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  • 1.
    Ferm Almqvist, Cecilia
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Schwieler, Elias
    Stockholm University.
    Listening, translating and learning -: “Evolving Bildung” as a means to develop understanding of learning and streaming media within the humanities in higher education2020Ingår i: Debates in digital humanities Pedagogy / [ed] Brian Croxall and Diane Jakacki, Minnesota: University of Minnesota Press, 2020Kapitel i bok, del av antologi (Refereegranskat)
  • 2.
    Johansson, Viktor
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Filosofi i tidig barndom: Omedelbarhetens pedagogik2019Bok (Övrigt vetenskapligt)
    Abstract [sv]

    Barns filosofi utmanar både etablerade filosofiska idéer och pedagogiska praktiker genom att ställa frågor om det som vuxna ofta tar för givet. Den här boken utgår från de filosofiska frågor och undersökningar som uppstår i barns egna göranden, lekar och växande. Utifrån barnens filosoferande visas hur deras tankar och undersökningar bidrar till filosofiska diskussioner och hur dessa kan påverka vuxnas pedagogiska förhållningssätt. I boken möter barnens tankar filosofi från antiken till vår samtid, från olika traditioner, som existentialism, pragmatism och urfolksfilosofi, samt filosofer som Platon, Thoreau, Diogenes, Wittgenstein, Kierkegaard, Heidegger och Weil. Här behandlas frågor om barndom och lek, språk och mening, politik och etik, liv och död, samt pedagogiska förhållningssätt till barns utforskande av sådana ämnen. Genom att uppmärksamma den filosofi som uppstår i mötet med barnens nyfikenhet förespråkar författaren en omedelbarhetens pedagogik. En pedagogik som består i att kunna ta tillvara barnens filosofi när den uppstår. Detta är en bok som väcker frågor, intresse och en känsla för barns tänkande, snarare än att ge färdiga svar – det är en bok att tala om, diskutera och tänka med. Filosofi i tidig barndom - Omedelbarhetens pedagogik riktar sig i huvudsak till blivande förskollärare och barnskötare och till de som arbetar med barn i förskolan, men även till dem som lever med barn och som intresserar sig för små barns tänkande. Viktor Johansson är Lektor i pedagogik vid Södertörns högskola. Hans forskning har fokus på pedagogisk filosofi, litteraturens roll i pedagogiska undersökningar, samt barns tänkande.

  • 3.
    Borgström, María
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Goldstein-Kyaga, Katrin
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Graviz, Ana
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Ungdomar och den nya kosmopolitismen – Identitet, lärande och fred: En undersökning i Sverige, Polen och Tjeckien2019 (uppl. 1)Bok (Refereegranskat)
    Abstract [sv]

    Vi lever i en tid av ökande globalisering och intensifierade kontakter över gränserna. Idag är världen sammanflätad på ett helt annat sätt än någonsin tidigare.

    Här presenteras en undersökning om hur ungdomar i Sverige, Polen och Tjeckien ser på andra kulturer och folkgrupper än den egna, om deras konstruktioner av identitet, utvecklandet av kosmopolitiskt lärande och om hur deras vänner, familjer och skolor påverkar deras inställningar. Många ungdomar i Polen och Tjeckien tar upp hur de fasor som deras familjer upplevt under andra världskriget fått dem att inse hur viktigt det är att upprätthålla freden medan de svenska ungdomarnas syn påverkats av den långa perioden av fred.

    Den här boken är ett resultat av ett forskningsprojekt vars syfte varit att undersöka vilken betydelse nya identitetskonstruktioner och kosmopolitiska, interkulturella lärandeprocesser har för fredliga kontra fientliga etniska relationer i det mångkulturella, globaliserade samhället.

  • 4.
    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)
  • 5.
    Hylén, Ulrika
    et al.
    Örebro University.
    Engström, Ingemar
    Örebro University.
    Engström, Karin
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Pelto-Piri, Veikko
    Örebro University.
    Anderzen-Carlsson, Agneta
    Örebro University.
    Providing Good Care in the Shadow of Violence - An Interview Study with Nursing Staff and Ward Managers in Psychiatric Inpatient Care in Sweden2019Ingår i: Issues in Mental Health Nursing, ISSN 0161-2840, E-ISSN 1096-4673, Vol. 40, nr 2, s. 148-157Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim was to describe the nursing staff and ward managers' experiences of safety and violence in everyday meetings with the patients. The qualitative content analyses resulted in four themes: the relationship with the patient is the basis of care; the organizational culture affects the care given; knowledge and competence are important for safe care; and the importance of balancing influence and coercion in care. The staff had a varied ability to meet patients in a respectful way. One way of creating a common approach could be to discuss and reflect upon different options in the meeting with the patient.

