this paper is part. The second offers an exposition of Irigaray’s thinking on sexual difference, and the third relates her philosophy to three empirical examples. The paper ends with a summary of the main points of the argument and the implications of language matters for Religious Education teaching.

Keywords
feminine, Feminist philosophy, gender, masculine, Religious Education
National Category
Educational Sciences Gender Studies
Identifiers
urn:nbn:se:sh:diva-32716 (URN)10.1080/01416200.2017.1324759 (DOI)000441628100009 ()2-s2.0-85019179385 (Scopus ID)
Projects
Images of Femininity and Masculinity in the Classroom: A Feminist Philosophical Inquiry into the Subjects of Religion, Science Studies, and Swedish
Funder
Swedish Research Council, 2010-05420
Available from: 2017-06-07 Created: 2017-06-07 Last updated: 2018-11-12Bibliographically approved
Bergdahl, L. & Langmann, E. (2018). Pedagogical postures: a feminist search for a geometry of the educational relation. Ethics and Education, 13(3), 309-328
Open this publication in new window or tab >>Pedagogical postures: a feminist search for a geometry of the educational relation
2018 (English)In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 13, no 3, p. 309-328Article in journal (Refereed) Published
Abstract [en]

Inspired by Adriana Cavarero’s recent work on maternal inclinations as a postural term, the overall purpose of this article is to seek out a geometry of the educational relation that is alien to the masculine myth of the ‘economic man’. Drawing on Jan Masschelein and Maarten Simons’s critique of the marketization of education, reading their giving ‘shape and form’ to the scholastic school through the geometry of Cavarero’s ‘maternal inclinations’, the article shows how images and metaphors associated with the posture of rectitude infuse the scholastic model of the school. At the same time, we argue, it testifies to a geometry of an inclined subject and, in doing so, it offers an opening for recovering the significance of the feminine and maternal to educational theory. Affirming this opening, the paper makes a shift of emphasis from scholastic techniques to educational postures.

Keywords
Adriana Cavarero, educational relation, geometry, maternal inclination, rectitude, Scholastic school
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-35683 (URN)10.1080/17449642.2018.1477088 (DOI)000445474600003 ()2-s2.0-85048053655 (Scopus ID)
Funder
Swedish Research Council, 721-2014-2200
Available from: 2018-06-21 Created: 2018-06-21 Last updated: 2018-11-13Bibliographically approved
Bergdahl, L. & Langmann, E. (2018). Time for Values: Responding Educationally to the Call from the Past. Studies in Philosophy and Education, 37(4), 367-382
Open this publication in new window or tab >>Time for Values: Responding Educationally to the Call from the Past
2018 (English)In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 37, no 4, p. 367-382Article in journal (Refereed) Published
Abstract [en]

This paper rethinks the fostering task of the teacher in a time when it, paradoxically, has tended to become marginalized and privatized despite its public urgency. Following post-holocaust thinkers such as Hannah Arendt and Zygmunt Bauman, the position explored here is radical in the sense that it takes ‘the crisis of traditions’ and the erosion of a common moral ground or value basis seriously, and it is conservative in the sense that it insists on responding educationally to the call from the past by returning to (a) the moral character of our existence and (b) our own embeddedness in the incompleteness of living traditions. The argument is that there is a difference between educating for common values—which entails a belief in pre-existing commonalities—and making values common in and through education. The latter, we argue, entails an aspiration for continuously creating new commonalities and for cultivating the ability to act and judge as a thinking moral agent in specific, lived and worldly cases. In this sense, the fostering task of the teacher is to create commonality of what is not (yet) common, turning the liberal democratic values of the past into contested objects of study.

Keywords
Values education, Tradition, Postmodern ethics, Cultural heritage, Fostering, Commonality, Liberal democratic values
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-33809 (URN)10.1007/s11217-017-9591-2 (DOI)000435971600003 ()2-s2.0-85034228310 (Scopus ID)
Projects
Levda Värden: en pedagogisk-filosofisk grundläggning av skolans värdegrundsarbete
Funder
Swedish Research Council, 780/3.1.1/2014
Available from: 2017-12-06 Created: 2017-12-06 Last updated: 2018-07-12Bibliographically approved
Bergdahl, L. (2017). Crisis or Struggle?: A Language of Natality as a Struggle for Education. Studier i Pædagogisk Filosofi, 6(1), 25-38
Open this publication in new window or tab >>Crisis or Struggle?: A Language of Natality as a Struggle for Education
2017 (English)In: Studier i Pædagogisk Filosofi, ISSN 2244-9140, E-ISSN 2244-9140, Vol. 6, no 1, p. 25-38Article in journal (Refereed) Published
Abstract [en]

Taking its point of departure in the connotations to war and violence inherent in what is here called the ‘language of crisis’ (Jantzen), the purpose of this article is to explore what it might mean to reassess the language of educational change and policy reform in the imagery of natality and birth (Arendt). If the task in a ‘crisis’ is to fight against the crisis, effectively and forcefully, the argument of the paper is that the root metaphors of natality and birth puts into play an imagery that makes possible a relational language for educational change and reform. If the language we use has performative consequences, the question explored is what a ‘language of natality’ can make possible as a language of struggle for education.

