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  • 1.
    Hållander, Marie
    Södertörns högskola, Lärarutbildningen, Pedagogik.
    Demokratin mår bra av sexuella lekar2024Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 2.
    Hållander, Marie
    Södertörns högskola, Lärarutbildningen, Pedagogik.
    Exemplets didaktik: singularitet och subjektivitet i religionsundervisning2024Ingår i: Speki. Nordic Philosophy and Education Review, E-ISSN 2704-1751, Vol. 1, nr 1, s. 18-32Artikel i tidskrift (Refereegranskat)
    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.

  • 3.
    Hållander, Marie
    Södertörns högskola, Lärarutbildningen, Pedagogik.
    Foreword: The Educational and Political Potential of Art2022Ingår i: Dan Perjovschi The Horizontal Newspaper: A School of Text and Image / [ed] Gloria Luca, Bucharest: Curtea Veche Publishing , 2022, s. 9-12Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 4.
    Hållander, Marie
    Södertörns högskola, Lärarutbildningen, Pedagogik.
    Är det dags att uppvärdera skammen?2022Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 5.
    Hållander, Marie
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Aldrig mer det vardagliga2021Övrigt (Övrig (populärvetenskap, debatt, mm))
  • 6.
    Hållander, Marie
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    "Never Again the Everyday": On Cinema, Colportage and the Pedagogical Possibilities of Escapism2021Ingår i: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 40, s. 493-505Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article is a philosophical analysis of escapism as a pedagogical possibility, with a particular focus on TV series. Taking my own, as well as students, experience of escapism into TV series as a starting point, that is, their ability take us somewhere far away, something which has become more acute during the pandemic time since we remain more or less self-isolated because of the corona virus Covid-19, the article discusses escapism in relation to distraction and attention in life as well as within teaching, but also in relation to colportage, hope and social justice. According to Ernst Bloch, social justice cannot materialize without regarding things differently. Something that is often dismissed as mere escapism might be a seed for a new and more humane social order, as it can be seen as an "immature, but honest substitute for revolution" (Bloch 1986, p. 368). Drawing on Bloch's understanding of colportage and hope, as well as Walter Benjamin's understanding of mass culture and cinema, the article treats escapism and TV series not as something simple, but rather as possible seeds for a new social order and thus as having pedagogical possibilities (Hallander, 2020).

  • 7.
    Hållander, Marie
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    Skolans roll i ojämlikt samhälle2020Ingår i: Dagens Arena, nr 20 februariArtikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 8.
    Hållander, Marie
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik.
    The Pedagogical Possibilities of Witnessing and Testimonies: Through the Lens of Agamben2020 (uppl. 1)Bok (Refereegranskat)
    Abstract [en]

    This book explores the pedagogical possibilities of testimony and witnessing. Drawing on the work of Giorgio Agamben, this book highlights the ultimate impossibility of witnessing and testimony: testimonies do not stand outside language, history, politics, or capitalist systems. Through analysis of different aspects of representation, subjectivity and emotions, this book illustrates how testimonies can be used as a way to control student emotions, perceptions and understandings. Testimonies used within teaching can work as a way to reproduce stereotypes of suffering, and can thus consolidate and reinforce exisiting power structures and identities. By exploring these difficulties, the author argues for the value of teaching historical testimonies of suffering that recognize both the impossibilities and possibilities of witnessing and testimony.​

  • 9.
    Hållander, Marie
    Södertörns högskola, Institutionen för kultur och lärande, Pedagogik. Stockholm University, Sweden.
    On the Verge of Tears: The Ambivalent Spaces of Emotions and Testimonies2019Ingår i: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 38, nr 5, s. 467-480Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article discusses the relation between emotions and testimony, by asking the questions: What do emotions do? Are emotions possible and desirable starting points for teaching difficult and complex subjects such as injustice and historical wounds? This article explores the 2015 image and testimony of Alan Kurdi, lying on a beach of the Mediterranean Sea and the immense emotional response it elicited from the media. By critiquing emotions based on testimonies in teaching, by primarily following Ahmed (The cultural politics of emotion, Routledge, New York.  https://doi.org/10.4324/9780203700372, 2004) and Todd (Learning from the other: Levinas, psychoanalysis, and ethical possibilities in education. State University of New York Press, Albany, 2003), this article argues that emotions are cultural practices, not psychological states, and, thus, are relational. On this point, the argument is developed into two different movements, first, the effects offered by listening; second, opacity in relation to transparency, based on the thoughts of Glissant (Poetics of relation. University of Michigan Press, Ann Arbor, 1997). The aspects of listening and opacity in relation to testimonies, in turn, yield an ambivalent space in which emotions play a role (regardless of whether or not that function is desired) in students encounter with testimonies and may, in turn, imply educational possibilities.

