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  • 1.
    Alzhanova-Ericsson, Alla. T.
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.
    Demetri, Mikael
    Dimiter-Taikon, Angelina
    Dimiter-Taikon, Kati
    Mashkova, Eugenia P.
    Rodell Olgac, Christina
    Södertörn University, School of Culture and Education, Education.
    Multimodal matematikdidaktik bland romska elever i Sverige och Ryssland2014In: Nämnaren : tidskrift för matematikundervisning, ISSN 0348-2723, Vol. 191, no 41(3), 43-47 p.Article in journal (Other academic)
  • 2. Benyamine, Isak
    et al.
    Haglund, Liza
    Södertörn University, School of Culture and Education, Education.
    Persson, Anders, J
    Att slippa tänka själv: Filosofiska samtal som undersökande gemenskaper i skolan2014 (ed. 1)Book (Other academic)
  • 3.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Dags att lämna krisretoriken i skoldebatten2014In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 1, 26-31 p.Article in journal (Other (popular science, discussion, etc.))
  • 4.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Feminist och katolik: Anna Lenah Elgström i nytryck2014In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 6, 19-22 p.Article in journal (Other (popular science, discussion, etc.))
  • 5.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Language matters: gendering Religious Education teaching2017In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, 1-10 p.Article in journal (Refereed)
    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.

  • 6.
    Bergdahl, Lovisa
    et al.
    Södertörn University, School of Culture and Education, Education.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Time for Values: Responding Educationally to the Call from the Past2017In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191XArticle in journal (Refereed)
    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.

  • 7.
    Bergdahl, Lovisa
    et al.
    Södertörn University, School of Culture and Education, Education.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    'Where are You?' Giving Voice to the Teacher by Reclaiming the Private/Public Distinction2017In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 51, no 2, 461-475 p.Article in journal (Refereed)
    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.

  • 8.
    Borgström, Maria
    Södertörn University, School of Culture and Education, Education.
    Kosmopolitisk empati och den interkulturella dialogen2014In: Möten med Dalai lama: Reflektioner om fred, medkänsla och interkulturell dialog / [ed] Katrin Goldstein-Kyaga, Stockholm: Dialogos Förlag, 2014, 142-156 p.Chapter in book (Other academic)
  • 9.
    Borgström, Maria
    et al.
    Södertörn University, School of Culture and Education, Education.
    Graviz, Ana
    Södertörn University, School of Culture and Education, Education.
    Goldstein-Kyaga, Katrin
    Södertörn University, School of Culture and Education, Education.
    The Meaning of Formal and Non-Formal Learning in the Young Peoples Peace and Cosmopolitism Values2013Conference paper (Refereed)
  • 10.
    Buchanan, John
    et al.
    University of Technology, Sydney UTS.
    Hellstén, Meeri
    Södertörn University, School of Culture and Education, Education.
    Editorial: "I love the smell of NAPLAN in the morning"2013In: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 23, no 3, ii-iii p.Article in journal (Other academic)
    Abstract [en]

    NAPLAN (The National Assessment Program - Literacy and Numeracy) is an annual Australia-wide testing regime in years 3, 5 7 and 9. It is one of a number of national and international testing schemes currently in operation. This issue of the journal is also being published in the context of an emerging National Curriculum in Australia. At such times, and at all times, it seems, we tend to focus on what we want our students to know and be able to do at the end of a certain period or learning experience. These are fine quest(ion)s. A more fundamental question, one that risks being lost in the mix of this, however, is, 'what kind of people would we like our students to be at the end of and as a result of their learning-time with us, their teachers?'

  • 11.
    Eliasson, Patrik
    Södertörn University, School of Culture and Education, Education.
    Olika perspektiv inom Polisens omorganisation: En kvalitativ studie om meningsskapande under ett förändringsarbete2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose:The aim of this study is to examine how an organizational change within a Police department can be understood. By interviewing different employees within the organization, the study focus on understandings about the work of the change management. In the context of educational research, and with help of theories of change,this study explores how the individual can manage change by creating meaning of it. Questions:How do the employees explain the purpose of the new organizational structure and the allocation of resources? How do the employees describe what is changing?Method:The essay wasa qualitative study of hermeneutical approach and an abductive analytically practise. The empirical data-collection was done by four semi-structured interviews. The respondents had different roles within the organization. Results and Conclusion:The analysis of the empirical material showed that different perspectives occur. It is also shown how attitudes regarding the change can be different. The analysis finally shows how employees during a change process can be influenced in their meaning of sensemaking. In conclusion, the resultshows that different perspectives within the organization have different perceptions about the organizational change and the ongoing change management. Signficant similarities that emerged was how the change management takes time and that more resources within the particular organization is wanted.

