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  • 51.
    Säfström, Carl Anders
    Mälardalen University.
    On what premises do people engage in political life?2010Inngår i: Philosophy of education, ISSN 8756-6575, Vol. 2010, s. 381-383Artikkel i tidsskrift (Fagfellevurdert)
  • 52. Säfström, Carl Anders
    On what premises do people engage in political life?: Response2010Konferansepaper (Fagfellevurdert)
  • 53. Säfström, Carl Anders
    Pedagogik och psykologi: en studie av psykologins utveckling inom den svenska pedagogiken1996Konferansepaper (Fagfellevurdert)
  • 54. Säfström, Carl Anders
    Pedagogik, vetenskaplig rationalitet och uppdragsforskning1991Konferansepaper (Fagfellevurdert)
  • 55. Säfström, Carl Anders
    Pedagogikens möjligheter1992Inngår i: Forskning om utbildning, ISSN 0345-3588, nr 2, s. 41-50Artikkel i tidsskrift (Annet vitenskapelig)
  • 56. Säfström, Carl Anders
    Pedagogisk essentailism: om psykologi och frånvaron av förändring i svensk lärarutbildning1996Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, nr 2, s. 17-32Artikkel i tidsskrift (Fagfellevurdert)
  • 57. Säfström, Carl Anders
    På väg mot en postmodern läroplansteori: En jämförelse mellan Habermas och Levinas syn på kommunikation.1998Konferansepaper (Fagfellevurdert)
  • 58.
    Säfström, Carl Anders
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Responding to Rancières warning! Teacher as partisan artist in the age of marketization and differentiation2015Inngår i: Abstract book, 2015, s. 150-Konferansepaper (Fagfellevurdert)
  • 59.
    Säfström, Carl Anders
    Mälardalens högskola.
    Rethinking emancipation, rethinking education2009Konferansepaper (Fagfellevurdert)
  • 60.
    Säfström, Carl Anders
    Mälardalen University.
    Rethinking Emancipation, Rethinking Education2011Inngår i: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 30, nr 2, s. 199-209Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this paper I discuss the possibility of the idea of emancipation within an educational philosophy that does not accept schooling as its first premise. The first part of the paper will take Sweden as an example of an educational state defined through educational policies such as life long learning, accountability and evidence-based research, and argue that these words are only meaningful within the myth of schooling and not in a language of education/emancipation. The second part of the paper discusses different but related conceptions of emancipation by exploring its ambiguous nature. In the third part of the paper I specify the role and place of emancipation within a philosophy of education that seeks to articulate its social value.

  • 61. Säfström, Carl Anders
    Självskapandet och friheten2007Inngår i: Erfarenheter av pragmatism / [ed] Ylva Boman, Carsten Ljunggren, Moira von Wright, Lumd: Studentlitteratur AB, 2007, s. 191-208Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 62. Säfström, Carl Anders
    Skillnadens pedagogik: nya vägar inom den pedagogiska teori2005Bok (Annet vitenskapelig)
  • 63.
    Säfström, Carl Anders
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Stop Making Sense!: And Hear the Wrong People Speak2013Inngår i: Education and the Political: New Theoretical Articulations / [ed] Szkudlarek, Tomasz, Rotterdam/Boston/Taipei: Sense Publishers, 2013, s. 133-141Kapittel i bok, del av antologi (Fagfellevurdert)
  • 64.
    Säfström, Carl Anders
    Mälardalens högskola.
    Stop making sense!: Teaching without ground2011Konferansepaper (Fagfellevurdert)
  • 65. Säfström, Carl Anders
    Svensk läroplansteoretisk forskning: nostalgi eller nytänkande?1998Inngår i: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 3, nr 2, s. 130-141Artikkel i tidsskrift (Fagfellevurdert)
  • 66. Säfström, Carl Anders
    Swedes are not immigrants: educating national subjects within an ideological context of sameness2005Konferansepaper (Fagfellevurdert)
  • 67.
    Säfström, Carl Anders
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Teacher as Artist2015Konferansepaper (Fagfellevurdert)
  • 68. Säfström, Carl Anders
    Teaching as a moral act: do I have the right to teach?2000Konferansepaper (Fagfellevurdert)
  • 69.
    Säfström, Carl Anders
    Uppsala University.
