About us / Subjects

Education

Graphic element for the subject of EducationThe subject covers current educational research and focuses on issues relating to socialisation, learning and identity in a transnational, multi-ethnic and intercultural context.

It provides in-depth theoretical knowledge with the aim of developing knowledge of, and a critical approach to, the dominant ethnocentric and dualistic concepts and values in school and the surrounding community. The subject thus aims to broaden the understanding of how knowledge is constructed, which knowledge is regarded as important and how similarities, differences and boundaries are used in these knowledge constructions. These intercultural approaches are applied in heterogeneous learning environments and entail striving for increased awareness of differing relationships to knowledge, education and learning.

 

Publications

Publications from the DiVA publications database are listed here on an ongoing basis.
Publications

Educare - Vetenskapliga skrifter 2018, : 42-.

Earlier interview studies of electric guitar playing girls in upper secondary schools, shows clearly that taken for granted knowledge values are connected to specific genres or styles, and to specific actions and behaviours related to these style. It is also obvious that the interviewed students, not least depending on sex, relate differently to these values. One statement based on the results of the interview studies with five electric guitar playing girls is that the role of the teacher becomes important when it comes to contribute to equal teaching and learning of music. The question is what the teacher needs to know and handle. In the article a pentagon model for responsive teaching is mirrored towards the girls’ experiences of ensemble education, aiming to make clear and discuss possibilities for equal teaching and learning. The connection to the special number of EDUCARE is not least the risk that arts values can conserve traditional gender roles in music educational settings.

AuthorPublishing yearSubject
Cecilia Ferm Almqvist

Research linked to the Baltic region and Eastern Europe

No
2018

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Studies in the Educational Sciences

Per Musi 2018, : 19-.

The starting point for the study presented in this article is constituted by experiences of using Simone de Beauvoir’s philosophy aiming to describe and understand the becoming of musical women in Swedish schools. Earlier research conducted outside the area of music shows that Beauvoir’s theories can help to explain – and provide means of change for – situations where there is a risk that traditional gender roles will be conserved. A majority of gender studies in the field of music education are based on the performativity theory of Judith Butler. In comparison, de Beauvoir states that repetitions and habits are stratified in the body as experiences, and that human beings are able to make choices in a situation. The aim of the study is to explore how caring is nurtured among girls in Swedish music educational settings. Material generated through two phenomenological studies conducted within specialist music programs in lower respectively higher secondary education in Sweden, constituted the empirical base for conducting re-analysis. This re-analysis followed a hermeneutical phenomenological analytical model. Examples of how caring seemed to be nurtured among girls in music education appeared at different levels and in different situations. It concerns actions made by the girls aiming to make the social and musical setting function in agreed upon “good” ways, namely in the form of taking initiatives, filling “gaps”, and being flexible, andbecoming (aware) musical women. Finally we reflect upon causes and changes in relation to actions that seem to establish and maintain female students as immanent, and non-able to run their own projects, to speak with de Beauvoir. 

AuthorPublishing yearSubject
Cecilia Ferm Almqvist

Research linked to the Baltic region and Eastern Europe

No
2018

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Studies in the Educational Sciences

Asiatische Studien 2018, 72 (2): 489-513.

The Kauśikasūtra has three sets of general rules, the first two (1.1–8 cum 1.9–23) consecutively opening up the sūtra-text, having an application to the adjoining context, and the third one (7.1–9.7) being seemingly prescribed for the rest of the work. The understanding of the Kauśikasūtra draws hugely on ascertaining the right meaning of these paribhāṣās. The general rule 8.10 is an interesting example of such crux filologorum, wherein, regardless the emendation, the enouncement apparently bears little meaning and the paribhāṣā, as a whole, seems inapplicable. The paper discusses sixteen cases whereto the paribhāṣā 8.10 might be applied, starting from the instances thus indicated by the two commentators, Dārila and Keśava. In subsidiary, another subject is elucidated, the set of rites called manthāntāni karmāṇi, which, although there is no paribhāṣā regulating their function, they are prescribed by the sequence of rites 11.11–11.15, and are to be applied in the specified context. This is an example of the efforts done by the subsequent redactor(s) of the Kauśikasūtra, who have added general rules to elucidate the concise and obscure sūtra-text: an unspecified general rule (11.11ff) inserted in the adjoining context, and a specified, but redundant general rule (8.10) employed in the appropriate section, with little care for the consistency of the editorial work.

AuthorPublishing yearSubject
Julieta Rotaru

Research linked to the Baltic region and Eastern Europe

No
2018

School/Centre

CBEESSchool of Culture and Education
Education

Research area for doctoral studies

-

Romani Studies 2018, 28 (1): 1-4.

AuthorPublishing yearSubject
Kimmo Granqvist

Research linked to the Baltic region and Eastern Europe

No
2018

School/Centre

CBEESSchool of Culture and Education
Education

Research area for doctoral studies

-

Romani Studies 2018, 28 (1): 150-155.

AuthorPublishing yearSubject
Kimmo Granqvist

Research linked to the Baltic region and Eastern Europe

No
2018

School/Centre

CBEESSchool of Culture and Education
Education

Research area for doctoral studies

-

Romani Studies 2018, 28 (1): 41-78.

Half a century after the first work on the Romanian Roms written by M. Kogǎlniceanu (1837) at the suggestion of the father of modern geography, Alexander von Humboldt, similarly, at the suggestion of a foreign scholar, the father of Romani dialectology, Franz Miklosich, a graduate of the Faculty of Theology, University of Leipzig, and Ph.D. of the same university, Barbu Constantinescu, started to learn Romani and became the first Romanian scholar in the emergent field. He was an acknowledged educationist, the first exponent of Herbatianism in Romania, and worked in many educational pioneering projects, such as the establishment of the first kindergarten, as well as the reformation of the pedagogical and theological systems of education. In the field of Romani studies, unfortunately, he could not publish all his projected work, and posterity forgot his huge effort of travelling in all counties of Wallachia and Moldavia in search of Romani settlements. He published in Bucharest, in 1877 and 1878, a dozen songs and tales in Romani of his own translation, which were duly acknowledged (e.g. by F.H. Groome in his 1899 anthology of Gypsy folk songs). However, his work, comprising hundreds of documents, was not included in a collection, though it is partially preserved in some unedited manuscripts at the Romanian Academy Library in Bucharest, which are described here for the first time, in sections § 2.1-6. The article describes the intellectual legacy left by Barbu Constantinescu in the field of Romani studies.

AuthorPublishing yearSubject
Julieta Rotaru

Research linked to the Baltic region and Eastern Europe

No
2018

School/Centre

CBEESSchool of Culture and Education
Education

Research area for doctoral studies

-

Ethics and Education 2018, : 1-20.

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.

AuthorPublishing yearSubject
Elisabet LangmannLovisa Bergdahl

Research linked to the Baltic region and Eastern Europe

No
2018

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: . : .

AuthorPublishing yearSubject
Cecilia Ferm Almqvist

Research linked to the Baltic region and Eastern Europe

No
2018

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Politics, Economy and the Organization of Society

Studies in the Educational Sciences

Research in Dance Education 2018, : -.

AuthorPublishing yearSubject

Ninnie Andersson

Cecilia Ferm Almqvist

Research linked to the Baltic region and Eastern Europe

No
2018

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Studies in the Educational Sciences

International Journal of Education and the Arts 2018, : -.

AuthorPublishing yearSubject

Ninnie Andersson

Cecilia Ferm Almqvist

Research linked to the Baltic region and Eastern Europe

No
2018

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Studies in the Educational Sciences

Music Education Research 2018, : -.

AuthorPublishing yearSubject
Cecilia Ferm Almqvist

Research linked to the Baltic region and Eastern Europe

No
2018

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Studies in the Educational Sciences

Critical Romani Studies 2018, 1 (1): 44-61.

Contemporary scholarship in the fields of Romani Studies and antigypsyism (i.e., anti-Gypsyism or antiziganism), increasingly recognizes the centrality of location or “standpoint” in the discourse around representation and legitimacy. Deriving from a conceptual understanding of antigypsyism, this paper analyzes Gypsylorism, in the sense of constructions of “the exotic Other within Europe” (Lee, 2000). The trajectory of knowledge production from the early days of ”Gypsyology” to (critical) Romani Studies is analyzed: first, by means of a historiographical analysis of Nordic literature, which establishes the analytical dichotomy between subalternity and Gypsylorism, and second, by a scrutiny of recent academic debates in the field. The paper argues that the emergence of authors from the Romani standpoint in fictional and academic literature has contributed to a change as well as provoked counter-reactions. The paper illuminates debates and trajectories by discussing the failed attempts to make the Gypsy Lore Society (GLS) claim historical responsibility for its Gypsylorism/Orientalism at its Istanbul conference in 2012 and the compromise resolution of GLS in Stockholm in 2016, which avoided an apology and maintained the unresolved antagonism. 

AuthorPublishing yearSubject
Jan Selling

Research linked to the Baltic region and Eastern Europe

No
2018

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Critical and Cultural TheoryHistorical Studies

Studies in Philosophy and Education 2018, 37 (4): 367-382.

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.

AuthorPublishing yearSubject
Elisabet LangmannLovisa Bergdahl

Research linked to the Baltic region and Eastern Europe

No
2018

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

British Journal of Religious Education 2018, 40 (3): 317-326.

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.

AuthorPublishing yearSubject
Lovisa Bergdahl

Research linked to the Baltic region and Eastern Europe

No
2018

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Studier i Pædagogisk Filosofi 2017, 6 (1): 25-38.

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.

AuthorPublishing yearSubject
Lovisa Bergdahl

Research linked to the Baltic region and Eastern Europe

No
2017

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Estetiska uttryck och barns rättigheter i utbildning. Malmö : Gleerups Utbildning AB, 2017. 113-131.

AuthorPublishing yearSubject

Isak Benyamine

Liza Haglund

Research linked to the Baltic region and Eastern Europe

No
2017

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Newsletter of the Gypsy Lore Society 2017, 40 (4): 7-8.

AuthorPublishing yearSubject
Julieta RotaruKimmo Granqvist

Research linked to the Baltic region and Eastern Europe

No
2017

School/Centre

CBEESSchool of Culture and Education
Education

Research area for doctoral studies

-

Newsletter of the Gypsy Lore Society 2017, 40 (2): 5-6.

AuthorPublishing yearSubject
Julieta RotaruKimmo Granqvist

Research linked to the Baltic region and Eastern Europe

No
2017

School/Centre

CBEESSchool of Culture and Education
Education

Research area for doctoral studies

-

Dialog-Pheniben 2017, 23 : 22-23.