  • 12.
    Erdtman, Paramaporn
    Södertörn University, School of Culture and Education, Education.
    Medie- informationskunnighet (MIK) i förskolan: En fenomenologisk undersökning om förskollärares uppfattningar, kompetenser och förutsättningar att införa medie- informationskunnigheten (MIK) i förskolan.2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    Title: Media and Information Literacy (MIL) in kindergarten: A phenomenological study of preschool teachers' perceptions, competencies and preconditions for the introduction of media information literacy (MIL) in preschool.

    Author: Paramaporn Erdtman

    Instructor: Janne Kontio

    Autumn Term 2016

    Various studies have shown that there has been a great increase in the use of digital media for children of all ages, especially children of preschool age. A need for skills and knowledge in how we as educators should be able to help children manage digital media and information has become essential. In 2011, UNESCO presented the concept of media information literacy or MIL, which is a collective concept of media literacy and information literacy in a network society. According to state media council, MIL is a tool to enhance understanding and critical abilities and to manage the problems that will arise in everyday media. Such skills are essential in order for children to be able to exercise both their rights and their responsibilities in a democratic society. The purpose of this study is to examine the different conditions that exist amongst pre-school teachers which will help in introducing media - information literacy in the preschool context. The study is based on a quantitative method, i.e. survey and qualitative interviews. The study is aimed toward preschool teachers who have worked with digital tools in preschool. The result shows that there are positive opportunities for working with MIL in preschool. Preschool teachers have some understanding of the concepts of media and information literacy are about. Preschool teachers consider themselves to have the most of the important skills in order to bring MIL into the preschool. The result also indicates that children need more opportunities to create and communicate in intercultural dialogues and critical discussions with the help of digital media. Early childhood educators approach to children's use of digital media and information is a prerequisite to MIL's implementation in preschool. Early childhood educators are in favor of working with MIL's main points which they have already implemented in the preschool.

  • 13.
    Fjällhed, Anders
    Södertörn University, School of Culture and Education, Education.
    Hoppet om fred och lycka2014In: Möten med Dalai lama: Reflektioner om fred, medkänsla och interkulturell dialog / [ed] Katrin Goldstein-Kyaga, Stockholm: Dialogos Förlag, 2014, 157-172 p.Chapter in book (Other academic)
  • 14.
    Goldstein-Kyaga, Katrin
    Södertörn University, School of Culture and Education, Education.
    Dalai lama: roller myter och projektioner2014In: Möten med Dalai lama: Reflektioner om fred, medkänsla och interkulturell dialog / [ed] Katrin Goldstein-Kyaga, Stockholm: Dialogos Förlag, 2014, 47-68 p.Chapter in book (Other academic)
  • 15.
    Goldstein-Kyaga, Katrin
    Södertörn University, School of Culture and Education, Education.
    Inledning2014In: Möten med Dalai lama: Reflektioner om fred, medkänsla och interkulturell dialog / [ed] Katrin Goldstein-Kyaga, Stockholm: Dialogos Förlag, 2014, 13-27 p.Chapter in book (Other academic)
  • 16.
    Goldstein-Kyaga, Katrin
    Södertörn University, School of Culture and Education, Education.
    Möten med Dalai lama: Reflektioner om fred, medkänsla, lycka och interkulturell dialog2014Collection (editor) (Other academic)
  • 17.
    Goldstein-Kyaga, Katrin
    et al.
    Södertörn University, School of Culture and Education, Education.
    Graviz, Ana
    Södertörn University, School of Culture and Education, Education.
    Borgström, Maria
    Södertörn University, School of Culture and Education, Education.
    Peace, Creativity and Learning Processes in a Hip Hop School2013In: ECER 2013 (European Educational Research Association), Creativity and Innovation in Educational Research. 10-13 September, 2013 Istanbul, Bahcesehir University: Book of Abstracts ECER 2013, 2013Conference paper (Refereed)
  • 18.
    Granqvist, Kimmo
    Södertörn University, School of Culture and Education, Education. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Det romska språkets historia i Finland2015In: De finska romernas historia från svenska tiden till 2000-talet / [ed] Panu Pulma, Stockholm: Bokförlaget Atlantis, 2015, 288-303 p.Chapter in book (Other academic)
  • 19.
    Granqvist, Kimmo
    Södertörn University, School of Culture and Education, Education. Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge. University of Helsinki, Helsinki, Finland,.
    Review of: Krinková, Zuzana 2015. From Romani to Iberian Para-Romani Varieties. Prague: Karolinum2016In: Romani Studies, ISSN 1528-0748, E-ISSN 1757-2274, Vol. 26, no 1, 101-104 p.Article, book review (Other academic)
  • 20.
    Granqvist, Kimmo
    Södertörn University, School of Culture and Education, Education. Södertörn University, Centre for Baltic and East European Studies (CBEES).
    Review of: Tyysteri, L. & Lehtosalo, K. (eds.) (2013) Hyvä sanakirja. Tieteellisiä, käytännöllisiä ja eettisiä näkökulmia leksikografiaan. Turku: University of Turku. Pp. 212.2015In: SKY Journal of Linguistics, ISSN 1456-8438, E-ISSN 1796-279X, Vol. 28, 403-407 p.Article, book review (Other academic)
  • 21.
    Haglund, Liza
    Södertörn University, School of Culture and Education, Education.
    Undersökande gemenskap för kunskapsbildning och kritiskt tänkande2014In: Högre Utbildning, ISSN 2000-7558, E-ISSN 2000-7558, Vol. 04, no 1, 67-73 p.Article in journal (Other academic)
    Abstract [sv]

