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  • 101.
    Strandberg, Malin
    Södertörn University, School of Culture and Education, Education.
    Förmedling och förankring i organisationers värdegrundsarbete: En intervjustudie ur ett sociokulturellt perspektiv2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study has aimed to investigate how Human Resources (HR) and management are working to mediate and anchor values in organizations. I have chosen to apply a socio-cultural perspective with the help of artifacts and mediating tools. The issues researched are; (i) “How do organizations mediate and anchor common values, and how does this affect the work with values?”, and (ii) “How can mediation and anchoring in organizations be understood from a socio-cultural perspective, focusing on artifacts and mediating tools?”.I have via e-mail interviewed four people working with HR in four different organizations. When analyzing the empirical data, I have been inspired by phenomenographic analysis selecting and focusing on important concepts, similarities, and differences in the responses from the informants.

    Within the socio-cultural perspective, the key aspects are communication and, above all, language. Artifacts and mediating tools may be considered intellectual or physical tools that we develop together with others through our thoughts and language. Values in organizations can be regarded as one such artifact or tool. The informants in the study consider work on values being a successful way to control and guide its organizations, particularly noting the importance of participation and commitment of all employees. Further, an important factor for the work on values to be overall successful, the work needs to be established and secured at all stages and in all processes. For a clear and interpretive leadership to build trust among the employees, decisions need to be based on a designed value system.

    With the socio-cultural perspective and artifacts and mediating tools, communication and knowledge appeared to be of great importance, which strengthens the thesis that mediating and anchoring is a prerequisite for the work on values to be meaningful. The intellectual tools provide a way to manage and control through language, and relating to values is a prerequisite to be part of an organization.

  • 102.
    Säfström, Carl Anders
    Södertörn University, School of Culture and Education, Education.
    Intelligens för fler än En2014In: Den reflekterade erfarenheten: John Dewey om demokrati, utbildning och tänkande / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, p. 115-129Chapter in book (Other academic)
  • 103.
    Säfström, Carl Anders
    Södertörn University, School of Culture and Education, Education.
    Jämlikhetens pedagogik2015 (ed. 1)Book (Refereed)
  • 104.
    Säfström, Carl Anders
    Södertörn University, School of Culture and Education, Education.
    Responding to Rancières warning! Teacher as partisan artist in the age of marketization and differentiation2015In: Abstract book, 2015, p. 150-Conference paper (Refereed)
  • 105.
    Säfström, Carl Anders
    Södertörn University, School of Culture and Education, Education.
    Stop Making Sense!: And Hear the Wrong People Speak2013In: Education and the Political: New Theoretical Articulations / [ed] Szkudlarek, Tomasz, Rotterdam/Boston/Taipei: Sense Publishers, 2013, p. 133-141Chapter in book (Refereed)
  • 106.
    Säfström, Carl Anders
    Södertörn University, School of Culture and Education, Education.
    Teacher as Artist2015Conference paper (Refereed)
  • 107.
    Säfström, Carl Anders
    Södertörn University, School of Culture and Education, Education.
    The passion of teaching at the border of order2014In: Asia-Pacific Journal of Teacher Education, ISSN 1359-866X, E-ISSN 1469-2945, Vol. 42, no 4, p. 337-346Article in journal (Refereed)
    Abstract [en]

    In this text, which was originally delivered as a speech, I discuss the massive critique of teachers in the public discourse on education in Sweden over the last decade. I speak in defence of teachers, and since I am a teacher I speak in defence of myself. The critique of teachers, schooling, and teacher education has been so overbearing that a purely rational response is simply not possible. Therefore, my response is rhetorical in tone. In highlighting the passion of teaching, I lift something central for teachers, which is seldom or never taught about teaching in teacher education. Neither is the passion of teaching present in the public discourse on education. Passion, I argue in the article, is that which adds excess or an overflow of meaning that cannot be contained within the order of discourse and which therefore puts this discourse out of balance. Finally, I discuss a new balance beyond this order in the context of a classroom. In a concluding section, I highlight the struggle over borders which define who can speak and think in "good" order and who cannot.