AuthorPublishing yearSubject
Kimmo Granqvist

Research linked to the Baltic region and Eastern Europe

No
2017

School/Centre

CBEESSchool of Culture and Education
Education

Research area for doctoral studies

-

Vienna : European Union Agency for Fundamental Rights, 2017. ( ; )

During the last decade, Roma from Eastern Europe have moved to other countries of the European Union as a response to the complex forms of exclusion and poverty they face in their countries of origin. Such movement also became visible in Finland from 2004, and sparked considerable public discussion. The majority of the Roma EU migrants face challenges in accessing the right to residency in Finland, which also affects the fulfilment of their key civil, political, economic and social rights.The present report provides an overview of the participatory action research, Local Engagement for Roma Inclusion (LERI), which was implemented in Helsinki from November 2015 to 31 October 2016. The research worked with Roma EU citizens’ communities, most of whom lacked the right to residency in Helsinki. The aim was to generate knowledge and practices about their everyday experiences of exclusions and inclusion as regarding various areas of life. The project engaged Roma communities and local stakeholders in planning, implementing and evaluating community interventions. Sets of local interventions were implemented in the areas of generating income and employment, women’s participation and mobilisation, anti-Gypsyism, and community action. Data on the human rights situation of the Roma migrants and their experiences of exclusion was collected through participatory observation, participatory photography, focus groups and interviews.The key exclusions that Roma EU mobile citizens emphasised during the research included: the scarcity of income-generating activities and the challenges in accessing the labour market in Finland, in the home countries and generally in Europe; the lack of housing in Finland versus the difficulties registering one’s house in the country of origin; harassment in public spaces; and ethnic profiling.Participatory research and participatory community interventions can provide tools for the engagement of the Roma in the process of community and local actions – engagement that is tremendous for sustainable change. For LERI Helsinki, the flexibility of the research structure and the LERI’s culture of ‘learning by doing’ were central to realising successful interventions. The solid knowledge on the local social, economic and political context also positively affected the project’s implementation. On the other hand, the research identified that, in order to engage the communities in genuine participatory processes at all stages of project implementation, it required a resolute and sustained effort to train and strengthen the local capacity of the communities.

AuthorPublishing yearSubject

Anca Enache

Kimmo Granqvist

Research linked to the Baltic region and Eastern Europe

No
2017

School/Centre

CBEESSchool of Culture and Education
Education

Research area for doctoral studies

-

In: Beyond the Roma Holocaust. Krakow : Universitas, 2017. -.

AuthorPublishing yearSubject
Kimmo Granqvist

Research linked to the Baltic region and Eastern Europe

No
2017

School/Centre

CBEESSchool of Culture and Education
Education

Research area for doctoral studies

-

In: Das amen godi pala Lev Čerenkov. Romani historija, čhib taj kultura. Graz : Grazer Linguistische Monographien / GLMGRAZER ROMANI PUBLIKATIONEN, 2017. 221-237.

AuthorPublishing yearSubject
Kimmo Granqvist

Research linked to the Baltic region and Eastern Europe

No
2017

School/Centre

CBEESSchool of Culture and Education
Education

Research area for doctoral studies

-

Health, Risk and Society 2017, 19 (7-8): 351-368.

Western culture can be seen as permeated by risk-consciousness. In particular, parents are under scrutiny in their roles as risk managers. In this article, we address parental experiences of children more at risk than other children, children with food allergy, and the management of allergy risk in everyday life. Drawing on a notion of risk as ‘situated’ in local everyday life, we argue that a further exploration of parental understandings of child food allergy risk would benefit from an analysis of studies across different local contexts. In this article, we draw on a secondary qualitative cross-cultural analysis of interview data from several studies of parents in Sweden and Scotland through 2006–2010, which focused on parents’ understandings of the nature of food allergy and the children’s management of the allergy risk. We found some common themes in the different data sets. First, parents depicted food allergy as life-threatening, a ‘death risk’ lurking in the background, more or less constantly present in different everyday situations, amounting to an existential condition in parenting. Second, they talked about food allergy risk as a relational phenomenon, meaning that the risk emerged in the encounter between the young person’s individual competence to manage allergy risk and the understandings of allergy risk in others – thus depending on contexts and interaction between several actors. Finally, the analysis showed that unpredictability and risk in constant flux are the prominent aspects of living with food allergy. We also discussed the ways risk and trust are related, as well as how the involvement of others can be seen as both a risk and a safeguard. 

AuthorPublishing yearSubject

A. Worth

Marie-Louise Stjerna

Research linked to the Baltic region and Eastern Europe

No
2017

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Mechanisms of Tolerance. Stockholm : The Living History Forum, 2017. 256-276.

AuthorPublishing yearSubject
Elisabet Langmann

Research linked to the Baltic region and Eastern Europe

No
2017

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Toleransens mekanismer. Stockholm : Forum för levande historia, 2017. 247-267.

AuthorPublishing yearSubject
Elisabet Langmann

Research linked to the Baltic region and Eastern Europe

No
2017

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

Abingdon, Oxon : Routledge, 2017.

This book explores and critiques topical debates in educational sciences, philosophy, social work and cognitive neuroscience. It examines constructions of children, parents and the welfare state in relation to neurosciences and its vocabulary of brain architecture, critical periods and toxic stress. The authors provide insight into the historical roots of the relationship between early childhood education policy and practice and sciences. The book argues that the neurophilia in the early childhood education field is not a coincidence, but relates to larger societal changes that value economic arguments over ethical, social and eminently pedagogical concerns. It affects the image of the child, the parent and the very meaning of education in general. Constructions of Neuroscience in Early Childhood Education discusses what neuroscience has to offer, what its limitations are, and how to gain a more nuanced view on its benefits and challenges. The debates in this book will support early childhood researchers, students and practitioners in the field to make their own judgements about new evolutions in the scientific discourse.

AuthorPublishing yearSubject

M. Vandenbroeck

Liselott Mariett Olsson

Research linked to the Baltic region and Eastern Europe

No
2017

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Disability & Society 2017, 32 (7): 966-985.

Taking our point of departure from critical disability studies, this study explores affordances of a day activity centre with an artistic profile. The analysis reveals that this centre has two fundamental meanings to the participants; it is a place to create art, and it is a 'safe haven'. Our conclusion is that the desire to belong, to be in a community and to do artwork, entails a future need for flexible institutional environments, where the social milieu is characterized by increased influence and with an engaging focus, such as that which is offered in cultural work.

AuthorPublishing yearSubject

H. Knutes Nyqvist

Marie-Louise Stjerna

Research linked to the Baltic region and Eastern Europe

No
2017

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Scandinavian Journal of History 2017, 42 (3): 329-353.

The Interpol predecessor, the International Criminal Police Commission (ICPC), gradually came under the control of the Nazi Regime. Besides the task of combatting ordinary criminality', it, since 1934, had combatting of the Gypsy plague' on its agenda. The Swedish contacts were handled independently by the head of the Swedish forensic institute (SKA), Harry Soderman, who had good contacts with the ICPC presidents Heydrich and Nebe. This essay discusses, from a Swedish perspective but also with an international comparative view, critical and apologetic discourses on the ICPC Nazification and antiziganism. It focuses on available ICPC files at Riksarkivet and their archival surroundings, which lead to the Sandler Commission's investigation of police collaboration against the Scandinavian sabotage and resistance organization Wollweber. A main conclusion is that the informal network character of the ICPC and its lack of transparency discouraged critical reflections on this Nazification, and, to this day, obstructed a break with antiziganistic police traditions. In contrast to the independent inquiry commissions of Switzerland and Norway, which discuss the context of antiziganism and the ICPC, the selective governmental initiatives in Sweden have until now neglected the topic. The essay also discusses the problematic ICPC source material situation.

AuthorPublishing yearSubject
Jan Selling

Research linked to the Baltic region and Eastern Europe

No
2017

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Journal of Philosophy of Education 2017, 51 (2): 461-475.

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.

AuthorPublishing yearSubject
Elisabet LangmannLovisa Bergdahl

Research linked to the Baltic region and Eastern Europe

No
2017

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: A Companion to Research in teacher Education. Singapore : Springer, 2017. 179-191.

AuthorPublishing yearSubject

Herner Saeverot

Carl Anders Säfström

Research linked to the Baltic region and Eastern Europe

No
2017

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Families, Intergenerationality, and Peer Group Relations. Singapore : Springer, 2016. 1-18.

Depending on definition and academic discipline, home can refer to a place, a space, a feeling, or certain practices. House and home are often conflated, but the physical dwelling is only one dimension. Home can be shorthand for an ideal and comfortable haven but is also recognized, by feminist researchers for example, as a place where gender and age represent key dimensions for how members of a household view the meaning of home (Saunders and Williams 1988). Home is therefore understood as a multidimensional concept (see Mallet 2004 for a review). In this chapter we discuss where children and young people localize risks, as well as how they manage risks in different settings with reference to the home in particular. Following a brief review of children and young people's understandings and management of risk in different settings, this chapter draws on two case studies involving health risks in everyday life. The case studies involve children and young people from Scotland who live with parents who smoke and those from Sweden who have a food allergy. These cases are then discussed in relation to the wider literature to illuminate issues such as gender, spatial risk management, and child–parent relations within the home.

AuthorPublishing yearSubject

Neneh Rowa-Dewar

Marie-Louise Stjerna

Research linked to the Baltic region and Eastern Europe

No
2016

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Journal of Philosophy of Education 2016, 50 (2): 233-245.

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.

AuthorPublishing yearSubject
Elisabet Langmann

Research linked to the Baltic region and Eastern Europe

No
2016

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Stockholm : , 2016.

AuthorPublishing yearSubject
Christina Rodell OlgacFrank Michael Kirsch

René León Rosales


Research linked to the Baltic region and Eastern Europe

No
2016

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

Pedagogisk forskning i Sverige 2016, 21 (1-2): 79-100.

AuthorPublishing yearSubject

Niclas Månsson

Elisabet Langmann

Research linked to the Baltic region and Eastern Europe

No
2016

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Vem vågar vara interkulturell?. Stockholm : , 2016. 71-86.

AuthorPublishing yearSubject
Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2016

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

Stockholm : , 2016. ( ; )

Hösten 2012 fick Södertörns högskola och vi författare till föreliggande studie, Christina Rodell Olgaç och Angelina DimiterTaikon, i uppdrag av Skolverket att innan årets slut utveckla och starta en tvåårig romsk brobyggarutbildning med inriktning mot skolan, en utbildning som avslutades i juni 2015. Utbildningen kom att omfatta 15 romska brobyggare tillhörande olika romska grupper. Dessa var verksamma främst inom skolan i fyra av de fem pilotkommunerna, Luleå, Linköping, Göteborg och Helsingborg, som 2012 utsågs inom ramen för den dåvarande regeringens strategi för romsk inkludering åren 2012-2032. Den femte pilotkommunen Malmö valde att inte delta i just denna utbildningssatsning. Brobyggarna anställdes av kommunerna på heltid med femtio procent av tiden avsatt för brobyggarutbildningen. Utbildningen ägde rum på Södertörns högskola under två och en halv dag i månaden under fyra terminer med 7,5 högskolepoäng per termin, sammanlagt 30 högskolepoäng, motsvarande 25 procents heltidsstudier. Det övergripande syftet med denna studie är att utifrån ett interkulturellt pedagogiskt perspektiv och ur ett lärarperspektiv beskriva och analysera erfarenheter av just denna romska brobyggarutbildning med inriktning mot förskola, förskoleklass och grundskola. De frågor som studien främst undersöker gäller:Vilka innehållsmässiga och pedagogiska överväganden har funnits bakom brobyggarutbildningen?Vilka svårigheter och/eller möjligheter samt konsekvenser kan en högskoleutbildning få för en romsk brobyggare?Vilka pedagogiska lärdomar kan vi dra av erfarenheterna från utbildningen och implikationer av dessa lärdomar?

AuthorPublishing yearSubject
Angelina Dimiter-TaikonChristina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2016

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

Romani Studies 2016, 26 (1): 101-104.