    Teaching Otherwise2003Inngår i: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 22, nr 1, s. 19-29Artikkel i tidsskrift (Fagfellevurdert)
  • 70. Säfström, Carl Anders
    The Blind Spots of Curriculum Theory2007Inngår i: Curriculum Theory Revisited / [ed] Eva Forsberg, Uppsala: STEP, Department of Education, Uppsala University , 2007, s. 223-232Kapittel i bok, del av antologi (Fagfellevurdert)
  • 71.
    Säfström, Carl Anders
    Mälardalens högskola.
    The disease of consensual democracy2009Konferansepaper (Fagfellevurdert)
  • 72.
    Säfström, Carl Anders
    Mälardalen University.
    The Disease of Consensual Democracy: The Swedish National Curriculum and the Configuration of ”the Immigrant” Read Through Jacques Rancières Views on  Political Subjectification2008Konferansepaper (Fagfellevurdert)
  • 73.
    Säfström, Carl Anders
    Mälardalen University.
    The European Knowldge society and the diminishing State Control of Education: The Case of Sweden2005Inngår i: Journal of education policy, ISSN 0268-0939, E-ISSN 1464-5106, Vol. 20, nr 5, s. 583-593Artikkel i tidsskrift (Fagfellevurdert)
  • 74.
    Säfström, Carl Anders
    Mälardalen University.
    The Immigrant has no Proper Name: The Disease of Consensual Democracy within the Myth of Schooling2011Inngår i: Ranciére, Public Education and the Taming of Democracy / [ed] M. Simons & J. Masschelein, Oxford: Wiley-Blackwell, 2011, s. 93-104Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 75. Säfström, Carl Anders
    The Immigrant Has No Proper Name: The disease of consensual democracy within the myth of schooling2010Inngår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 42, nr 5-6, s. 606-617Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article I discuss the role of the immigrant in Swedish society and especially how such a role is construed through what I call the myth of schooling, that is, the normalization of an arbitrary distribution of wealth and power. I relate this myth to the idea of consensual democracy as it is expressed through an implicit idea of what it means to be Swedish. I not only critique the processes through which immigrants are discriminated against or excluded from Swedish society but also try to shift the understanding of the conditions under which such exclusion is possible in the first place. Being Swedish is that which the immigrant is not. What I argue and give examples of is that the 'no name' immigrant becomes a possibility for democracy to happen when he or she claims his or her presence in the demos, in such a way as to make evident a split in the self-understanding of a purely consensual Swedish democracy. In the article I argue that what is needed in order to go beyond the myth of schooling, is a pedagogy of dissensus contesting the normalizing of an unequal social order by making it contingent.

  • 76. Säfström, Carl Anders
    The knowledge society: learning desires through rules of seduction2004Konferansepaper (Fagfellevurdert)
  • 77. Säfström, Carl Anders
    The loneliness of being right2000Konferansepaper (Fagfellevurdert)
  • 78. Säfström, Carl Anders
    The meaning of contingency in pragmatic philosophy2000Konferansepaper (Fagfellevurdert)
  • 79.
    Säfström, Carl Anders
    Mälardalens högskola.
    The myths of origin and the orderly school2007Konferansepaper (Fagfellevurdert)
  • 80.
    Säfström, Carl Anders
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    The passion of teaching at the border of order2014Inngår i: Asia-Pacific Journal of Teacher Education, ISSN 1359-866X, E-ISSN 1469-2945, Vol. 42, nr 4, s. 337-346Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 81.
    Säfström, Carl Anders
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    The promise of learning ruled out the hope of education2014Konferansepaper (Fagfellevurdert)
  • 82.
    Säfström, Carl Anders
    Mälardalens högskola.
    There is no such thing as a Swedish democracy2007Konferansepaper (Fagfellevurdert)
  • 83. Säfström, Carl Anders
    Towards a politics of the aesthetics for education2010Konferansepaper (Fagfellevurdert)
  • 84. Säfström, Carl Anders
    Tre typer av läroplansteori1998Konferansepaper (Fagfellevurdert)
  • 85.
    Säfström, Carl Anders
    Mälardalen University.
    Urgently in Need of a Different Story: Questioning Totalising Frameworks2012Inngår i: Explorations in Narrative Research / [ed] Ivor F. Goodson, Avril M. Loveless & David Stephens, Rotterdam: Sense Publishers, 2012, s. 11-20Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 86.
