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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.
    Ferm Almqvist, Cecilia
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Towards aware bodily (music) educational relations: situated (musical) bodies2020Ingår i: Nordic Research in Music Education, ISSN 1504-5021, Vol. 20Artikel i tidskrift (Refereegranskat)
  • 3.
    Rodell Olgaç, Christina
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Sverige, skolan och de fem nationella minoriteterna: från monokulturalitet och enspråkighet till interkulturell pedagogik och social rättvisa2020Ingår i: Perspektiv på interkulturalitet / [ed] Helena Hill, Huddinge: Södertörns högskola, 2020, 1, s. 85-109Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    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.

  • 4.
    Langmann, Elisabet
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Läraryrkets interkulturella dimensioner: en pedagogisk reflektion2020Ingår i: Perspektiv på interkulturalitet / [ed] Helena Hill, Huddinge: Södertörns högskola, 2020, s. 21-35Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 5.
    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)
  • 6.
    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.

  • 7.
    Rodell Olgaç, Christina
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Roma in the Educational System of Sweden: Achievements after Year 2000 and Challenges for the Future2019Ingår i: Lifelong learning and the Roma Minority in Western and Southern Europe / [ed] Andrea Óhidy & Katalin R. Forray, Bingley: Emerald Group Publishing Limited, 2019, 1, s. 163-182Kapitel i bok, del av antologi (Refereegranskat)
    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.

  • 8.
    Ferm Almqvist, Cecilia
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    How to become a guitar playing human being in the situation of ensemble courses – independent of sex: An episode of the radio show Music and Equality2019Ingår i: EJPAE, ISSN 2002-4665, Vol. 1, nr 4, s. 141-171Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The article will shed light on both the challenges to and possibilities for growth as an ensemble guitarist within upper secondary popular music ensemble courses in Sweden. The paper is a critique of an un-reflected view of popular music as a preferred situation for musical learning in schools. It is intended both as a thought-provoking speech directed to ensemble teachers aiming for equal music education, and as a philosophical exploration of female experiences of ensemble education. The article is based on an existential–philosophical way of thinking, mainly in line with the thoughts of Simone de Beauvoir, both when it comes to the view of human beings independent of sex1 and as a base for how to communicate scientific results in a sensitive situated way. Hence, the format of the article, drawing on Arts-based research philosophy, is constituted as an imagined radio show episode, including a programme leader (PL), two young female guitarists – Anna and Lucy – and one prominent philosopher: Simone de Beauvoir (SdB). The article consists of text as well as a sounding dialogue and drawings. The dialogue is based on interview material combined with studies of primary and secondary Beauvoir literature. Issues that will be explored in the conversation have emerged in an earlier study of the story of one female guitarist: an upper secondary student at a specialist music programme. Issues chosen for the current article shown to be crucial from an equality perspective are; Transcending boys and immersing girls, the male gaze, relations to patriarchal repertoire, possible projects and the role of the teacher.

  • 9.
    Ferm Almqvist, Cecilia
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Towards a possible geometry of (music) educational relations: situated (musical) bodies2019Ingår i: The 12th Symposium on the Philosophyof Music Education: June 5-8, 2019 [pre-conference June 3-5, 2019] Don Wright Faculty of Music atWestern UniversityLondon, Ontario, Canada / [ed] Western University Press, International Society for the Philosophy of Music Education , 2019, Vol. 12, s. 16-Konferensbidrag (Refereegranskat)
    Abstract [en]