AuthorPublishing yearSubject
Kimmo Granqvist

Research linked to the Baltic region and Eastern Europe

No
2016

School/Centre

School of Culture and Education
EducationStudies in Practical Knowledge

Research area for doctoral studies

-

Discourse. Studies in the Cultural Politics of Education 2016, 37 (5): 717-738.

‘How to give brain and body to the multiple pack that we already are or are becoming: how, in other words, are we to make sensible (auditory, visually and affectively) the time before “I think” and “We think” that we cannot plan, control or know, but simply experiment with, which is the “time of the city” and nothing else?’ (Rajchman, 2010, p. 39) These powerful words constitute the starting point for this article that argues that, within the context of early childhood literacy in a globalized and ‘multicultural’ world, we need to experiment with new ways of understanding identity and language through amalgamating early childhood pedagogy and didactics with aesthetics. Such an endeavour needs to take place beyond ‘the indignity of speaking for the other’ (Deleuze, 2004, p. 208) and beyond the constructed categories that have been attributed to children in the name of one or another minority group. Through vivid examples and theoretical movements taking place within the research project ‘The Magic of Language’ we propose to shift focus – from the identifying and categorizing of individuals, as well as from the epistemological violence performed in the name of recognition and linguistic representation – to aesthetic experimentation and to the place of experiments. A ‘time of the city’ is also a ‘time of the place’ and in this article we are arguing for the importance of aesthetic experimenting with that place.

AuthorPublishing yearSubject

G. Dahlberg

Liselott Mariett Olsson

Research linked to the Baltic region and Eastern Europe

No
2016

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Utbildning och Demokrati 2015, 24 (3): 117-119.

AuthorPublishing yearSubject
Elisabet Langmann

Research linked to the Baltic region and Eastern Europe

No
2015

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Dialog-Pheniben 2015, 19 : 22-23.

AuthorPublishing yearSubject

Joanna Talewicz-Kwiatkowska

Kimmo Granqvist

Research linked to the Baltic region and Eastern Europe

No
2015

School/Centre

CBEESSchool of Culture and Education
Education

Research area for doctoral studies

-

SKY Journal of Linguistics 2015, 28 : 403-407.

AuthorPublishing yearSubject
Kimmo Granqvist

Research linked to the Baltic region and Eastern Europe

No
2015

School/Centre

CBEESSchool of Culture and Education
Education

Research area for doctoral studies

-

Finnish Review of East European Studies 2015, 3 : -.

AuthorPublishing yearSubject

Anna Maria Viljanen

Kimmo Granqvist

Research linked to the Baltic region and Eastern Europe

Yes
2015

School/Centre

CBEESSchool of Culture and Education
Education

Research area for doctoral studies

-

Finnish Review of East European Studies 2015, 3 : 3-17.

AuthorPublishing yearSubject

Anton Tenser

Kimmo Granqvist

Research linked to the Baltic region and Eastern Europe

Yes
2015

School/Centre

CBEESSchool of Culture and Education
Education

Research area for doctoral studies

-

In: De finska romernas historia från svenska tiden till 2000-talet. Stockholm : Bokförlaget Atlantis, 2015. 288-303.

AuthorPublishing yearSubject
Kimmo Granqvist

Research linked to the Baltic region and Eastern Europe

Yes
2015

School/Centre

CBEESSchool of Culture and Education
Education

Research area for doctoral studies

-

In: ECER 2015 - the European Conference on Educational Research. : .

In this presentation we engage with the issues on international higher education imperatives in response to recent educational reforms and their implications for scholarship in the region of northern Europe. These issues bring forth components of an ongoing large comparative research project on ethical internationalization involving 20 universities across the globe (EIHE, 2015) funded by the Academy of Finland. Central to the theme are perspectives on how internationalization has been shaped. Historical accounts of the internationalisation of HE have been framed by organizational and system level perspectives (King, Marginson, & Naidoo, 2013) and are closely linked to economical-political-policy demands. In the past, focus was placed on academic and organizational climates and cultures, viewing education primarily from an administrative perspective, linked to economy, politics and policy. Thus, the social role of universities was scrutinized merely in relation to its external global environment, that is, in terms of its impact on ‘market competition’. Transnational corporations have over time exerted significant control that rise above national borders (King, Marginson & Naidoo, 2013) forcing universities to operate within the knowledge-based economy. Marginson (2009) has discussed these escalating developments in terms of status competition driven by neo-liberal political developments causing a reduction in state funding and demanding public universities to become increasingly self-supporting, financially.The rapidly escalating international education market has imposed unprecedented pedagogical demands on university teachers' academic professionalism and identity (Hellstén & Reid, 2008; Ryan, 2013; Trahar, 2011). Concurrently, there has been anxiety about lowering academic standards caused by a perceived fragmentation in the field (Ninnes & Hellstén, 2005) which may derive from an epistemic discord about internationalized curriculum policy, employability and conceptualizations about ethics (Andreotti, 2013).In this presentation we focus on current imperatives steering international policy and practice and related global, cultural and social imaginaries, by providing a sampling of commentary from teaching spaces in international education contexts. The presentation shows examples of interim EIHE project data collected from the northern EU region. In the presentation we involve the audience in discussing implications for future progression on the issues that might be central to a forming of (ethical) international communities of (educational) practice. 

AuthorPublishing yearSubject

Meeri Hellsten


Research linked to the Baltic region and Eastern Europe

No
2015

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: NERA 2015 - Marketisation and Differentiation in Education. : .

Globalization has meant that universities are under increased pressure to internationalize through mobility, research partnerships, and internationalised programing. Global citizenship is an increasingly mainstream term being used by the UN and OECD regarding education for the 21st century, yet research about its conceptualization in higher education comes largely from English-speaking contexts (e.g. Jorgenson & Shultz, 2012). This paper presents a piece of an inter-disciplinary, international mixed-methods research project funded through the Academy of Finland and involving 20 universities in 10 countries. It responds to concerns that current economic crises have resulted in an intensification of those internationalization policies in universities that prioritize profit-seeking over those that prioritize ethical alternatives (Khoo, 2011). Drawing on critical and post/de-colonial theories (e.g. Andreotti, 2009), the project considers how, when left unchecked, internationalisation is normalized so as to re-direct social and political values such as global citizenship and social responsibility towards economic values thereby reproducing ideals of exceptionalism, entitlement, and (market) expansionism (Rhoads & Szelényi, 2010); and denying reproduction of systems of inequities (King, Marginson, & Naidoo, 2013; Rizvi, 2007). Selecting social cartography as a method to analyze the findings, the project aims to create a socially accountable map of shifting imaginaries of higher education as expressed in trends in internationalization (Paulston, 1999). In this paper, we focus on imaginaries of global citizenship. We will present a heuristic co-created by project partners and use it to analyze responses from teacher-education students studying in two Nordic universities, focusing on two specific survey questions: Do you see yourself as a global citizen? How do you think global citizens should think, relate and/or act in the world? The heuristic consists of three discursive orientations—neoliberal, liberal and critical—and four interfaces—neoliberal-liberal, liberal-critical, critical-neoliberal, and all four. Interfaces indicate where signifiers are deployed with multiple meanings. The mapping helps to identify dominant discourses, articulating where there are foreclosures of and possibilities for an ethical approach. The project contributes data and frameworks for understanding existing possibilities. By making discursive configurations and interfaces jointly intelligible, processes in higher education can be more informed by ethically oriented versions of international education. 

AuthorPublishing yearSubject

Karen Pashby

Meeri Hellsten


Research linked to the Baltic region and Eastern Europe

No
2015

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Local Meets Global Conference. : .

In this keynote address, I am going to address the issues of culture as a central agency for contemporary change, by raising a number of meaningful questions related to responsive cultural encounters in education. Culture is an issue close to the heart of contemporary education, yet there seems to be both a need, as well as some fatigue in the education community, over the debates about the place of culture in education.At the same time, we are witnessing a world climate that is currently urging the global community to come up with solutions to a number of very complex issues which in many ways are larger than ourselves. I will in this talk invite us to think about the anatomy of culture, as it may contain the components of intentional actions, our practices, and the functions of our work, that bring change through the action and processes in cultural know-how. I will attempt at untangling some of these issues, by drawing on the experiences of our international research community. 

AuthorPublishing yearSubject

Meeri Hellsten


Research linked to the Baltic region and Eastern Europe

No
2015

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

In: Rethinking Internationalisation in Higher Education: Methodological and Conceptual Challenges.. : .

As an outcome of globalization, international education is facing both quantitative and qualitative future challenges. Quantitatively, global student cross-border mobility has doubled in the first decade of the 21st century and is expected to double in the decade ahead according to OECD predictions (2013). This calls for swift qualitative adaptation across the levels of the higher education sector in Europe and elsewhere in order to enable universities to adequately meet changing societal needs on the one hand and perceptively respond to globalization demands on the other.Concurrently, international education as a social process is in need of regeneration and coherence.  Research stresses further socially accountable and critical approaches to pedagogical investigations on international student care, intercultural competencies and transnational literacies, cross-cultural curriculum innovation, pedagogy and practice, intercultural integration and new technologies, policy documentation and management which demand research-informed educational approaches by bridging interdisciplinary academic communities of scholars. This presentation will address these issues from the perspective of progressing international aspects of higher education into possible futures. 

AuthorPublishing yearSubject

Meeri Hellsten


Research linked to the Baltic region and Eastern Europe

No
2015

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Children, health and well-being. Chichester : Wiley-Blackwell, 2015. 112-125.

AuthorPublishing yearSubject
Marie-Louise Stjerna

Research linked to the Baltic region and Eastern Europe

No
2015

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Abstract book. : .

AuthorPublishing yearSubject
Carl Anders Säfström

Research linked to the Baltic region and Eastern Europe

No
2015

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: . : .

AuthorPublishing yearSubject
Carl Anders Säfström

Research linked to the Baltic region and Eastern Europe

No
2015

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Interacções 2015, 11 (37): 66-82.

AuthorPublishing yearSubject

Niclas Månsson

Carl Anders Säfström

Research linked to the Baltic region and Eastern Europe

No
2015

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Malmö : Gleerups Utbildning AB, 2015.

AuthorPublishing yearSubject
Carl Anders Säfström

Research linked to the Baltic region and Eastern Europe

No
2015

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Nordic Studies in Education 2015, 35 (3-4): 268-279.

The article explores some of the underlying factors leading to a toning down, and in some instances total exclusion, of the concept of teaching in the broader educational discourse, which as a result is alienating teachers as well as educational research with such foci. Therefore, what is argued in this article is that there is a need to re-invent teaching as a liberating force of education. The importance of teaching, we suggest, is that as a concept and practice it opens up for emancipation and change, while learning as it currently appears in educational discourse hinders both. We conclude the article by suggesting two important tasks ahead in order to re-invent teaching as a liberating force in education.

AuthorPublishing yearSubject

Niclas Månsson

Carl Anders Säfström

Research linked to the Baltic region and Eastern Europe

No
2015

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Revista de Educación 2015, 8 : 101-116.

