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  • 1.
    Ambrose, Anna
    Södertörn University, Teacher Education, Education.
    Meningsfulla möten: Betydelsen av omsorg, engagemang och tillit inom en studiestödsverksamhet2024In: 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. 155-178Chapter in book (Refereed)
    Download full text (pdf)
    Meningsfulla möten: Betydelsen av omsorg, engagemang och tillit inom en studiestödsverksamhet
  • 2.
    Ambrose, Anna
    Södertörn University, Teacher Education, Education.
    Värderingsövningar som ett praktiskt verktyg för att öka omdömesförmågan inom professionsutbildningar2023In: Högre Utbildning, E-ISSN 2000-7558, Vol. 13, no 2, p. 17-23Article in journal (Refereed)
    Abstract [en]

    This reflective text explores the importance of providing opportunities for students to develop a professional judgement and reflect on the theme of a course. Drawing on a teaching example from teacher education, the text discusses how using value- based exercises can become a tool to reflect on a theme and as an introduction to the literature in a course. These value-based exercises can also serve to develop a professional judgement.While the reflection is based on a specific teaching context, the final section of the text suggests that this exercise easily can be adapted for a use in a variety of other professional programs.

  • 3.
    Areljung, Sofie
    et al.
    Umeå University, Sweden.
    Günther-Hanssen, Anna
    Södertörn University, Teacher Education, Education.
    STEAM education: An opportunity to transcend gender and disciplinary norms in early childhood?2022In: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491, Vol. 23, no 4, p. 500-503Article in journal (Refereed)
    Abstract [en]

    STEAM (science, technology, engineering, arts and mathematics) education is currently gaining ground in many parts of the world, particularly in higher stages of the educational system. Foreseeing a development of STEAM policy and research also in the early years, this colloquium seeks to bring questions of gendering processes to the table. The authors aspire to prevent the development of a gender-blind STEAM discourse for early childhood education. Instead, they encourage practitioners and researchers to make use of STEAM education to recognise and transcend gendered norms connected to children’s being and learning in the arts, STEM and STEAM.

  • 4.
    Bergdahl, Lovisa
    Södertörn University, Teacher Education, Education.
    Editorial: pedagogical forms in times of pandemic2023In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 18, no 1, p. 1-5Article in journal (Other academic)
  • 5.
    Bergdahl, Lovisa
    Södertörn University, Teacher Education, Education.
    Educationally Connecting to the Past in Teaching in Philosophical Perspectives on Teacher Training2022In: Encyclopedia of Teacher Education / [ed] Peters, Michael A., Singapore: Springer, 2022, p. 607-611Chapter in book (Other academic)
  • 6.
    Bergdahl, Lovisa
    Södertörn University, Teacher Education, Education.
    Migrating Meanings and Pedagogical Profanation: An Educational Approach to Rituals and Traditions in Pre/Schools2022In: The Routledge International Handbook of the Place of Religion in Early Childhood Education and Care / [ed] Arniika Kuusisto, London: Routledge, 2022, p. 61-71Chapter in book (Refereed)
    Abstract [en]

    This chapter seeks to respond to the following question: What pedagogical form can make it possible to acknowledge religious content matter schools and preschools without compromising the non-confessional demands of the curriculum? To respond to this question, the chapter introduces two theoretical tools. The first is the idea of migrating meanings and its implications for understanding the character and function of religious traditions and rituals more generally, an idea inspired by political theorist William Cavanaugh’s idea of religious change. The second is the gesture of pedagogical profanation as it has been articulated by philosophers of education Jan Masschelein and Maarten Simons. With the help of these two theoretical tools, the argument is made that (a) there are no neutral nor unchanging traditions but both their form and content change and “migrate” over time (Cavanaugh) and that (b) religious traditions can be passed on to the next generation in schools and preschools through the gesture of profanation and in the specific form of study (Masschelein and Simons). The overall purpose is to seek out an approach through which teachers and educators can respond educationally to acknowledging religious content matter in schools and preschools beyond the religious/secular divide.

  • 7.
    Bergdahl, Lovisa
    Södertörn University, Teacher Education, Education.
    Retrotopian risks, constant translation, without noise reduction: a response to Jan Masschelein2023In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 18, no 1, p. 45-50Article in journal (Refereed)
    Abstract [en]

    This paper is a response to Jan Masschelein’s keynote lecture. Taking its point of departure in a befriended support of his argument, the paper begins in the mood of affirmation as a form of critique. Thereafter it engages, first, with what it reads as a slightly retrotopian approach to digitalization in the paper. Second, it brings to attention that the gesture of rejuvenation and regeneration, which Masschelein suggests, always involves a moment of return or repetition. The question is asked what form the gesture of retrieving inherited pedagogical forms from the past takes in Masschelein’s proposal, and it is suggested that such retrieving is a work of constant translation. Third, a comment is made about the advocating of orature, issuing the reminder that on-campus education usually comes without noise reduction, that is, it requires reflection also on the discord that is calibrated in and through our voices. 

  • 8.
    Bergdahl, Lovisa
    Södertörn University, Teacher Education, Education.
    Skolkultur i smått och stort: Om de mindre gesternas betydelse för formandet av en hållbar skolkultur2024In: 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. 65-87Chapter in book (Refereed)
    Download full text (pdf)
    Skolkultur i smått och stort: Om de mindre gesternas betydelse för formandet av en hållbar skolkultur
  • 9.
    Bergdahl, Lovisa
    et al.
    Södertörn University, Teacher Education, Education.
    Langmann, Elisabet
    Södertörn University, Teacher Education, Education.
    Att synliggöra skolkultur2024In: 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)
    Download full text (pdf)
    Att synliggöra skolkultur
  • 10.
    Bergdahl, Lovisa
    et al.
    Södertörn University, Teacher Education, Education.
    Langmann, Elisabet
    Södertörn University, Teacher Education, Education.
    Pedagogical publics: Creating sustainable educational environments in times of climate change2022In: European Educational Research Journal, E-ISSN 1474-9041, Vol. 21, no 3, p. 405-418Article in journal (Refereed)
    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.

  • 11.
    Bergdahl, Lovisa
    et al.
    Södertörn University, Teacher Education, Education.
    Langmann, ElisabetSödertörn University, Teacher Education, Education.
    Synliggjord skolkultur: Att forma en inkluderande och hållbar skolvardag för ungdomar i socialt utsatta områden2024Collection (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. 