    Towards a possible geometry of (music) educational relations – situated (musical) bodies Cecilia Ferm-AlmqvistIn my PhD-work (Ferm, 2004, 2006) I was interested in interaction that made musical among 10-12 years old possible. The phenomenon of music teaching and learning interaction showed to be constituted by five themes, namely how the teachers related to the incorporated musical knowledge of the pupils; in which ways the teachers were open to the initiatives of the pupils; how musical experience was made possible; how the acts of the pupils were handled; and finally, which symbols that were used in the interactions. The philosophical base for the study was mainly Merleau-Ponty ́s phenomenological thinking, where human beings are seen as living bodily subjects. The bodily aspect of interaction in the music classroom, was only one part, or aspect, of the result though. In later studies, focusing female guitar playing students in upper secondary school ensemble education, it has become obvious though, that girls behave, and are encouraged to behave in more immanent ways than boys. They seem to have been, and be, less encouraged to stretch their bodies, and become musical human beings. Instead they become the second musical sex (Ferm-Almqvist, 2017 a, b; Ferm-Almqvist & Hentschel, 2019). During my work with the problem of how to create space for girls playing the electric guitar in educational settings, I have continually been wondering about how to create educational rooms, and educational relations in ways that let all pupils, independent of sex, to run their projects, transcend as musical bodies, and become what they already are. I have been approaching this theme from different philosophical angels, and at the same time taken part of on-going studies regarding educational relations that have encouraged my wonder even more.

  • 10.
    Ferm Almqvist, Cecilia
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    An Aesthetico-Political Approach to Music Education: Transformation Beyond Gender2019Ingår i: The Road Goes Ever On: Estelle Jorgensen’s Legacy and Music Education / [ed] Allsup, R. & Benedict, C., London, Ontario Canada: Western University , 2019, s. 79-88Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    This chapter takes Jorgensen’s thoughts regarding how music education can contribute to a better world, developed in Transforming Music Education, as a starting-point. Based on her statements, I elaborate upon possibilities for equal music education. The picture of transformed music education, as I interpret Jorgensen’s work, is based on a dialectic approach, including mutual curiosity and respect. Through my research where I have interviewed female electric guitar playing upper secondary music students, shows though, that transformation of music education has to continue. For example, the analysis of their expressed experiences shows that they are diminished, quieted, encouraged to care, and seen as the other musical sex. Therefore, the chapter communicates a philosophical exploration of how an aesthetic-political understanding of democracy, based on Arendt, Merleau-Ponty and Ranciere, could be used to go beyond gender, and imply in what ways music education could offer equal dialectical spaces of musical wonder. My hope is that voices of philosophical scholars, within the field of music education, will continue open-ended collegial discussions based in friction and friendship in Jorgensen’s spirit in deliberative scenes. That could be one contributor towards a professional discussion towards equal music education. The aesthetico-political voice could be one that aims to encourage both music teachers and students to be and become themselves, in music educational settings, where all individuals are heard and listened to, in intersubjective musical activities.

  • 11.
    Ferm Almqvist, Cecilia
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Visit, Torill
    Oslo Metropolitan University, Oslo, Norway.
    Editorial Special Issue on Arts-Based Research: Arts-Based Research in European Arts Education: Philosophical, ontological and epistemological introductions2019Ingår i: EJPAE, ISSN 2002-4665, Vol. 1, nr 4, s. 4-26Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Educational settings where arts subjects or aesthetic forms of expression (such as visual arts, music, dance, film, drama, fiction or poetry) play an important role are considered rather complex. Consequently, communicative and artistic aspects that constitute the arts educational phenomena can be difficult to understand, analyse, document and share, without the risk of losing important nuances. A growing research movement that aims to address these challenges is arts based research (ABR). We claim that ABR – with its variety of methodologies and onto-epistemologies – offers substantial support in grasping even more of the mentioned complexities. The question is, does it also lead us closer to a multi-modal turn?

    Over the last few decades, ABR has become a common concept and research approach – one that also encompasses various phenomena related to arts education. When this special issue was first initiated (in 2018), Ferm Almqvist emphasised that the field of arts educational research has experienced several scientific turns, which have influenced what has been considered valid research, the methods that has been used, and the results that can be delivered. These turns have also influenced the researcher’s role and the relations between the perspectives and people that have been studied. She underlined that the interpretative turn, the language turn, the bodily turn, the ontological turn, the action turn, etc. have changed what can be achieved and in what ways within the field of arts education research. Nonetheless, these turns do not fully capture the complexities of arts educational phenomena.