  • 10.
    Hållander, Marie
    Stockholms universitet, Sverige.
    Horace Engdahl talar med kluven tunga om kvinnornas vittnesmål2018Ingår i: Dagens arena, nr 2018-05-30Artikel i tidskrift (Övrig (populärvetenskap, debatt, mm))
  • 11.
    Hållander, Marie
    Stockholms universitet, Sverige.
    Det omöjliga vittnandet: Om vittnesmålets pedagogiska möjligheter2017Bok (Övrigt vetenskapligt)
    Abstract [sv]

    Kan en undervisning byggd på vittnesmål som vittnar om historiska sår bidra till att rätta det orätta? Det omöjliga vittnandet undersöker vad det finns för pedagogiska möjligheter i vittnandet och i vittnesmålet genom en filosofisk utredning av olika aspekter, närmare bestämt representation, subjektivitet och känslor. Det är en filosofisk studie som utgår från Giorgio Agamben, men också från The Latina Feminist Group, Gayatri Chakravorty Spivak, Sara Ahmed och Eduardo Glissant.

    Vad har vittnesmålet för pedagogiska möjligheter att förändra nuet? På vilket sätt kan vittnandet möjliggöra processer av subjektivitet? Vad kan känslorna göra i mötet med vittnesmål?

  • 12.
    Hållander, Marie
    Stockholm University, Sweden.
    Inhabiting a Place in the Common: Profanation and Biopolitics in Teaching2017Ingår i: Studier i Pædagogisk Filosofi, E-ISSN 2244-9140, Vol. 6, nr 1, s. 69-82Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article considers the common and shared world in teaching, by reference to the concept of profanation in relation to biopolitics. “To profane”, means to treat something (or someone) as worldly and as something “that can be played with”. The act of profanation has implications for how objects that are “put on the table” can be regarded in teaching and how these “objects” can become public goods. But what happens when things that are used in teaching are representations of social injustice and suffering? This article will give a critique of the idea of profanation, specifically discussing when teaching deals with social injustice and representations of suffering.

  • 13.
    Schumann, Claudia
    et al.
    Stockholm University, Sweden.
    Hållander, Marie
    Stockholm University, Sweden.
    Shifting feminist politics in education: Contemporary philosophical perspectives2017Ingår i: Studier i Pædagogisk Filosofi, E-ISSN 2244-9140, Vol. 6, nr 1, s. 1-4Artikel i tidskrift (Övrigt vetenskapligt)
    Abstract [en]

    The idea for this special issue developed during one of the yearly meetings of the Nordic Educational Research Association (NERA). A group of younger researchers interested in feminist and queer philosophical perspectives on education had gathered between the official network meetings and discussed the organizational division between a more narrowly defined philosophy of education, on the one hand, within the network of The Nordic Society for Philosophy of Education and on the other hand feminist philosophical perspectives within the networks Gender and Education and Post-approaches to education.

  • 14.
    Adami, Rebecca
    et al.
    Stockholm University, Sweden.
    Hållander, Marie
    Stockholm University, Sweden.
    Testimony and Narrative as a Political Relation: the Question of Ethical Judgment in Education2015Ingår i: Journal of Philosophy of Education, ISSN 0309-8249, E-ISSN 1467-9752, Vol. 49, nr 1, s. 1-13Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening; a listening that puts pupils at risk when they relate testimonies to their own life narratives. The article raises the importance of listening in training narrative ethos in relation to violence witnessed in film. The article contributes by enhancing an understanding of a relational dimension to testimony and narrative, which, in an Arendtian sense, is also put forward as a political relation.

  • 15.
    Hållander, Marie
    Stockholm University, Sweden.
    Voices from the past: on representations of suffering in education2015Ingår i: Ethics and Education, ISSN 1744-9642, E-ISSN 1744-9650, Vol. 10, nr 2, s. 175-185Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    How can the use of testimonies, as representations of suffering, be understood in education? What kind of potential can the use of testimonies have for pedagogical transformation? In this article, drawing on Mollenhauer and Sontag, I discuss the problem of representation as selection in education as it is easier to opt out of that which is difficult to face, to describe and to understand. As an alternative, I see what happens if representations of suffering are related to voices and remnants from the past, drawing on Agamben, and as something that stands between what is possible to say and what is impossible to say, in any language. The article also draws on Spivak's theory of a representational idea based on literary reading, hacking and suturing, which urges 'us' to regard testimonies as relational and to listen to different voices from the past and to make room for them within our own language.

  • 16.
    Hållander, Marie
    Stockholm University, Sweden.
    Voices from the past: on representations of violence in education2014Ingår i: Old and new generations in the 21st century: Shifting landscapes of education: Conference proceedings / [ed] Stefan Ramaekers; Philippe Noens, International network of philosophers of education , 2014, s. 134-143Konferensbidrag (Refereegranskat)
1 - 16 av 16
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