A period of nationalism during 200 years has led to a predominant image of Sweden as a cultural, religious and linguistic homogenous country. Even though this historical homogeneity has often been emphasized, it is a myth that can be deconstructed. Like most other nations, Sweden has always had a diverse population. Since the year 2000, Sweden has recognised the Samis, Tornedalers, Swedish Finns, Roma, and Jews as official national minorities in the country. This paper discusses how an intercultural approach in a course for student teachers can challenge hegemonic monocultural and monolingual discourses of national self-awareness in the master narrative of the country, and how an inclusive discourse of a “democratic credo” in relation to the minorities, can develop among the student teachers.

AuthorPublishing yearSubject
Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2015

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

Journal of Political Science Education 2015, 11 (2): 126-140.

Recent research on conceptual change has argued that it is insufficient to assume that prior knowledge is the only aspect relevant in order to explain the conceptual change process. In addition, “warm constructs” such as emotions, epistemological beliefs, and values have been proposed to play a determinative role. In this study, we aim to further the understanding of the qualitative aspects of such constructs. By investigating how 20 science students interpret Michael Billig’s critical theory of nationalism in written exam papers, we explore how values are involved in university students’ meaning making of nationalism. The results indicate that students in different ways bring alternative values, such as togetherness, pride, and personal identity, in their reasoning, and these become a significant aspect of their meaning making in political science. This suggests that the students enter the classroom with their own ideas and principles of what is “good” or “right” when “practicing political science.” The study thus provides an example of how conceptual change involves accepting prescriptions of a certain intellectual activity.

AuthorPublishing yearSubject

J. R. Trostek

Linda Murstedt

Research linked to the Baltic region and Eastern Europe

No
2015

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

This doctoral thesis investigates the interrelatedness between school policy and practice. In the thesis, the construction of “the teacher” is analysed in school policy documents and teacher interviews. I am particularly interested in the relation between school policy and school practice in light of the two latest curriculum reforms 1994 and 2011 and the teacher accreditation registration reform of 2011. The analysis focuses on two topics: grading and the professional teacher. In fact, an analytic link is made between the emphasis on grading and the discursive construction of the teacher in Swedish education policy. The theoretical framework is positioned within institutional theory within which I combine curriculum theory and the sociological new institutionalism with discourse theory. The analyses of policy documents reveals three types of different discursive constructions of “the teacher”. In the period of deregulation and decentralization, a professional teacher is constructed and the need for an autonomous teacher for school quality is expressed. By the 1990s -2000s an unprofessional grading teacher is constructed. In the period signifying the teacher accreditation and registration reform, a quality assured teacher is constructed. It is a teacher who is formally authorized and in need of continuing evaluation. In the focus groups interviews teachers constructs two types of professionalism. One is in line with the professionalism articulated in the policy texts and is about control and formal regulation and the other is about autonomy. Furthermore, the teachers relate to grading and teachers' ability to act in accordance with their overall teaching assignment. Grading were often constructed opposed to teaching. Demands for documentation, quality reports or the requirement of teacher accreditation is described as institutional practices defined from above. These practices make it difficult for teachers to complete their teaching assignments. The study indicates that teachers' ability to operate in an increasingly regulatory schooling culture has, through the types of requirements for transparency in teachers’ work, resulted in the decline of autonomy in their professional practice.

AuthorPublishing yearSubject

Christian Lundahl

Larissa Mickwitz


Research linked to the Baltic region and Eastern Europe

No
2015

School/Centre

School of Culture and Education

Teacher Education

Education

Research area for doctoral studies

-

Sociology of Health and Illness 2015, 37 (2): 284-297.

Potentially life-threatening food allergies are increasing among children in the Western world. Informed by childhood studies, this article explores young people's management of food allergy risk and highlights their agency in relation to food, eating and place. Drawing on individual interviews with 10 young people who took part in a larger multi-method study of young people's experiences of food allergies, the findings demonstrate that the management of health risks means, to some extent, trying to control the uncontrollable. A reaction can occur at any time and to experience a severe reaction entails a temporarily loss of control. The strategies the young people develop to avoid allergic reactions can be understood both as responses to this uncertainty and as manifestations of their agency. Their risk experiences vary with place; at school and in other public places they face social as well as health risks. What we see is not agency as a voluntary choice but that young people with food allergies experience tensions between their own competence to manage different types of risks and their dependence on others to adjust to their needs. Thus, the relational aspects of young people's agency come to the fore.

AuthorPublishing yearSubject
Marie-Louise Stjerna

Research linked to the Baltic region and Eastern Europe

No
2015

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Högre Utbildning 2014, 04 (1): 67-73.

I denna text beskrivs hur man kan leda ett seminarium med utgångspunkt i C. S. Peirce begrepp ”community of inquiry” (undersökande gemenskap) och tanken om kunskapsproduktion som en social process. Utifrån några praktiska exempel beskrivs hur denna form kan bidra till kritiskt tänkande

AuthorPublishing yearSubject
Liza Haglund

Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

In: Old and new generations in the 21st century. : .

AuthorPublishing yearSubject
Carl Anders Säfström

Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: . : .

AuthorPublishing yearSubject

Niclas Månsson

Carl Anders Säfström

Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: . : .

AuthorPublishing yearSubject
Carl Anders Säfström

Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Reconceptualizing early childhood care and education. Oxford : Peter Lang Publishing Group, 2014. -.

AuthorPublishing yearSubject

Ebba Theorell

Liselott Mariett Olsson

Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

Signum 2014, 1 : 26-31.

AuthorPublishing yearSubject
Lovisa Bergdahl

Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

Signum 2014, 6 : 19-22.

AuthorPublishing yearSubject
Lovisa Bergdahl

Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

In: CONGRESS2014. : .

As internationalization of higher education (HE) reaches a forty-year trajectory point, its community of scholars recognize an ever present fragmentation in the field. Four decades of worldwide conceptual and pedagogical incentives have not yielded consensus about successful policy to practice implementation (Ninnes & Hellstén, 2005), nor of its impact upon intercultural understanding (Marginson & Sawir, 2012) or language gains (Grin, 2012). Indeed, the overall advantages of internationalization as a measure of coercive responsiveness to the social justice and civic needs imposed by globalization, remain uncertain.  The outcome of such to date is an uneven distribution of HE provisions on account of the recent world economic crises. The responsiveness of international higher education (HE) to current global flows in employability, mobility and competitiveness has been articulated in national, regional and local level policy guidelines over the past decades. The Swedish government has recently formulated international dimensions in public HE policy, as a need to inform intercultural diversity and innovation, and as a crucial feature of academic provision in the 21st Century (HSV, 2008; European Unit, 2000; Minister of Education, Research and Culture, 2005). One consensus account is a recent collaborative forum initiated by the Swedish Research Council (VR), introducing international mobility as an Action plan strategy (VR, 2012). At the public policy level however, internationalization remains caught in the conflict between the degree of internationalization and academic quality, breaking the assumption that merely having international policies in place provides for higher academic excellence.  The ethical element of implementation of international policies remains a valid imperative, as addressed in the current contributions in the collection of this symposium. This paper reports one aspect of a Swedish case study, as based on survey data from one public HE institution. Surveys were collected from students in three academic discipline areas, education, humanities and sciences on the responses of the international education system and upon the processes affecting its actors. The survey data is discussed from the perspective of identifying processes that provide alternatives to profit-seeking, unethical, and market driven internationalization approaches, and in relation to the body of the larger international empirical research consortium data framework.

AuthorPublishing yearSubject

Meeri Hellstén


Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

Issues in educational research 2014, 24 (1): ii-iv.

Education is about making a difference in the lives of those who experience its interactions as a social justice project of modern democracy. It is intended to encourage the free exploration of ideas and the development of creativity. Quality education needs the underpinning of access to good teaching, challenging curriculum and engaged learning. The articles in this issue demonstrate some of the ways researchers approach these issues. 

AuthorPublishing yearSubject

Meeri Hellstén


Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

Asia-Pacific Journal of Teacher Education 2014, 42 (4): 337-346.

In this text, which was originally delivered as a speech, I discuss the massive critique of teachers in the public discourse on education in Sweden over the last decade. I speak in defence of teachers, and since I am a teacher I speak in defence of myself. The critique of teachers, schooling, and teacher education has been so overbearing that a purely rational response is simply not possible. Therefore, my response is rhetorical in tone. In highlighting the passion of teaching, I lift something central for teachers, which is seldom or never taught about teaching in teacher education. Neither is the passion of teaching present in the public discourse on education. Passion, I argue in the article, is that which adds excess or an overflow of meaning that cannot be contained within the order of discourse and which therefore puts this discourse out of balance. Finally, I discuss a new balance beyond this order in the context of a classroom. In a concluding section, I highlight the struggle over borders which define who can speak and think in "good" order and who cannot.

AuthorPublishing yearSubject
Carl Anders Säfström

Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Den reflekterade erfarenheten. Huddinge : Södertörns högskola, 2014. 131-149.

AuthorPublishing yearSubject

Erik Hjulström


Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education

Teacher Education

Education

Research area for doctoral studies

-

In: Den reflekterade erfarenheten. Huddinge : Södertörns högskola, 2014. 115-129.

AuthorPublishing yearSubject
Carl Anders Säfström

Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Nämnaren 2014, 191 (41(3)): 43-47.

AuthorPublishing yearSubject

Mikael Demetri

Christina Rodell OlgacAlla Ericson

Research linked to the Baltic region and Eastern Europe

Yes
2014

School/Centre

School of Culture and EducationSchool of Natural Sciences, Technology and Environmental Studies
Education

Research area for doctoral studies

-

Stockholm : Dialogos Förlag, 2014.

AuthorPublishing yearSubject
Katrin Goldstein Kyaga

Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Möten med Dalai lama. Stockholm : Dialogos Förlag, 2014. 173-191.

AuthorPublishing yearSubject
Farhad Jahanmahan

Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Möten med Dalai lama. Stockholm : Dialogos Förlag, 2014. 157-172.

AuthorPublishing yearSubject
Anders Fjällhed

Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Möten med Dalai lama. Stockholm : Dialogos Förlag, 2014. 142-156.

AuthorPublishing yearSubject

Maria Borgström


Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Möten med Dalai lama. Stockholm : Dialogos Förlag, 2014. 13-27.

AuthorPublishing yearSubject
Katrin Goldstein Kyaga

Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Möten med Dalai lama. Stockholm : Dialogos Förlag, 2014. 47-68.

AuthorPublishing yearSubject
Katrin Goldstein Kyaga

Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Möten med Dalai lama. Stockholm : Dialogos Förlag, 2014. 192-207.

Med utgångspunkt i Dalai lamas ord om att vi alla är förpliktigade att handla när orättvisa råder diskuteras den romska minoritetens rätt till en dåtid, nutid och framtid.

AuthorPublishing yearSubject
Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

Mörklinta : Gidlunds förlag, 2014.

AuthorPublishing yearSubject

Isak Benyamine

Liza Haglund

Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Att slippa tänka själv. Möklinta : Gidlunds förlag, 2014. 15-25.

AuthorPublishing yearSubject

Anders J Persson

Liza Haglund

Research linked to the Baltic region and Eastern Europe

No
2014

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Nu vill jag prata!. Stockholm : Stockholms universitets förlag, 2013. 68-80.

