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Bergdahl, L. & Langmann, E. (2024). Att synliggöra skolkultur (1ed.). In: Lovisa Bergdahl; Elisabet Langmann (Ed.), Synliggjord skolkultur: Att forma en inkluderande och formbar skolvardag för ungdomar i socialt utsatta områden (pp. 9-17). Huddinge: Södertörns högskola
Open this publication in new window or tab >>Att synliggöra skolkultur
2024 (Swedish)In: Synliggjord skolkultur: Att forma en inkluderande och formbar skolvardag för ungdomar i socialt utsatta områden / [ed] Lovisa Bergdahl; Elisabet Langmann, Huddinge: Södertörns högskola, 2024, 1, p. 9-17Chapter in book (Other academic)
Place, publisher, year, edition, pages
Huddinge: Södertörns högskola, 2024 Edition: 1
Series
Södertörn Studies in Education ; 4
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-53939 (URN)978-91-89504-79-0 (ISBN)
Funder
Swedish Research Council, 2019-04357
Available from: 2024-05-03 Created: 2024-05-03 Last updated: 2024-05-03Bibliographically approved
Langmann, E. (2024). Skolkultur i omvandling: Om att vända en negativ trend och bibehålla en hoppfull skolkultur mot alla odds (1ed.). In: Lovisa Bergdahl; Elisabet Langmann (Ed.), Synliggjord skolkultur: Att forma en inkluderande och formbar skolvardag för ungdomar i socialt utsatta områden (pp. 39-63). Huddinge: Södertörns högskola
Open this publication in new window or tab >>Skolkultur i omvandling: Om att vända en negativ trend och bibehålla en hoppfull skolkultur mot alla odds
2024 (Swedish)In: Synliggjord skolkultur: Att forma en inkluderande och formbar skolvardag för ungdomar i socialt utsatta områden / [ed] Lovisa Bergdahl; Elisabet Langmann, Huddinge: Södertörns högskola, 2024, 1, p. 39-63Chapter in book (Refereed)
Place, publisher, year, edition, pages
Huddinge: Södertörns högskola, 2024 Edition: 1
Series
Södertörn Studies in Education ; 4
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-53943 (URN)978-91-89504-79-0 (ISBN)
Available from: 2024-05-06 Created: 2024-05-06 Last updated: 2024-05-06Bibliographically approved
Bergdahl, L. & Langmann, E. (Eds.). (2024). Synliggjord skolkultur: Att forma en inkluderande och hållbar skolvardag för ungdomar i socialt utsatta områden (1ed.). Huddinge: Södertörns högskola
Open this publication in new window or tab >>Synliggjord skolkultur: Att forma en inkluderande och hållbar skolvardag för ungdomar i socialt utsatta områden
2024 (Swedish)Collection (editor) (Refereed)
Abstract [sv]

Finns det något i en skolas kultur som förklarar varför elever trivs och presterar väl, trots att de yttre omständigheterna inte alltid är de bästa?

Antologin Synliggjord skolkultur diskuterar skolkulturens betydelse för elevers trivsel och prestationer i socialt och ekonomiskt utsatta områden. Med skolkultur avses här vardagliga interna faktorer som, vid sidan av skolans yttre ramar och styrdokument, bidrar till en tryggare skolvardag för alla elever oavsett bakgrund. I en tid då kunskapsmätningar tar stor plats i det offentliga samtalet kan vardagslivet i skolan lätt hamna i skymundan. Samtidigt är det just sådana interna delar av en skolas kultur som ofta lyfts fram som betydelsefulla av de som befinner sig där. 

Författarna synliggör olika delar av det som här kallas skolkultur utifrån skilda studier och med hjälp av en rad olika exempel. Förhoppningen är att antologin ska bidra med kunskap om skolors inre liv och på så sätt inspirera till ett mer nyanserat samtal, både inom och utanför akademin, om den svenska skolans framtid och utveckling. 

Place, publisher, year, edition, pages
Huddinge: Södertörns högskola, 2024. p. 218 Edition: 1
Series
Södertörn Studies in Education ; 4
National Category
Educational Sciences
Identifiers
urn:nbn:se:sh:diva-53819 (URN)978-91-89504-79-0 (ISBN)
Available from: 2024-04-23 Created: 2024-04-23 Last updated: 2024-04-24Bibliographically approved
Langmann, E. (2023). Finding one's way: a response to the idea of an education after progress. Journal of Philosophy of Education, 57(6), 1119-1126
Open this publication in new window or tab >>Finding one's way: a response to the idea of an education after progress
2023 (English)In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 57, no 6, p. 1119-1126Article in journal (Refereed) Published
Abstract [en]

Inspired by the work of Hannah Arendt, this response article focusses on the tension between hope in the future and lost hope in the present inherent in the modern idea of progress. The backdrop of the Suite 'Education after Progress' is some of the interrelated challenges that we are facing today, such as climate change, new pandemics, mass migration, and the rise of populism. Drawing on different philosophical concepts and strands, the five articles in the Suite explore what it would mean to learn and educate beyond the imagery of progress. Thinking beyond, however, is never an easy task and the question becomes how to orient oneself in this new philosophical landscape without losing track of what is educationally important and meaningful. After responding to each article, focussing on five possible connections between them (change, orientation, time, situatedness, and immanence), the response article concludes with the more general question of what place, if any, concepts as the past, conservation, and preservation have in an education 'after' progress.