    Download full text (pdf)
    Synliggjord skolkultur: Att forma en inkluderande och hållbar skolvardag för ungdomar i socialt utsatta områden
    Download (jpg)
    presentationsbild
  • 12.
    Björkman, Lotta
    Södertörn University, Teacher Education, Education.
    Normkritiska perspektiv i lärarens hela didaktiska uppdrag2023In: Normkritiska perspektiv i pedagogisk verksamhet: Förskola, fritidshem och skolans tidigare år / [ed] Lotta Björkman & Lena Sotevik, Lund: Studentlitteratur AB, 2023, 1, p. 265-280Chapter in book (Other (popular science, discussion, etc.))
  • 13.
    Björkman, Lotta
    et al.
    Södertörn University, Teacher Education, Education.
    Sotevik, LenaGöteborgs Universitet, Sverige.
    Normkritiska perspektiv i pedagogisk verksamhet: Förskola, fritidshem och skolans tidigare år2023Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [sv]

    De normer som förmedlas i förskola, fritidshem och skola har stor betydelse för barns uppväxtmiljö samt för deras identitets- och kunskapsutveckling. Utgångspunkten i denna bok är att de som arbetar i pedagogisk verksamhet behöver kunskap och färdigheter för att granska och förändra normer som på olika sätt begränsar och exkluderar. Ett normkritiskt perspektiv på och i pedagogiskt arbete kan bidra till en kontinuerlig reflektion som gör medvetenhet och förändring möjlig.

    Boken tar sig an teoretiska perspektiv på kön, klass, hudfärg, funktionsvariation och sexualitet, erbjuder reflektion kring profession och förhållningssätt samt fördjupar sig i didaktiska utmaningar och möjligheter. Kapitlen ger rikligt med exempel på normkritiskt pedagogiskt arbete och belyser bland annat estetisk verksamhet i skolan, demokratiarbete med skolbiblioteket, representation i förskolan, fritidshemmets didaktiska mellanrum, barns lek och kommunikation mellan kollegor.

    Boken vänder sig till blivande och verksamma förskollärare och lärare, skolledare och alla som har ett intresse för frågor som berör normer, makt och likvärdiga villkor i barns liv.

  • 14.
    Cavallin, Clemens
    et al.
    NLA Høgskulen, Norge.
    Johansson, Viktor Magne
    Södertörn University, Teacher Education, Education. Nord universitet, Norge.
    Mansikka, Jan-Erik
    Helsingfors universitet, Finland.
    Barnets (o)fria undran. Vilka ramar ger läroplanerna för barn att utforska religiösa och existentiella frågor i finska, norska och svenska förskolor?2023In: Nordisk Barnehageforskning, E-ISSN 1890-9167, Vol. 20, no 4, p. 80-102Article in journal (Refereed)
    Abstract [en]

    The article is a comparative study of curricular conditions in Finland, Norway and Sweden regarding children’s existential and religious questions in early childhood education and care. The three countries diverge in how they deal with the new role of religion and the relation between cultural diversity, cultural heritage and fundamental values. The crucial point is to what degree a secular ideal has moved religious themes from daily activities in ECEC into a private sphere. A central question concerns the legitimacy of the traditional role of Christianity in shaping the identities of citizens, and by extension concerns the legitimacy of identity processes informed by other religions. Values, principles and ideas in curricula both reduce and make possible children’s right to explore existential questions, thereby creating a dynamic field of tensions that is incorporated into social institutions. This is the case both at the national level and in concrete situations within ECEC institutions. However, when values and principles counteract each other, the space for existential and religious wonder becomes paradoxical both for children and staff.

  • 15.
    Darvishpour, Mehrdad
    et al.
    Mälardalens universitet, Sweden.
    Johansson, Joakim
    Mälardalens universitet, Sweden.
    Månsson, Niclas
    Södertörn University, Teacher Education, Education.
    Securitisation of the Swedish migration policy and the situation for unaccompanied children2023In: Crisis and the Culture of Fear and Anxiety in Contemporary Europe / [ed] Zamorano Llena, Carmen; Stier, Jonas; Gray, Billy, New York: Taylor & Francis Group, 2023, 1, p. 103-118Chapter in book (Other academic)
    Abstract [en]

    Sweden has been recognised as one of the most generous countries in terms of the governance of migration and asylum. The 2015 “refugee crisis” placed the Swedish migration and asylum system under extreme pressure when more than 163,000 refugees arrived in 2015. Like other EU members, Swedish migration policies have become gradually more restrictive, legitimised by the discourse of securitisation, whereby migration is addressed as a threat. By taking “securitisation” as a conceptual point of departure, the aim of this chapter is to analyse the official statements and non-official motives behind the securitisation turn of Sweden’s post-2015 migration policy and relate them to the vulnerable situation unaccompanied immigrants experienced when they came to Sweden in 2015 as refugees and asylum seekers. However, even if some of the interviewees had experienced racism and other negative attitudes and felt ill at ease waiting for their residency permit, unaccompanied immigrants are not necessarily vulnerable victims without the capacity and will to learn a new language, educate themselves and find a job.

  • 16.
    Darvishpour, Mehrdad
    et al.
    Mälardalens universitet, Sverige.
    Månsson, Niclas
    Södertörn University, Teacher Education, Education.
    Möjlighet och utmaningar till inkludering av utrikesfödda kvinnor på arbetsmarknaden och i samhället: En rapport om utbildnings- och forskningscirklar inom KLARA-projektet2022Report (Other academic)
    Abstract [sv]

    Denna rapport är resultat av ett samverkansprojekt mellan forskare från Mälardalens universitet och samordningsförbudnet RAR Sörmland. Projektet KLARA (https://rarsormland.se/insats/klara/) siktar på att öka utrikesföddas kvinnors integration på arbetsmarknaden och i övriga samhället.