  • 108.
    Säfström, Carl Anders
    Södertörn University, School of Culture and Education, Education.
    The promise of learning ruled out the hope of education2014Conference paper (Refereed)
  • 109.
    Säfström, Carl Anders
    Södertörn University, School of Culture and Education, Education.
    When the Wrong People Speak: On Bullying as a Political Problem for Democratisation in Schools2013In: Civil Learning, Democratic Citizenship and the Public Sphere / [ed] Biesta, G.J.J., De Bie, M. & Wildemeersch, D., Dordrecht/Boston: Springer , 2013, p. 139-149Chapter in book (Refereed)
  • 110.
    Säfström, Carl Anders
    Södertörn University, School of Culture and Education, Education.
    Who can speak and who cannot in the neo-liberal learning society2014In: Old and new generations in the 21st century: Shifting landscapes of education, Cosenza, Italy, 20–23 August 2014. Conference Proceedings / [ed] Stefan Ramaekers; Philippe Noens, 2014, p. 490-492Conference paper (Refereed)
  • 111.
    Säfström, Carl Anders
    et al.
    Södertörn University, School of Culture and Education, Education.
    Månsson, Niclas
    School of Education, Culture and Communication, Mälardalen University.
    Education - something more than just learning the lesson?2014Conference paper (Refereed)
  • 112.
    Säfström, Carl Anders
    et al.
    Södertörn University, School of Culture and Education, Education.
    Månsson, Niclas
    Mälardalen University.
    The Ontology of Learning, or Teaching the Non-person to Learn2015In: Interacções, ISSN 1646-2335, Vol. 11, no 37, p. 66-82Article in journal (Refereed)
  • 113.
    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.

  • 114.
    Säfström, Carl Anders
    et al.
    Södertörn University, School of Culture and Education, Education.
    Saeverot, Herner
    Doing Harm to Educational Knowledge: The struggle Over Teacher Education in Sweden and Norway2017In: A Companion to Research in teacher Education: An international guide to teacher education research, featuring leading scholars in the field / [ed] M. Peters, B. Cowie, I. Menter, Singapore: Springer, 2017, p. 179-191Chapter in book (Refereed)
  • 115. Talewicz-Kwiatkowska, Joanna
    et al.
    Kołaczek, Małgorzata
    Granqvist, Kimmo
    Södertörn University, School of Culture and Education, Education. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Roynette, Dominique
    Malik, Ewelina
    Prawo dla nomadów2015In: Dialog-Pheniben, ISSN 1425-3496, no 19, p. 22-23Article in journal (Other (popular science, discussion, etc.))
  • 116. Tenser, Anton
    et al.
    Granqvist, Kimmo
    Södertörn University, School of Culture and Education, Education. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Romanikielen pohjoismurteiden variaatio2015In: Finnish Review of East European Studies, ISSN 1237-6051, no 3, p. 3-17Article in journal (Other academic)
  • 117.
    Vandenbroeck, M.
    et al.
    Ghent University, Belgium.
    De Vos, J.
    Ghent University, Belgium.
    Fias, W.
    Ghent University, Belgium.
    Olsson, Liselott Mariett
    Södertörn University, School of Culture and Education, Education.
    Penn, H.
    University College London, United Kingdom.
    Wastell, D.
    Nottingham University Business School, United Kingdom.
    White, S.
    University of Sheffield, United Kingdom.
    Constructions of neuroscience in early childhood education2017Book (Other academic)
    Abstract [en]

    This book explores and critiques topical debates in educational sciences, philosophy, social work and cognitive neuroscience. It examines constructions of children, parents and the welfare state in relation to neurosciences and its vocabulary of brain architecture, critical periods and toxic stress. The authors provide insight into the historical roots of the relationship between early childhood education policy and practice and sciences. The book argues that the neurophilia in the early childhood education field is not a coincidence, but relates to larger societal changes that value economic arguments over ethical, social and eminently pedagogical concerns. It affects the image of the child, the parent and the very meaning of education in general. Constructions of Neuroscience in Early Childhood Education discusses what neuroscience has to offer, what its limitations are, and how to gain a more nuanced view on its benefits and challenges. The debates in this book will support early childhood researchers, students and practitioners in the field to make their own judgements about new evolutions in the scientific discourse.

  • 118. Viljanen, Anna Maria
    et al.
    Granqvist, Kimmo
    Södertörn University, School of Culture and Education, Education. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Enache, Anca
    Suomalaisen romanitutkimuksen vuosisadat2015In: Finnish Review of East European Studies, ISSN 1237-6051, no 3Article in journal (Other academic)
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