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  • 1.
    Langmann, Elisabet
    Mälardalens högskola.
    Rethinking the Place of Tolerance in Education: Encountering Otherness between Acceptance and Rejection2011In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 31, no 2, p. 96-105Article in journal (Refereed)
    Abstract [en]

    This article explores how any success in encountering difference a discourse on tolerance might have in education, depends on how it deals with different meanings of otherness. By making a distinction between tolerance of diversity and tolerance of difference, it proposes a way of responding to this challenge that takes the otherness of the Other seriously. The point made is that to promote tolerance on the basis that we can already tell the tolerable from the intolerable, risks excluding the very possibility of welcoming something new and unforeseen that may alter the perception we have of ourselves and the world.

  • 2.
    Langmann, Elisabet
    et al.
    Södertörn University, School of Culture and Education, Education.
    Säfström, Carl Anders
    Maynooth University Social Science Institute, MUSSI, Co Kildare, Ireland.
    Varför tar våldet aldrig slut och vad kan vi göra åt det?: En pedagogik-filosofisk analys av fenomenet mobbning2018In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 38, no 4, p. 337-351Article in journal (Refereed)
    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.

  • 3.
    Säfström, Carl Anders
    et al.
    Södertörn University, School of Culture and Education, Education.
    Månsson, Niclas
    Mälardalens högskola.
    Osman, Ali
    Whatever happened to teaching?2015In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 35, no 3-4, p. 268-279Article in journal (Refereed)
    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.

  • 4.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Caught between expectations: Swedish student teachers’ experiences of working with gender and sexuality issues2015In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, no 3-4, p. 217-232Article in journal (Refereed)
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