AuthorPublishing yearSubject
Liza Haglund

Research linked to the Baltic region and Eastern Europe

No
2013

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

Stockholm : Språkrådet, Institutet för språk och folkminnen, 2013. ( ; )

I rapporten redovisas ett uppdrag angående språkvårdande insatser och revitaliseringsarbete i det nationella minoritetsspråket romani chib för Språkrådet, Institutet för språk och folkminnen. Här undersöks Språkrådets arbete med att sprida kunskap och goda exempel på språkvårdande insatser och revitaliseringsinsatser för romani chib bland romer dels genom det språkvårdsinsatser som skett av de två romska språkvårdarna på Språkrådet mellan juni 2007- juni 2012, dels genom de 14 romska projekt som beviljats medel genom statsbidrag för insatser till stöd för de nationella minoritetsspråken åren 2010-2011. Särskilt fokus har i rapporten lagts på goda exempel och revitaliseringsinsatser inom ramen för dessa projekt. Studien bygger på intervjuer med språkvårdarna och med främst ansvariga i projekten samt dokumentstudier.

AuthorPublishing yearSubject
Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2013

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

Issues in educational research 2013, 23 (1): ii-iv.

Education in the twenty-first century is about equipping students of all ages "to compete in the global economy on knowledge and innovation ... take advantage of opportunity and ... face challenges of this era with confidence" (Melbourne Declaration, 2008, p. 13). There is a strong commitment in Australia, as well as elsewhere, from Federal and State levels on developing reciprocal partnerships with low socio-economic and Indigenous communities. These commitments emerge in documents such as the Bradley Report and the MCEEDYA four year plan. The challenge is for education systems to respond comprehensively to government plans.

AuthorPublishing yearSubject

Anne Power

Meeri Hellstén


Research linked to the Baltic region and Eastern Europe

No
2013

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

Issues in educational research 2013, 23 (3): ii-iii.

NAPLAN (The National Assessment Program - Literacy and Numeracy) is an annual Australia-wide testing regime in years 3, 5 7 and 9. It is one of a number of national and international testing schemes currently in operation. This issue of the journal is also being published in the context of an emerging National Curriculum in Australia. At such times, and at all times, it seems, we tend to focus on what we want our students to know and be able to do at the end of a certain period or learning experience. These are fine quest(ion)s. A more fundamental question, one that risks being lost in the mix of this, however, is, 'what kind of people would we like our students to be at the end of and as a result of their learning-time with us, their teachers?'

AuthorPublishing yearSubject

John Buchanan

Meeri Hellstén


Research linked to the Baltic region and Eastern Europe

No
2013

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

In: Education and the Political. Rotterdam/Boston/Taipei : Sense Publishers, 2013. 133-141.

AuthorPublishing yearSubject
Carl Anders Säfström

Research linked to the Baltic region and Eastern Europe

No
2013

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Civil Learning, Democratic Citizenship and the Public Sphere. Dordrecht/Boston : Springer, 2013. 139-149.

AuthorPublishing yearSubject
Carl Anders Säfström

Research linked to the Baltic region and Eastern Europe

No
2013

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

In: ECER 2013 (European Educational Research Association), Creativity and Innovation in Educational Research. 10-13 September, 2013 Istanbul, Bahcesehir University. : .

AuthorPublishing yearSubject

Ana Graviz

Katrin Goldstein Kyaga

Maria Borgström


Research linked to the Baltic region and Eastern Europe

Yes
2013

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: . : .

AuthorPublishing yearSubject

Ana Graviz

Katrin Goldstein Kyaga

Maria Borgström


Research linked to the Baltic region and Eastern Europe

No
2013

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Die Bildungssituation von Roma in Europa. Münster : Waxmann Verlag, 2013. 197-214.

This article analyses the interplay between policy and practice as concerns the education of Roma in Sweden. First, the article gives a historical background to the present situation and the recognition of Roma as a national minority in the year 2000 describing the various Romani groups that migrated to Sweden during the different historical periods. Second, it offers an overview of the social, economic, and educational situation highlighting the heterogeneity of Roma in the country. Finally, the paper presents a general overview of the educational situation of the Roma giving examples of some good practices and concluding with some remarks and future prospects.

AuthorPublishing yearSubject
Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2013

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

Stockholm : , 2013. ( ; )

AuthorPublishing yearSubject

Angelina Dimiter-Taikon

Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2013

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

In: Social Theory and Education Research Volume II. : Sage Publications, 2013. -.

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.

AuthorPublishing yearSubject
Elisabet Langmann

Research linked to the Baltic region and Eastern Europe

No
2013

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Signum 2012, 8 : 24-27.

AuthorPublishing yearSubject
Lovisa Bergdahl

Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

In: Svenska Bildningstraditioner. : Daidalos, 2012. 231-246.

AuthorPublishing yearSubject
Lovisa Bergdahl

Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

Issues in educational research 2012, 22 (1): iii-vii.

AuthorPublishing yearSubject
Christina Rodell Olgac

Meeri Hellstén


Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: . : .

Relatively little attention has been paid to new cosmopolitan processes in the Baltic countries and in Eastern, Central Europe, but research in this area is conducted at Södertörn University. In many post communist societies old ethnic hostilities which have been suppressed have come up to the surface. At the same time new identities are constructed due to increased transnational contacts and cosmopolitan views.In our paper we will present some preliminary results from a recently started research project. The aim of the project is to investigate if, and in that case, how new identity constructions, cosmopolitan, intercultural learning processes and ICT contribute to peaceful or hostile ethnic relations in the multicultural, global society from the point of departure of an investigation of young peoples’ values in the Baltic region: The Czech Republic, Poland and Sweden.

AuthorPublishing yearSubject

Ana Graviz

Katrin Goldstein Kyaga

Maria Borgström


Research linked to the Baltic region and Eastern Europe

Yes
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Interkulturelle Kompetenz – Pädagogik für das 21. Jahrhundert. Hamburg : .

AuthorPublishing yearSubject

Ana Graviz

Katrin Goldstein Kyaga

Maria Borgström


Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: La investigación narrativa en educación. Mar del Plata : Universidad Nacional de Mar del Plata, Argentina.

AuthorPublishing yearSubject

Ana Graviz

Maria Borgström


Research linked to the Baltic region and Eastern Europe

Yes
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Adoption & Fostering 2012, 36 (3): 97-103.

When and how are issues of race and ethnicity articulated in the everyday lives of transnational adoptees in Sweden? Which discursive and practical ambivalences and conflicts do they provoke? What happens with issues of race in a country where antiracist colourblindness is the norm, and where there has been no debate on whether whites should adopt children of colour? Based on an analysis of interviews with transnational adoptees and adoption-related documents, Tobias Hübinette and Malinda Andersson examine how discursive conditions regarding race and ethnicity are negotiated in their daily lives.

AuthorPublishing yearSubject

Malinda Andersson

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

Tumba : Mångkulturellt centrum, 2012.

AuthorPublishing yearSubject

Helena Hörnfeldt

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Third Text 2012, 26 (6): 691-703.

This article takes at its point of the departure the practice of transracial adoption of children and adults. During the colonial period, it was not only non-white native children or adults who were adopted by white colonisers and settlers; the opposite also occurred. The existence of these ‘inverted’ transracial adoptions is well-documented in literary and autobiographical texts and historical documents, as well as in art and visual culture. At that time, the white transracial adoptee who had been transformed into the Other was stigmatised and even demonised as something of an ethno-racial monster transgressing the boundaries between Europeans and non-Europeans. This article aims to re-conceptualise transracial adoption within the framework of the fundamental inability of Europeans to attach to the lands and peoples outside Europe by making use of the concepts of indigenisation and autochtonisation.

AuthorPublishing yearSubject

James Arvanitakis

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Critical and Cultural Theory

Korea Observer 2012, 43 (3): 503-525.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Critical and Cultural Theory

: , 2012. ( ; )

AuthorPublishing yearSubject

Ana Graviz

Mats Nilsson

Patrik Hernwall


Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and EducationSchool of Natural Sciences, Technology and Environmental Studies
EducationMedia Technology

Research area for doctoral studies

-

In: III Congrés Europeu de Tecnologies de la Informació en l'Educació i en la Societat. Barcelona : Universitat de Barcelona.

AuthorPublishing yearSubject

Ana Graviz

Patrik Hernwall


Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Welcome to the 40th Annual Congressof the Nordic Educational Research Association 8 – 10 March 2012. Copenhagen : Aarhus University.

AuthorPublishing yearSubject

Ana Graviz

Patrik Hernwall


Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Whiteness and postcolonialism in the Nordic region. Farnham : Ashgate, 2012. 43-56.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Critical and Cultural Theory

In: Intercountry adoption. Farnham : Ashgate, 2012. 221-229.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Den interkulturella blicken i pedagogik. Huddinge : Södertörns högskola, 2012. 173-181.

AuthorPublishing yearSubject
Yousef Morshedi

Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Den interkulturella blicken i pedagogik. Huddinge : Södertörns högskola, 2012. 155-171.

AuthorPublishing yearSubject

Sara Dalgren


Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Den interkulturella blicken i pedagogik. Huddinge : Södertörns högskola, 2012. 117-134.

AuthorPublishing yearSubject
Farhad Jahanmahan

Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Den interkulturella blicken i pedagogik. Huddinge : Södertörns högskola, 2012. 101-116.

AuthorPublishing yearSubject

Ana Graviz


Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Den interkulturella blicken i pedagogik. Huddinge : Södertörns högskola, 2012. 63-77.

AuthorPublishing yearSubject

María Borgström


Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Den interkulturella blicken i pedagogik. Huddinge : Södertörns högskola, 2012. 43-62.

AuthorPublishing yearSubject
Anders Fjällhed

Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Den interkulturella blicken i pedagogik. Huddinge : Södertörns högskola, 2012. 27-41.

AuthorPublishing yearSubject
Katrin Goldstein Kyaga

Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Huddinge : Södertörns högskola, 2012.

Med ”interkulturell blick” avses i denna antologi ett speciellt förhållningssätt. Perspektivet är gränsöverskridande och kosmopolitiskt. Det handlar om en ”inkluderande globalism”, en strävan att frigöra sig från etnocentriska synsätt för att i stället skapa en inkluderande, jämlik och demokratisk pedagogik. Det rör sig inte om någon kompenserande ”specialpedagogik för invandrare”. Snarare gäller det att med pedagogikens hjälp bidra till att göra det annorlunda normalt, till att skapa en ”diversifierad normalitet”.Boken är indelad i två delar: Interkulturalitet och samhälle samt Interkulturalitet och lärande. De flesta bidragen har skrivits av forskare och lärare vid Södertörns högskola och är baserade på författarnas forskning om interkulturell pedagogik. Bland bidragsgivarna finns också lärare som främst skriver utifrån sina praktiska yrkeserfarenheter av pedagogik och interkulturalitet.

AuthorPublishing yearSubject
Katrin Goldstein Kyaga

María Borgström

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Den interkulturella blicken i pedagogik. Huddinge : Södertörns högskola, 2012. 135-154.

Utgångspunkten i artikeln tas i det material som insamlades för en uppföljning av 27 romska projekt som under perioden 1996-2009 beviljades medel från Allmänna arvsfonden för olika typer av insatser riktade till romska barn, ungdomar och unga vuxna.  Syftet är att identifiera de frågor som av romer själva har betraktats som angelägna att arbeta med och vidare att ur ett interkulturellt perspektiv belysa och analysera vilken utveckling som pågår mer generellt i det romska föreningslivet i Sverige idag.

AuthorPublishing yearSubject
Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: On Whiteness. Freeland : Inter-Disciplinary Press, 2012. 221-233.