    I denna text beskrivs hur man kan leda ett seminarium med utgångspunkt i C. S. Peirce begrepp ”community of inquiry” (undersökande gemenskap) och tanken om kunskapsproduktion som en social process. Utifrån några praktiska exempel beskrivs hur denna form kan bidra till kritiskt tänkande

  • 22.
    Haglund, Liza
    Södertörn University, School of Culture and Education, Education.
    "Varför måste vissa alltid ha rätt?": Vad barn vill veta när de själva får fråga2013In: Nu vill jag prata!: Barns röster i barnkulturen / [ed] Karin Helander, Stockholm: Stockholms universitets förlag , 2013, 1, 68-80 p.Chapter in book (Other academic)
  • 23.
    Haglund, Liza
    et al.
    Södertörn University, School of Culture and Education, Education.
    Persson, Anders J
    Benyamine, Isak
    Värdegrund och filosofiska samtal2014In: Att slippa tänka själv: Filosofiska samtal som undersökande gemenskaper i skolan / [ed] Benyamine, I. Haglund, L. & Persson, A,J, Möklinta: Gidlunds förlag, 2014, 1, 15-25 p.Chapter in book (Other academic)
  • 24.
    Hellsten, Meeri
    Södertörn University, School of Culture and Education, Education.
    Building Culturally Responsive Academic Research Communities: Transcending boundaries or bordering ontologies?2015In: Local Meets Global Conference: Keynote address. / [ed] Dr. Elina Lehtomäki, 2015Conference paper (Other academic)
    Abstract [en]

    In this keynote address, I am going to address the issues of culture as a central agency for contemporary change, by raising a number of meaningful questions related to responsive cultural encounters in education. Culture is an issue close to the heart of contemporary education, yet there seems to be both a need, as well as some fatigue in the education community, over the debates about the place of culture in education.

    At the same time, we are witnessing a world climate that is currently urging the global community to come up with solutions to a number of very complex issues which in many ways are larger than ourselves. I will in this talk invite us to think about the anatomy of culture, as it may contain the components of intentional actions, our practices, and the functions of our work, that bring change through the action and processes in cultural know-how. I will attempt at untangling some of these issues, by drawing on the experiences of our international research community. 

  • 25.
    Hellsten, Meeri
    Södertörn University, School of Culture and Education, Education.
    Imperatives of Internationalizing Higher Education in the European North2015In: ECER 2015 - the European Conference on Educational Research: WERA Focal Meeting / [ed] Prof. Vanessa Andreotti, 2015Conference paper (Refereed)
    Abstract [en]

    In this presentation we engage with the issues on international higher education imperatives in response to recent educational reforms and their implications for scholarship in the region of northern Europe. These issues bring forth components of an ongoing large comparative research project on ethical internationalization involving 20 universities across the globe (EIHE, 2015) funded by the Academy of Finland. 

