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  • 1.
    Andersson, Pernilla
    et al.
    Södertörn University, School of Life Sciences, Environmental science. Södertörn University, Lärarutbildningen.
    Öhman, Johan
    Östman, Leif
    A business to change the world: Moral responsibility in textbooks for International Economics2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 1, p. 79-96Article in journal (Refereed)
    Abstract [en]

    This article presents an empirical analysis of textbooks for International Economics in upper secondary schools with a focus on moral responsibility for the environment and society. The purpose is to analyze the meanings offered to students regarding the scope of taking moral responsibility in relation to the role of a business person. Four different meanings are formulated as a result of the study: one states that a business only can take responsibility in order to obey laws and respond to consumer demands, a second and third meanings imply that, a business can make demands, to different extents, on subcontractors. A fourth meaning include that a business (apart from making profit) also can be a tool for change. The different meanings are discussed in relation to different functions of education (Biesta 2008, Säfström 2005) and Education for Sustainable Development. The main argument is that a tool for change-meaning, contributing to a subjectification function of education, ought to have an increased space in education, if we want students who are engaged in sustainability issues regarding the environment and the society also to see a future working within the business world. This is equally important if we want business students to see a future working for sustainable development.

  • 2.
    Bohlin, Henrik
    Södertörn University, School of Culture and Communication, History of ideas.
    Mångkulturalitet och kulturmöten i högskoleutbildning – möjligheter och svårigheter2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, no 3, p. 90-109Article in journal (Other academic)
  • 3.
    Brumark, Åsa
    Södertörn University, School of Communication, Media and it, Swedish language.
    Den formella skoldemokratins roll för medborgarfostran och elevinflytande2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 2, p. 77-96Article in journal (Refereed)
  • 4.
    Burman, Anders
    Södertörn University, School of Historical and Contemporary Studies, History of Ideas.
    Avhandlingsrecension av Einar Sundsdal, Naturalistisk humanisme: Bidrag til et pedagogisk standspunkt2013In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 22, no 2, p. 137-143Article, book review (Other academic)
  • 5. Burman, Anders
    Den frie mannens uppfostran: Anteckningar om uppfostran och konst i Aristoteles Politiken2000In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 9, no 2, p. 61-73Article in journal (Other academic)
  • 6.
    Burman, Anders
    Södertörn University College, School of Culture and Communication, History of ideas.
    Erfarenhet som uppfostran, konst som erfarenhet: Om John Deweys pedagogik och estetik2007In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, no 1, p. 95-108Article in journal (Other academic)
  • 7.
    Burman, Anders
    Södertörn University College, School of Culture and Communication, History of ideas.
    Konsten att tänka kritiskt: John Deweys How We Think2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 1, p. 125-138Article in journal (Other academic)
    Abstract [en]

    This article investigates Dewey’s view of critical thinking as it appears in his How We Think. There, he distinguishes some key steps in the thinking process. It begins with a perceived difficulty, which we try to locate and propose a possible solution to, after which we examine and test the hypothesis, first in theory and then in practice, i.e. in an experimental corroboration. This conception of the thinking process follows a generalized, typical scientific working method. At the same time, however, Dewey tries to affirm and do justice to the relative, the particular and the individual, an endeavour that can be associated with the hermeneutic tradition. It is also in accordance with that tradition, as well as with Aristotle’s conception of phronesis, that Dewey stresses the importance of good judgement. In our schools, he maintains, we should try to promote good judgement, as well as critical thinking, on the part of students.