Place, publisher, year, edition, pages
Oxford University Press, 2023
Keywords
progressive education, Hannah Arendt, educational thinking, newness, preservation
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-53325 (URN)10.1093/jopedu/qhad083 (DOI)001135405400001 ()2-s2.0-85184777273 (Scopus ID)
Funder
Swedish Research Council, 2019-05482_2
Available from: 2024-01-23 Created: 2024-01-23 Last updated: 2024-02-21Bibliographically approved
Bergdahl, L. & Langmann, E. (2022). Pedagogical publics: Creating sustainable educational environments in times of climate change. European Educational Research Journal, 21(3), 405-418
Open this publication in new window or tab >>Pedagogical publics: Creating sustainable educational environments in times of climate change
2022 (English)In: European Educational Research Journal, E-ISSN 1474-9041, Vol. 21, no 3, p. 405-418Article in journal (Refereed) Published
Abstract [en]

The paper offers a pedagogical response to the complexity of sustainability challenges that takes the existential and emotional dimensions of climate change seriously. To this end, the paper unfolds in two parts. The first part makes a distinction between 'public pedagogy' as an area of educational scholarship and 'pedagogical publics' as a theoretical lens for identifying certain qualities within educational environments, exploring what potential this distinction has for rethinking public pedagogy for sustainable development. Turning to Bonnie Honig (2015) and her call for creating 'holding environments' in the public sphere as a response to the democratic need of our time, the second part translates her political notion into an educational notion asking what fostering pedagogical publics as holding environments might involve. In relation to sustainability challenges, it is suggested that an environment that 'holds' people together as a pedagogical public has three main qualities: a) it makes room for new rituals for sustainable living to be developed in order to offer a sense of permanence; b) it invites narratives that can frame sustainability challenges in more positive registers; and c) it reinstates an intergenerational difference that serves to give back hopes and dreams to adults and children in troubling times.

Place, publisher, year, edition, pages
Sage Publications, 2022
Keywords
Education for sustainable development, public pedagogy, climate change, holding environments, sustainability
National Category
Pedagogy Pedagogical Work
Identifiers
urn:nbn:se:sh:diva-45322 (URN)10.1177/14749041211005618 (DOI)000641912400001 ()2-s2.0-85104559523 (Scopus ID)
Funder
Swedish Research Council, 721-2014-2200
Note

Contribution to a special issue

Available from: 2021-05-06 Created: 2021-05-06 Last updated: 2023-03-28Bibliographically approved
Todd, S., Hoveid, M. H. & Langmann, E. (2021). Educating the Senses: Explorations in Aesthetics, Embodiment and Sensory Pedagogy. Studies in Philosophy and Education, 40(3), 243-248
Open this publication in new window or tab >>Educating the Senses: Explorations in Aesthetics, Embodiment and Sensory Pedagogy
2021 (English)In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 40, no 3, p. 243-248Article in journal (Refereed) Published
Place, publisher, year, edition, pages
Springer Nature, 2021
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-45383 (URN)10.1007/s11217-021-09776-7 (DOI)000642845700001 ()2-s2.0-85104745941 (Scopus ID)
Available from: 2021-05-18 Created: 2021-05-18 Last updated: 2021-12-17Bibliographically approved
Bergdahl, L. & Langmann, E. (2021). Feminism within Philosophy of Education (1ed.). In: Ana Pagès (Ed.), A History of Western Philosophy of Education: Volume 5. A History of Western Philosophy of Education in The Contemporary Landscape (1914-present) (pp. 57-83). London: Bloomsbury Academic
Open this publication in new window or tab >>Feminism within Philosophy of Education
2021 (English)In: A History of Western Philosophy of Education: Volume 5. A History of Western Philosophy of Education in The Contemporary Landscape (1914-present) / [ed] Ana Pagès, London: Bloomsbury Academic, 2021, 1, p. 57-83Chapter in book (Other academic)
Place, publisher, year, edition, pages
London: Bloomsbury Academic, 2021 Edition: 1
Series
A History of Western Philosophy of Education
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-46275 (URN)9781350074668 (ISBN)
Available from: 2021-08-25 Created: 2021-08-25 Last updated: 2021-10-06Bibliographically approved
Langmann, E. (2020). Läraryrkets interkulturella dimensioner: en pedagogisk reflektion. In: Helena Hill (Ed.), Perspektiv på interkulturalitet: (pp. 21-35). Huddinge: Södertörns högskola
Open this publication in new window or tab >>Läraryrkets interkulturella dimensioner: en pedagogisk reflektion
2020 (Swedish)In: Perspektiv på interkulturalitet / [ed] Helena Hill, Huddinge: Södertörns högskola, 2020, p. 21-35Chapter in book (Other academic)
Place, publisher, year, edition, pages
Huddinge: Södertörns högskola, 2020
Series
Södertörn Studies in Education ; 3
National Category
Educational Sciences
Research subject
Studies in the Educational Sciences
Identifiers
urn:nbn:se:sh:diva-40342 (URN)978-91-88663-89-4 (ISBN)
Available from: 2020-03-09 Created: 2020-03-09 Last updated: 2021-10-06Bibliographically approved
Bergdahl, L. & Langmann, E. (2020). Sustaining What is Valuable: Contours of an Educational Language About Values. Journal of Philosophy of Education, 54(5), 1260-1277
Open this publication in new window or tab >>Sustaining What is Valuable: Contours of an Educational Language About Values
2020 (English)In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 54, no 5, p. 1260-1277Article in journal (Refereed) Published
Abstract [en]