    Central to the theme are perspectives on how internationalization has been shaped. Historical accounts of the internationalisation of HE have been framed by organizational and system level perspectives (King, Marginson, & Naidoo, 2013) and are closely linked to economical-political-policy demands. In the past, focus was placed on academic and organizational climates and cultures, viewing education primarily from an administrative perspective, linked to economy, politics and policy. Thus, the social role of universities was scrutinized merely in relation to its external global environment, that is, in terms of its impact on ‘market competition’. Transnational corporations have over time exerted significant control that rise above national borders (King, Marginson & Naidoo, 2013) forcing universities to operate within the knowledge-based economy. Marginson (2009) has discussed these escalating developments in terms of status competition driven by neo-liberal political developments causing a reduction in state funding and demanding public universities to become increasingly self-supporting, financially.

    The rapidly escalating international education market has imposed unprecedented pedagogical demands on university teachers' academic professionalism and identity (Hellstén & Reid, 2008; Ryan, 2013; Trahar, 2011). Concurrently, there has been anxiety about lowering academic standards caused by a perceived fragmentation in the field (Ninnes & Hellstén, 2005) which may derive from an epistemic discord about internationalized curriculum policy, employability and conceptualizations about ethics (Andreotti, 2013).

    In this presentation we focus on current imperatives steering international policy and practice and related global, cultural and social imaginaries, by providing a sampling of commentary from teaching spaces in international education contexts. The presentation shows examples of interim EIHE project data collected from the northern EU region. In the presentation we involve the audience in discussing implications for future progression on the issues that might be central to a forming of (ethical) international communities of (educational) practice. 

  • 26.
    Hellsten, Meeri
    Södertörn University, School of Culture and Education, Education.
    Re-imagining International Communities of Scholars: from (w)here to possible futures?: Keynote address.2015In: Rethinking Internationalisation in Higher Education: Methodological and Conceptual Challenges. / [ed] Prof Sue Robson, 2015Conference paper (Other academic)
    Abstract [en]

    As an outcome of globalization, international education is facing both quantitative and qualitative future challenges. Quantitatively, global student cross-border mobility has doubled in the first decade of the 21st century and is expected to double in the decade ahead according to OECD predictions (2013). This calls for swift qualitative adaptation across the levels of the higher education sector in Europe and elsewhere in order to enable universities to adequately meet changing societal needs on the one hand and perceptively respond to globalization demands on the other.

    Concurrently, international education as a social process is in need of regeneration and coherence.  Research stresses further socially accountable and critical approaches to pedagogical investigations on international student care, intercultural competencies and transnational literacies, cross-cultural curriculum innovation, pedagogy and practice, intercultural integration and new technologies, policy documentation and management which demand research-informed educational approaches by bridging interdisciplinary academic communities of scholars. This presentation will address these issues from the perspective of progressing international aspects of higher education into possible futures. 

  • 27.
    Hellstén, Meeri
    Södertörn University, School of Culture and Education, Education.
    Editorial 24(1): IIER endings and new beginnings2014In: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 24, no 1, ii-iv p.Article in journal (Other academic)
    Abstract [en]

    Education is about making a difference in the lives of those who experience its interactions as a social justice project of modern democracy. It is intended to encourage the free exploration of ideas and the development of creativity. Quality education needs the underpinning of access to good teaching, challenging curriculum and engaged learning. The articles in this issue demonstrate some of the ways researchers approach these issues. 

  • 28.
    Hellstén, Meeri
    Södertörn University, School of Culture and Education, Education.
    International education imperatives and the era of ethical practice: a Swedish higher education case study example.2014In: CONGRESS2014: The Canadian Society for the Study of Education / [ed] Jane Koustas, 2014Conference paper (Refereed)
    Abstract [en]