    Säfström, Carl Anders
    Mälardalens högskola.
    Vad kan utbildning åstadkomma?: en kritik av idealiserande föreställningar om utbildning2010Inngår i: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, nr 3, s. 11-22Artikkel i tidsskrift (Fagfellevurdert)
  • 87.
    Säfström, Carl Anders
    Uppsala universitet.
    Validering som utbildningspolitiskt instrument: En kritisk analys2004Rapport (Annet vitenskapelig)
  • 88. Säfström, Carl Anders
    What contingency means in political pragmatism2001Konferansepaper (Fagfellevurdert)
  • 89. Säfström, Carl Anders
    What I Talk About When I Talk About Teaching and Learning2012Inngår i: Making sense of education: fifteen contemporary education theorists in their own words / [ed] Gert J. J. Biesta, Dordrecht: Springer, 2012, s. 57-63Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 90.
    Säfström, Carl Anders
    Mälardalen University.
    What I Talk About When I Talk About Teaching and Learning2011Inngår i: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 30, nr 5, s. 485-489Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this text I discuss two events in which I learned something important about life and about education in order to formulate in a precise manner two propositions for my pedagogical creed. In focus for both are the interrelatedness of theory and life. The stories are told through the lenses of Emmanuel Levinas's and Jacques RanciSre's thinking, but the stories also are shown to be essential in my understanding of their thinking. The first story is about learning ethics as a consequence of meeting an old man on a remote island and the second story is about teaching, when a young girl in a situation of war taught me something important about political life. In a final section I discuss briefly what those theoretical/practical experiences and memories bring to my understanding of education.

  • 91. Säfström, Carl Anders
    What is wrong with this picture?: A critique of tendencies of reduction of educational theory within universities in Sweden2012Konferansepaper (Fagfellevurdert)
  • 92.
    Säfström, Carl Anders
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    When the Wrong People Speak: On Bullying as a Political Problem for Democratisation in Schools2013Inngår i: Civil Learning, Democratic Citizenship and the Public Sphere / [ed] Biesta, G.J.J., De Bie, M. & Wildemeersch, D., Dordrecht/Boston: Springer , 2013, s. 139-149Kapittel i bok, del av antologi (Fagfellevurdert)
  • 93.
    Säfström, Carl Anders
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Who can speak and who cannot in the neo-liberal learning society2014Inngår i: 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, s. 490-492Konferansepaper (Fagfellevurdert)
  • 94. Säfström, Carl Anders
    et al.
    Biesta, Gert J.J.
    Et paedagogiskt manifest2012Inngår i: Om metodefriheden og dens fjender / [ed] Holger Henriksen, Munkebo: Fjordager , 2012, s. 138-142Kapittel i bok, del av antologi (Fagfellevurdert)
  • 95. Säfström, Carl Anders
    et al.
    Biesta, Gert J.J.
    Learning Democracy in a World of Difference2001Inngår i: The school field, ISSN 0353-6807, Vol. XII, nr 5/6, s. 5-20Artikkel i tidsskrift (Fagfellevurdert)
  • 96. Säfström, Carl Anders
    et al.
    Englund, Tomas
    Education as a science and pragmatism: traditions and possibilities1993Konferansepaper (Fagfellevurdert)
  • 97.
    Säfström, Carl Anders
    et al.
    Mälardalens högskola.
    Grannäs, Jan
    What is private and what is public in young people's learning of democracy?2006Konferansepaper (Fagfellevurdert)
  • 98.
    Säfström, Carl Anders
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Månsson, Niclas
    School of Education, Culture and Communication, Mälardalen University.
    Education - something more than just learning the lesson?2014Konferansepaper (Fagfellevurdert)
  • 99.
    Säfström, Carl Anders
    et al.
    Uppsala.
    Månsson, Niclas
    Mälardalen University.
    On the limits of learning2013Konferansepaper (Fagfellevurdert)
  • 100.
    Säfström, Carl Anders
    et al.
    Mälardalens högskola.
    Månsson, Niclas
    Mälardalens högskola.
    The limits of socialisation2002Konferansepaper (Fagfellevurdert)
123 51 - 100 of 113
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