  • 6.
    Ferm Almqvist, Cecilia
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Andersson, Ninnie
    Göteborgs universitet, HSM.
    To Offer Dance as Aesthetic Experience and Communication Among Elderly People: An Art-Based Study2019Ingår i: International Journal of Education and the Arts, ISSN 1529-8094, E-ISSN 1529-8094, Vol. 20, nr 12Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    As a contribution to the field of community dance, this article explores the teacher role in a setting where elderly people are offered to take part in a dance workshop. The aim of the study is to describe the role of the teacher when offering participation in dance as an artistic form among elderly people. The theoretical starting-point for the study is aesthetic experience and communication, based on a phenomenological philosophy, and the approach is arts-based research. The workshop series was observed and filmed. Written reflections were gathered and six of the participants were interviewed. The research material was analyzed in a phenomenological manner. The result shows that the choreographer influences possibilities for participation regarding: how workshops are designed and the inputs that are given, the atmosphere that is created, how the participants are to use their bodies, and how dance as an artistic form of expression is offered.

  • 7.
    Ferm Almqvist, Cecilia
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik. Luleå University of Technology.
    Master seminars in music education across eighteen years: Inclusion, equality and democracy as lived experience2019Ingår i: Advancing Music Education in Northern Europe / [ed] Herbert, David & Bakken Hauge, Torunn, Abingdon, Oxon: Routledge, 2019, s. 38-49Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    As a newly enrolled master’s’s student in music education, my supervisor sent me to Oslo and my first Nordic Network for Music Education (NNME) seminar, my first real academic experience. Then, as well as now, the NNME network plays a very important role for students and scholars in a rather small and Northerly situated institution. I was totally overwhelmed by interesting research presentations, an atmosphere of skill and curiosity, as well as generosity and openness, when it came to both academic communication and social activities. I think the feelings that permeated that first seminar in 1999 have for me influenced all following NNME seminars and steering group meetings, as well my expectations all through academic life. Highlights from that experience can be seen as expressions of inclusion, equality and democracy, concepts that I will come back to all through this text. I will reflect upon how I have been included, how my voice has been heard and listened to and how I have experienced democracy as a participant in NNME activities. I will also explore how, together with others, I have contributed likewise within different roles in NNME settings, and how the different content, themes and methods of the seminars have developed intertwined with the inclusive, equal and democratic atmosphere. This chapter will start with a picture of my journey from a master’s’s student, through the role of PhD student, teacher, keynote speaker, member of the steering group and application writer, which also will function as a red thread through the chapter. Next comes a theoretical introduction where the mentioned concepts will be philosophically based, and thereafter follows a section where inclusive, equal, democratic music education in practice will be questioned and discussed. Finally I will share some thoughts about the future. Thus I will illuminate the different angles of inclusion, equality and democracy that have characterized my participation and experiences while taking part in NNME seminars across 18 years.

  • 8.
    Ferm Almqvist, Cecilia
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Towards offering equal learning opportunities for female students in popular music ensemble education: relate, respond, and re-do2019Ingår i: Music Education Research, ISSN 1461-3808, E-ISSN 1469-9893, Vol. 21, nr 4, s. 371-386Artikel i tidskrift (Refereegranskat)
  • 9.
    Ferm Almqvist, Cecilia
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Hentschel, Linn
    Umeå University.
    The (female) Situated Musical Body: Aspects of Caring2019Ingår i: Per Musi, ISSN 1517-7599, E-ISSN 2317-6377, nr 39, s. -19Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The starting point for the study presented in this article is constituted by experiences of using Simone de Beauvoir’s philosophy aiming to describe and understand the becoming of musical women in Swedish schools. Earlier research conducted outside the area of music shows that Beauvoir’s theories can help to explain – and provide means of change for – situations where there is a risk that traditional gender roles will be conserved. A majority of gender studies in the field of music education are based on the performativity theory of Judith Butler. In comparison, de Beauvoir states that repetitions and habits are stratified in the body as experiences, and that human beings are able to make choices in a situation. The aim of the study is to explore how caring is nurtured among girls in Swedish music educational settings. Material generated through two phenomenological studies conducted within specialist music programs in lower respectively higher secondary education in Sweden, constituted the empirical base for conducting re-analysis. This re-analysis followed a hermeneutical phenomenological analytical model. Examples of how caring seemed to be nurtured among girls in music education appeared at different levels and in different situations. It concerns actions made by the girls aiming to make the social and musical setting function in agreed upon “good” ways, namely in the form of taking initiatives, filling “gaps”, and being flexible, andbecoming (aware) musical women. Finally we reflect upon causes and changes in relation to actions that seem to establish and maintain female students as immanent, and non-able to run their own projects, to speak with de Beauvoir. 