    As internationalization of higher education (HE) reaches a forty-year trajectory point, its community of scholars recognize an ever present fragmentation in the field. Four decades of worldwide conceptual and pedagogical incentives have not yielded consensus about successful policy to practice implementation (Ninnes & Hellstén, 2005), nor of its impact upon intercultural understanding (Marginson & Sawir, 2012) or language gains (Grin, 2012). Indeed, the overall advantages of internationalization as a measure of coercive responsiveness to the social justice and civic needs imposed by globalization, remain uncertain.  The outcome of such to date is an uneven distribution of HE provisions on account of the recent world economic crises. The responsiveness of international higher education (HE) to current global flows in employability, mobility and competitiveness has been articulated in national, regional and local level policy guidelines over the past decades. The Swedish government has recently formulated international dimensions in public HE policy, as a need to inform intercultural diversity and innovation, and as a crucial feature of academic provision in the 21st Century (HSV, 2008; European Unit, 2000; Minister of Education, Research and Culture, 2005). One consensus account is a recent collaborative forum initiated by the Swedish Research Council (VR), introducing international mobility as an Action plan strategy (VR, 2012). At the public policy level however, internationalization remains caught in the conflict between the degree of internationalization and academic quality, breaking the assumption that merely having international policies in place provides for higher academic excellence.  The ethical element of implementation of international policies remains a valid imperative, as addressed in the current contributions in the collection of this symposium. This paper reports one aspect of a Swedish case study, as based on survey data from one public HE institution. Surveys were collected from students in three academic discipline areas, education, humanities and sciences on the responses of the international education system and upon the processes affecting its actors. The survey data is discussed from the perspective of identifying processes that provide alternatives to profit-seeking, unethical, and market driven internationalization approaches, and in relation to the body of the larger international empirical research consortium data framework.

  • 29.
    Hjulström, Erik
    Södertörn University, School of Culture and Education, Education. Södertörn University, School of Culture and Education, Teacher Education.
    John Dewey och relationens pedagogik2014In: Den reflekterade erfarenheten: John Dewey om demokrati, utbildning och tänkande / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, 131-149 p.Chapter in book (Other academic)
  • 30.
    Jahanmahan, Farhad
    Södertörn University, School of Culture and Education, Education. Stockholms universitet.
    Rätten till fred och frid för ensamkommande flyktingbarn2014In: Möten med Dalai lama: Reflektioner om fred, medkänsla och interkulturell dialog / [ed] Katrin Goldstein-Kyaga, Stockholm: Dialogos Förlag, 2014, 173-191 p.Chapter in book (Other academic)
  • 31. Kirsch, Frank-Michael
    et al.
    León Rosales, RenéUppsala universitet.Rodell Olgac, ChristinaSödertörn University, School of Culture and Education, Education.
    Vem vågar vara interkulturell?: En vänbok till Pirjo Lahdenperä2016Collection (editor) (Other academic)
  • 32.
    Knutes Nyqvist, H.
    et al.
    Stockholm University.
    Stjerna, Marie-Louise
    Södertörn University, School of Culture and Education, Education.
    Artistry and disability - Doing art for real? Affordances at a day activity centre with an artistic profile2017In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 32, no 7, 966-985 p.Article in journal (Refereed)
    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.

  • 33.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Att skola tolerans: en undervisningskonst2017In: Toleransens mekanismer: en antologi / [ed] Lundberg, Erik, Stockholm: Forum för levande historia , 2017, 247-267 p.Chapter in book (Other academic)
  • 34.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    My Way to You: How to Make Room for Transformative Communication in Intercultural Education2016In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 50, no 2, 233-245 p.Article in journal (Refereed)
    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.

  • 35.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    [Recension av] Claudia W. Ruitenberg. Unlocking the World: Education in an Ethic of Hospitality2015In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 24, no 3, 117-119 p.Article, book review (Other academic)
  • 36.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Representational and Territorial Economies in Global Citizenship Education: Welcoming the Other at the Limit of Cosmopolitan Hospitality2013In: Social Theory and Education Research Volume II / [ed] Mark Murphy, Sage Publications, 2013Chapter in book (Refereed)
    Abstract [en]

    In this article, I argue that any success a discourse on cosmopolitan hospitality might have in global citizenship education depends on how it deals with its own limits, and I propose a way of responding to these limits that takes the cosmopolitan commitment to openness to the other seriously. Following Jacques Derrida, my point is that to teach global citizenship on the basis that we already can know who the other is risks counting some persons ‘in’ while leaving others ‘out’, which forecloses the possibility of welcoming something new and unforeseen at the limit of our cosmopolitan selves.

