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  • 101.
    Rodell Olgac, Christina
    Södertörn University, School of Culture and Education, Education.
    Snuvade på sin historia: Nationella minoriteter, lärarstudenter och smärtsamma interkulturella läroprocesser.2016In: Vem vågar vara interkulturell?: En vänbok till Pirjo Lahdenperä / [ed] Frank-Michael Kirsch, René León Rosales & Christina Rodell Olgac, Stockholm, 2016, p. 71-86Chapter in book (Other academic)
  • 102.
    Rodell Olgac, Christina
    et al.
    Södertörn University, School of Culture and Education, Education.
    Dimiter-Taikon, Angelina
    "Mamma, ska jag säga att jag är rom?": En kartläggning av romska barns och eleversskolsituation i fem pilotkommuner för Skolverket2013Report (Other academic)
  • 103.
    Rodell Olgac, Christina
    et al.
    Södertörn University, School of Culture and Education, Education.
    Dimiter-Taikon, Angelina
    Södertörn University, School of Culture and Education, Education.
    Romsk brobyggarutbildning med inriktning mot skolan 2012-2015: Högre utbildning, social mobilitet och interkulturellt kapital2016Report (Other academic)
    Abstract [sv]

    Hösten 2012 fick Södertörns högskola och vi författare till föreliggande studie, Christina Rodell Olgaç och Angelina DimiterTaikon, i uppdrag av Skolverket att innan årets slut utveckla och starta en tvåårig romsk brobyggarutbildning med inriktning mot skolan, en utbildning som avslutades i juni 2015. Utbildningen kom att omfatta 15 romska brobyggare tillhörande olika romska grupper. Dessa var verksamma främst inom skolan i fyra av de fem pilotkommunerna, Luleå, Linköping, Göteborg och Helsingborg, som 2012 utsågs inom ramen för den dåvarande regeringens strategi för romsk inkludering åren 2012-2032. Den femte pilotkommunen Malmö valde att inte delta i just denna utbildningssatsning. Brobyggarna anställdes av kommunerna på heltid med femtio procent av tiden avsatt för brobyggarutbildningen. Utbildningen ägde rum på Södertörns högskola under två och en halv dag i månaden under fyra terminer med 7,5 högskolepoäng per termin, sammanlagt 30 högskolepoäng, motsvarande 25 procents heltidsstudier. Det övergripande syftet med denna studie är att utifrån ett interkulturellt pedagogiskt perspektiv och ur ett lärarperspektiv beskriva och analysera erfarenheter av just denna romska brobyggarutbildning med inriktning mot förskola, förskoleklass och grundskola. De frågor som studien främst undersöker gäller:

    Vilka innehållsmässiga och pedagogiska överväganden har funnits bakom brobyggarutbildningen?

    Vilka svårigheter och/eller möjligheter samt konsekvenser kan en högskoleutbildning få för en romsk brobyggare?

    Vilka pedagogiska lärdomar kan vi dra av erfarenheterna från utbildningen och implikationer av dessa lärdomar?

  • 104.
    Rodell Olgaç, Christina
    Södertörn University, School of Culture and Education, Education.
    Roma in the Educational System of Sweden: Achievements after Year 2000 and Challenges for the Future2019In: Lifelong learning and the Roma Minority in Western and Southern Europe / [ed] Andrea Óhidy & Katalin R. Forray, Bingley: Emerald Group Publishing Limited, 2019, 1, p. 163-182Chapter in book (Refereed)
    Abstract [en]

    This chapter focuses on the Romani minority in the educational system of Sweden and on achievements after year 2000, and on challenges for the future. A brief historical background frames the discussion, including the processes of getting access to the formal educational system, followed by an overview of the socioeconomic situation of Roma, and further the recognition of Roma as a national minority in 2000 and the Strategy of Roma Inclusion 2012–2032. The second part of the chapter discusses the educational situation from year 2000 until the present, also presenting findings from a study concerning higher education and the first course for Romani mediators working in schools developed at Södertörn University. The conclusion discusses some of the achievements reached during recent years as well as challenges and priorities for the future of the Roma minority in the field of education.