  • 17.
    Ekberg, Niclas
    et al.
    Department of Economy, Society, Arts and Education, Luleå University of Technology, Sweden.
    Ferm Almqvist, Cecilia
    Södertörn University, Teacher Education, Education.
    Interdisciplinary Research: A Phenomenological Perspective on Participation2022In: Journal of Interdisciplinary Sciences, ISSN 2594-3405, Vol. 6, no 1, p. 1-25Article in journal (Refereed)
    Abstract [en]

    To advance the efficiency and effectiveness of inter-disciplinary research, and to obtainvalid strategies for inter-disciplinary projects, there is a need to define inter-disciplinary researchapproaches explicitly. The current study aims generally to further the understanding of inter-disciplinary ways of conducting research, and specifically to describe and explore the challenges andopportunities that characterize research projects which move across borders of different researchareas as well as the various disciplinary homes of the collaborating researchers in a recentlyperformed project focusing on Bildung and streamed art. Written reflections from the six participantsin the project, representing the disciplines of music education, musicology, education, Englishliterature, sound engineering as well as media and technology science was analyzed and interpreted inrelation to Alfred Schütz’ theory of phenomenological sociology. The results are presented through sixthemes, which together fulfill the aim of the study; (i) Crossed borders, perspectives, and contexts, (ii)Common concepts, definitions, and reconstructions, (iii) Status of theory and explorative freedom, (iv)State of the art and innovative potential, (v) Scientific identity and positioning work (vi) Place, activity,and performance.

  • 18.
    Ferholt, Beth
    et al.
    Brooklyn College, USA.
    Lecusay, Robert
    Södertörn University, Teacher Education, Education.
    Rainio, Anna
    University of Helsinki, Finland.
    A Study of Playworlds: Studying Emotion in Education in a Holistic Way.2022Conference paper (Refereed)
    Abstract [en]

    This paper discusses a study of playworlds, arguing that this study provides an example of the study of emotion in educational settings that does not segregate emotion and cognition. Playworlds are created from a relatively new form of play that combines adult forms of creative imagination (art, science, etc.), which require extensive experience, and children’s forms of creative imagination (play), which require the embodiment of ideas and emotions in the material world. In playworlds, adults and children enter into a common fantasy that is designed to support the development of both adults and children. Our research group understands playworlds and the study of playworlds holistically, as ways of being; and thus, our research is in line with participatory approaches, which study education through long-term researcher-practitioner collaboration. In the study discussed in this paper, the segregation of emotion and cognition was avoided by the researchers appreciating that playworlds are, in part, art, and designing their methods accordingly. 

    Gunilla Lindqvist (1995), a foundational scholar of Vygotsky’s theories of play, art and development, designed playworlds to identify and study the “common denominator” of play and aesthetic forms. Lindqvist (1995) calls this denominator “the aesthetics of play” and we have described playworlds as “an art of development” (Marjanovic-Shane et al., 2011). It is difficult for scientists who are working alone, without artists, to adequately describe art or subjects that are art-adjacent. The researchers in the study under discussion, thus, followed insights from an artist’s study of art – a study which avoided the segregating of emotion from cognition – and so collected observations of playworlds that the responts “fell in love with” from playworld reasearchers and practitioners (including teachers, artists, children and imaginary characters); generating an unusual corpus of insights for analysis. 

  • 19.
    Ferholt, Beth
    et al.
    Brooklyn College, USA.
    Lecusay, Robert
    Södertörn University, Teacher Education, Education.
    Rainio, Anna
    University of Helsinki, Finland.
    Caring About and With Imaginary Characters: Early Childhood Play Worlds as Sites for Social Sustainability2022Conference paper (Refereed)
  • 20.
    Ferholt, Beth
    et al.
    Brooklyn College, City University of New York, USA.
    Lecusay, Robert
    Södertörn University, Teacher Education, Education.
    Rainio, Anna Pauliina
    University of Helsinki, Finland.
    Miyazaki, Kiyotaka
    Waseda University, Japan.
    Cohen, Luciano
    Puppetry in Practice, USA.
    Watanabe, Ryoko
    Waseda University, Japan.
    Avramovic, Maša
    Södertörn University, Teacher Education, Education.
    Partanen, Annakaisa
    Vesala Comprehensive School, Finland.
    Taylor, Shelbi Aris
    Södertörn University, Teacher Education, Education.
    Playworlds as ways of being, a chorus of voices: A Multimodal discussion about why playworlds are worth creating2022In: The 9th Nordic-Baltic ISCAR 2022: TOWARDS INCLUSIVE AND JUST SOCIETIES: A DIALOGUE WITH, WITHIN AND BEYOND CHAT,  14-16 June 2022 Helsinki, Finland, 2022Conference paper (Other academic)
    Abstract [en]

    Playworlds are a form of participatory design research based in Vygotksy’s theories of play, art, imagination, and creativity.  Playworlds are designed to support all participants’ development. Our playworld research group considers playworlds to be an ‘art of development’ and a ‘way of being’: multivocal, researcher-participant, collaborative acts of creation that, we find, are very difficult to represent for study using traditional methods.  This session experiments with new ways to discuss playworlds, ways that themselves exemplify playworlds.  It will include the voices of, and photographs and performances by, playworld researchers, artists, teachers, children, administrators, and imaginary characters. The session will be grounded in a discussion of six themes concerning playworlds as care practices: truth, time, human magic, infinite possibilities, fun, and the enriching and intensifying of the real. Examples from playworlds internationally (Japan, Finland, Sweden, Serbia, US) and in various settings (preschool, school, after-school, foster care, senior center) will be included.

  • 21.
    Ferm Almqvist, Cecilia
    Södertörn University, Teacher Education, Education.
    Contemporary dance as being and becoming in the age of aging: Existential aspects of (arts) learning among older amateur dancers2022In: European Journal for Research on the Education and Learning of Adults, ISSN 2000-7426, E-ISSN 2000-7426, Vol. 3, no 1, p. 97-112Article in journal (Refereed)
    Abstract [en]

    Taking experiences from a contemporary multi-arts dance project as a starting point, this article explores how such a project can offer opportunities for being and becoming among older amateur dancers. The article takes a phenomenological approach, in which holistic experience and sharing of experiences are central. The phenomenon of the investigation is self-conceptualisation. The artistic process and context constitute an adult educational situation. To come close to the lived experiences of the dancers, the rehearsals and performance were observed and documented. Six of the participants were also interviewed. The material was analysed in a hermeneutical phenomenological manner, and Simone de Beauvoir’s thinking regarding ageing was used as a theoretical lens. The results show how the self-images of the participants change during the course of the project. The dance activities seem to give the older participants opportunities to remain themselves, even as they allow themselves to change. They learn to know themselves, each other, and the world.