  • 37.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Schooling Tolerance: An Educational Art2017In: The Mechanisms of Tolerance / [ed] Erik Lundberg, Stockholm: The Living History Forum , 2017, 256-276 p.Chapter in book (Other academic)
  • 38.
    Langmann, Elisabet
    et al.
    Södertörn University, School of Culture and Education, Education.
    Månsson, Niclas
    Att vända blicken mot sig själv: En problematisering av den normkritiska pedagogiken2016In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 21, no 1-2, 79-100 p.Article in journal (Refereed)
  • 39.
    Mickwitz, Larissa
    Södertörn University, School of Culture and Education, Education. Södertörn University, Teacher Education. Stockholms universitet, Institutionen för pedagogik och didaktik.
    En reformerad lärare: Konstruktionen av en professionell och betygssättande lärare i skolpolitik och skolpraktik2015Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This doctoral thesis investigates the interrelatedness between school policy and practice. In the thesis, the construction of “the teacher” is analysed in school policy documents and teacher interviews. I am particularly interested in the relation between school policy and school practice in light of the two latest curriculum reforms 1994 and 2011 and the teacher accreditation registration reform of 2011. The analysis focuses on two topics: grading and the professional teacher. In fact, an analytic link is made between the emphasis on grading and the discursive construction of the teacher in Swedish education policy. The theoretical framework is positioned within institutional theory within which I combine curriculum theory and the sociological new institutionalism with discourse theory. The analyses of policy documents reveals three types of different discursive constructions of “the teacher”. In the period of deregulation and decentralization, a professional teacher is constructed and the need for an autonomous teacher for school quality is expressed. By the 1990s -2000s an unprofessional grading teacher is constructed. In the period signifying the teacher accreditation and registration reform, a quality assured teacher is constructed. It is a teacher who is formally authorized and in need of continuing evaluation. In the focus groups interviews teachers constructs two types of professionalism. One is in line with the professionalism articulated in the policy texts and is about control and formal regulation and the other is about autonomy. Furthermore, the teachers relate to grading and teachers' ability to act in accordance with their overall teaching assignment. Grading were often constructed opposed to teaching. Demands for documentation, quality reports or the requirement of teacher accreditation is described as institutional practices defined from above. These practices make it difficult for teachers to complete their teaching assignments. The study indicates that teachers' ability to operate in an increasingly regulatory schooling culture has, through the types of requirements for transparency in teachers’ work, resulted in the decline of autonomy in their professional practice.

  • 40.
    Mowlid Hassan, Abdiqani
    Södertörn University, School of Culture and Education, Education.
    Språkutveckling hos en grupp tvåspråkiga elever i årskurs 9.: En studie om hur en grupp tvåspråkiga elever uppfattar sin språkutveckling och språkliga identitet.2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to examine how a group of bilingual 9th grade students perceive their language development and their linguistic identity through Swedish as a second language.

    This study focuses on an interview with students in the 9th grade. The content of the interview is analyzed by two theoretical perspectives, Säljö perspective of socio-cultural learning and Lorentz & Bergstedt perspective of intercultural learning.

    The results from the study show that the students who participated in the interview experience that their language development is influenced by their surroundings, it has also led to the students having multiple linguistic identities.

  • 41.
    Murstedt, Linda
    et al.
    Södertörn University, School of Culture and Education, Education.
    Trostek, J. R.
    Stockholm University.
    Scheja, M.
    Stockholm University.
    Values in Political Science Students’ Contextualizations of Nationalism2015In: Journal of Political Science Education, ISSN 1551-2169, Vol. 11, no 2, 126-140 p.Article in journal (Refereed)
    Abstract [en]

    Recent research on conceptual change has argued that it is insufficient to assume that prior knowledge is the only aspect relevant in order to explain the conceptual change process. In addition, “warm constructs” such as emotions, epistemological beliefs, and values have been proposed to play a determinative role. In this study, we aim to further the understanding of the qualitative aspects of such constructs. By investigating how 20 science students interpret Michael Billig’s critical theory of nationalism in written exam papers, we explore how values are involved in university students’ meaning making of nationalism. The results indicate that students in different ways bring alternative values, such as togetherness, pride, and personal identity, in their reasoning, and these become a significant aspect of their meaning making in political science. This suggests that the students enter the classroom with their own ideas and principles of what is “good” or “right” when “practicing political science.” The study thus provides an example of how conceptual change involves accepting prescriptions of a certain intellectual activity.