  • 105.
    Rodell Olgaç, Christina
    Södertörn University, School of Culture and Education, Education.
    Sverige, skolan och de fem nationella minoriteterna: från monokulturalitet och enspråkighet till interkulturell pedagogik och social rättvisa2020In: Perspektiv på interkulturalitet / [ed] Helena Hill, Huddinge: Södertörns högskola, 2020, 1, p. 85-109Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet diskuterar och analyserar hur den svenska minoritets- och skolpolitiken påverkat de fem nationella minoriteternas skolsituation under 1900-talet fram till idag. Till detta knyts några pedagogiska tankegångar beträffande synen på undervisning, lärande och mångfald med särskilt fokus på de nationella minoriteterna, och mer specifikt romernas situation. Trots de förändringar som skett sedan erkännandet av minoriteterna år 2000 och de rättigheter som de numera formellt har, bland annat i skolan, visar kapitlet att dessa rättigheter fortfarande inte genomförs i praktiken och att okunskapen om minoriteterna fortfarande är stor. Avslutningsvis ges dock några exempel på motberättelser och hur skolan och högskolan genom en interkulturell pedagogik kan utmana de diskurser om minoriteterna som ofta lever kvar.

  • 106.
    Rodell Olgaç, Christina
    Södertörn University, School of Culture and Education, Education.
    The Education of Roma in Sweden: an interplay between policy and practice2013In: Die Bildungssituation von Roma in Europa / [ed] Sabine Hornberg & Christian Brüggemann, Münster: Waxmann Verlag, 2013, 1, p. 197-214Chapter in book (Refereed)
    Abstract [en]

    This article analyses the interplay between policy and practice as concerns the education of Roma in Sweden. First, the article gives a historical background to the present situation and the recognition of Roma as a national minority in the year 2000 describing the various Romani groups that migrated to Sweden during the different historical periods. Second, it offers an overview of the social, economic, and educational situation highlighting the heterogeneity of Roma in the country. Finally, the paper presents a general overview of the educational situation of the Roma giving examples of some good practices and concluding with some remarks and future prospects.

  • 107.
    Rotaru, Julieta
    Södertörn University, School of Culture and Education, Education. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Aspects on Romani demographics in 19th century Wallachia2018In: Baltic Worlds, ISSN 2000-2955, E-ISSN 2001-7308, Vol. XI, no 2-3, p. 34-Article in journal (Refereed)
  • 108.
    Rotaru, Julieta
    Södertörn University, School of Culture and Education, Education. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Barbu Constantinescu, the first Romanian scholar of Romani studies2018In: Romani Studies, ISSN 1528-0748, E-ISSN 1757-2274, Vol. 28, no 1, p. 41-78Article in journal (Refereed)
    Abstract [en]

    Half a century after the first work on the Romanian Roms written by M. Kogǎlniceanu (1837) at the suggestion of the father of modern geography, Alexander von Humboldt, similarly, at the suggestion of a foreign scholar, the father of Romani dialectology, Franz Miklosich, a graduate of the Faculty of Theology, University of Leipzig, and Ph.D. of the same university, Barbu Constantinescu, started to learn Romani and became the first Romanian scholar in the emergent field. He was an acknowledged educationist, the first exponent of Herbatianism in Romania, and worked in many educational pioneering projects, such as the establishment of the first kindergarten, as well as the reformation of the pedagogical and theological systems of education. In the field of Romani studies, unfortunately, he could not publish all his projected work, and posterity forgot his huge effort of travelling in all counties of Wallachia and Moldavia in search of Romani settlements. He published in Bucharest, in 1877 and 1878, a dozen songs and tales in Romani of his own translation, which were duly acknowledged (e.g. by F.H. Groome in his 1899 anthology of Gypsy folk songs). However, his work, comprising hundreds of documents, was not included in a collection, though it is partially preserved in some unedited manuscripts at the Romanian Academy Library in Bucharest, which are described here for the first time, in sections § 2.1-6. The article describes the intellectual legacy left by Barbu Constantinescu in the field of Romani studies.