    Download full text (pdf)
    fulltext
  • 22.
    Ferm Almqvist, Cecilia
    Södertörn University, Teacher Education, Education.
    Planning for multi-modal listening and digital meaning making: Music stream-ing literacy as a didactic activity2022In: Visions of research in music education, Vol. 39, p. 20-40, article id 3Article in journal (Refereed)
    Abstract [en]

    While “access models” represented by subscription services such as Spotify make vast libraries of music practically accessible to teachers, digital streaming programs also introduce new complexities to classroom settings. Therefore, the concept of digitalization in relation to listening requires the attention of researchers in education and didactics. This article examines the ways in which Swedish teachers use Spotify, including how usage influences teachers’ didactic choices and approaches to planning for music teaching and learning. Research participants included eight music educators with experiences in streaming music services in music classrooms. Findings show that digital literacy and the listening, teaching, and learning of music are inextricably intertwined; and that placing the application of music streaming in the context of a music classroom creates complications in practice. Implications highlight the importance of identifying and discussing complex issues occurring as a result of the use of streaming services in music classroom, gaining music streaming didactic literacy which is both a didactic competency that teachers use in planning for teaching, as well as a content for students to learn.

  • 23.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, Teacher Education, Education.
    Björkman, Lotta
    Södertörn University, Teacher Education, Education.
    Lundberg Bouquelon, Petra
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Den meningsfulla (äldre dansande) kroppen: sammanflätad, gränsöverskridande och hemmahörande2023In: Nordic Journal of Art & Research, ISSN 2535-7328, Vol. 12, no 1, p. 1-25Article in journal (Refereed)
    Abstract [en]

    Having the possibility to experience meaning in artistic settings is a human right. However, several studies show that structures and norms may prevent human beings from participating in artistic and cultural activities. Moreover, it is not given that all forms of participation offer meaningful experiences, something which puts a great responsibility upon organizers of artistic events. The current study is based in a project where elderly people were given the chance to participate in processes of development and performance of collaborative contemporary dance. The specific aim of the study was to describe and analyse the phenomenon of the meaningful body based on a phenomenological approach. To get access to the dancers’ lived experiences, six participants were interviewed. The transcribed interviews were analysed in a phenomenological manner. The analysis resulted in three themes, which together describe the phenomenon of the lived body, namely: the intertwined body, the border-crossing body, and the body feeling at home. The themes are related to phenomenological philosophy regarding aging, awareness, existence, and aesthetic experience, as well as to art education situations and societal norms.

  • 24.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, Teacher Education, Education.
    Hentschel, Linn
    Umeå Universitet, Sweden.
    Becoming musical performance artists: Challenging organisational norms and traditional Municipal Arts School structures2022In: Journal for research in arts and sports education, E-ISSN 2535-2857, Vol. 6, no 3, p. 11-26Article in journal (Refereed)
    Abstract [en]

    Music educational researchers in the Nordic countries have pointed out how municipal arts schools are organised based on, and tend to reproduce, anthropocentric values and approaches, and that such unequal norms and structures are to be challenged. Taking a border-crossing musical comedy project as a starting point, the specific aim of the current study is to illuminate how, and on what levels, organisational norms and traditional structures can be challenged, and what possibilities and new challenges that occur in a project taking place beyond the Anthropocene. To be able to grasp the aspects of becoming within the project and how that is related to aspects of organisation, we created a research entanglement based on post-human theory. Hence, situations seen as webs of relations were created, including the actors: humans with intellectual disabilities, musical performance students, educators, artists, researchers, and varied digital communication tools. Observations, video recordings, collaborative writing, qualitative surveys, and interviews produced material for analysis. Actor-network theory was applied aiming to describe how the constantly performed intra-active networks were constituted, as well as how the actors influenced each other. The results identify significant actors and trajectories in Sammankonst, that in turn challenge anthropocentric organisational structures of municipal arts schools.

  • 25.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, Teacher Education, Education.
    Hentschel, Linn
    Umeå University, Sweden.
    Cultivating ambiguities within higher music education: preparation for singers’ professional societal participation in opera conservatory and music theatre programs2024In: Nordic Research in Music Education, E-ISSN 2703-8041, Vol. 5, p. 23-42Article in journal (Refereed)
    Abstract [en]

    Earlier research has stated the need for conservatory education to prepare aspiring musicians more thoroughly for a dynamic and changing society. A project that challenges the conservatory tradition is Sammankonst (TogetherArt) where students at a musical theatre program at folk high school level collaborate with intellectually disabled adults. Based on a phenomenological way of thinking, this article aims to describe and analyze the education of aspiring musicians for professional participation in society based on an analysis of experiences among conservatory students, music theater students and their teachers. Interviews were made with six conservatory students, 15 musical theatre students, and two teachers. The results show ambiguities when it comes to what voice students should be prepared for and how the choice of preparations influence the view of singing and musicians’ quality competence.

  • 26.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, Teacher Education, Education.
    Hentschel, Linn
    Umeå University, Sweden.
    Lived time in “relay-method”based arts education: Sharing the UN Convention on the Rights ofthe Child as an example2022In: European Journal of Philosophy in Arts Education, E-ISSN 2002-4665, Vol. 7, no 1, p. 97-132Article in journal (Refereed)
    Abstract [en]

    This article explores the concept of lived time as an aspect of aesthetic pedagogy based on a phenomenological way of thinking. Starting off from the philosophies of Bollnow and van Manen, where time is seen as an existential phenomena, intertwined with other existentials, we used experiences from an ongoing project as examples to make understanding of the phenomenon possible. Lived time concerns reconsidering and revision of thinking, a process that includes personal, relational and emotional qual­ities. The specific aim of the philosophical study is to describe the phenomenon of lived time in aesthetic pedagogy from a pedagogue perspective. We embrace a holistic view of relations between arts and education, where education in arts, education through arts, education as art, and art as education function as different perspectives of aesthetic pedagogical situations. To get acces to pedagogues’ lived experiences of time in aesthetic pedagogy, a group interview was conducted. Six pedagogues engaged in the Alla har rätt-project, with educational as well as artistic backgrounds, were interviewed together via the communication tool Zoom. Intentions, experiences, the changing situation, as well as visions about the future constituted themes for the group conversation. The philosophical analysis, where the experiences of the interviewees were used as examples, resulted in a description of the phenomenon of lived time in arts-based education constituted by four themes:  Lived time in meaningful arts education, Lived time as diminishing or disappearing in aesthetic pedagogy, Lived time and artworks in aesthetic pedagogy, and Lived time as didactic frame in aesthetic pedagogy.