Making liberal democratic values meaningful to study in schools is a more complex issue than being a question of turning values into explicit educational goals (Schleicher) or of curing a motivational deficit (Critchley). Since values seem to play an important role in the practices and commitments of people's everyday lives, values are calling for a continual refinement of our words in relation to the world (Laverty). The purpose of this article is to offer contours of an educational language about values that acknowledges this refinement and the pedagogical work that teachers might do-by way of language-in order to sustain the living-on of what is valued and valuable to us as individuals and as societies. To this end, the article is divided into two parts. The first part takes the temperature of the current political and educational debates, offering thereby a sociopolitical background to the need of a renewed language about values. Drawing on ordinary language philosophy (Moi, Murdoch and Forsberg) and the idea that there is an intimate relationship between how we look at the world (attention) and the words we use in describing it (language). The second part of the article places the emergence of values in a particular time in history before suggesting a more existential vocabulary about values for the purpose of teaching values in schools.

Place, publisher, year, edition, pages
John Wiley & Sons, 2020
National Category
Pedagogy
Identifiers
urn:nbn:se:sh:diva-42008 (URN)10.1111/1467-9752.12481 (DOI)000568592300001 ()2-s2.0-85090081353 (Scopus ID)
Funder
Swedish Research Council, 721‐2014‐2200
Available from: 2020-10-01 Created: 2020-10-01 Last updated: 2021-10-06Bibliographically approved
Langmann, E. (2019). Mellan maktkritik och kunskapskriser: några utmaningar för den normkritiskt inspirerade läraren (1ed.). In: Lotta Björkman & Janne Bromseth (Ed.), Normkritisk pedagogik: perspektiv, utmaningar och möjligheter (pp. 161-182). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Mellan maktkritik och kunskapskriser: några utmaningar för den normkritiskt inspirerade läraren
2019 (Swedish)In: Normkritisk pedagogik: perspektiv, utmaningar och möjligheter / [ed] Lotta Björkman & Janne Bromseth, Lund: Studentlitteratur AB, 2019, 1, p. 161-182Chapter in book (Other academic)
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019 Edition: 1
National Category
Educational Sciences
Identifiers
urn:nbn:se:sh:diva-37937 (URN)978-91-44-11808-6 (ISBN)
Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2021-10-06Bibliographically approved
Projects
How can schools reduce inequalities in educational opportunities? [2019-00737_Forte]; Södertörn UniversityHow can schools reduce inequalities in educational opportunities? [2019-04357_VR]; Södertörn University; Publications
Bergdahl, L. & Langmann, E. (2024). Att synliggöra skolkultur (1ed.). In: Lovisa Bergdahl; Elisabet Langmann (Ed.), Synliggjord skolkultur: Att forma en inkluderande och formbar skolvardag för ungdomar i socialt utsatta områden (pp. 9-17). Huddinge: Södertörns högskolaBehtoui, A. & Strömberg, I. (2020). Compensatory school effects and social capital. Social Sciences, 9(11), Article ID 193.
Forms of Formation: A Pedagogical-Philosophical Enquiry into Tensions Around Gender and Social Equality in the Classroom [2019-05482_VR]; Södertörn University; Publications
Bergdahl, L. (2023). Editorial: pedagogical forms in times of pandemic. Ethics and Education, 18(1), 1-5Langmann, E. (2023). Finding one's way: a response to the idea of an education after progress. Journal of Philosophy of Education, 57(6), 1119-1126Bergdahl, L. (2023). Retrotopian risks, constant translation, without noise reduction: a response to Jan Masschelein. Ethics and Education, 18(1), 45-50Bergdahl, L. & Langmann, E. (2020). Sustaining What is Valuable: Contours of an Educational Language About Values. Journal of Philosophy of Education, 54(5), 1260-1277
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8777-0694

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