  • 10.
    Selling, Jan
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Assessing the Historical Irresponsibility of the Gypsy Lore Society in Light of Romani Subaltern Challenges2018Ingår i: Critical Romani Studies, ISSN 2560-3019, Vol. 1, nr 1, s. 44-61Artikel i tidskrift (Refereegranskat)
    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. 

  • 11.
    Ferm Almqvist, Cecilia
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Arts Based Research in the Area of Music Education: A multi Modal Turn? Symposia2018Konferensbidrag (Övrigt vetenskapligt)
  • 12.
    Rotaru, Julieta
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik. Södertörns högskola, Centrum för Östersjö- och Östeuropaforskning (CBEES).
    Barbu Constantinescu, the first Romanian scholar of Romani studies2018Ingår i: Romani Studies, ISSN 1528-0748, E-ISSN 1757-2274, Vol. 28, nr 1, s. 41-78Artikel i tidskrift (Refereegranskat)
    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.

  • 13.
    Granqvist, Kimmo
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik. Södertörns högskola, Centrum för Östersjö- och Östeuropaforskning (CBEES). University of Helsinki, Finland.
    Gypsy songs2018Ingår i: Romani Studies, ISSN 1528-0748, E-ISSN 1757-2274, Vol. 28, nr 1, s. 150-155Artikel, recension (Övrigt vetenskapligt)
  • 14.
    Granqvist, Kimmo
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik. Södertörns högskola, Centrum för Östersjö- och Östeuropaforskning (CBEES). University of Helsinki, Finland.
    Letter from the editor2018Ingår i: Romani Studies, ISSN 1528-0748, E-ISSN 1757-2274, Vol. 28, nr 1, s. 1-4Artikel i tidskrift (Övrigt vetenskapligt)
  • 15.
    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.

  • 16.
    Rotaru, Julieta
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik. Södertörns högskola, Centrum för Östersjö- och Östeuropaforskning (CBEES).
    Towards a Methodology for Applying the paribhāṣās in the Kauśikasūtra (II)2018Ingår i: Asiatische Studien: Zeitschrift der Schweizerischen Asiengesellschaft, ISSN 0004-4717, E-ISSN 2235-5871, Vol. 72, nr 2, s. 489-513Artikel i tidskrift (Refereegranskat)
    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.

  • 17.
    Rotaru, Julieta
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik. Södertörns högskola, Centrum för Östersjö- och Östeuropaforskning (CBEES).
    Aspects on Romani demographics in 19th century Wallachia2018Ingår i: Baltic Worlds, ISSN 2000-2955, Vol. XI, nr 2-3, s. 34-Artikel i tidskrift (Refereegranskat)
  • 18.
    Bergdahl, Lovisa
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Language matters: gendering Religious Education teaching2018Ingår i: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 40, nr 3, s. 317-326Artikel i tidskrift (Refereegranskat)
    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.

  • 19.
    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.

  • 20.
    Johansson, Viktor
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik. University Örebro.
    Philosophy for Children and Children for Philosophy: Possibilities and Problems2018Ingår i: International Handbook of Philosophy of Education / [ed] Smeyers, Paul, Cham: Springer, 2018, s. 1149-1161Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    This chapter begins by illustrating the role of children in philosophy, and how childhood may impact philosophy, by turning to the work of Stanley Cavell. In particular this chapter focuses on his idea of philosophy as a confrontation with our culture’s criteria, but read in the light of Pierre Hadot’s understanding of philosophy as a way of life. It goes on to consider how the philosophy for children movement has developed through three generations of thought and practice. To illustrate how these generations have emerged, the chapter surveys differing views of the use of picture books in children’s philosophizing and philosophy. Going on from the third generation’s criticism of how the philosophy for children movement’s use of picture books has been insufficiently aware of its own assumptions, limits, and borders, the chapter concludes by showing that the critical moves from one generation to another in the field itself can be seen as a philosophical way of life, a way of life that involves philosophy for children confronting its own criteria, by emphasizing and questioning not only the boundaries of the content but also of the places where philosophy with children happens.