  • 27.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, Teacher Education, Education.
    Hentschel, Linn
    Umeå universitet, Sverige.
    Tid, rum, mellanrum: Delaktighet i estetisk verksamhet2023 (ed. 1)Book (Other academic)
    Abstract [sv]

    Här uppmärksammas fenomenet delaktighet i estetisk verksamhet, något som är aktuellt i lärarutbildningar, såväl allmänna som med inriktning på estetiska ämnen, och i utbildningar som riktar sig mot kulturskola och annan fri verksamhet.

    Författarna har fungerat som följeforskare i två Arvsfondsfinansierade konstpedagogiska projekt, Alla har rätt och Sammankonst drivna av Kulturverket. Baserat på forskningen tydliggörs vad delaktighet i estetisk verksamhet kan vara, och vilka krav det ställer på organisation, kollegium och förhållningssätt i sammanhang där konstuttryck och pedagogik möts.

    Specifikt belyser författarna delatighetsaspekterna tid, rum och mellanrum liksom det dialogiska förhållningssätt som drivit Kulturverkets arbete.

    Cecilia Ferm Almqvist är professor i pedagogik och musikpedagogik vid Södertörns högskola respektive Stockholms musikpedagogiska institut. Linn Hentschel är lektor i pedagogiskt arbete med inriktning mot musik vid Umeå universitet.

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    Tid, rum, mellanrum: Delaktighet i estetisk verksamhet
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  • 28.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, Teacher Education, Education.
    Thorgersen, Ketil Thor
    Stockholms musikpedagogiska institut, Sverige; Stockholms universitet, Sverige.
    Att möjliggöra estetiska erfarenheter i lärarutbildning2022In: I rörelse: Estetiska erfarenheter i pedagogiska sammanhang / [ed] Anders Burman; Petra Lundberg Bouquelon, Huddinge: Södertörns högskola, 2022, p. 35-58Chapter in book (Refereed)
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    Att möjliggöra estetiska erfarenheter i lärarutbildning
  • 29.
    Ferm Almqvist, Cecilia
    et al.
    Södertörn University, Teacher Education, Education.
    Werner, Ann
    Södertörn University, School of Culture and Education, Gender Studies.
    Maintaining and challenging conservative teaching and learning culture in conservatories: The need for holistic pedagogy in educational fields of tension2023In: Research Studies in Music Education, ISSN 1321-103X, E-ISSN 1834-5530Article in journal (Refereed)
    Abstract [en]

    When the need of transforming and remixing music education is illuminated, fields of tensions in relation to the traditional master–apprentice model of teaching often appear. Binaries have been constructed and critiqued in research to describe tensions at various music educational levels. Some studies have also asked for a holistic, “both/and” holding. In higher music education (HME), the need for new approaches in research to understand how teaching and learning is developing are asked for. As a contribution, the overall aim of the article is to illuminate to what extent traditional culture norms and structures are maintained and challenged at three European conservatories. The specific aim is to map possible fields of tension surrounding approaches to teaching and related learning. The analysis in this article partly builds on understandings of culture and institutions, and partly on theories of relational pedagogy. To get access to how leaders, teachers, and students experience participating in the teaching and learning of conservatory cultures, an interview study was planned. The transcriptions were treated by a thematic analysis model. The analysis explored three themes that represent fields of tension: teaching in relation to established cultural structures, to creating or not creating new learning trajectories, and collaboration or competition—the educational culture. The fields of tension found through the analysis concern relations between the traditional conserved conservatory teaching and new open and diverse thoughts about and actions within in HME teaching. It becomes obvious that creating new learning trajectories should be a common issue, involving students and teachers, as well as leaders of conservatories, and that competition should be supported by collaboration. A consequence of such a pedagogical approach would be that differences between programs for diverse instruments could be balanced, and that all involved could learn from each other, which demands flexibility between individual and collaborative learning activities.

  • 30.
    Golagh, Sarah
    Södertörn University, Teacher Education, Education.
    Lärare-elev-relationer och dess påverkan på elevers lärande: En systematisk litteraturstudie av avhandlingar inom pedagogik2022Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie syftar till att undersöka hur lärare-elev-relationer förstås i fem avhandlingar samt hur dessa relationer kan påverka elevers lärande. Avhandlingarna är hämtade från olika databaser men samtliga avhandlingar ämnar undersöka lärare-elev-relationer i grundskolan eller gymnasiet. Studiens insamlade data har analyserats utifrån en tematisk analys. Den teoretiska utgångspunkten utgår från professorn Jonas Aspelins tolkning av en relationsteori som handlar om relationell pedagogik. Resultatet visar på vikten av en lärare-elev-relation i skolan samt betydelsen av dessa relationer för elevers lärande och utveckling. Resultatet visar även att lärarens relationskompetens är viktig för att skapa förtroendefulla relationer mellan lärare och elever. Läraren behöver därmed ha vissa egenskaper som att vara lyhörd, att vara en god lyssnare samt att inneha en socioemotionell kompetens för att skapa förtroendefulla relationer. Det framgår i studien att goda relationer har en positiv påverkan på elevers lärande och utveckling och att dåliga relationer i stället utgör ett hinder för elevers lärande.  

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  • 31. Hofmann, Riikka
    et al.
    Rainio, Anna
    Ferholt, Beth
    Avramovic, Masa
    Södertörn University, Teacher Education, Education.
    Backhaus, Vincent
    Lecusay, Robert
    Södertörn University, Teacher Education, Education.
    Rajala, Antti
    Watanabe, Ryoko
    The necessary (im)possibility of the present as a source of change2022Conference paper (Refereed)
    Abstract [en]

    This roundtable brings together researchers who work closely with teachers and carers to develop their work to change some of the problems in the current educational practices to an anti-deficit lens. In situations where there is a need for doing otherwise, educational/care interventions often look to the future with the idea of moving beyond the (unsatisfying, unpleasant) present. However, this hurrying onwards, the need to resolve instead of staying with and tolerating (the impossibility) of the present may also miss opportunities for change, opportunities which trying to stay with and sustain current dilemmas may already entail. The question we examine together is the potential of this ‘(im)possibility’ of the present as a source of change. The studies in this roundtable all focus on circumstances in which the participants develop novel practices in their work while at the same conceive the present as difficult if not ’impossible’ to change.