Keywords
natality, birth, mortality, policy reform, change
National Category
Pedagogy General Language Studies and Linguistics
Identifiers
urn:nbn:se:sh:diva-34822 (URN)10.7146/spf.v6i1.103102 (DOI)780/3.1.1/2014 (Local ID)780/3.1.1/2014 (Archive number)780/3.1.1/2014 (OAI)
Funder
Swedish Research Council, 721-2014-2200
Available from: 2018-04-04 Created: 2018-04-04 Last updated: 2018-04-06Bibliographically approved
Bergdahl, 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
Open this publication in new window or tab >>'Where are You?' Giving Voice to the Teacher by Reclaiming the Private/Public Distinction
2017 (English)In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 51, no 2, p. 461-475Article in journal (Refereed) Published
Abstract [en]

In a time of cultural pluralism and legitimation crisis (Habermas), there is an increasing uncertainty among teachers in Sweden about with what right they are fostering other people's children. What does it mean to teach 'common values' to the coming generation? How do teachers find legitimacy and authority for this endeavour, not as family members or as politicians, but as teachers? To respond to this uncertainty, the paper takes the public/private distinction as a starting-point for rethinking the place of the school. Drawing on the work of Hannah Arendt and of Jan Masschelein and Maarten Simons, it argues that the school is an in-between place-a place that transforms values into 'common goods' and turns fostering into a teaching matter. The overall purpose of the paper is to sketch out the consequences of this 'in-betweenness' for what it means to find one's voice as a teacher in fostering the coming generation.

National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-32987 (URN)10.1111/1467-9752.12244 (DOI)000404127400009 ()2-s2.0-85020093831 (Scopus ID)
Projects
Lived Values: A Pedagogical-Philosophical Groundworking of the Value Basis of Swedish Schools
Funder
Swedish Research Council
Available from: 2017-06-29 Created: 2017-06-29 Last updated: 2017-07-14Bibliographically approved
Bergdahl, L. (2014). Dags att lämna krisretoriken i skoldebatten. Signum : katolsk orientering om kyrka, kultur, samhälle (1), 26-31
Open this publication in new window or tab >>Dags att lämna krisretoriken i skoldebatten
2014 (Swedish)In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 1, p. 26-31Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Uppsala: , 2014
Keywords
skola, demokrati, värden, värdegrund, kunskapskris, Fogelklou
National Category
Pedagogy Educational Sciences
Research subject
Other research area
Identifiers
urn:nbn:se:sh:diva-25875 (URN)
Available from: 2015-01-15 Created: 2015-01-15 Last updated: 2017-12-05Bibliographically approved
Bergdahl, L. (2014). Feminist och katolik: Anna Lenah Elgström i nytryck. Signum : katolsk orientering om kyrka, kultur, samhälle (6), 19-22
Open this publication in new window or tab >>Feminist och katolik: Anna Lenah Elgström i nytryck
2014 (Swedish)In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 6, p. 19-22Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Uppsala: , 2014
Keywords
feminism, pacifism, katolicism
National Category
Philosophy, Ethics and Religion Pedagogy
Research subject
Other research area
Identifiers
urn:nbn:se:sh:diva-25874 (URN)
Available from: 2015-01-15 Created: 2015-01-15 Last updated: 2017-12-05Bibliographically approved
Bergdahl, L. (2012). Hur mycket mångfald orkar vi bära?. Signum : katolsk orientering om kyrka, kultur, samhälle (8), 24-27
Open this publication in new window or tab >>Hur mycket mångfald orkar vi bära?
2012 (Swedish)In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 8, p. 24-27Article in journal (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Uppsala: , 2012
Keywords
pluralism, liberal demokrati, antagonism, konsensus
National Category
Pedagogy
Research subject
Other research area
Identifiers
urn:nbn:se:sh:diva-25877 (URN)
Available from: 2015-01-15 Created: 2015-01-15 Last updated: 2017-12-05Bibliographically approved
Bergdahl, L. (2012). Religion och bildning: Emilia Fogelklou och bildningsbegreppets mystika förankring. In: Anders Burman och Per Sundgren (Ed.), Svenska Bildningstraditioner: (pp. 231-246). Daidalos
Open this publication in new window or tab >>Religion och bildning: Emilia Fogelklou och bildningsbegreppets mystika förankring
2012 (Swedish)In: Svenska Bildningstraditioner / [ed] Anders Burman och Per Sundgren, Daidalos, 2012, p. 231-246Chapter in book (Other academic)
Place, publisher, year, edition, pages
Daidalos, 2012
Keywords
Fogelklou, bildning, mystik, skola, utbildning
National Category
Pedagogy Philosophy, Ethics and Religion
Research subject
Other research area
Identifiers
urn:nbn:se:sh:diva-25870 (URN)978-91-7173-386-3 (ISBN)
Available from: 2015-01-15 Created: 2015-01-15 Last updated: 2015-01-15Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-8791-2528

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