  • 21.
    Chinnery, Ann
    et al.
    Simon Fraser University, Burnaby, Canada.
    Hodgson, Naomi
    Liverpool Hope University, Liverpool, UK.
    Johansson, Viktor
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Introduction: Section 3 – Revisiting Enduring Educational Debates2018Ingår i: International Handbook of Philosophy of Education / [ed] Smeyers, Paul, Cham: Springer, 2018, s. 749-754Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [en]

    Debate is arguably a central aspect of philosophy. There are a number of topics, however, on which the weighing of argument and counter-argument does not reach a final conclusion, but only a temporary settlement before the issue raises itself again. Understanding the historical development of such debates in philosophy of education is crucial to an appreciation of contemporary discussions in the field of education more broadly. They are debates that seem to have been always there and that continue to challenge new developments. Each chapter in Section 3, Revisiting Enduring Educational Debates, situates the debate related to a particular topic, considers its relevance, and highlights how it continues to influence educational theory and practice today.

  • 22.
    Johansson, Viktor
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik. Dalarna University.
    Fiction and learning realities after postmodernism2018Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, nr 14, s. 1517-1518Artikel i tidskrift (Övrigt vetenskapligt)
  • 23.
    Johansson, Viktor
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Literature and Philosophical Play in Early Childhood Education: A Humanities Based Approach to Research and Practice2018 (uppl. 1)Bok (Refereegranskat)
    Abstract [en]

    Literature and Philosophical Play in Early Childhood Education explores the role of philosophy and the humanities as pedagogy in early childhood educational research and practice, arguing that research should attend to questions about education and growth that concern social structures, individual development, and existential aspects of learning. It demonstrates how we can think of pedagogy and educational practices in early childhood as artistic, poetic, and philosophical, and exemplifies a humanities-based approach by giving literature and artful play a place in shaping the ground of practice and research. The book explores a range of alternative approaches to theory in education and the feasibility of a curriculum of moral values for young children and contains a variety of scenes involving children’s play and involvement with literature and fiction. It portrays how engaging with children’s play can be a philosophical and pedagogical investigation where children’s own philosophising is taken seriously, where children’s thoughts are put on a par with established research and philosophy. Moreover, the book engages with a range of different forms of literature – picture books, novels, auto-fiction, poetry – and develops these as portrayals that serve as a basis for non-theoretical and poetic pedagogical research. Literature and Philosophical Play in Early Childhood Education will be of great interest to academics, researchers, and post-graduate students in the fields of philosophy and education. It will also appeal to upper-level undergraduates, school psychologists, teachers, and therapists.

  • 24.
    Johansson, Viktor
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Killing the Buddha: Towards a heretical philosophy of learning2018Ingår i: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, nr 1, s. 61-71Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article explores how different philosophical models and pictures of learning can become dogmatic and disguise other conceptions of learning. With reference to a passage from St. Paul, I give a sense of the dogmatic teleology that underpins philosophical assumptions about learning. The Pauline assumption is exemplified through a variety of models of learning as conceptualised by Israel Scheffler. In order to show how the Paulinian dogmatism can give rise to radically different pictures of learning, the article turns to St. Augustine’s and Robert Brandom’s examples of language learning, and to general strands in scholarship on moral education. Dewey’s view of childhood immaturity and the problem of adult maturity are used as first attempt at a counter picture to the idea that learning must have an end. The article takes Dewey’s idea further by suggesting how the Zen-Buddhist idea of killing the Buddha and Wittgenstein’s method of destroying pictures work on the dogmatic focus on uses of ‘learning’ that assume ends. In conclusion, the article suggests three possible uses of ‘learning’—learning from wonder, intransitive learning and passionate learning—that do not assume that learning has or must have a teleological end.

  • 25.
    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.