AuthorPublishing yearSubject

James Arvanitakis

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Critical and Cultural Theory

In: Den interkulturella blicken i pedagogik. Huddinge : Södertörns högskola, 2012. 79-97.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Critical and Cultural Theory

Revue nouvelle 2012, 66 (2): 10-13.

AuthorPublishing yearSubject

Catrin Lundström

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2012

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Religion & Livsfrågor 2011, 1 : 18-20.

AuthorPublishing yearSubject
Lovisa Bergdahl

Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Det goda lärandet. Lund : Studentlitteratur AB, 2011. 63-80.

AuthorPublishing yearSubject
Lovisa Bergdahl

Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Annat forskningsområde

In: . : .

AuthorPublishing yearSubject

Ana Graviz

Patrik Hernwall


Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and EducationSchool of Natural Sciences, Technology and Environmental Studies
EducationMedia Technology

Research area for doctoral studies

-

Issues in educational research 2011, 21 (2): ii-iii.

AuthorPublishing yearSubject

Meeri Hellstén


Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Kvinder, Køn og Forskning 2011, 20 (3-4): 49-57.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

I & M : invandrare & minoriteter 2011, 38 (6): 16-20.

AuthorPublishing yearSubject

Mikael Demetri

Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Tvära möten. Huddinge : Södertörns högskola, 2011. 97-114.

AuthorPublishing yearSubject
Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Glänta 2011, 2 (19): 28-35.

AuthorPublishing yearSubject

Catrin Lundström

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Critical and Cultural Theory

Arena 2011, 4 (28): 18-19.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Politics, Economy and the Organization of Society

I & M : invandrare & minoriteter 2011, 38 (1): 25-27.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

Critical and Cultural Theory

Sociologisk forskning 2011, 48 (3): 109-112.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Svenska dagbladet 2011, 11 juni : A5-.

AuthorPublishing yearSubject

Jallow Momodou

Tobias Hübinette

Ylva Habel

Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

NORA 2011, 19 (1): 42-52.

AuthorPublishing yearSubject

Catrin Lundström

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Fjärde världen 2011, 28 (1): 14-17.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Media in motion. Farnham : Ashgate, 2011. 125-143.

AuthorPublishing yearSubject

Carina Tigervall

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Pacific Affairs 2011, 84 (3): 585-586.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Sociologisk forskning 2011, 48 (3): 109-112.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Educating for complex thinking through philosophical inquiry. Padova : Liguori.

The aim of this paper is to outline the disposition and results of a short-time pilot study (Backman, 2009) of pupils’ ability to express ethical arguments and of the role of pictures in ethical argumentation. There were 18 pupils, in the ages 7-8 years, that participated in the study, which was carried out in a school in the northern part of Sweden. In this paper, we begin by giving a short description of some relevant statements in the Swedish national curriculum and put this in relation to some previous research on philosophical inquiry with children. Then we continue by describing some of the project’s influences from philosophical practice and theoretical groundwork. After this, some methodological concerns and ethical considerations are referred. Finally, some results of the study are described and shortly discussed.

AuthorPublishing yearSubject

Ylva Backman

Liza Haglund

Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Educating for complex thinking through philosophical inquiry. Padova : Liguori.

In this paper, we are mainly concerned with coherentism as an approach to ethical dialog in school. We have two different but connected aims with the paper. The first aim is to say something about general philosophical questions relating to coherentism as a theory in metaethics, and especially in relation to value education; the second aim is to explore some possible implications of coherentism as a method in studying the enterprise of discussing ethical issues and questions with children as well as the study of the actual ethical discussion in school. Furthermore, we evaluate the connection between a coherentistic approach to justification and the methodological parts of a Philosophy with Children, or Community of Inquiry, approach to ethics in school. Related to this, we scrutinize what implications this has for evaluating ethical learning within Philosophy with Children, or Community of Inquiry, as well as implications for evaluation of the Philosophy with Children, or Community of Inquiry, approaches as methods for dealing with ethical matters in school.

AuthorPublishing yearSubject

Viktor Gardelli

Liza Haglund

Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Learning and Teaching Narrative Inquiry. Amsterdam : John Benjamins Publishing Company, 2011. 157-171.

In the final chapter of this volume, the authors refer to the “pedagogical vantage points offered by narrative inquiry”, an apt comment that encapsulates the volume’s purpose and its spirit. As an increasing number of people throughout the world – and from a broad range of disciplines – are turning to narrative as a research methodology, this volume is timely in its focus on the learning and teaching of this approach. The contributors to the volume, all narrative scholars themselves, write about the creative and challenging pedagogical activities that they use in order to enable others to learn about and do narrative research. The volume will be of particular interest to those teaching narrative research methodologies at both undergraduate and postgraduate level in the social sciences, medical sciences and the humanities. The contributions from Hong Kong, Israel, Europe and North America, all reflect critically on the rich complexities of using and teaching narrative in those contexts and attend closely to the diverse constituencies of their learning communities.

AuthorPublishing yearSubject
Katrin Goldstein Kyaga

Meeri Hellsten


Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Language and Intercultural Communication 2011, 11 (3): 248-269.

The article analyses ethnographic data from the study of the home literacy practices of two immigrant families, a Lebanese-Muslim and a Chinese family. It explores the experiences of the immigrant families as they blend the pedagogical practices and behaviours of their own cultures with those of the mainstream culture to ensure academic success in dominant literacies. Data reveal that for the families in this study, the acquisition of mainstream literacies was dependent on adult members selectively acquiring and transmitting what Bourdieu calls ‘the instruments of appropriation’ needed to access mainstream literacies. 

AuthorPublishing yearSubject

Susan Markose

Meeri Hellstén


Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Stockholm/Stehag : Brutus Östlings bokförlag Symposion, 2011.

AuthorPublishing yearSubject
Katrin Goldstein Kyaga

Research linked to the Baltic region and Eastern Europe

No
2011

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Pilgrim 2010, 17 (3): 11-15.

AuthorPublishing yearSubject
Lovisa Bergdahl

Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: The 4th International Conference on Multidisciplinary Perspectives on Child and Teen Consumption - interdisciplinary, theory and practice. Linköping : Linköping University.

AuthorPublishing yearSubject
Anna LindqvistSofia Lundmark

Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and EducationSchool of Natural Sciences, Technology and Environmental Studies
EducationMedia Technology

Research area for doctoral studies

-

: , 2010. ( ; )

AuthorPublishing yearSubject

Mikael Demetri

Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Möten i mångfaldens skola. Lund : Studentlitteratur, 2010. 133-155.

AuthorPublishing yearSubject

Mikael Demetri

Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Nasjonale minoriteter i det flerkulturelle Norge. Trondheim : Tapir akademisk forlag, 2010. 231-247.

AuthorPublishing yearSubject
Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Intercultural Education 2010, 21 : 121-135.

The aim of this paper is to discuss two perspectives in relation to intercultural education and diversity in Sweden. One of the perspectives concerns the historical and current situation of the five Swedish national minorities with a special focus on education. The second perspective is related to religious diversity and education, as connected to an increasingly democratic, plural and inclusive society. Both perspectives are highly relevant when analysing intercultural education in a specific national context. The last section highlights two main discourses which have been predominant during the last century in relation to education and diversity in Sweden.

AuthorPublishing yearSubject

Kerstin von Brömssen

Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Minjujuûi kukjê hyôpryôk kigwan. Seoul : Lee Book, 2010. 210-242.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Fjärde världen 2010, 27 (1): 22-25.

AuthorPublishing yearSubject

Carina Tigervall

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

I & M : invandrare & minoriteter 2010, 37 (4): 17-20.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Arena 2010, 17 (2): 40-43.

AuthorPublishing yearSubject

Carina Tigervall

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Proceedings of the second International Symposium on Korean Adoption Studies. Seoul : IKAA Publishing.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

International Social Work 2010, 53 (4): 489-509.

This study is based on qualitative interviews with 20 adult international adoptees of colour and eight adoptive parents with internationally adopted children in Sweden regarding their experiences of racialization, ethnic identifications and coping strategies. The findings suggest that the non-white bodies of the adoptees are constantly made significant in their everyday lives in interactions with the white Swedish majority population, whether expressed as 'curious questions' concerning the ethnic origin of the adoptees or as outright aggressive racialization. The study argues that race has to be taken into consideration by Swedish adoption research and the Swedish adoption community, to be able to fully grasp the high preponderance of psychic ill health among adult adoptees as found by quantitative adoption research.

AuthorPublishing yearSubject

Carina Tigervall

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Issues in educational research 2010, 20 (2): ii-iii.

AuthorPublishing yearSubject

Meeri Hellstén


Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Stockholm : Stockholm University, 2010. (NERW Nordic Educational Research Working paper series ; 28/10/2010)

Conceptual change is described as a multifaceted process involving restructuring and reorganization of already embraced beliefs. Twenty-nine preschool children were interviewed about their conceptions of the earth every year from the year they were four to the year they were six years of age. For the children the incentive for changing ideas about the earth was their processing of incoherencies.  The children processed a lot of conflicting information. However, there does not appear to be any major conflict that causes the process of conceptual change to occur. This process is affected by incoherencies revealed in a relation between three entities, that is, two or more different facts or conceptions that conflict when related to one specific context. Conceptual change involves a simultaneous processing of information and complex conceptions, on the one hand, and revisions and changes at a model level on the other.

AuthorPublishing yearSubject

Åsa Larsson

Liza Haglund

Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Cuadernos de Pedagogia 2010, 403 (jul): 32-35.

Los pilares idealistas en los que descansa la educación internacional son la movilidad, la diversidad, la inclusión y la armonía. A la luz de ellos, la autora analiza las nuevas exigencias que afronta la universidad y sitúa la internacionalización de la educación en un contexto histórico social.

AuthorPublishing yearSubject

Meeri Hellsten


Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Revista de Educación [en línea] 2010, 1 : 97-110.

After a brief review of the origins of research on Media Pedagogy, the author reflects on the meaning of the mass media in the learning process and their role in a society with vast access to information, in a period in which the latest technologies of information and communication (TIC) pose new challenges for research. The new cultures of communication provide new knowledge to society both in reference to technical and cultural aspects. Access to nove ltechniques, knowledge and competences constitutes a civil right, since it allows individuals to participate actively in the process of social development. The current paper discusses the responsibility the Educational System bears in the incorporation of media education and pedagogy, both in Teacher Education Programs and the Educational System in general. Innovations in the field of communications entail transformations in the role of the school and the responsibilityof incorporating technical and cultural contents essential to face these changes. This work interrelates the concepts of learning and teaching, critical media literacy, digital competence and intercultural pedagogy to results of studies on the introduction of media pedagogy in the classroom.

AuthorPublishing yearSubject

Ana Graviz


Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

: , 2010. ( ; )

AuthorPublishing yearSubject

Annika Lindkvist

Ana Graviz


Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

I & M : invandrare & minoriteter 2010, 5 : 56-59.

Vad är det som gör att barn inte går under när de måste fly och mister det som varit tryggt och säkert? Vad får dem att kunna mobilisera energi och kraft? Hur kan de orka börja om på nytt, att möta alla nya utmaningar i ett nytt land?

AuthorPublishing yearSubject
Anders Fjällhed

Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Begreppsbildning i ett intentionellt perspektiv. Stockholm : Stockholms Universitets förlag, 2010. 127-142.