  • 109.
    Rotaru, Julieta
    Södertörn University, School of Culture and Education, Education. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Caught between the Eastern Europe Empires: the case of the alleged Netot Roms2018In: Slovak Ethnology, ISSN 1335-1303, E-ISSN 1339-9357, Vol. 66, no 4, p. 501-522Article in journal (Refereed)
    Abstract [en]

    In the seminal study of Marushiakova and Popov (2013) on the “Gypsy” groups in Eastern Europe it is hinted that the issue of the ethnic groups, and precisely that of their appellations (ethnonyms and/or professionyms), their unclear, nay, hazy demarcation, are specific to a greater degree to the Southeastern Europe and adjacent areas, and less to the Romani groups in Western Europe who have, largely speaking, Romani endonyms (Manuš, Sinti, Kaale, etc), which delimitate them more accurately. In Romanian quarters, the different ethno-socio-professional Romani categories are described for the first time in the first Romanian Constitution (1832), chapter “Improvement of the status of the Gypsies”, article 94. Among the 6 categories described, mention is made of the alleged Netots ‘stupid’, who were the real nomads of that time, were not practicing any specific skill, and were held responsible for all transgressions. The current article is an historical and linguistic investigation of this alleged ethno-professional category, demonstrating that the “Netot” issue is a connivance conceived by the Russian administration and the local politicians in order to solve the “problem” of the errant groups, in the context of the plague outbreak in 1831–1832, by creating a political reason to dispatch them to the defeated Ottoman Empire. The article provides sources and open questions instead of giving answers.

  • 110.
    Rotaru, Julieta
    Södertörn University, School of Culture and Education, Education. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Towards a Methodology for Applying the paribhāṣās in the Kauśikasūtra (II)2018In: Asiatische Studien / Études Asiatiques: Zeitschrift der Schweizerischen Asiengesellschaft, ISSN 0004-4717, E-ISSN 2235-5871, Vol. 72, no 2, p. 489-513Article in journal (Refereed)
    Abstract [en]

    The Kauśikasūtra has three sets of general rules, the first two (1.1–8 cum 1.9–23) consecutively opening up the sūtra-text, having an application to the adjoining context, and the third one (7.1–9.7) being seemingly prescribed for the rest of the work. The understanding of the Kauśikasūtra draws hugely on ascertaining the right meaning of these paribhāṣās. The general rule 8.10 is an interesting example of such crux filologorum, wherein, regardless the emendation, the enouncement apparently bears little meaning and the paribhāṣā, as a whole, seems inapplicable. The paper discusses sixteen cases whereto the paribhāṣā 8.10 might be applied, starting from the instances thus indicated by the two commentators, Dārila and Keśava. In subsidiary, another subject is elucidated, the set of rites called manthāntāni karmāṇi, which, although there is no paribhāṣā regulating their function, they are prescribed by the sequence of rites 11.11–11.15, and are to be applied in the specified context. This is an example of the efforts done by the subsequent redactor(s) of the Kauśikasūtra, who have added general rules to elucidate the concise and obscure sūtra-text: an unspecified general rule (11.11ff) inserted in the adjoining context, and a specified, but redundant general rule (8.10) employed in the appropriate section, with little care for the consistency of the editorial work.

  • 111.
    Rotaru, Julieta
    et al.
    Södertörn University, School of Culture and Education, Education. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Granqvist, Kimmo
    Södertörn University, School of Culture and Education, Education. Södertörn University, Centre for Baltic and East European Studies (CBEES). University of Helsinki.
    The Romani paradigm in the Balkan area2018In: Baltic Worlds, ISSN 2000-2955, E-ISSN 2001-7308, Vol. XI, no 2-3, p. 23-24Article in journal (Other academic)
  • 112.
    Rowa-Dewar, Neneh
    et al.
    University of Edinburgh, Edinburgh, UK.
    Stjerna, Marie-Louise
    Södertörn University, School of Culture and Education, Education.
    Health Risks in the Home: Children and Young People's Accounts2016In: Families, Intergenerationality, and Peer Group Relations / [ed] Punch, Samantha; Vanderbeck, Robert; Skelton, Tracey, Singapore: Springer, 2016, p. 1-18Chapter in book (Other academic)
    Abstract [en]

