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  • 1.
    Langmann, Elisabet
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Läraryrkets interkulturella dimensioner: en pedagogisk reflektion2020Ingår i: Perspektiv på interkulturalitet / [ed] Helena Hill, Huddinge: Södertörns högskola, 2020, s. 21-35Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 2.
    Langmann, Elisabet
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Mellan maktkritik och kunskapskriser: några utmaningar för den normkritiskt inspirerade läraren2019Ingår i: Normkritisk pedagogik: perspektiv, utmaningar och möjligheter / [ed] Lotta Björkman & Janne Bromseth, Lund: Studentlitteratur AB, 2019, 1, s. 161-182Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 3.
    Bergdahl, Lovisa
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Langmann, Elisabet
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Pedagogical postures: a feminist search for a geometry of the educational relation2018Ingår i: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 13, nr 3, s. 309-328Artikel i tidskrift (Refereegranskat)
    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.

  • 4.
    Bergdahl, Lovisa
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Langmann, Elisabet
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Time for Values: Responding Educationally to the Call from the Past2018Ingår i: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 37, nr 4, s. 367-382Artikel i tidskrift (Refereegranskat)
    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.

  • 5.
    Langmann, Elisabet
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    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 mobbning2018Ingår i: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 38, nr 4, s. 337-351Artikel i tidskrift (Refereegranskat)
    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.

  • 6.
    Langmann, Elisabet
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Att skola tolerans: en undervisningskonst2017Ingår i: Toleransens mekanismer: en antologi / [ed] Lundberg, Erik, Stockholm: Forum för levande historia , 2017, s. 247-267Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 7.
    Langmann, Elisabet
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Schooling Tolerance: An Educational Art2017Ingår i: Mechanisms of Tolerance: an anthology / [ed] Erik Lundberg, Stockholm: The Living History Forum , 2017, s. 256-276Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 8.
    Bergdahl, Lovisa
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Langmann, Elisabet
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    'Where are You?' Giving Voice to the Teacher by Reclaiming the Private/Public Distinction2017Ingår i: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 51, nr 2, s. 461-475Artikel i tidskrift (Refereegranskat)
    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.

  • 9.
    Langmann, Elisabet
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Månsson, Niclas
    Att vända blicken mot sig själv: En problematisering av den normkritiska pedagogiken2016Ingår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 21, nr 1-2, s. 79-100Artikel i tidskrift (Refereegranskat)
  • 10.
    Langmann, Elisabet
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    My Way to You: How to Make Room for Transformative Communication in Intercultural Education2016Ingår i: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 50, nr 2, s. 233-245Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    As populations around the globe become increasingly culturally diverse, just inter-personal relations seem dependent on our ability to find new ways of communicating with people from other cultures whose values and linguistic strategies may vary from our own cultural practices. Hence, in the increasing body of literature on intercultural education, intercultural education means helping students to acquire the right language and communication skills for enabling mutual understanding and transformation between cultures. However, several post-colonial scholars have pointed out that there is a tendency to homogenise differences and neglect relations of power and the culturally untranslatable in the Western conception of language. This paper explores some implications of the post-colonial critique of intercultural education by following Luce Irigaray's writings on language and communication. Taking as its point of departure the Western ‘common sense’ conception of language as an instrument for communication and transfer of information, the paper first elaborates on the importance of exploring new ways of relating to language if we want to speak and listen to the other as other. It then offers a close reading of Martin Heidegger's existential analysis of the nature of language as Saying-Sowing and of Irigaray's response as she develops it in two of her later works. By way of conclusion the paper discusses how a more poetic and attentive listening could open up for a transformative and non-hierarchical communication in difference, and considers what implications this has for the promotion of social justice and pluralism in intercultural education.