  • 12.
    Ferm Almqvist, Cecilia
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Behov av specialpedagogisk kompetens och ett inkluderande förhållningssätt i kulturskolan2019Ingår i: Skapa VIDD / [ed] Håkan Sandh, Stockholm: Pascal , 2019, s. 56-63Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 13.
    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.

  • 14.
    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)
  • 15.
    Johansson, Viktor
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Kierkegaard On Dialogical Education: Vulnerable Freedom2019Ingår i: The Journal of Aesthetic Education, ISSN 0021-8510, E-ISSN 1543-7809, Vol. 53, nr 4, s. 111-122Artikel, recension (Refereegranskat)
  • 16.
    Johansson, Viktor
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Cosmopolitanism and the pedagogy of immediacy: Preparing teachers for the philosophical life of early childhood2019Ingår i: Knowledge Cultures, ISSN 2327-5731, E-ISSN 2375-6527, Vol. 7, nr 3, s. 58-74Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    It is said that it takes a village to raise a child. It may also be said that it takes the unexplored wilderness to raise a philosopher. In this text I begin with Henry David Thoreau’s trope of going out into the wilderness to “witness our own limits transgressed” as an expression of a cosmopolitan philosophical exercise. This article is an attempt to bear witness to the transgressions of communal village life in the philosophical expressions of children. The sketch of those expressions leads to a depiction of philosophical life in early childhood education where, whatever pedagogical outlook or methods they may use, teachers will depend on a pedagogy of immediacy, of living with the child in the moment of awakening that is the child’s philosophical experience. This is a cosmopolitan moment of going beyond the boundaries of communal life and exercising untaken ways of living in the world.

  • 17.
    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.

  • 18.
    Gibbons, Andrew
    et al.
    Auckland University, New Zealand.
    Johansson, Viktor
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    The Unimaginable Future and Teaching2019Ingår i: Beijing International Review of Education, ISSN 2590-2547, Vol. 1, nr 2-3, s. 246-247Artikel i tidskrift (Övrigt vetenskapligt)
  • 19.
    Johansson, Viktor
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Förskollärares kunskap: En existens- och vardagsspråksfilosofisk betraktelse2019Ingår i: Förskoletidningen, ISSN 0348-0364, nr 1, s. 30-31Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 20.
    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.

  • 21.
    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, artikel-id 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.

  • 22.
    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. 

  • 23.
    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.

  • 24.
    Bergdahl, Lovisa
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Könsskillnadens religionskunskapsundervisning2018Ingår i: Interkulturell religionsdidaktik: utmaningar och möjligheter / [ed] Olof Franck & Peder Thalén, Lund: Studentlitteratur AB, 2018, 1, s. 253-274Kapitel i bok, del av antologi (Refereegranskat)
  • 25.
    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)
  • 26.
    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.

  • 27.
    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)
  • 28.
    Ferm Almqvist, Cecilia
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Recension av Maria Westvalls bok:  (Gidlunds 2016). : Musiker och folkbildare. Fem porträtt av musiker som började sin bana inom militärmusiken2018Ingår i: Svensk tidskrift för musikforskning, E-ISSN 2002-021X, nr 1Artikel, recension (Övrigt vetenskapligt)
  • 29.
    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.

  • 30.
    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.

  • 31.
    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.

  • 32.
    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.

  • 33.
    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)
  • 34.
    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 / Études Asiatiques: 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.

  • 35.
    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.

  • 36.
    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, E-ISSN 2001-7308, Vol. XI, nr 2-3, s. 34-Artikel i tidskrift (Refereegranskat)
  • 37.
    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, E-ISSN 2001-7308, Vol. XI, nr 2-3, s. 23-24Artikel i tidskrift (Övrigt vetenskapligt)
  • 38.
    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.

  • 39.
    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.

  • 40.
    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.

  • 41.
    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)
  • 42.
    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)
  • 43.
    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.

  • 44.
    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.

  • 45.
    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. 

  • 46.
    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.

  • 47.
    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.

  • 48.
    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)
  • 49.
    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)
  • 50.
    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)
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