    Depending on definition and academic discipline, home can refer to a place, a space, a feeling, or certain practices. House and home are often conflated, but the physical dwelling is only one dimension. Home can be shorthand for an ideal and comfortable haven but is also recognized, by feminist researchers for example, as a place where gender and age represent key dimensions for how members of a household view the meaning of home (Saunders and Williams 1988). Home is therefore understood as a multidimensional concept (see Mallet 2004 for a review). In this chapter we discuss where children and young people localize risks, as well as how they manage risks in different settings with reference to the home in particular. Following a brief review of children and young people's understandings and management of risk in different settings, this chapter draws on two case studies involving health risks in everyday life. The case studies involve children and young people from Scotland who live with parents who smoke and those from Sweden who have a food allergy. These cases are then discussed in relation to the wider literature to illuminate issues such as gender, spatial risk management, and child–parent relations within the home.

  • 113.
    Schanning, Caroline
    Södertörn University, School of Culture and Education, Education.
    Hur inverkar organisationskulturen på personalen?: En kvalitativ intervjustudie av några medarbetares upplevelse i en medelstor organisation med fokus på hälsa och välmående2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Research shows that an increasing number of people in society is taking sick leave for psychological reasons connected to working life. The focus in this study lies on how the organizational culture influences some of the employees’ health and wellbeing. To find answers to these problems my research questions are how some of the employees experience the prevalent organizational culture and how this perceived culture influences these employees’ health and wellbeing. Four qualitative interviews were conducted in a medium size organization based in Sweden. Focus lied here on perceived norms regarding the organization, social life, work and health. Answers where analysed with the theoretical perspectives of organisational pedagogic, organizational culture, sociocultural theory and psychological contracts. Results show that organizational culture is perceived as mainly consistent for all informants. Findings give that satisfaction is high in many areas regarding health which is consistent with chosen theories and presented research based on their needs being met. The results indicate a smaller difference between managerand floor workers mainly in perceived stress and control and there is also signs of a difference between formal and informal culture regarding which behaviours are perceived as acceptable by the different working groups.

  • 114.
    Selling, Jan
    Södertörn University, School of Culture and Education, Education.
    Assessing the Historical Irresponsibility of the Gypsy Lore Society in Light of Romani Subaltern Challenges2018In: Critical Romani Studies, ISSN 2560-3019, Vol. 1, no 1, p. 44-61Article in journal (Refereed)
    Abstract [en]

    Contemporary scholarship in the fields of Romani Studies and antigypsyism (i.e., anti-Gypsyism or antiziganism), increasingly recognizes the centrality of location or “standpoint” in the discourse around representation and legitimacy. Deriving from a conceptual understanding of antigypsyism, this paper analyzes Gypsylorism, in the sense of constructions of “the exotic Other within Europe” (Lee, 2000). The trajectory of knowledge production from the early days of ”Gypsyology” to (critical) Romani Studies is analyzed: first, by means of a historiographical analysis of Nordic literature, which establishes the analytical dichotomy between subalternity and Gypsylorism, and second, by a scrutiny of recent academic debates in the field. The paper argues that the emergence of authors from the Romani standpoint in fictional and academic literature has contributed to a change as well as provoked counter-reactions. The paper illuminates debates and trajectories by discussing the failed attempts to make the Gypsy Lore Society (GLS) claim historical responsibility for its Gypsylorism/Orientalism at its Istanbul conference in 2012 and the compromise resolution of GLS in Stockholm in 2016, which avoided an apology and maintained the unresolved antagonism. 