  • 11.
    Langmann, Elisabet
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    [Recension av] Claudia W. Ruitenberg. Unlocking the World: Education in an Ethic of Hospitality2015Ingår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 24, nr 3, s. 117-119Artikel, recension (Övrigt vetenskapligt)
  • 12.
    Langmann, Elisabet
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Representational and Territorial Economies in Global Citizenship Education: Welcoming the Other at the Limit of Cosmopolitan Hospitality2013Ingår i: Social Theory and Education Research Volume II / [ed] Mark Murphy, Sage Publications, 2013Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    In this article, I argue that any success a discourse on cosmopolitan hospitality might have in global citizenship education depends on how it deals with its own limits, and I propose a way of responding to these limits that takes the cosmopolitan commitment to openness to the other seriously. Following Jacques Derrida, my point is that to teach global citizenship on the basis that we already can know who the other is risks counting some persons ‘in’ while leaving others ‘out’, which forecloses the possibility of welcoming something new and unforeseen at the limit of our cosmopolitan selves.

  • 13.
    Langmann, Elisabet
    Örebro universitet.
    Toleransens pedagogik: En pedagogisk-filosofisk studie av tolerans som en fråga för undervisning2013Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    Focusing on a lived and practiced tolerance, this thesis sets out to explore questions concerning education for tolerance, and, specifically, how teachers and educators can prepare students to become tolerating subjects in their everyday encounters with others. Taking its point of departure in real and fictional classroom situations, the overall purpose of the study is to explore the ethical and transformative potential inherent in education for tolerance. The theoretical frame of the study is deconstruction and the philosophical writings of Jacques Derrida. The purpose of the thesis is accomplished in three movements. The first aims to show why teachers and educators need to redirect their attention in the classroom if the ethical and transformative potential that lies in education for tolerance is to be taken seriously. Instead of focusing on the tolerated and “deviating” other, it proposes that the tolerating subject should be the center of attention. The second movement aims to prepare the ground for a deconstructive reading by mapping different contemporary discourses of tolerance. Three distinct but interrelated dilemmas of tolerance are identified: the dilemma of welcoming, the dilemma of drawing boundaries, and the dilemma of bearing or enduring the otherness of the other. The third movement aims to show how a deconstructive reading of the dilemmas of tolerance can help teachers and educators to perceive and relate otherwise to the tolerating subject in education. For this, I turn to Derrida’s deconstructions of three concepts that are vital for our understanding of tolerance: hospitality, justice and mourning. The final section of the thesis discusses some educational implications deriving from the study. It is argued that if we look at the tolerating subject through the experience of its deconstruction, we also come to see education for tolerance otherwise. What this altered perspective can mean for education is articulated within the framework of what is called a pedagogy of tolerance.

  • 14.
    Langmann, Elisabet
    Mälardalens högskola.
    Representational and Territorial Economies in Global Citizenship Education: Welcoming the Other at the Limit of Cosmopolitan Hospitality2011Ingår i: Globalisation, Societies and Education, ISSN 1476-7724, E-ISSN 1476-7732, Vol. 9, nr 3-4, s. 399-409Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, I argue that any success a discourse on cosmopolitan hospitality might have in global citizenship education depends on how it deals with its own limits, and I propose a way of responding to these limits that takes the cosmopolitan commitment to openness to the other seriously. Following Jacques Derrida, my point is that to teach global citizenship on the basis that we already can know who the other is risks counting some persons ‘in’ while leaving others ‘out’, which forecloses the possibility of welcoming something new and unforeseen at the limit of our cosmopolitan selves.

  • 15.
    Langmann, Elisabet
    Mälardalens högskola.
    Rethinking the Place of Tolerance in Education: Encountering Otherness between Acceptance and Rejection2011Ingår i: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 31, nr 2, s. 96-105Artikel i tidskrift (Refereegranskat)
    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.