AuthorPublishing yearSubject

Karin Ehrlén


Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Huddinge : Södertörns högskola, 2010.

I denna bok undersöker lärare vid Södertörns högskola tradition och praxis inom undervisningen i tio ämnen: arkeologi, filosofi, företagsekonomi, genusvetenskap, geografi, historia, idéhistoria, journalistik, medie- och kommunikationsvetenskap samt musikutbildning. Vissa av bidragsgivarna har valt att göra en bred översikt av det egna ämnets pedagogiska utveckling medan andra har fördjupat sig i ett visst problem. Några har intervjuat sina kolleger, andra redogör för pedagogiska utvecklingsprojekt och åter andra tar avstamp i egna reflektioner och tidigare litteratur på området. Gemensamt är att samtliga utgår från ett historiskt perspektiv och att tyngdpunkten ligger på didaktiska frågor om den konkreta undervisningens innehåll och utformning.Sammantaget ger de tolv bidragen en fördjupad förståelse av varför högskolepedagogiken idag ser ut som den gör samtidigt som det öppnar upp för alternativa pedagogiska förhållningssätt och praktiker. Genom att studera det som har varit får vi perspektiv på det som är och i bästa fall också redskap för att tänka nya tankar om hur det skulle kunna vara i stället.

AuthorPublishing yearSubject
Anders Burman

Ana Graviz

Johan Rönnby

Research linked to the Baltic region and Eastern Europe

No
2010

School/Centre

School of Culture and EducationSchool of Historical and Contemporary Studies
ArchaeologyEducationHistory of Ideas

Research area for doctoral studies

-

Stockholm : Allmänna arvsfonden, 2009. ( ; )

Föreliggande studie är en uppföljning för Allmänna arvsfonden som omfattar 27 romska projekt som under perioden 1996–2009 beviljats medel från Arvsfonden för olika typer av insatser riktade till romer, särskilt barn, ungdomar och unga vuxna. Den sammanlagda summan för de aktuella projekten utgörs av 14 789 000 kronor. Av de 27 projekten har 13 projekt pågått under ett år, 6 projekt under två år och 8 projekt under tre år. Urvalet av projekten har gjorts av Arvsfonden. Projekttiden sträcker sig mellan 1 och 3 år och av projekten var fem fortfarande pågående ärenden vid uppföljningens inledning i november 2008. Fokus i uppföljningen har främst inriktats på lärandeprocesser och utveckling.Inledningsvis ges en kort bakgrund om den romska minoritetens historiska och nutida situation mot vilken de här aktuella projekten bör betraktas. Den romska minoritetens 500-åriga historia i Sverige präglas av fördomar, diskriminering och rasism. Dessa antiziganistiska tendenser är något som förekommer än i dag och påverkar romska barn och ungdomars situation, exempelvis i skolan, även om förändringar också pågår.Den teoretiska utgångspunkten har utgjorts bland annat av Bourdieus kapitalbegrepp (Bourdieu, 1997), där organisationskapital (Broady, 2000) spelar en betydelsefull roll i svenska sammanhang. Vidare har teorier om socialisation, språk och lärande, och variationer av dessa begrepp i ett interkulturellt och romskt perspektiv, varit viktiga analysverktyg i studien. Denna har genomförts med hjälp av kvalitativ metod och då genom dokumentstudier, intervjuer, deltagande observationer och informella samtal. Uppföljningen innehåller vidare två fördjupade exempel, där det ena rör två kaaleromska projekt och det andra nio projekt som initierats av en och samma projektledare. Under uppföljningens gång identifierades centrala områden som projekten haft verksamhet kring. Av dessa återkommer fyra i cirka hälften av projekten. Dessa fyra områden rör kulturell och språklig revitalisering, skol- och utbildningsfrågor, drog- och brottsprevention samt slutligen allmän samhällsinformation till romer. En viktig utgångspunkt i verksamheterna har varit att de ofta byggt på traditionellt romska mönster för socialisation och lärande inom familjen i vid bemärkelse samt generationsöverbryggande aktiviteter. Mycket kraft i projekten har också lagts på att informera majoritetssamhället om minoritetens historia och aktuella situation.Erkännandet av romer som en av Sveriges fem nationella minoriteter år 2000 har inneburit en ökad revitalisering och ett stort engagemang inom minoriteten, särskilt när det gäller de romska barnens och ungdomarnas framtid och delaktighet i samhället. Arvsfondsprojekten har varit ett viktigt bidrag i denna revitaliseringsprocess och i erövrandet av det organisationskapital som föreningsarbete innebär, något som har stor betydelse i det svenska samhället. Förutom det ökade organisationskapitalet, den ökade kulturella och språkliga revitaliseringen inom minoriteten samt informationsarbetet om den romska minoriteten i majoritetssamhället har projekten vidare gett ökade kunskaper om andra romska grupper, det omgivande samhället och om datorer och internet. Revitaliseringen har också sannolikt bidragit till en stärkt identitet bland de barn och ungdomar som deltagit i projekten. Genom projekten har också en romsk förskola startats, fler romska ungdomar vågar åka kommunalt och några av ungdomarna har sannolikt överlevt genom det drog- och brottsförebyggande arbete som en del av projekten inriktat sig på.

AuthorPublishing yearSubject
Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2009

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Göteborgsposten 2009, 8 januari : A35-.

AuthorPublishing yearSubject

Carina Tigervall

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2009

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Svenska dagbladet 2009, 2 augusti : 5-.

AuthorPublishing yearSubject

Paola Ceder

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2009

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: The Palgrave dictionary of transnational history. Basingstoke : Palgrave Macmillan, 2009. 11-13.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2009

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Norsk tidsskrift for migrasjonsforskning 2009, 10 (2): 45-65.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2009

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Journal of Korean Adoption Studies 2009, 1 (1): 51-77.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2009

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Complying with colonialism. Aldershot : Ashgate, 2009. 119-136.

AuthorPublishing yearSubject

Carina Tigervall

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2009

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Journal of Intercultural Studies 2009, 30 (4): 335-353.

AuthorPublishing yearSubject

Carina Tigervall

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2009

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Stockholm : Rabén & Sjögren, 2009.

AuthorPublishing yearSubject

Anders J. Persson

Liza Haglund

Research linked to the Baltic region and Eastern Europe

No
2009

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Estudios sobre lengua, discurso y sociedad. Stockholm : Acta Universitatis Stockholmiensis, 2009. 57-66.

AuthorPublishing yearSubject

Maria Borgström


Research linked to the Baltic region and Eastern Europe

No
2009

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Huddinge : Södertörns högskola, 2009.

"Fortfarande så vägrar jag vara någonting halvdant. Jag är hundra procent si och hundra procent så. Jag är både-och! Men alltså, man ifrågasätts hela tiden vart man än kommer. Jaha, hur skulle du definiera dig själv? Människa, för helvete!"Så sammanfattar en ung flicka sin syn på sin identitet i den här boken. Författarna har intervjuat omkring 60 personer med rötter i nästan lika många länder. Bokens huvudtes är att ett nytt slags identitet, en "tredje identitet", håller på att få ökad betydelse. Det är en gränsöverskridande identitet, som uppkommer i mångkulturella miljöer och kännetecknas av en känsla av "både-och" snarare än "antingen-eller". I den vävs många olika trådar in – språk, religion, etnicitet, genus och andra.Boken riktar sig till studerande och forskare och alla dem som intresserar sig för identitetsskapande i dagens mångkulturella, globala samhälle.Katrin Goldstein-Kyaga är docent och universitetslektor i pedagogik vid Stockholms universitet. Hon forskar om etnicitet, identitet och lärande i Europa och Asien.María Borgström är docent och högskolelektor i pedagogik vid Södertörns högskola. Hon forskar om identitet, språk och interkulturalitet i Europa.

AuthorPublishing yearSubject
Katrin Goldstein Kyaga

María Borgström


Research linked to the Baltic region and Eastern Europe

No
2009

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

: , 2008. ( ; )

AuthorPublishing yearSubject

Aurora Leal García

Ana Graviz


Research linked to the Baltic region and Eastern Europe

No
2008

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Meningsskapande och delaktighet. Göteborg : Daidalos, 2008. 105-119.

AuthorPublishing yearSubject
Hassan Sharif

Research linked to the Baltic region and Eastern Europe

No
2008

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Korean Studies 2008, 32 : 195-197.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2008

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Seoul : Sonamoo, 2008.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2008

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Internationella Studier 2008, 38 (4): 130-134.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2008

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Sydsvenska Dagbladet 2008, 5 december : B16-.

AuthorPublishing yearSubject

Carina Tigervall

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2008

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

I & M : invandrare & minoriteter 2008, 35 (4): 27-.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2008

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Invandrare och Minoriteter 2008, 35 (6): 22-27.

AuthorPublishing yearSubject

Carina Tigervall

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2008

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Child adoption. Hyderabad, India : Icfai University Press, 2008. 104-116.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2008

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Tumba : Mångkulturellt centrum, 2008.

AuthorPublishing yearSubject

Carina Tigervall

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2008

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Socialvetenskaplig tidskrift 2008, 15 (3-4): 220-238.

AuthorPublishing yearSubject

Carina Tigervall

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2008

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Relationen mellem læreruddannelsen og skoleudviklingen. Reykjavik : University of Iceland - School of Education.

Forskningsresultat har tveklöst tillskrivit media en viktig plats i samhället. Utifrån detta hardet problematiserats både i olika forskningsprojekt och i den allmänna debatten betydelsen avmassmedias innebörd för individens lärande. Som en konsekvens av detta har det från olikahåll i samhällets framhållits behovet av att skolan bidrar till att barn utvecklar en kritiskattityd gentemot budskapen från dessa medier.I denna artikel diskuteras medierna som socialt fenomen och kulturellt arv och (det)presenteras resultat från olika forsknings- och utvecklingsprojekt som författaren har bedrivitmed syfte att studera och belysa skolans mediepedagogiska arbete utifrån olika aktörersperspektiv (lärarutbildning, skolan, lärare, elever, etc.). Grundläggande begrepp somutvecklas i texten är interkulturalitet, kommunikation, bild, verklighet och kritiskmediealfabetisering samt mediepedagogik.

AuthorPublishing yearSubject

Ana Graviz


Research linked to the Baltic region and Eastern Europe

No
2008

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Härnösand : Mittuniversitetet, 2007. ( ; )

AuthorPublishing yearSubject
Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2007

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

I & M : invandrare & minoriteter 2007, 3 : 21-24.

Alla romska barn känner sig ännu inte helt hemma i majoritetssamhällets skola med sitt starka fokus på individen. För dem är Roma kulturklass en fristad där de känner sig accepterade och inte ifrågasatta som minoritet.

AuthorPublishing yearSubject

Mikael Demetri

Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2007

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: La formación de profesores en Suecia y Argentina. Buenos Aires : Universidad Nacional de Mar del Plata, Facultad de Humanidades, 2007. 195-206.