  • 115.
    Selling, Jan
    Södertörn University, School of Culture and Education, Education.
    The Obscured Story of the International Criminal Police Commission, Harry Söderman, and the Forgotten Context of Antiziganism2017In: Scandinavian Journal of History, ISSN 0346-8755, E-ISSN 1502-7716, Vol. 42, no 3, p. 329-353Article in journal (Refereed)
    Abstract [en]

    The Interpol predecessor, the International Criminal Police Commission (ICPC), gradually came under the control of the Nazi Regime. Besides the task of combatting ordinary criminality', it, since 1934, had combatting of the Gypsy plague' on its agenda. The Swedish contacts were handled independently by the head of the Swedish forensic institute (SKA), Harry Soderman, who had good contacts with the ICPC presidents Heydrich and Nebe. This essay discusses, from a Swedish perspective but also with an international comparative view, critical and apologetic discourses on the ICPC Nazification and antiziganism. It focuses on available ICPC files at Riksarkivet and their archival surroundings, which lead to the Sandler Commission's investigation of police collaboration against the Scandinavian sabotage and resistance organization Wollweber. A main conclusion is that the informal network character of the ICPC and its lack of transparency discouraged critical reflections on this Nazification, and, to this day, obstructed a break with antiziganistic police traditions. In contrast to the independent inquiry commissions of Switzerland and Norway, which discuss the context of antiziganism and the ICPC, the selective governmental initiatives in Sweden have until now neglected the topic. The essay also discusses the problematic ICPC source material situation.

  • 116.
    Setréus, Jesper
    Södertörn University, School of Culture and Education, Education.
    "Den som skriker högst blir hörd": En kritisk analys av gymnasieelevers politiska dialog2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The focus of this essay is the civic engagement of Swedish upper secondary school students. In light of recent studies showing Swedish youth to be less politically engaged in comparison to other countries, and young adults as underrepresented in representative politics, a divide can be seen between the political world of the adult and the political world of youth. This essay aims to collect political experiences of young people, through the use of focus group discussions, in order to better understand the political interest of students as well as the schools work with civic engagement from a student point of view. By observing the political discussions of students through a theoretical lens of critical pedagogy as expressed by Peter McLaren and Paulo Freire, the purpose of the essay is to increase understanding of young peoples political praxis and of how they engage in politics at school. The main results of the essay indicate that students political focus is not primarily on issues of class and that the students express an individualized form of political activism. Furthermore the results indicate that students are able to participate in school decision making and that they are allowed to be political in a school setting but that political discussion is far from common in their school work.

  • 117.
    Stjerna, Marie-Louise
    Södertörn University, School of Culture and Education, Education.
    Food, risk and place: agency and negotiations of young people with food allergy.2015In: Sociology of Health and Illness, ISSN 0141-9889, E-ISSN 1467-9566, Vol. 37, no 2, p. 284-297Article in journal (Refereed)
    Abstract [en]

    Potentially life-threatening food allergies are increasing among children in the Western world. Informed by childhood studies, this article explores young people's management of food allergy risk and highlights their agency in relation to food, eating and place. Drawing on individual interviews with 10 young people who took part in a larger multi-method study of young people's experiences of food allergies, the findings demonstrate that the management of health risks means, to some extent, trying to control the uncontrollable. A reaction can occur at any time and to experience a severe reaction entails a temporarily loss of control. The strategies the young people develop to avoid allergic reactions can be understood both as responses to this uncertainty and as manifestations of their agency. Their risk experiences vary with place; at school and in other public places they face social as well as health risks. What we see is not agency as a voluntary choice but that young people with food allergies experience tensions between their own competence to manage different types of risks and their dependence on others to adjust to their needs. Thus, the relational aspects of young people's agency come to the fore.