  • 26.
    Rotaru, Julieta
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik. Södertörns högskola, Centrum för Östersjö- och Östeuropaforskning (CBEES).
    Granqvist, Kimmo
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik. Södertörns högskola, Centrum för Östersjö- och Östeuropaforskning (CBEES). University of Helsinki.
    The Romani paradigm in the Balkan area2018Ingår i: Baltic Worlds, ISSN 2000-2955, Vol. XI, nr 2-3, s. 23-24Artikel i tidskrift (Övrigt vetenskapligt)
  • 27.
    Rotaru, Julieta
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik. Södertörns högskola, Centrum för Östersjö- och Östeuropaforskning (CBEES).
    Caught between the Eastern Europe Empires: the case of the alleged Netot Roms2018Ingår i: Slovak Ethnology, ISSN 1335-1303, E-ISSN 1339-9357, Vol. 66, nr 4, s. 501-522Artikel i tidskrift (Refereegranskat)
    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.

  • 28.
    Ferm Almqvist, Cecilia
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Ekberg, Niclas
    Luleå University of Technology.
    Leijonhufuvd, Susanna
    Luleå University of Technology.
    Spotify as a case of Musical Bildung2018Ingår i: Popular Communication, ISSN 1540-5702, E-ISSN 1540-5710Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article shares a study aiming to explore the meaning and function of streaming media as a facilitator of musical Bildung. Taking the affordances that technological streaming companies offer as a starting point, the study aimed to answer the following research questions:

    * What technical, educational, legal, economical, art related, and ethical challenges arise from the interaction between the streaming media Spotify, music, and human beings?

    * What aspects of musical Bildung does the user experience in the specific contexts that Spotify provides?

    * What constitutes Bildung in the Spotify-music-human being interaction?

    To address the research questions, from a music and communication perspective, access to Spotify users’ activities and experiences of streaming media interactions seemed to be crucial. The stimulated recall interviews were transcribed and subjected to hermeneutic content analysis. The results regards the users relationship to the service and how art may originate via Spotify.

  • 29.
    Ferm Almqvist, Cecilia
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Ett pentagramperspektiv på responsiv undervisning och bedömning mot likvärdig musikundervisning inom gymnasiets estetiska program: Vem? Vad? Var? Vart? Med vem?2018Ingår i: Educare - Vetenskapliga skrifter, ISSN 1653-1868, s. 42-Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Earlier interview studies of electric guitar playing girls in upper secondary schools, shows clearly that taken for granted knowledge values are connected to specific genres or styles, and to specific actions and behaviours related to these style. It is also obvious that the interviewed students, not least depending on sex, relate differently to these values. One statement based on the results of the interview studies with five electric guitar playing girls is that the role of the teacher becomes important when it comes to contribute to equal teaching and learning of music. The question is what the teacher needs to know and handle. In the article a pentagon model for responsive teaching is mirrored towards the girls’ experiences of ensemble education, aiming to make clear and discuss possibilities for equal teaching and learning. The connection to the special number of EDUCARE is not least the risk that arts values can conserve traditional gender roles in music educational settings.

  • 30.
    Ferm Almqvist, Cecilia
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Andersson, Ninnie
    Göteborgs Universitet.
    “To get the chance to dance myself”: dance as democracy among people 65+2018Ingår i: Research in Dance Education, ISSN 1464-7893, E-ISSN 1470-1111Artikel i tidskrift (Refereegranskat)
  • 31.
    Vandenbroeck, M.
    et al.
    Ghent University, Belgium.
    De Vos, J.
    Ghent University, Belgium.
    Fias, W.
    Ghent University, Belgium.
    Olsson, Liselott Mariett
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    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 education2017Bok (Övrigt vetenskapligt)
    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.

  • 32.
    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.

  • 33.
    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)
  • 34.
    Säfström, Carl Anders
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Saeverot, Herner
    Doing Harm to Educational Knowledge: The struggle Over Teacher Education in Sweden and Norway2017Ingår i: 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, s. 179-191Kapitel i bok, del av antologi (Refereegranskat)
  • 35.
    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)
  • 36.
    Granqvist, Kimmo
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik. Södertörns högskola, Centrum för Östersjö- och Östeuropaforskning (CBEES).
    Enache, Anca
    Dorofte, Maria Mihaela
    Local engagement for Roma inclusion: Locality study Helsinki (Finland), 20162017Rapport (Övrigt vetenskapligt)
    Abstract [en]

    During the last decade, Roma from Eastern Europe have moved to other countries of the European Union as a response to the complex forms of exclusion and poverty they face in their countries of origin. Such movement also became visible in Finland from 2004, and sparked considerable public discussion. The majority of the Roma EU migrants face challenges in accessing the right to residency in Finland, which also affects the fulfilment of their key civil, political, economic and social rights.

