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  • 1.
    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
  • 2.
    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)
    Download full text (pdf)
    Skolkultur i omvandling: Om att vända en negativ trend och bibehålla en hoppfull skolkultur mot alla odds
  • 3.
    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. 

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    Synliggjord skolkultur: Att forma en inkluderande och hållbar skolvardag för ungdomar i socialt utsatta områden
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    presentationsbild
  • 4.
    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.

  • 5.
    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.

  • 6.
    Todd, Sharon
    et al.
    Maynooth University, Ireland.
    Hoveid, Marit Honerod
    Norwegian University of Science & Technology (NTNU), Norway.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Educating the Senses: Explorations in Aesthetics, Embodiment and Sensory Pedagogy2021In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 40, no 3, p. 243-248Article in journal (Refereed)
  • 7.
    Bergdahl, Lovisa
    et al.
    Södertörn University, School of Culture and Education, Education.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Feminism within Philosophy of Education2021In: 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)
  • 8.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Läraryrkets interkulturella dimensioner: en pedagogisk reflektion2020In: Perspektiv på interkulturalitet / [ed] Helena Hill, Huddinge: Södertörns högskola, 2020, p. 21-35Chapter in book (Other academic)
    Download full text (pdf)
    fulltext
  • 9.
    Bergdahl, Lovisa
    et al.
    Södertörn University, School of Culture and Education, Education.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Sustaining What is Valuable: Contours of an Educational Language About Values2020In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 54, no 5, p. 1260-1277Article in journal (Refereed)
    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.

  • 10.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Mellan maktkritik och kunskapskriser: några utmaningar för den normkritiskt inspirerade läraren2019In: Normkritisk pedagogik: perspektiv, utmaningar och möjligheter / [ed] Lotta Björkman & Janne Bromseth, Lund: Studentlitteratur AB, 2019, 1, p. 161-182Chapter in book (Other academic)
  • 11.
    Bergdahl, Lovisa
    et al.
    Södertörn University, School of Culture and Education, Education.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Pedagogical postures: a feminist search for a geometry of the educational relation2018In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 13, no 3, p. 309-328Article in journal (Refereed)
    Abstract [en]

    Inspired by Adriana Cavarero’s recent work on maternal inclinations as a postural term, the overall purpose of this article is to seek out a geometry of the educational relation that is alien to the masculine myth of the ‘economic man’. Drawing on Jan Masschelein and Maarten Simons’s critique of the marketization of education, reading their giving ‘shape and form’ to the scholastic school through the geometry of Cavarero’s ‘maternal inclinations’, the article shows how images and metaphors associated with the posture of rectitude infuse the scholastic model of the school. At the same time, we argue, it testifies to a geometry of an inclined subject and, in doing so, it offers an opening for recovering the significance of the feminine and maternal to educational theory. Affirming this opening, the paper makes a shift of emphasis from scholastic techniques to educational postures.

  • 12.
    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 Past2018In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 37, no 4, p. 367-382Article 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.

  • 13.
    Langmann, Elisabet
    et al.
    Södertörn University, School of Culture and Education, Education.
    Säfström, Carl Anders
    Maynooth University Social Science Institute, MUSSI, Co Kildare, Ireland.
    Varför tar våldet aldrig slut och vad kan vi göra åt det?: En pedagogik-filosofisk analys av fenomenet mobbning2018In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 38, no 4, p. 337-351Article in journal (Refereed)
    Abstract [en]

    How is it possible that bullying continues to be a common phenomenon in schools, despite the fact that so many teachers, students and parents, through diverse anti-bullying programs, have been engaged in trying to stop it? This question is addressed in this article through a philosophy of education-based analysis of the phenomenon of bullying. The article builds on results from two research projects financed by the Swedish Research Council, and offers a critical reading of the so-called norm-critical (Swedish normkritiska) approaches to bullying. As a result of the analysis made, the article shows how the inequality of the institution itself reproduces the conditions for bullying, and that in order to change those conditions, individual actors in the everyday life of schooling need to confirm their equality.

  • 14.
    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, p. 247-267Chapter in book (Other academic)
  • 15.
    Langmann, Elisabet
    Södertörn University, School of Culture and Education, Education.
    Schooling Tolerance: An Educational Art2017In: Mechanisms of Tolerance: an anthology / [ed] Erik Lundberg, Stockholm: The Living History Forum , 2017, p. 256-276Chapter in book (Other academic)
  • 16.
    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, p. 461-475Article 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.

  • 17.
    Langmann, Elisabet
    et al.
    Södertörn University, School of Culture and Education, Education.
    Månsson, Niclas
    Mälardalens högskola.
    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, p. 79-100Article in journal (Refereed)
  • 18.
    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, p. 233-245Article 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.

  • 19.
    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, p. 117-119Article, book review (Other academic)
  • 20.
    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.

  • 21.
    Langmann, Elisabet
    Örebro universitet.
    Toleransens pedagogik: En pedagogisk-filosofisk studie av tolerans som en fråga för undervisning2013Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Focusing on a lived and practiced tolerance, this thesis sets out to explore questions concerning education for tolerance, and, specifically, how teachers and educators can prepare students to become tolerating subjects in their everyday encounters with others. Taking its point of departure in real and fictional classroom situations, the overall purpose of the study is to explore the ethical and transformative potential inherent in education for tolerance. The theoretical frame of the study is deconstruction and the philosophical writings of Jacques Derrida. The purpose of the thesis is accomplished in three movements. The first aims to show why teachers and educators need to redirect their attention in the classroom if the ethical and transformative potential that lies in education for tolerance is to be taken seriously. Instead of focusing on the tolerated and “deviating” other, it proposes that the tolerating subject should be the center of attention. The second movement aims to prepare the ground for a deconstructive reading by mapping different contemporary discourses of tolerance. Three distinct but interrelated dilemmas of tolerance are identified: the dilemma of welcoming, the dilemma of drawing boundaries, and the dilemma of bearing or enduring the otherness of the other. The third movement aims to show how a deconstructive reading of the dilemmas of tolerance can help teachers and educators to perceive and relate otherwise to the tolerating subject in education. For this, I turn to Derrida’s deconstructions of three concepts that are vital for our understanding of tolerance: hospitality, justice and mourning. The final section of the thesis discusses some educational implications deriving from the study. It is argued that if we look at the tolerating subject through the experience of its deconstruction, we also come to see education for tolerance otherwise. What this altered perspective can mean for education is articulated within the framework of what is called a pedagogy of tolerance.

  • 22.
    Langmann, Elisabet
    Mälardalens högskola.
    Representational and Territorial Economies in Global Citizenship Education: Welcoming the Other at the Limit of Cosmopolitan Hospitality2011In: Globalisation, Societies and Education, ISSN 1476-7724, E-ISSN 1476-7732, Vol. 9, no 3-4, p. 399-409Article in journal (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.

  • 23.
    Langmann, Elisabet
    Mälardalens högskola.
    Rethinking the Place of Tolerance in Education: Encountering Otherness between Acceptance and Rejection2011In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, Vol. 31, no 2, p. 96-105Article in journal (Refereed)
    Abstract [en]

    This article explores how any success in encountering difference a discourse on tolerance might have in education, depends on how it deals with different meanings of otherness. By making a distinction between tolerance of diversity and tolerance of difference, it proposes a way of responding to this challenge that takes the otherness of the Other seriously. The point made is that to promote tolerance on the basis that we can already tell the tolerable from the intolerable, risks excluding the very possibility of welcoming something new and unforeseen that may alter the perception we have of ourselves and the world.

  • 24.
    Langmann, Elisabet
    Mälardalens högskola.
    Welcoming Difference at the Limit of Tolerance Education2011In: Philosophy of Education Yearbook, 2010 / [ed] Gert Biesta, Urbana, IL: Philosophy of Education Society , 2011, p. 337-345Chapter in book (Refereed)
    Abstract [en]

    In this article I argue that, contrary to what some critics have argued, the problem with the idea of promoting tolerance in education is not the tolerating/tolerated distinction as such, but how we tend to think about the place of welcome in practices of tolerance. Drawing on the ethical dimensions of hospitality (Derrida), I first elaborate on the importance of examining new ways of welcoming difference beyond clear cut dichotomies between self and other. I then make a distinction between two modalities of hospitality. Using this distinction, I discuss how a move from knowledge and control to hospitality and risk may open new spaces for welcoming the other, and consider what implications this move has for advocating personal transformation and social justice in tolerance education.