  • 32.
    Holmgren, Carl
    et al.
    Umeå universitet, Sverige.
    Ferm Almqvist, Cecilia
    Södertörn University, Teacher Education, Education. Stockholms musikpedagogiska institut, Sverige.
    Att öppna för ett annat musikaliskt varande: Kultivering av klassiska musikerstudenters professionella omdöme2024In: Högre Utbildning, E-ISSN 2000-7558, Vol. 14, no 1, p. 1-15Article in journal (Refereed)
    Abstract [sv]

    Musikerstudenter inom klassisk västerländsk musik utbildas i ett europeiskt perspektiv vid musikhögskolor, sprungna ur den konservatorietradition som uppstod under 1800-talet inom vilken hantverksmässiga färdigheter betonades. I och med Bologna-anpassningen av musikerutbildningarna fick reflektion ökad betydelse vilket har aktualiserat relationen och spänningen mellan praktik och teori i undervisningen. Dock har vare sig vilka aspekter av musikerprofessionen som dylik reflektion omfattar eller hur utbildningarna förbereder studenter för att kunna agera med gott omdöme i sin yrkespraktik hitintills beforskats i någon högre grad. Vår avsikt är att i denna resonerande artikel söka skissera och problematisera ett förslag på vad ett professionellt omdöme skulle kunna innebära för klassiska musiker och hur det kan kultiveras inom högre musikutbildning. Med utgångspunkt i ett exempel från en av författarnas konstnärliga praktik, Hannah Arendts omdömesfilosofi, samt författarnas tidigare och pågående forskning inom området resonerar vi om vad undervisning och lärande av ett professionellt omdöme bland klassiska musikerstudenter kan och skulle kunna innebära i en konstnärlig akademisk professionsutbildning.

  • 33.
    Hållander, Marie
    Södertörn University, Teacher Education, Education.
    Demokratin mår bra av sexuella lekar2024Other (Other (popular science, discussion, etc.))
  • 34.
    Hållander, Marie
    Södertörn University, Teacher Education, Education.
    Exemplets didaktik: singularitet och subjektivitet i religionsundervisning2024In: Speki. Nordic Philosophy and Education Review, E-ISSN 2704-1751, Vol. 1, no 1, p. 18-32Article in journal (Refereed)
    Abstract [en]

    This article is a philosophical investigation of the example's function as a didactic practice. In teaching, it is common to use examples to concretize, clarify and give students a knowability of the taught content, but this knowability also implies something. But this knowability also means something specific. The article specifically discusses religious education and religious diversity in a Swedish school context. In the article I argue, drawing on Giorgio Agamben's understanding of the example, how the example stands for itself, but which also, in its specificity and singularity, moves towards what is visible next to it. The example and its knowledge have a movement between two singularities – and not as a movement between a part and the whole, i.e., not between the particular and the general. It creates something, Agamben writes, which not only involves methodology (and subject didactic questions) but also ontology. The article argues that the use of examples in teaching has the potential to function as a didactic strategy, which also can have implications for students' subjectivity. Overall, the article is a theoretical contribution which show how the use of examples in teaching has the potential to function as a vital didactic strategy within teaching.

  • 35.
    Hållander, Marie
    Södertörn University, Teacher Education, Education.
    Foreword: The Educational and Political Potential of Art2022In: Dan Perjovschi The Horizontal Newspaper: A School of Text and Image / [ed] Gloria Luca, Bucharest: Curtea Veche Publishing , 2022, p. 9-12Chapter in book (Other academic)
  • 36.
    Hållander, Marie
    Södertörn University, Teacher Education, Education.
    Är det dags att uppvärdera skammen?2022Other (Other (popular science, discussion, etc.))
  • 37.
    Ivemark, Biörn
    et al.
    University of Gothenburg, Sweden.
    Ambrose, Anna
    Södertörn University, Teacher Education, Education.
    From doxic breach to cleft habitus: affect, reflexivity and dispositional disjunctures2023In: British Journal of Sociology of Education, ISSN 0142-5692, E-ISSN 1465-3346, Vol. 44, no 5, p. 944-961Article in journal (Refereed)
    Abstract [en]

    Previous research has examined how mismatched dispositions within a divided or ?cleft? habitus are subjectively experienced but has not adequately explored nor theorized the variety of ways in which the dispositional disjunctures that progressively give rise to a cleft habitus are initially generated. Combining recent sociological work on ontological ruptures with an affective reading of Bourdieu?s social theory, we use an empirical case to illustrate how subtle processes of social influence set in motion by affective ties can come to sever the ontological bond between the habitus and the social space that initially shaped it, setting an affectively driven and reflexively negotiated process of habitus change in motion. By shedding light upon some of the sufficient conditions underpinning the development of dispositional disjunctures and the psychosocial forces that mediate this process, we extend the literature on habitus change and conflict in several ways.

  • 38.
    Jannok Nutti, Ylva
    et al.
    Sámi University of Applied Sciences, Norway.
    Johansson, Viktor
    Södertörn University, Teacher Education, Education. Nord University, Norway.
    Westman Kuhmunen, Anna
    Stockholm University, Sweden; Ájtte, Swedish Mountain and Sami Museum, Sweden.
    Enhancing Storytelling about Skábma Traditions in Early Childhood Education and Care as Part of a Sámi Decolonising Process2024In: Nordisk tidsskrift for pedagogikk og kritikk, E-ISSN 2387-5739, Vol. 10, no 3, p. 129-143Article in journal (Refereed)
    Abstract [en]

    In Sápmi, there are many stories and traditions tied to skábma, or the dark time of midwinter. Skábma is considered a sacred time and space. Some of the stories and traditions, which stem from Sámi Indigenous religion and are related to various invisible beings, are still passed on through oral traditions and storytelling. This article explores what it can mean for children, educators and researchers to creatively engage with lesser-known Indigenous religious traditions, stories told by older generations and current traditions, in ways that give further life to them. The research aim is twofold: the article studies both how co-research within an Indigenous context is conducted, and how educators and children in a Sámi Early Childhood Education and Care (ECEC) centre managed activities and searched for and created new stories based on skábma traditions. The research question is: In what ways can strengthening storytelling in the ECEC setting function as a contribution to Sámi decolonisation processes? The research materials were collected through ethnographic fieldwork. The fieldwork was methodologically framed as critical utopian action research that considers the social learning of the children, educators and researchers that participated in the activities. Accordingly, this article shows how educators and children at an ECEC centre in Sápmi conducted activities to search for and create new skábma stories based on Indigenous traditions. The researchers were invited to learn about stories and traditions in which their attentiveness to the present was connected to valuing the past and taking responsibility for a sustainable future. The latter was achieved via storytelling by the educators, a duodji (Sámi craft) activity and children’s playtime. The article concludes by discussing how the search for and creation of traditions, such as sharing food with ancestors, involve decolonising processes.