    The present report provides an overview of the participatory action research, Local Engagement for Roma Inclusion (LERI), which was implemented in Helsinki from November 2015 to 31 October 2016. The research worked with Roma EU citizens’ communities, most of whom lacked the right to residency in Helsinki. The aim was to generate knowledge and practices about their everyday experiences of exclusions and inclusion as regarding various areas of life. The project engaged Roma communities and local stakeholders in planning, implementing and evaluating community interventions. Sets of local interventions were implemented in the areas of generating income and employment, women’s participation and mobilisation, anti-Gypsyism, and community action. Data on the human rights situation of the Roma migrants and their experiences of exclusion was collected through participatory observation, participatory photography, focus groups and interviews.

    The key exclusions that Roma EU mobile citizens emphasised during the research included: the scarcity of income-generating activities and the challenges in accessing the labour market in Finland, in the home countries and generally in Europe; the lack of housing in Finland versus the difficulties registering one’s house in the country of origin; harassment in public spaces; and ethnic profiling.

    Participatory research and participatory community interventions can provide tools for the engagement of the Roma in the process of community and local actions – engagement that is tremendous for sustainable change. For LERI Helsinki, the flexibility of the research structure and the LERI’s culture of ‘learning by doing’ were central to realising successful interventions. The solid knowledge on the local social, economic and political context also positively affected the project’s implementation. On the other hand, the research identified that, in order to engage the communities in genuine participatory processes at all stages of project implementation, it required a resolute and sustained effort to train and strengthen the local capacity of the communities.

  • 37.
    Granqvist, Kimmo
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik. Södertörns högskola, Centrum för Östersjö- och Östeuropaforskning (CBEES).
    Finnish Romani and its dialectology2017Ingår i: Das amen godi pala Lev Čerenkov. Romani historija, čhib taj kultura / [ed] Kirill Kozhanov, Mikhail Oslon & Dieter W. Halwachs., Graz: Grazer Linguistische Monographien / GLMGRAZER ROMANI PUBLIKATIONEN , 2017, s. 221-237Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 38.
    Benyamine, Isak
    et al.
    Stockholms universitet.
    Haglund, Liza
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Estetiska erfarenheter och elevers sociala rätt: Den goda människan från Sezuan2017Ingår i: Estetiska uttryck och barns rättigheter i utbildning / [ed] Margareta Aspán, Jutta Balldin, Charlotte Engel & Anna Röing Hellberg, Malmö: Gleerups Utbildning AB, 2017, 1, s. 113-131Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 39.
    Knutes Nyqvist, H.
    et al.
    Stockholm University.
    Stjerna, Marie-Louise
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Artistry and disability - Doing art for real? Affordances at a day activity centre with an artistic profile2017Ingår i: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 32, nr 7, s. 966-985Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Taking our point of departure from critical disability studies, this study explores affordances of a day activity centre with an artistic profile. The analysis reveals that this centre has two fundamental meanings to the participants; it is a place to create art, and it is a 'safe haven'. Our conclusion is that the desire to belong, to be in a community and to do artwork, entails a future need for flexible institutional environments, where the social milieu is characterized by increased influence and with an engaging focus, such as that which is offered in cultural work.

  • 40.
    Stjerna, Marie-Louise
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    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 management2017Ingår i: Health, Risk and Society, ISSN 1369-8575, E-ISSN 1469-8331, Vol. 19, nr 7-8, s. 351-368Artikel i tidskrift (Refereegranskat)
    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. 

  • 41.
    Selling, Jan
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    The Obscured Story of the International Criminal Police Commission, Harry Söderman, and the Forgotten Context of Antiziganism2017Ingår i: Scandinavian Journal of History, ISSN 0346-8755, E-ISSN 1502-7716, Vol. 42, nr 3, s. 329-353Artikel i tidskrift (Refereegranskat)
    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.

  • 42.
    Bergdahl, Lovisa
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Crisis or Struggle?: A Language of Natality as a Struggle for Education2017Ingår i: Studier i Pædagogisk Filosofi, ISSN 2244-9140, E-ISSN 2244-9140, Vol. 6, nr 1, s. 25-38Artikel i tidskrift (Refereegranskat)
    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.

