sh.sePublications
Change search
Refine search result
1 - 17 of 17
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Crisis or Struggle?: A Language of Natality as a Struggle for Education2017In: Studier i Pædagogisk Filosofi, ISSN 2244-9140, E-ISSN 2244-9140, Vol. 6, no 1, p. 25-38Article in journal (Refereed)
    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.

  • 2.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Dags att lämna krisretoriken i skoldebatten2014In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 1, p. 26-31Article in journal (Other (popular science, discussion, etc.))
  • 3.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Communication, Education.
    Demokratins paradox och dialogens (svåra) möjligheter2011In: Religion & Livsfrågor, ISSN 0347-2159, no 1, p. 18-20Article in journal (Other (popular science, discussion, etc.))
  • 4.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Communication, Education.
    Den omöjliga trons möjlighet2010In: Pilgrim, ISSN 1400-0830, Vol. 17, no 3, p. 11-15Article in journal (Other (popular science, discussion, etc.))
  • 5.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Feminist och katolik: Anna Lenah Elgström i nytryck2014In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 6, p. 19-22Article in journal (Other (popular science, discussion, etc.))
  • 6.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Communication, Education.
    Hur mycket mångfald orkar vi bära?2012In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 8, p. 24-27Article in journal (Other (popular science, discussion, etc.))
  • 7.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Könsskillnadens religionskunskapsundervisning2018In: Interkulturell religionsdidaktik: utmaningar och möjligheter / [ed] Olof Franck & Peder Thalén, Lund: Studentlitteratur AB, 2018, 1, p. 253-274Chapter in book (Refereed)
  • 8.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Language matters: gendering Religious Education teaching2018In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 40, no 3, p. 317-326Article in journal (Refereed)
    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.

  • 9. Bergdahl, Lovisa
    Lost in Translation: On the Untranslatable and its Ethical Implications for Religious Pluralism2009In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 43, no 1, p. 31-44Article in journal (Refereed)
    Abstract [en]

    In recent years, there have been reports about increased

    religious discrimination in schools. As a way of

    acknowledging the importance of religion and faith

    communities in the public sphere and to propose a solution to

    the exclusion of religious citizens, the political philosopher

    Ju¨rgen Habermas suggests an act of translation for which

    both secular and religious citizens are mutually responsible.

    What gets lost in Habermas’s translation, this paper argues, is

    the condition that makes translation both necessary and

    (im)possible. Drawing on Walter Benjamin’s notion of the

    mysterious untranslatable and the task of the translator, the

    paper approaches translation as an ethical process involving

    risk, asymmetry and uncertainty. Not knowing where this risk

    will lead, the paper takes the ethical ambivalence at play in

    Jacques Derrida’s notion of the untranslatable and explores

    this in relation to religious difference in education. It argues

    that the untranslatable needs to be acknowledged in terms of a

    respect for difference and a limit to narration, if students with

    religious convictions are not to be further violated in schools.

  • 10.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Communication, Education.
    När mänskligheten får ansikten2011In: Det goda lärandet: en antologi om liberal arts education / [ed] Anders Burman och Patrik Mehrens, Lund: Studentlitteratur AB, 2011, p. 63-80Chapter in book (Other academic)
  • 11.
    Bergdahl, Lovisa
    Lärarhögskolan i Stockholm.
    Om gemensamma värden i ett pluralistiskt samhälle: Lärarutbildarens syn på och arbete med gemensamma värden i den nya lärarutbildningen2006In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 13, no 1, p. 17-41Article in journal (Refereed)
  • 12. Bergdahl, Lovisa
    Public Education/Private Religion: Redefining Borders in Religious Education2009In: Your Heritage and Mine: Teaching in a Multi-Religious Classroom / [ed] Lena Roos & Jenny Berglund, Uppsala: [Religionshistoriska avdelningen, Uppsala universitet] , 2009, p. 60-67Chapter in book (Refereed)
  • 13.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Communication, Education.
    Religion och bildning: Emilia Fogelklou och bildningsbegreppets mystika förankring2012In: Svenska Bildningstraditioner / [ed] Anders Burman och Per Sundgren, Daidalos, 2012, p. 231-246Chapter in book (Other academic)
  • 14.
    Bergdahl, Lovisa
    Stockholms universitet.
    Seeing Otherwise: Renegotiating Religion and Democracy as Questions for Education2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Rooted in philosophy of education, the overall purpose of this dissertation is to renegotiate the relationship between education, religion, and democracy by placing the religious subject at the centre of this renegotiation. While education is the main focus, the study draws its energy from the fact that tensions around religious beliefs and practices seem to touch upon the very heart of liberal democracy. The study reads the tensions religious pluralism seems to be causing in contemporary education through a post-structural approach to difference and subjectivity.

    The purpose is accomplished in three movements. The first aims to show why the renegotiation is needed by examining how the relationship between education, democracy, and religion is currently being addressed in cosmopolitan education and deliberative education. The second movement introduces a model of democracy, radical democracy, that sees the process of defining the subject as a political process. It is argued that this model offers possibilities for seeing religion and the religious subject as part of the struggle for democracy. The third movement aims to develop how the relationship between education, democracy, and religion might change if we bring them together in a conversation whose conditions are not ‘owned’ by any one of them.

    To create this conversation, Hannah Arendt, Jacques Derrida, Søren Kierkegaard, and Emmanuel Levinas are brought together around three themes – love, freedom, and dialogue – referred to as ‘windows.’ The windows offer three examples in which religious subjectivity is made manifest but they also create a shift in perspective that invites other ways of seeing the tensions between religion and democracy. The aim of the study is to discuss how education might change when religion and democracy become questions for it through the perspectives offered in the windows and what this implies for the particular religious subject.

  • 15.
    Bergdahl, Lovisa
    et al.
    Södertörn University, School of Culture and Education, Education.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Pedagogical postures: a feminist search for a geometry of the educational relation2018In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 13, no 3, p. 309-328Article in journal (Refereed)
    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.

  • 16.
    Bergdahl, Lovisa
    et al.
    Södertörn University, School of Culture and Education, Education.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Time for Values: Responding Educationally to the Call from the Past2018In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 37, no 4, p. 367-382Article in journal (Refereed)
    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.

  • 17.
    Bergdahl, Lovisa
    et al.
    Södertörn University, School of Culture and Education, Education.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    'Where are You?' Giving Voice to the Teacher by Reclaiming the Private/Public Distinction2017In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 51, no 2, p. 461-475Article in journal (Refereed)
    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.

1 - 17 of 17
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf