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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)
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    Att synliggöra skolkultur
  • 2.
    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)
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    Skolkultur i smått och stort: Om de mindre gesternas betydelse för formandet av en hållbar skolkultur
  • 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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  • 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.
    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. 

  • 6.
    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)
  • 7.
    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.

  • 8.
    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.

  • 9.
    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)
  • 10.
    Sorgenfrei, Simon
    et al.
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions. Södertörn University, School of Historical and Contemporary Studies, Institute for studies in multireligiosity and secularity (IMS).
    Thurfjell, David
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions. Södertörn University, School of Historical and Contemporary Studies, Institute for studies in multireligiosity and secularity (IMS).
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Bergkvist, Martin
    Södertörn University, School of Police Studies.
    Berglund, Jenny
    Stockholms universitet.
    Borevi, Karin
    Södertörn University, School of Social Sciences, Political Science.
    Ekdahl, Yassin
    Gunnarsson, David
    Södertörn University, School of Historical and Contemporary Studies, Ethnology.
    Hagevi, Magnus
    Linnéuniversitetet.
    Kuusisto, Arniika
    Stockholms universitet.
    Larsson, Göran
    Göteborgs universitet.
    Middlemiss Lé Mon, Martha
    Uppsala universitet.
    Mondaca, Margarita
    Karolinska Institutet.
    Nilsson, Staffan
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Nordin, Magdalena
    Göteborgs universitet.
    Rasoal, Chato
    Södertörn University, School of Police Studies.
    Rostami, Amir
    Stockholms universitet.
    Sarwar, Farhan
    Södertörn University, School of Police Studies.
    Ståhle, Göran
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Talén, Peder
    Högskolan i Gävle.
    Vikdahl, Linda
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Weinryb, Noomi
    Södertörn University, School of Social Sciences, Public Administration.
    Wieslander, Malin
    Linköpings universitet.
    Yourstone, Jenny
    Center mot våldsbejakande extremism.
    Zackariasson, Maria
    Södertörn University, School of Historical and Contemporary Studies, Ethnology. Södertörn University, Teacher Education.
    Zillen, Kavot
    Stockholms universitet.
    Åström, Karin
    Umeå universitet.
    Mångreligiositet och sekularitet i svenskt polisväsende, vård, skola och offentlig förvaltning: en forskningsöversikt2021Report (Other academic)
    Abstract [sv]

    Under de senaste decennierna har Sverige genomgått stora demografiska och politiska förändringar. Tillsammans har dessa inneburit att Sverige idag samtidigt är ett av Europas mest sekulariserade och mest mångreligiösa länder. Den snabba demografiska förändring Sverige har genomgått har ställt många inför nya, stora och i vissa fall skyndsamma kunskapsbehov samtidigt är forskningen om situationen delvis eftersatt. I denna rapport identifieras hur den nya situationen relaterar till det lagstadgade uppdrag som svenskt polisväsende, vård, skola och offentlig förvaltning har. Den forskning som gjorts inom dessa områden sammanfattas och de viktigaste forskningsbehoven identifieras.

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    Mångreligiositet och sekularitet i svenskt polisväsende, vård, skola och offentlig förvaltning: en forskningsöversikt
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  • 11.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Kvinnan som plats och kvinnans plats2020In: Kvinnligt religiöst ledarskap: En vänbok till Gunilla Gunner / [ed] Simon Sorgenfrei & David Thurfjell, Huddinge: Södertörns högskola, 2020, p. 265-275Chapter in book (Other academic)
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    Kvinnan som plats och kvinnans plats
  • 12.
    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.

  • 13.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Könsskillnadens religionskunskapsundervisning2018In: Interkulturell religionsdidaktik: utmaningar och möjligheter / [ed] Olof Franck & Peder Thalén, Lund: Studentlitteratur AB, 2018, 1, p. 253-274Chapter in book (Refereed)
  • 14.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Language matters: gendering Religious Education teaching2018In: British Journal of Religious Education, ISSN 0141-6200, E-ISSN 1740-7931, Vol. 40, no 3, p. 317-326Article in journal (Refereed)
    Abstract [en]

    Taking its point of departure in the idea that language is never neutral but always coded in the masculine or the feminine (Irigaray), the main purpose of the paper is to explore the gendered coding of Religious Education teaching and how this coding interplays in shaping relationships and knowledge in the classroom. As recent research shows, debates about religion are becoming increasingly aggressive in many Western democracies and Religious Education is not unaffected by this. Drawing on Luce Irigaray’s notion of sexual difference the paper argues that RE tends to have a masculine coding in its overemphasis on beliefs, creeds and concepts. This not only positions both girls and boys as feminine in relation to (masculine) religion, it also fails to offer the more nuanced understanding of religious life so well needed today. The paper is divided into three sections. The first outlines briefly, theoretically and methodologically, the larger study of which this paper is part. The second offers an exposition of Irigaray’s thinking on sexual difference, and the third relates her philosophy to three empirical examples. The paper ends with a summary of the main points of the argument and the implications of language matters for Religious Education teaching.

  • 15.
    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.

  • 16.
    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.

  • 17.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Crisis or Struggle?: A Language of Natality as a Struggle for Education2017In: Studier i Pædagogisk Filosofi, E-ISSN 2244-9140, Vol. 6, no 1, p. 25-38Article in journal (Refereed)
    Abstract [en]

    Taking its point of departure in the connotations to war and violence inherent in what is here called the ‘language of crisis’ (Jantzen), the purpose of this article is to explore what it might mean to reassess the language of educational change and policy reform in the imagery of natality and birth (Arendt). If the task in a ‘crisis’ is to fight against the crisis, effectively and forcefully, the argument of the paper is that the root metaphors of natality and birth puts into play an imagery that makes possible a relational language for educational change and reform. If the language we use has performative consequences, the question explored is what a ‘language of natality’ can make possible as a language of struggle for education.

  • 18.
    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.

  • 19.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Dags att lämna krisretoriken i skoldebatten2014In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 1, p. 26-31Article in journal (Other (popular science, discussion, etc.))
  • 20.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Education, Education.
    Feminist och katolik: Anna Lenah Elgström i nytryck2014In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 6, p. 19-22Article in journal (Other (popular science, discussion, etc.))
  • 21.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Communication, Education.
    Hur mycket mångfald orkar vi bära?2012In: Signum : katolsk orientering om kyrka, kultur, samhälle, ISSN 0347-0423, no 8, p. 24-27Article in journal (Other (popular science, discussion, etc.))
  • 22.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Communication, Education.
    Religion och bildning: Emilia Fogelklou och bildningsbegreppets mystika förankring2012In: Svenska Bildningstraditioner / [ed] Anders Burman och Per Sundgren, Daidalos, 2012, p. 231-246Chapter in book (Other academic)
  • 23.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Communication, Education.
    Demokratins paradox och dialogens (svåra) möjligheter2011In: Religion & Livsfrågor, ISSN 0347-2159, no 1, p. 18-20Article in journal (Other (popular science, discussion, etc.))
  • 24.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Communication, Education.
    När mänskligheten får ansikten2011In: Det goda lärandet: en antologi om liberal arts education / [ed] Anders Burman och Patrik Mehrens, Lund: Studentlitteratur AB, 2011, p. 63-80Chapter in book (Other academic)
  • 25.
    Bergdahl, Lovisa
    Södertörn University, School of Culture and Communication, Education.
    Den omöjliga trons möjlighet2010In: Pilgrim, ISSN 1400-0830, Vol. 17, no 3, p. 11-15Article in journal (Other (popular science, discussion, etc.))
  • 26.
    Bergdahl, Lovisa
    Stockholms universitet.
    Seeing Otherwise: Renegotiating Religion and Democracy as Questions for Education2010Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Rooted in philosophy of education, the overall purpose of this dissertation is to renegotiate the relationship between education, religion, and democracy by placing the religious subject at the centre of this renegotiation. While education is the main focus, the study draws its energy from the fact that tensions around religious beliefs and practices seem to touch upon the very heart of liberal democracy. The study reads the tensions religious pluralism seems to be causing in contemporary education through a post-structural approach to difference and subjectivity.

    The purpose is accomplished in three movements. The first aims to show why the renegotiation is needed by examining how the relationship between education, democracy, and religion is currently being addressed in cosmopolitan education and deliberative education. The second movement introduces a model of democracy, radical democracy, that sees the process of defining the subject as a political process. It is argued that this model offers possibilities for seeing religion and the religious subject as part of the struggle for democracy. The third movement aims to develop how the relationship between education, democracy, and religion might change if we bring them together in a conversation whose conditions are not ‘owned’ by any one of them.

    To create this conversation, Hannah Arendt, Jacques Derrida, Søren Kierkegaard, and Emmanuel Levinas are brought together around three themes – love, freedom, and dialogue – referred to as ‘windows.’ The windows offer three examples in which religious subjectivity is made manifest but they also create a shift in perspective that invites other ways of seeing the tensions between religion and democracy. The aim of the study is to discuss how education might change when religion and democracy become questions for it through the perspectives offered in the windows and what this implies for the particular religious subject.

  • 27. Bergdahl, Lovisa
    Lost in Translation: On the Untranslatable and its Ethical Implications for Religious Pluralism2009In: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 43, no 1, p. 31-44Article in journal (Refereed)
    Abstract [en]

    In recent years, there have been reports about increased

    religious discrimination in schools. As a way of

    acknowledging the importance of religion and faith

    communities in the public sphere and to propose a solution to

    the exclusion of religious citizens, the political philosopher

    Ju¨rgen Habermas suggests an act of translation for which

    both secular and religious citizens are mutually responsible.

    What gets lost in Habermas’s translation, this paper argues, is

    the condition that makes translation both necessary and

    (im)possible. Drawing on Walter Benjamin’s notion of the

    mysterious untranslatable and the task of the translator, the

    paper approaches translation as an ethical process involving

    risk, asymmetry and uncertainty. Not knowing where this risk

    will lead, the paper takes the ethical ambivalence at play in

    Jacques Derrida’s notion of the untranslatable and explores

    this in relation to religious difference in education. It argues

    that the untranslatable needs to be acknowledged in terms of a

    respect for difference and a limit to narration, if students with

    religious convictions are not to be further violated in schools.

  • 28. Bergdahl, Lovisa
    Public Education/Private Religion: Redefining Borders in Religious Education2009In: Your Heritage and Mine: Teaching in a Multi-Religious Classroom / [ed] Lena Roos & Jenny Berglund, Uppsala: [Religionshistoriska avdelningen, Uppsala universitet] , 2009, p. 60-67Chapter in book (Refereed)
  • 29.
    Bergdahl, Lovisa
    Lärarhögskolan i Stockholm.
    Om gemensamma värden i ett pluralistiskt samhälle: Lärarutbildarens syn på och arbete med gemensamma värden i den nya lärarutbildningen2006In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 13, no 1, p. 17-41Article in journal (Refereed)
1 - 29 of 29
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