AuthorPublishing yearSubject
Hassan SharifPatric Sahlen

Research linked to the Baltic region and Eastern Europe

No
2007

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Välfärd: SCBs tidskrift om arbetsliv, demografi och välfärd 2007, 7 (2): 3-5.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2007

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Adoption & Culture 2007, 1 (1): 129-162.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2007

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Asian diasporas. Stanford : Stanford University Press, 2007. 177-200.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2007

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Transnationella rum. Umeå : Boréa, 2007. 195-216.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2007

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Nordisk sosialt arbeid 2007, 2 : 105-119.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2007

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Kulturstudier i Sverige. Lund : Studentlitteratur, 2007. 77-91.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2007

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: International Korean adoption. New York : Haworth Press, 2007. 221-233.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2007

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Positions 2007, 15 (2): 403-428.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2007

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Journal of women's history 2007, 19 (1): 117-122.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2007

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Actas del Congreso Internacional de Educación intercultural. Madrid : UNED.

AuthorPublishing yearSubject

Maria Borgström


Research linked to the Baltic region and Eastern Europe

No
2007

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: La formación de profesores en Suecia y Argentina. Buenos Aires : Universidad Nacional de Mar del Plata, Facultad de Humanidades, 2007. 167-176.

AuthorPublishing yearSubject

Ana Graviz

María Borgström


Research linked to the Baltic region and Eastern Europe

No
2007

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Buenos Aires : Universidad Nacional de Mar del Plata, Facultad de Humanidades, 2007.

AuthorPublishing yearSubject

Luis Porta

Maria Borgström


Research linked to the Baltic region and Eastern Europe

No
2007

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

AuthorPublishing yearSubject
Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2006

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

I & M : invandrare & minoriteter 2006, 4 : 39-42.

Allt fler romer uppfattar skolan som en möjlighet och inte som ett hot mot den egna kulturen. Att bli erkända som nationell minoritet har underlättat. Inflytande, interkulturell pedagogik och en ny syn på den svenska historien är nästa steg.

AuthorPublishing yearSubject
Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2006

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Stockholm : Kompetensfonden, 2006. ( ; )

I denna studie har arbetet i Roma Kulturklass på Nytorpsskolan, Enskede-Årsta stadsdel i Stockholm, följts och utvärderats från början av vårterminen 2005 till och med vårterminen 2006 genom deltagandeobservationer i klassen, intervjuer och samtal med lärare och elever. Klassen som är en F – 9 klass har funnits sedan början av 1990-talet och har under olika perioder haft mellan 15 – ca 30 romska elever. Många av eleverna har kommit från andra skolor, där de tidigare ofta misslyckats med sin skolgång. Fokus för utvärderingen har varit samarbetet mellan lärarna och de romska hemmen kring barnens skolgång, arbetet med elevernas tvåspråkiga utveckling och litteracitet i klassen samt vilka konsekvenser erkännandet av romer som en av Sveriges fem historiska nationella minoriteter har inneburit för arbetet där. Inledningsvis kontextualiseras klassen genom en kort redogörelse för den romska historien, språksituationen, antiziganismens orsaker samt skol- och utbildningssituationen för romer både på europeisk och på nationell nivå. För analysen har teorier kring socialisation, språk och lärande i ett interkulturellt perspektiv använts. Dessa teorier visar hur variationer när det gäller språksocialisation,litteracitet och social bakgrund ofta påverkar elevers skolframgång.I studien konstateras att arbetet i Roma Kulturklass är mycket sammansatt och komplext, där många parallella läroprocesser pågår. Påtagligt är hur positiv åldersblandningen är för elevernas socialisation och lärande samt hur arbetet bygger på dessa mönster som är väl bekanta för såväl föräldrar som elever. Det goda samarbetet med föräldrarna har avgörande betydelse för verksamheten. I klassen pågår också ett mycket intressant litteracitetsarbete. Där tas traditionella berättartraditioner till vara tillsammans med ett arbete kring de olika varieteterna av språket romani chib, som används för att överbrygga mellan elevernas, föräldrarnas och minoritetens muntliga kunskapstradition och litteratur till mer skriftspråkligt fokus. Detta i sin tur utvecklar ett metalingvistiskt tänkande hos eleverna i klassen som också bidrar till elevernas tvåspråkiga utveckling. Arbetet i klassen präglas även av en kulturell revitalisering där det hos lärare, elever och föräldrar finns ett levande intresse för nya forskningsrön särskilt när det gäller den romska historien, romani chib (romanés) och tvåspråkig undervisning. Man följer med stort engagemang forskningen på området med exempelvis nära kontakt med lingvister i Österrike. I klassen intar lärarna också på ett självklart sätt ett interkulturellt förhållningssätt i arbetet. Sammanfattningsvis konstateras i utvärderingen att det arbete som pågår i Roma Kulturklass på många sätt är unikt och banbrytande, när det gäller romska elevers skolgång och att det är önskvärt att verksamheten får fortsatt stöd samt att erfarenheterna kan komma andra till del.

AuthorPublishing yearSubject
Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2006

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Locus 2006, 18 (4): 16-31.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2006

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Outsiders Within. Cambridge, Mass. : South End Press, 2006. 139-149.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2006

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Gränsöverskridande identiteter i globaliseringens tid. Huddinge : Södertörns högskola, 2006. 107-126.

Den här antologin belyser i en rad exempel hur globaliseringen påverkar människors identitet. Tvärtemot vad som ofta antas slätar inte globaliseringen ut skillnaderna mellan kulturer världen över. Istället uppkommer nya kulturer i mötet mellan den globala kulturindustrin och lokala kulturyttringar. Detta påverkar i sin tur människors identitet, som i allt större utsträckning blir gränsöverskridande. Det kan gälla barn, som överskrider vuxengränsen med hjälp av Internet. Det kan röra sig om gränsöverskridande nationer, som t.ex. kurder och assyrier/syrianer, och det kan handla om ungdomar som ingår i mångkulturella och ständigt växlande sammanhang i globala städer som Stockholm eller Barcelona. Slutligen kan det röra sig om sociala och politiska rörelser och nätverk, till exempel indiska och pakistanska intellektuella, västerländska sökare i Asien och tibetanska fredsaktivister.I den här boken lyfter vi fram identitet som en positiv kraft, även om vi inte förnekar att det finns gott om destruktiva exempel på framhävandet av gruppidentiteter. Därmed handlar boken mer om möjligheter än om problem.De flesta – men inte alla – kapitel rör identitetsskapandet hos den yngre generationen och vad som händer på ett symboliskt och kulturellt plan i ljuset av nya kommunikationsformer.Boken rekommenderas till lärare, studerande och forskare på högskolor och universitet, som intresserar sig för globalisering, identitet, migration, etnicitet och fredsrörelser och alla dem som vill få insikt i vad som händer med vår identitet i det globaliserade samhället.

AuthorPublishing yearSubject

Maria Borgström


Research linked to the Baltic region and Eastern Europe

No
2006

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Miradas críticas en torno a la formación docente y condiciones de trabajo del profesorado. Buenos Aires : Universidad nacional de Mar del Plata, 2006. -.

AuthorPublishing yearSubject

Maria Borgström


Research linked to the Baltic region and Eastern Europe

No
2006

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Huddinge : Södertörns högskola, 2006.

Den här antologin belyser i en rad exempel hur globaliseringen påverkar människors identitet. Tvärtemot vad som ofta antas slätar inte globaliseringen ut skillnaderna mellan kulturer världen över. Istället uppkommer nya kulturer i mötet mellan den globala kulturindustrin och lokala kulturyttringar. Detta påverkar i sin tur människors identitet, som i allt större utsträckning blir gränsöverskridande. Det kan gälla barn, som överskrider vuxengränsen med hjälp av Internet. Det kan röra sig om gränsöverskridande nationer, som t.ex. kurder och assyrier/syrianer, och det kan handla om ungdomar som ingår i mångkulturella och ständigt växlande sammanhang i globala städer som Stockholm eller Barcelona. Slutligen kan det röra sig om sociala och politiska rörelser och nätverk, till exempel indiska och pakistanska intellektuella, västerländska sökare i Asien och tibetanska fredsaktivister.I den här boken lyfter vi fram identitet som en positiv kraft, även om vi inte förnekar att det finns gott om destruktiva exempel på framhävandet av gruppidentiteter. Därmed handlar boken mer om möjligheter än om problem.De flesta – men inte alla – kapitel rör identitetsskapandet hos den yngre generationen och vad som händer på ett symboliskt och kulturellt plan i ljuset av nya kommunikationsformer.Boken rekommenderas till lärare, studerande och forskare på högskolor och universitet, som intresserar sig för globalisering, identitet, migration, etnicitet och fredsrörelser och alla dem som vill få insikt i vad som händer med vår identitet i det globaliserade samhället.

AuthorPublishing yearSubject
Katrin Goldstein Kyaga

María Borgström


Research linked to the Baltic region and Eastern Europe

No
2006

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Huddinge : Södertörns högskola, 2006. (Working Paper ; 2006:1)

In order to develop schools as intercultural learning environments, studies about the organisational culture of schools and leadership in a cultural context, are required. This article highlights the work of head teachers in multicultural schools and the development of new theories with regard to intercultural leadership. The study is based on interviews with head teachers in multiethnic schools and other leaders of multicultural organisations in Sweden. Based on the responses of the interviewees, I have identified three components of leadership: (1) an understanding of multiculturalism and an awareness of the need for developing multicultural schools; (2) the actions/behaviour of the head teacher as a leader; (3) the head teacher’s personal abilities, qualities or shortcomings with regard to intercultural work. All these factors are interdependent, so a head teacher cannot achieve more than his/her staff understands and allows, and the surroundings permit, and can only pursue issues that are considered problems in school. To actively lead multicultural school development, requires both an acceptance of one’s own ethnocentrism and a certain multicultural maturity among the staff. My conclusion is that intercultural leaders need to promote organisational learning: the whole organisation needs to share the goal of developing an intercultural learning environment.

AuthorPublishing yearSubject

Pirjo Lahdenperä


Research linked to the Baltic region and Eastern Europe

No
2006

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Spånga : Språkforskningsinstitutet i Rinkeby, 2005.

AuthorPublishing yearSubject

Margaret Obondo

Christina Rodell Olgac

Research linked to the Baltic region and Eastern Europe

No
2005

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

: Myndigheten för skolutveckling, 2005. ( ; )

AuthorPublishing yearSubject
Anna Lindqvist

Research linked to the Baltic region and Eastern Europe

No
2005

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Pedagogik som vetenskap. Stockholm : Pedagogiska institutionen, Stockholms universitet, 2004. 214-226.

AuthorPublishing yearSubject
Katrin Goldstein Kyaga

María Borgström


Research linked to the Baltic region and Eastern Europe

No
2004

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Interkulturell pedagogik i teori och praktik. Lund : Studentlitteratur, 2004. 33-56.

AuthorPublishing yearSubject

María Borgström


Research linked to the Baltic region and Eastern Europe

No
2004

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

In: Liksom värden, typ. Lomma : Föreningen Lärare i religionskunskap (FLR), 2003. 70-83.

AuthorPublishing yearSubject
Katrin Goldstein Kyaga

Maria Borgström


Research linked to the Baltic region and Eastern Europe

No
2003

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Korean Quarterly 2003, 6 (1): 27-28.

AuthorPublishing yearSubject

Tobias Hübinette


Research linked to the Baltic region and Eastern Europe

No
2003

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-

Botkyrka : Mångkulturellt centrum, 2002.

AuthorPublishing yearSubject
Patric Sahlen

Research linked to the Baltic region and Eastern Europe

No
2002

School/Centre

School of Culture and Education
Education

Research area for doctoral studies

-