  • 8.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    [Recension av] Claudia W. Ruitenberg. Unlocking the World: Education in an Ethic of Hospitality2015In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 24, no 3, p. 117-119Article, book review (Other academic)
  • 9.
    Langmann, Elisabet
    Mälardalens högskola / Örebro universitet.
    Välkomna (nästan) allihopa!: Mellan kategoriserade olikheter och radikal skillnad2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 3, p. 57-71Article in journal (Refereed)
    Abstract [en]

    This article explores the dilemmas involved in welcoming differences in education without simultaneously fostering structural conditions that reproduce discrimination and intolerance. Taking an excerpt from Fanny Abjörnsson’s doctoral thesis I en klass för sig (2004) and Jacques Derrida’s deconstructions of the concept of hospitality as points of departure, the article unfolds in three parts. First, I make a distinction between two ways of responding to the otherness of the other: a conditional welcoming of social categories, and an unconditional welcoming of radical difference. These are further explored in part two. In part three I turn to the “double responsiveness” Derrida highlights as inherent in the paradoxes of hospitality, and ask how it is possible to act within this tension in relation to education. I argue that the welcoming of differences in education demands sensitivity to ambiguity and uncertainty, as well as tact and improvisation in concrete pedagogical situations.

  • 10.
    Mattsson, Katarina
    Södertörn University, School of Culture and Education, Gender Studies.
    Att lära av den Andra?: Transformativt lärande i svenska gymnasieelevers berättelser om en utbildningsresa till Kenya2023In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 32, no 1, p. 5-25Article in journal (Refereed)
    Abstract [en]

    Learning from “The Other”? Transformative learning in Swedish high school students’ narratives from an educational trip to Kenya. The study explores transformative learning in a group of Swedish high school students’ shared narratives about an educational trip to Kenya. The understanding of transformative learning is inspired by a discourse analytical approach, which emphasizes the use of discursive frameworks and repertoires for making sense of experiences. The analysis shows that the participants express a desire to learn from ‘the Other’, which is associated with a critical examination of their own ways of thinking. Moreover, the image of ‘the other’ is complex. On the one hand, it is constructed as a generalized image of the exotic other and reproduces notions of ‘the noble savage’. On the other hand, the image of ‘the other’ is also framed by a liberal discourse of individualism and tolerance. Finally, the narratives also entail constructions of similarity, which indicates a more radical renegotiation of previous discursive frames and blurs the borders between us and them.

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  • 11.
    Månsson, Niclas
    Mälardalens högskola.
    Didaktikens behov av ett "experimentum linguae": Om språkets klassificerande, manipulerande, inneslutande och uteslutande funktioner2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 2, p. 143-160Article in journal (Refereed)
    Abstract [en]

    The need for an “experimentum linguae” in didactics. on the clas-sifying, manipulating, integrating and segregating functions of language. This article explores the boundaries of language, and how language serves both to include and to exclude. Following Agamben’s view of language my presentation unfolds in three movements. First, I explore Agamben’s use of infancy in order to grasp the limits of language by illuminating the split between language and discourse. The second part includes voices on participation, which are analysed through the metaphors of “us and them” and “doors and bridges” to illustrate the segregating and integrating functions that language performs. Finally, I return to Agamben’s view of language and his notion of an “experimentum linguae” in order to criticize and challenge didactic perspectives that cling to a discourse which keeps ambivalence at bay, inasmuch as the “experimentum” opens up the very space of ethics.

  • 12.
    Månsson, Niclas
    Mälardalens högskola.
    Låt skillnaden vara2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 3, p. 39-55Article in journal (Refereed)
    Abstract [en]

    LET THE DIFFERENCE BE. Taking my point of departure from a school’s neglecting of the harassment of two Roma children (eller Taking my point of departure from the neglecting of the harassment of two Roma children by their school), I ask how it is possible to be placed outside an order that is supposed to support and protect all children regardless of their social, cultural, and ethnic background. The article is divided in three parts. In order to understand how it is possible to expose children to structural violence, I illuminate how it is possible to reduce some people to non-humans, less worthy than others, with the help of Agambens understanding of bio-politics and the making of the non-human. There after I explore the foundations of Agamben’s terra ethica. An ethics that takes us beyond responsibility and dignity not only erases the division between worthy and non worthy beings, it also makes the question of identity to a non-question. With this ethics in mind, I return to the case of the Roma children, and arrive at the conclusion that instead of clinging on to an epistemological conformity that produces an order that actually makes exclusion possible, we ought to let the difference be.