  • 39.
    Johansson, Viktor
    Södertörn University, Teacher Education, Education.
    American Philosophy in Translation, Saito, Naoko Rowan & Littlefield International, 2019, Pp. 180.2022In: Educational Theory, ISSN 0013-2004, E-ISSN 1741-5446, Vol. 72, no 2, p. 243-252Article, book review (Other academic)
  • 40.
    Johansson, Viktor
    Södertörn University, Teacher Education, Education.
    Quiet Minding and Investing in Loss: An Essay on Chu Hsi, Kierkegaard, and Indirect Pedagogy in Chinese Martial Arts2020In: East Asian Pedagogies: Education as Formation and Transformation Across Cultures and Borders / [ed] Lewin, David; Kenklies, Karsten, Cham: Springer, 2020, p. 103-120Chapter in book (Other academic)
    Abstract [en]

    In the popular book The Monk and the Philosopher (1998), Jean-François Revel and his son Matthieu Ricard engage in a friendly but critical dialogue between Western science and philosophy and Buddhism. The very form of the book, the critical dialogue, shows a commonality between Western philosophy and Buddhism. Both share a tradition of searching for insight and understanding through investigative conversation. Nevertheless, when Revel and Ricard encounter issues where they are not in, or do not come to, agreement Ricard struggles to communicate to his father what he means. It is not only that he can’t find words to explain his insights but also that language itself seems insufficient. Ricard returns to various metaphors, often to Revel’s frustration, in order to point to something that he has come to see through years of Buddhist practice. Certainly someone more familiar with Buddhist practices, thought, and life would more easily understand such metaphors, and even the less metaphorical explanations.

  • 41.
    Johansson, Viktor
    Södertörn University, Teacher Education, Education.
    Sami children as thought herders: philosophy of death and storytelling as radical hope in early childhood education2022In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 20, no 3, p. 316-331Article in journal (Refereed)
    Abstract [en]

    This article follows a story played out by children at a Sami early childhood centre in north Sweden. It does so by reflecting on the children's story as a form of Critical Indigenous Philosophy. In particular it explores what it could mean for a child to be a philosopher in a Sami context by developing the concept of jurddavazzi, or thought herder, in conversation with Wittgenstein's method of 'leading', and Cavell's of 'shepherding', 'words back from their metaphysical to their everyday use'. The children's play story - involving themes of death, struggles with natural surroundings, and interconnectivity through seeing life in nature - is read in relation to questions about traditional stories raised in the poetry of the Sami poet, artist and philosopher, Nils-Aslak Valkeapaa, or aillohas. The article ends by discussing how the children's invitation to follow their story can be seen as a decolonizing pedagogical gesture of the child that requires a particular kind of philosophical listening by the teacher or adult. The article is in its style an attempt to demonstrate a form of philosophical storytelling the children are engaged in.

  • 42.
    Johansson, Viktor
    et al.
    Södertörn University, Teacher Education, Education.
    Löfgren, Ingeborg
    Department of Literature, Uppsala University, Uppsala, Sweden.
    Introduction Fiction and truth, learning and literature: Interdisciplinary perspectives2022In: Policy Futures in Education, ISSN 1478-2103, E-ISSN 1478-2103, Vol. 20, no 3, p. 257-266Article in journal (Refereed)
    Abstract [en]

    Literature and fiction, in various forms, both textual and oral, have an undeniable place in human growth and education: they are a constitutive part of our reality. This raises the question: how and what do we learn from fiction? Even when fiction does not mirror reality directly, can it still, explore, express, and teach us about the world? If so, how? In this special issue education becomes something of a link between the fictional and the real. Approaching fiction to learn from it, or learn with it, enables us to examine our experiences and to transform them in our everyday lives. The special issue, if perhaps for the most part indirectly, testifies to the various ways love of literature often expresses love of truth. Not because all the articles describe or use the notions of "truth," "fiction," "literature," and "learning" in the same way, but because they offer an extension of these concepts.

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  • 43.
    Johansson, Viktor Magne
    Södertörn University, Teacher Education, Education.
    Pedagogical immediacy, listening, and silent meaning: essayistic exercises in philosophy and literature for early childhood educators2022In: Childhood & Philosophy, ISSN 2525-5061, E-ISSN 1984-5987, Vol. 18Article in journal (Refereed)
    Abstract [en]

    This essay concentrates on philosophizing that happens outside and in addition to planned philosophical discussions, philosophizing that comes alive in practice, that is intensified in childrens encounters with the world, with others, with language, in play. It contemplates how adults, educators and parents encounter children and are affected by childrens philosophical explorations. What is the role of the adult in childrens philosophical questioning? How can we respond to childrens philosophizing? What does it mean to do so? The essay explores philosophical exercises for early childhood educators in a range of examples from literature - memoirs, autobiographies, fiction and works that play in between those. By thinking through these literary examples, it investigates how educators can prepare for philosophical encounters with children through exercises of reading and thinking. In doing so the essay experiments with a form of writing that itself becomes a philosophical exercise. Through the examples and exercises the essay suggests how early childhood educators can train for a pedagogical immediacy that involves listening to the philosophical and existential questioning in childrens play, tantrums, and silences. The investigations and readings of the examples are not meant to lead to conclusions that can be directly applied in pedagogical practices; neither do they work as arguments for listening or listening in a particular way to children. What we get, and what I am looking for, is rather the experience of working and thinking through these examples.

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  • 44.
    Johansson Westholm, Lena
    et al.
    Mälardalen University.
    Månsson, Niclas
    Södertörn University, Teacher Education, Education.
    Promoting Good Research Practices—Taking Responsibility for the Researchers of Tomorrow2022In: Teaching Ethics: The Journal of the Society for Ethics Across the Curriculum, ISSN 1544-4031, Vol. 22, no 1, p. 149-165Article in journal (Refereed)
    Abstract [en]

    In respect to the increased number of cases of research misconduct in Sweden, especially the Macchiarini case, a new national ethics legislation has been adopted. Following the previous and new legal acts and the Higher Ordinance for studies, Swedish universities have established qualitative measures to make sure that PhD students have knowledge about research ethics when graduating, for instance through offering third-cycle courses in research ethics. In this article, we describe how a Swedish university has been working with such a course to promote good research practice and ethical integrity to the researchers of tomorrow. We are doing this by describing the course structure and content, its outcome in relation to the legislation concerning misconduct in research and ethics within research, as a conscious reflection on research and its consequences. The results indicate that the course is in alignment with other scientists and/or rules and regulations.