  • 43.
    Granqvist, Kimmo
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik. Södertörns högskola, Centrum för Östersjö- och Östeuropaforskning (CBEES).
    Rotaru, Julieta
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    The critical edition of the first Rumanian-Romani dictionary2017Ingår i: Newsletter of the Gypsy Lore Society, ISSN 1070-4604, Vol. 40, nr 2, s. 5-6Artikel i tidskrift (Övrigt vetenskapligt)
  • 44.
    Granqvist, Kimmo
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik. Södertörns högskola, Centrum för Östersjö- och Östeuropaforskning (CBEES).
    Rotaru, Julieta
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Paragraph on a new project called “Mapping the Roma communities in 19th century Romania2017Ingår i: Newsletter of the Gypsy Lore Society, ISSN 1070-4604, Vol. 40, nr 4, s. 7-8Artikel i tidskrift (Övrigt vetenskapligt)
  • 45.
    Granqvist, Kimmo
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik. Södertörns högskola, Centrum för Östersjö- och Östeuropaforskning (CBEES). University of Helsinki.
    Nauczanie i kształcenie nauczycieli w języku romani w Finlandii: Raport z badań2017Ingår i: Dialog-Pheniben, ISSN 1425-3496, nr 23, s. 22-33Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 46.
    Pelto-Piri, Veikko
    et al.
    Örebro universitet.
    Engström, Karin
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Engström, Ingemar
    Hantering av hot och våld: Personalens syn på etik, bemötande och säkerhet i mötet med ungdomar på institutioner2017Rapport (Övrigt vetenskapligt)
    Abstract [en]

    The starting point of this study was that aspects of ethics as well as safety should be taken into account in meetings with patients and clients. The purpose was to increase the understanding of how staff in inpatient and institutional settings relate to the perspectives of good care and safety simultaneously in daily meetings with young clients and patients, especially in aggressive situations. The participants were staff who worked with youngsters on a daily basis at two institutions run by the National Board of Institutional Care (SiS) and a child and adolescent psychiatric clinic. The research questions were: 1) Which values can be found in the staff’s narratives about meetings with youngsters?, 2) How do staff describe the sequence of events in incidents of violence at their workplace?, and 3) How do staff describe their work with prevention and management of violence? Data collection was done through individual interviews, focus group interviews and questionnaires based on the Critical Incident Technique method. Interviews were analyzed with qualitative content analysis. Three themes of staff values emerged in the analysis: 1) From rule to relationship, an experienced movement from a rule-based to a more individualized care, 2) Ways to manage power and responsibility, thoughts about structure and pedagogics, and 3) An institution with a conscious culture, the importance of belonging to a supportive team with common basic views and an open climate. The staff described various kinds of incidents of violence and some of these incidents had serious consequences like seclusion of youngsters and staff injuries causing need for medical care. A need for more education, improved routines and organizational support was expressed. The work to prevent violence included individually detecting risks and, if necessary, communicating with other staff members when assessing these risks. Threats were reported as common but hard to cope with when directed towards a specific staff member and his or her family. The staff stressed the need, after a serious incident, to process what happened with colleagues and youngsters concerned. The colleagues were seen as the most important support, and there were some descriptions of shortcomings in the follow-up routines of violent incidents.

  • 47.
    Granqvist, Kimmo
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik. Södertörns högskola, Centrum för Östersjö- och Östeuropaforskning (CBEES). University of Helsinki, Helsinki, Finland.
    Nordic Roma history, academic anti-Gypsyism and scholarly work on anti-Gypsyism and Roma Holocaust2017Ingår i: Beyond the Roma Holocaust: From Resistance to Mobilisation / [ed] Thomas M. Buchsbaum & Sławomir Kapralski, Krakow: Universitas , 2017, s. 199-217Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 48.
    Rowa-Dewar, Neneh
    et al.
    University of Edinburgh, Edinburgh, UK.
    Stjerna, Marie-Louise
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Health Risks in the Home: Children and Young People's Accounts2016Ingår i: Families, Intergenerationality, and Peer Group Relations / [ed] Punch, Samantha; Vanderbeck, Robert; Skelton, Tracey, Singapore: Springer, 2016, s. 1-18Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    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.

  • 49. Kirsch, Frank-Michael
    et al.
    León Rosales, RenéUppsala universitet.Rodell Olgac, ChristinaSödertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Vem vågar vara interkulturell?: En vänbok till Pirjo Lahdenperä2016Samlingsverk (redaktörskap) (Övrigt vetenskapligt)
  • 50.
    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.

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