  • 42.
    Olsson, Liselott Mariett
    et al.
    Södertörn University, School of Culture and Education, Education.
    Dahlberg, G.
    Stockholm University.
    Theorell, E.
    Stockholm University.
    Discplacing identity – placing aesthetics: early childhood literacy in a globalized world2016In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 37, no 5, 717-738 p.Article in journal (Refereed)
    Abstract [en]

    ‘How to give brain and body to the multiple pack that we already are or are becoming: how, in other words, are we to make sensible (auditory, visually and affectively) the time before “I think” and “We think” that we cannot plan, control or know, but simply experiment with, which is the “time of the city” and nothing else?’ (Rajchman, 2010, p. 39) These powerful words constitute the starting point for this article that argues that, within the context of early childhood literacy in a globalized and ‘multicultural’ world, we need to experiment with new ways of understanding identity and language through amalgamating early childhood pedagogy and didactics with aesthetics. Such an endeavour needs to take place beyond ‘the indignity of speaking for the other’ (Deleuze, 2004, p. 208) and beyond the constructed categories that have been attributed to children in the name of one or another minority group. Through vivid examples and theoretical movements taking place within the research project ‘The Magic of Language’ we propose to shift focus – from the identifying and categorizing of individuals, as well as from the epistemological violence performed in the name of recognition and linguistic representation – to aesthetic experimentation and to the place of experiments. A ‘time of the city’ is also a ‘time of the place’ and in this article we are arguing for the importance of aesthetic experimenting with that place.

  • 43.
    Olsson, Liselott Mariett
    et al.
    Södertörn University, School of Culture and Education, Education.
    Theorell, Ebba
    Affective/Effective Reading and Writing through Real Virtualities in Digitized Society2014In: Reconceptualizing early childhood care and education: critical questions, new imaginairies & social activism : a reader / [ed] M.N Bloch, B Swadener & G.S. Canella, Oxford: Peter Lang Publishing Group, 2014Chapter in book (Refereed)
  • 44.
    Pashby, Karen
    et al.
    University of Alberta, Canada.
    Nicholson, Michelle
    University of Oulu, FInland.
    Hellsten, Meeri
    Södertörn University, School of Culture and Education, Education.
    Perspectives of teacher education students on global citizenship: implications for ethical internationalisation2015In: NERA 2015 - Marketisation and Differentiation in Education: Abstract book, 2015, 248-249 p.Conference paper (Refereed)
    Abstract [en]

    Globalization has meant that universities are under increased pressure to internationalize through mobility, research partnerships, and internationalised programing. Global citizenship is an increasingly mainstream term being used by the UN and OECD regarding education for the 21st century, yet research about its conceptualization in higher education comes largely from English-speaking contexts (e.g. Jorgenson & Shultz, 2012). This paper presents a piece of an inter-disciplinary, international mixed-methods research project funded through the Academy of Finland and involving 20 universities in 10 countries. It responds to concerns that current economic crises have resulted in an intensification of those internationalization policies in universities that prioritize profit-seeking over those that prioritize ethical alternatives (Khoo, 2011). Drawing on critical and post/de-colonial theories (e.g. Andreotti, 2009), the project considers how, when left unchecked, internationalisation is normalized so as to re-direct social and political values such as global citizenship and social responsibility towards economic values thereby reproducing ideals of exceptionalism, entitlement, and (market) expansionism (Rhoads & Szelényi, 2010); and denying reproduction of systems of inequities (King, Marginson, & Naidoo, 2013; Rizvi, 2007). Selecting social cartography as a method to analyze the findings, the project aims to create a socially accountable map of shifting imaginaries of higher education as expressed in trends in internationalization (Paulston, 1999). In this paper, we focus on imaginaries of global citizenship. We will present a heuristic co-created by project partners and use it to analyze responses from teacher-education students studying in two Nordic universities, focusing on two specific survey questions: Do you see yourself as a global citizen? How do you think global citizens should think, relate and/or act in the world? The heuristic consists of three discursive orientations—neoliberal, liberal and critical—and four interfaces—neoliberal-liberal, liberal-critical, critical-neoliberal, and all four. Interfaces indicate where signifiers are deployed with multiple meanings. The mapping helps to identify dominant discourses, articulating where there are foreclosures of and possibilities for an ethical approach. The project contributes data and frameworks for understanding existing possibilities. By making discursive configurations and interfaces jointly intelligible, processes in higher education can be more informed by ethically oriented versions of international education. 