  • 25.
    Månsson, Niclas
    et al.
    Mälardalens högskola.
    Langmann, Elisabet
    Mälardalens högskola.
    Facing Ambivalence in Education: A Strange(r’s) Hope?2010In: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 6, no 1, p. 15-25Article in journal (Refereed)
    Abstract [en]

    This article explores how our understanding of ambivalence would shift if we saw it as an inherent and essential part of the ordinary work of education. Following Bauman's sociology of the stranger and Derrida's deconstructions of hospitality, the article unfolds in three parts. In the first part we discuss the preconditions of modern education which since the Enlightenment has been guided by the postulate that there is and ought to be a rational order in the social world. In the second part we consider the intolerance of strangers the modern will-to-order has caused. Since the stranger appears as a liminal category that falls between the boundaries of already established social categories, she can only be viewed as an antithesis of a well-ordered society. In the third part we ask how educational spaces hospitable to strangers can be opened up, and argue that we would do better not to construe living with ambivalence as a problem, but as a quest for humanity and justice.

  • 26.
    Langmann, Elisabet
    Mälardalens högskola / Örebro universitet.
    Välkomna (nästan) allihopa!: Mellan kategoriserade olikheter och radikal skillnad2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 3, p. 57-71Article in journal (Refereed)
    Abstract [en]

    This article explores the dilemmas involved in welcoming differences in education without simultaneously fostering structural conditions that reproduce discrimination and intolerance. Taking an excerpt from Fanny Abjörnsson’s doctoral thesis I en klass för sig (2004) and Jacques Derrida’s deconstructions of the concept of hospitality as points of departure, the article unfolds in three parts. First, I make a distinction between two ways of responding to the otherness of the other: a conditional welcoming of social categories, and an unconditional welcoming of radical difference. These are further explored in part two. In part three I turn to the “double responsiveness” Derrida highlights as inherent in the paradoxes of hospitality, and ask how it is possible to act within this tension in relation to education. I argue that the welcoming of differences in education demands sensitivity to ambiguity and uncertainty, as well as tact and improvisation in concrete pedagogical situations.

  • 27.
    Langmann, Elisabet
    et al.
    Karlstads universitet.
    Andersson, Cathrin
    Karlstads universitet.
    Dahlin, Bo
    Karlstads universitet.
    I mötet mellan två pedagogiska kulturer: Waldorflärarutbildares, utbildningssamordnares och studerandes uppfattningar om utbildningen Lärarexamen med waldorfprofil2005Report (Other academic)
  • 28.
    Dahlin, Bo
    et al.
    Karlstads universitet.
    Langmann, Elisabet
    Karlstads universitet.
    Andersson, Cathrine
    Karlstads universitet.
    Kunskaper i Svenska, Engelska och Matematik samt attityder till undervisningen i skolår 9: En jämförelse mellan waldorfelever och elever i den kommunala skolan2005Report (Other academic)
  • 29.
    Dahlin, Bo
    et al.
    Karlstads universitet.
    Andersson, Cathrine
    Karlstads universitet.
    Langmann, Elisabet
    Karlstads universitet.
    Waldorfskolor och medborgerligt-moralisk kompetens: En jämförelse mellan waldorfelever och elever i den kommunala skolan2004Report (Other academic)
  • 30.
    Dahlin, Bo
    et al.
    Karlstads universitet.
    Andersson, Cathrine
    Karlstads universitet.
    Langmann, Elisabet
    Karlstads universitet.
    Waldorfskolorna och segregationsfrågan: En undersökning av ”waldorfföräldrars” sociala och kulturella homogenitet2004Report (Other academic)
  • 31.
    Dahlin, Bo
    et al.
    Karlstads universitet.
    Andersson, Cathrine
    Karlstads universitet.
    Langmann, Elisabet
    Karlstads universitet.
    Waldorfelever i högre utbildning: En uppföljningsstudie2003Report (Other academic)
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