  • 118.
    Stjerna, Marie-Louise
    Södertörn University, School of Culture and Education, Education.
    Food, risk and place: agency and negotiations of young people with food allergy2015In: Children, health and well-being: policy debates and lived experience / [ed] Brady, Geraldine ; Lowe, Pam & Olin Lauritzen, Sonja, Chichester: Wiley-Blackwell, 2015, p. 112-125Chapter in book (Other academic)
  • 119.
    Stjerna, Marie-Louise
    et al.
    Södertörn University, School of Culture and Education, Education.
    Worth, A.
    University of Edinburgh, Edinburgh, UK.
    Harden, J.
    University of Edinburgh, Edinburgh, UK.
    Olin Lauritzen, S.
    Stockholm University.
    Risk as a relational phenomenon: a cross-cultural analysis of parents’ understandings of child food allergy and risk management2017In: Health, Risk and Society, ISSN 1369-8575, E-ISSN 1469-8331, Vol. 19, no 7-8, p. 351-368Article in journal (Refereed)
    Abstract [en]

    Western culture can be seen as permeated by risk-consciousness. In particular, parents are under scrutiny in their roles as risk managers. In this article, we address parental experiences of children more at risk than other children, children with food allergy, and the management of allergy risk in everyday life. Drawing on a notion of risk as ‘situated’ in local everyday life, we argue that a further exploration of parental understandings of child food allergy risk would benefit from an analysis of studies across different local contexts. In this article, we draw on a secondary qualitative cross-cultural analysis of interview data from several studies of parents in Sweden and Scotland through 2006–2010, which focused on parents’ understandings of the nature of food allergy and the children’s management of the allergy risk. We found some common themes in the different data sets. First, parents depicted food allergy as life-threatening, a ‘death risk’ lurking in the background, more or less constantly present in different everyday situations, amounting to an existential condition in parenting. Second, they talked about food allergy risk as a relational phenomenon, meaning that the risk emerged in the encounter between the young person’s individual competence to manage allergy risk and the understandings of allergy risk in others – thus depending on contexts and interaction between several actors. Finally, the analysis showed that unpredictability and risk in constant flux are the prominent aspects of living with food allergy. We also discussed the ways risk and trust are related, as well as how the involvement of others can be seen as both a risk and a safeguard. 

  • 120.
    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.

  • 121.
    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)
  • 122.
    Säfström, Carl Anders
    Södertörn University, School of Culture and Education, Education.
    Jämlikhetens pedagogik2015 (ed. 1)Book (Refereed)
  • 123.
    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)
  • 124.
    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)
  • 125.
    Säfström, Carl Anders
    Södertörn University, School of Culture and Education, Education.
    Teacher as Artist2015Conference paper (Refereed)
  • 126.
    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.

  • 127.
    Säfström, Carl Anders
    Södertörn University, School of Culture and Education, Education.
    The promise of learning ruled out the hope of education2014Conference paper (Refereed)
  • 128.
    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)
  • 129.
    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)
  • 130.
    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)
  • 131.
    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)
  • 132.
    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.

  • 133.
    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)
  • 134. 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.))
  • 135. 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)
  • 136.
    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.

  • 137. 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)
  • 138.
    Wästeby, Sara
    Södertörn University, School of Culture and Education, Education.
    Förskollärares reflektioner om arbetet för hållbar utveckling i förskolan: utifrån det miljömässiga, sociala och ekonomiska området2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study was to clarify and deepen knowledge about teaching for sustainable development in preschool. This was done by examining the working methods used and the factors that influence which of the three areas of sustainable development are highlighted in the teaching, and whether these sub-disciplines are given equal attention. The five respondents selected are all professional preschool teachers in private and municipal preschools without eco-certification. Data were collected using qualitative interviews wich were transcribed and analyzed according to thematic analysis. Furthermore, the results were analyzed and interpreted on the basis of sustainable development's three areas of economic, environmentally and socially sustainable development and also the respondents views on teaching for sustainable development. The results were also analyzed and interpreted using Davis’s (2010) view of children's agency for sustainable development. The result shows that the environmental area gets the most attention in the respondents' reflections in the study, closely followed by the social area. Furthermore, the results show that the methods used in the work for sustainable development in preschool are mainly to use digital aids and new technologies, role-plays, discussions, literature, recycling, source sorting, reuse and being in nature. The view of children's agency in the work for sustainable development varied between respondents and between different areas, but the children's interest was shown in the study to have a major impact on which area was highlighted. Other influencing factors were the influence of management as well as the educators own interest and knowledge.

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