  • 45.
    Power, Anne
    et al.
    University of Western Sydney.
    Hellstén, Meeri
    Södertörn University, School of Culture and Education, Education.
    Editorial 23(1): Education in the 21st century2013In: Issues in educational research, ISSN 0313-7155, E-ISSN 1837-6290, Vol. 23, no 1, ii-iv p.Article in journal (Other academic)
    Abstract [en]

    Education in the twenty-first century is about equipping students of all ages "to compete in the global economy on knowledge and innovation ... take advantage of opportunity and ... face challenges of this era with confidence" (Melbourne Declaration, 2008, p. 13). There is a strong commitment in Australia, as well as elsewhere, from Federal and State levels on developing reciprocal partnerships with low socio-economic and Indigenous communities. These commitments emerge in documents such as the Bradley Report and the MCEEDYA four year plan. The challenge is for education systems to respond comprehensively to government plans.

  • 46.
    Rodell Olgac, Christina
    Södertörn University, School of Culture and Education, Education.
    "Hela det romska Europa finns i Sverige, en möjlighet som vi nu försöker använda oss av": En studie om Språkrådets språkvårdande insatser och revitaliseringsarbete i romani chib 2007-2012. Slutrapport februari 20132013Report (Other academic)
    Abstract [sv]

    I rapporten redovisas ett uppdrag angående språkvårdande insatser och revitaliseringsarbete i det nationella minoritetsspråket romani chib för Språkrådet, Institutet för språk och folkminnen. Här undersöks Språkrådets arbete med att sprida kunskap och goda exempel på språkvårdande insatser och revitaliseringsinsatser för romani chib bland romer dels genom det språkvårdsinsatser som skett av de två romska språkvårdarna på Språkrådet mellan juni 2007- juni 2012, dels genom de 14 romska projekt som beviljats medel genom statsbidrag för insatser till stöd för de nationella minoritetsspråken åren 2010-2011. Särskilt fokus har i rapporten lagts på goda exempel och revitaliseringsinsatser inom ramen för dessa projekt. Studien bygger på intervjuer med språkvårdarna och med främst ansvariga i projekten samt dokumentstudier.

  • 47.
    Rodell Olgac, Christina
    Södertörn University, School of Culture and Education, Education.
    Minorías nacionales, conciencia nacional y proceso de aprendizaje intercultural entre docentes en formación en Suecia2015In: Revista de Educación, ISSN 1853-1318, no 8, 101-116 p.Article in journal (Refereed)
    Abstract [en]

    A period of nationalism during 200 years has led to a predominant image of Sweden as a cultural, religious and linguistic homogenous country. Even though this historical homogeneity has often been emphasized, it is a myth that can be deconstructed. Like most other nations, Sweden has always had a diverse population. Since the year 2000, Sweden has recognised the Samis, Tornedalers, Swedish Finns, Roma, and Jews as official national minorities in the country. This paper discusses how an intercultural approach in a course for student teachers can challenge hegemonic monocultural and monolingual discourses of national self-awareness in the master narrative of the country, and how an inclusive discourse of a “democratic credo” in relation to the minorities, can develop among the student teachers.

  • 48.
    Rodell Olgac, Christina
    Södertörn University, School of Culture and Education, Education.
    Rätten till en dåtid, nutid och framtid för den romska minoriteten och allas vårt ansvar2014In: Möten med Dalai lama: Reflektioner om fred, medkänsla och interkulturell dialog / [ed] Katrin Goldstein-Kyaga, Stockholm: Dialogos Förlag, 2014, 192-207 p.Chapter in book (Other academic)
    Abstract [sv]

    Med utgångspunkt i Dalai lamas ord om att vi alla är förpliktigade att handla när orättvisa råder diskuteras den romska minoritetens rätt till en dåtid, nutid och framtid.

  • 49.
    Rodell Olgac, Christina
    Södertörn University, School of Culture and Education, Education.
    Snuvade på sin historia: Nationella minoriteter, lärarstudenter och smärtsamma interkulturella läroprocesser.2016In: Vem vågar vara interkulturell?: En vänbok till Pirjo Lahdenperä / [ed] Frank-Michael Kirsch, René León Rosales & Christina Rodell Olgac, Stockholm, 2016, 71-86 p.Chapter in book (Other academic)
  • 50.
    Rodell Olgac, Christina
    et al.
    Södertörn University, School of Culture and Education, Education.
    Dimiter-Taikon, Angelina
    "Mamma, ska jag säga att jag är rom?": En kartläggning av romska barns och eleversskolsituation i fem pilotkommuner för Skolverket2013Report (Other academic)
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