  • 16.
    Langmann, Elisabet
    Mälardalens högskola.
    Welcoming Difference at the Limit of Tolerance Education2011Ingår i: Philosophy of Education Yearbook, 2010 / [ed] Gert Biesta, Urbana, IL: Philosophy of Education Society , 2011, s. 337-345Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    In this article I argue that, contrary to what some critics have argued, the problem with the idea of promoting tolerance in education is not the tolerating/tolerated distinction as such, but how we tend to think about the place of welcome in practices of tolerance. Drawing on the ethical dimensions of hospitality (Derrida), I first elaborate on the importance of examining new ways of welcoming difference beyond clear cut dichotomies between self and other. I then make a distinction between two modalities of hospitality. Using this distinction, I discuss how a move from knowledge and control to hospitality and risk may open new spaces for welcoming the other, and consider what implications this move has for advocating personal transformation and social justice in tolerance education.

  • 17.
    Månsson, Niclas
    et al.
    Mälardalens högskola.
    Langmann, Elisabet
    Mälardalens högskola.
    Facing Ambivalence in Education: A Strange(r’s) Hope?2010Ingår i: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 6, nr 1, s. 15-25Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores how our understanding of ambivalence would shift if we saw it as an inherent and essential part of the ordinary work of education. Following Bauman's sociology of the stranger and Derrida's deconstructions of hospitality, the article unfolds in three parts. In the first part we discuss the preconditions of modern education which since the Enlightenment has been guided by the postulate that there is and ought to be a rational order in the social world. In the second part we consider the intolerance of strangers the modern will-to-order has caused. Since the stranger appears as a liminal category that falls between the boundaries of already established social categories, she can only be viewed as an antithesis of a well-ordered society. In the third part we ask how educational spaces hospitable to strangers can be opened up, and argue that we would do better not to construe living with ambivalence as a problem, but as a quest for humanity and justice.

  • 18.
    Langmann, Elisabet
    Mälardalens högskola / Örebro universitet.
    Välkomna (nästan) allihopa!: Mellan kategoriserade olikheter och radikal skillnad2010Ingår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, nr 3, s. 57-71Artikel i tidskrift (Refereegranskat)
    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.

  • 19.
    Langmann, Elisabet
    et al.
    Karlstads universitet.
    Andersson, Cathrin
    Karlstads universitet.
    Dahlin, Bo
    Karlstads universitet.
    I mötet mellan två pedagogiska kulturer: Waldorflärarutbildares, utbildningssamordnares och studerandes uppfattningar om utbildningen Lärarexamen med waldorfprofil2005Rapport (Övrigt vetenskapligt)
  • 20.
    Dahlin, Bo
    et al.
    Karlstads universitet.
    Langmann, Elisabet
    Karlstads universitet.
    Andersson, Cathrine
    Karlstads universitet.
    Kunskaper i Svenska, Engelska och Matematik samt attityder till undervisningen i skolår 9: En jämförelse mellan waldorfelever och elever i den kommunala skolan2005Rapport (Övrigt vetenskapligt)
  • 21.
    Dahlin, Bo
    et al.
    Karlstads universitet.
    Andersson, Cathrine
    Karlstads universitet.
    Langmann, Elisabet
    Karlstads universitet.
    Waldorfskolor och medborgerligt-moralisk kompetens: En jämförelse mellan waldorfelever och elever i den kommunala skolan2004Rapport (Övrigt vetenskapligt)
  • 22.
    Dahlin, Bo
    et al.
    Karlstads universitet.
    Andersson, Cathrine
    Karlstads universitet.
    Langmann, Elisabet
    Karlstads universitet.
    Waldorfskolorna och segregationsfrågan: En undersökning av ”waldorfföräldrars” sociala och kulturella homogenitet2004Rapport (Övrigt vetenskapligt)
  • 23.
    Dahlin, Bo
    et al.
    Karlstads universitet.
    Andersson, Cathrine
    Karlstads universitet.
    Langmann, Elisabet
    Karlstads universitet.
    Waldorfelever i högre utbildning: En uppföljningsstudie2003Rapport (Övrigt vetenskapligt)
1 - 23 av 23
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