  • 45.
    Jonsson, Linda
    et al.
    Mälardalens universitet, Sverige.
    Månsson, Niclas
    Södertörn University, Teacher Education, Education.
    ‘Jag brukar säga att religionskursen är som en liten survival kit’: Religionslärares uppfattningar av religionsämnets innehåll och roll i gymnasieskolan2022In: Nordidactica: Journal of Humanities and Social Science Education, ISSN 2000-9879, no 1, p. 49-70Article in journal (Refereed)
    Abstract [sv]

    This article departs from the educational reform of upper secondary school 2011, and the changing in the curricula for religion studies education. Our theoretical point of departure is inspired by Ivor Goodson’s and Thomas Popkewitz’s understanding of a school subject and its relation to socialisation. In relation to their understanding of a school subject and its socializing role, we see a didactical implication that the subject of religious study education will fall back to transferring knowledge that is easy to teach, control, assess, and grade. We wonder how teachers in religion education studies respond to, and handle existential and pupil related question in the classroom when they, for example, are addressed with questions about life and death, the environmental crisis or global poverty, even if there is no scheduled time for such matters. To answer this question, we have interviewed eleven religion education teachers from different programs in upper secondary school about how they consider the subject, its content and purpose and how this materialises in their teaching. The conclusions we could draw from our interviews are that most of the teachers try to be open and respond to existential and pupil-initiated question, even if there is no scheduled time for this, while others focuses on facts about the Abrahamitic religions

  • 46.
    Langmann, Elisabet
    Södertörn University, Teacher Education, Education.
    Finding one's way: a response to the idea of an education after progress2023In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 57, no 6, p. 1119-1126Article in journal (Refereed)
    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.

  • 47.
    Langmann, Elisabet
    Södertörn University, Teacher Education, Education.
    Skolkultur i omvandling: Om att vända en negativ trend och bibehålla en hoppfull skolkultur mot alla odds2024In: 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)
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    Skolkultur i omvandling: Om att vända en negativ trend och bibehålla en hoppfull skolkultur mot alla odds
  • 48.
    Lecusay, Robert
    Södertörn University, Teacher Education, Education.
    Leken som arena för inkludering2023In: Förskolan som lärandemiljö: För barn i behov av särskilt stöd / [ed] Eva Björck; Madeleine Sjöman, Stockholm: Studentlitteratur AB, 2023, p. 153-174Chapter in book (Other academic)
  • 49.
    Lecusay, Robert
    et al.
    Södertörn University, Teacher Education, Education. Jönköping University, Sweden.
    Mrak, Lina
    Jönköping University, Sweden.
    Nilsson, Monica
    Södertörn University, Teacher Education, Education.
    What is Community in Early Childhood Education and Care for Sustainability? Exploring Communities of Learners in Swedish Preschool Provision2022In: International Journal of Early Childhood, ISSN 0020-7187, E-ISSN 1878-4658, Vol. 54, p. 51-74Article in journal (Refereed)
    Abstract [en]

    In UNESCO’s recent publication Education for Sustainable Development: A Roadmap the idea of community is described as playing an important role in the organization of education for sustainable development as a means of supporting transformations towards sustainability. In the present study we examine the relationship between community and the organization of Early Childhood Education and Care for Sustainability (ECECfS). This examination is based on case studies of Swedish preschool teachers’ perspectives and practices in relation to ECECfS. Drawing on Cultural Historical Activity Theory and the concept of ontological Communities of Learners, we describe ways in which community-based characteristics of the preschools shape and are shaped by cultural tools used to pursue ECECfS. Themed-Project Work (TPW), a common means in Swedish preschools of organizing day-to-day activities, emerged as an important practice through which to examine questions of community within and across preschools. We describe organizational tensions concerning how pedagogical practices like TPW change from being tools to support a preschool’s activities, to being objects toward which these activities are oriented. Such changes can enable or constrain a preschool’s possibilities for building pluralistic and democratic ECEC environments. We also discuss how the said organizational tensions are rooted in how community is conceived of in preschool provision. Community is constituted not only through the relationships among members of individual preschools but also through the relationships that preschools have with other preschools in their administrative networks. We discuss contradictions that emerge in this matrix of relationships that shape how preschools enact good governance in the pursuit of ECECfS.

  • 50.
    Lecusay, Robert
    et al.
    Södertörn University, Teacher Education, Education.
    Rainio, Anna Pauliina
    University of Helsinki, Finland.
    Ferholt, Beth
    Brooklyn College, Brooklyn, USA.
    Caring about and with Imaginary Characters: Early Childhood Playworlds as Sites for Social Sustainability2022In: Sustainability, E-ISSN 2071-1050, Vol. 14, no 9, p. 5533-5533Article in journal (Refereed)
    Abstract [en]

    We investigate the concept of care in adult-child joint play through two cases that illustrate ways in which the development of care relations among researchers, pedagogues, and children—and the imaginary characters they create through their joint play—shape and sustain early childhood education and care research and practice. We focus on the ways that early childhood education and care pedagogues’ approaches to care provide insights into practices of social sustainability, specifically social inclusion. The cases we present are drawn from recent studies of early childhood play. The studies belong to a corpus of international research projects that are researcher-teacher collaborations. These studies explore a unique form of adult-child joint imaginary play known as playworlds. Playworlds are based on cultural historical theories of development and art, Gunilla Lindqvist’s studies of playworlds, and local theory and practice of early childhood education and care. Our analyses of playworlds are based, in part, on Winnicott’s concept of transitional objects. The two cases are drawn from ECEC playworlds in Finland and the US. Each exemplifies how playworlds, as forms of participatory design research, make social sustainability possible. Furthermore, these cases highlight how, by working with the boundaries between and moving between real and imagined, the participants are able to develop new ways of being that are radically inclusive. We argue that they do so by facilitating and maintaining the development of care relations among researchers, teachers, children, and, importantly, imaginary characters, in ways that create what we call transitional subjects. We conclude that social sustainability, like care, should be conceived of as an ecology of caring practices.

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