  • 13.
    Månsson, Niclas
    et al.
    Mälardalens högskola.
    Nordmark, Jonas
    Mälardalens högskola.
    Den allmänna didaktikens gränser: Om möjligheter och begränsningar för en samhällsomvandlande didaktik2015In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 24, no 3, p. 65-82Article in journal (Refereed)
    Abstract [en]

    The article outlines two lines of thought in the current debate on education. First, the declining results in schools are seen as an overarching problem for the school system, second, individual performance within schools is disconnected from societal, collective goals. We then discuss different modes of thinking of socialization in relation to general didactics. The teachers’ role in that sense is to socialize the next generation into a given social order. Another mode of thinking regards the young person as discovering society, within society. We argue, inspired by Wolfgang Klafki, for a conception of “general didactics” as a response to the need for an education for society that has solidarity as an overarching aim, rather than to produce new members to society. We end the article with the conclusion that the limits of general didactics are in one way or the other societal, inasmuch public education reflects the need for social (re-)production of knowledge, norms and values.

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  • 14.
    Nilsson, Monica
    et al.
    Jönköping University, Sweden .
    Lecusay, Robert
    Jönköping University, Sweden.
    Alnervik, Karin
    Jönköping University, Sweden.
    Undervisning i förskolan: Holistisk förskoledidaktik byggd på lek och utforskande2018In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 1, p. 9-32Article in journal (Refereed)
    Abstract [en]

    In this article we critically examine and problematizethe concept of teaching in contemporary Swedish preschoolprovision, and sketch a holistic preschool didactics aimed at addressingkey problems that emerge from the implementation of the concept ofteaching in preschool. We briefly survey how teaching is conceptualizedand managed from different theoretical perspectives and institutionaldiscourses. Drawing on cultural historical activity theory and situatedlearning approaches, we argue for the formation of a preschool didacticsbased on a socio-cultural understanding of play in combination with aReggio Emilia-inspired understanding of exploratory and project-basedwork methods.

  • 15. Runfors, Ann
    Modersmålsssvenskar och vi andra: Ungas språk och identifikationer i ljuset av nynationalism2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 2, p. 105-126Article in journal (Refereed)
  • 16.
    Sahlén, Patric
    Södertörn University, Teacher Education, Education.
    Skolinspektionens konstruktion av skolan som realiseringsarena2022In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 31, no 2, p. 29-49Article in journal (Refereed)
    Abstract [en]

    School inspection is a re-formulation of education as a realization of the school policy. When the Swedish Schools Inspectorate assesses schools’, they in practice formulate a new policy. By using the concept of a realization arena and analyzing quality audit reports, I intend to study how the Swedish Schools Inspectorate constructs its audit object and its consequences. In this study I assume a discursive approach. In the Inspectorate’s construction, the student is only expected to receive the stipulated knowledge and consume teaching. It is the teacher’s job to sell and adapt the presentation of the material to the students.

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  • 17.
    Säfström, Carl Anders
    Mälardalens högskola.
    Att erövra sin frihet: Vilja, uppmärksamhet arbete.: En läsning av Jaques Rancière "The Ignorant Schoolmaster"2007In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, no 3, p. 101-106Article in journal (Refereed)
  • 18.
    Säfström, Carl Anders
    Mälardalens högskola.
    Demokratins antagonistiska pluralism: Chantal Mouffe om det politiska2006In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 15, no 1, p. 101-108Article in journal (Refereed)
  • 19. Säfström, Carl Anders
    Läsning som omvänd hermeneutik1995In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, no 2, p. 45-53Article in journal (Refereed)
  • 20. Säfström, Carl Anders
    Pedagogisk essentailism: om psykologi och frånvaron av förändring i svensk lärarutbildning1996In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, no 2, p. 17-32Article in journal (Refereed)
  • 21.
    Säfström, Carl Anders
    Mälardalens högskola.
    Vad kan utbildning åstadkomma?: en kritik av idealiserande föreställningar om utbildning2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 3, p. 11-22Article in journal (Refereed)
  • 22. von Wright, Moira
    Tema: George Herbert Mead och intersubjektivitetens utmaningar2001In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 10, no 3, p. 3-10Article in journal (Other academic)
1 - 22 of 22
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