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Research presentation

Silvia Edling

Silvia Edling, professor i didaktik.

Research presentation

Silvia Edling

PhD, professor in curriculum theory, Excellent teacher

Research subject: Curriculum studies
Research domain: Educational Science

Silvia Edling graduated as a primary school teacher (years 1-7) of Swedish and civics and later followed a teacher training programme in history and English. Since 2003 she has worked as a teacher educator, first of all at Uppsala University (graduate student/lecturer) and then as a lecturer in education at the University of Gävle. Edling defended her PhD thesis at Uppsala University in 2009, which was entitled Ruptured narratives. An analysis of the contradictions in young people’s responses to issues of personal responsibility and social violence in an educational context. The thesis highlighted young people’s sense of responsibility for others. From a curriculum perspective, the aim of the thesis was to acquire an in-depth understanding of the prerequisites for working with ethics, equal treatment and bullying in education.

In her role as an associate professor at Uppsala University, Edling was able to both broaden and deepen her research in areas such as history didactics/didaktik, policy/convention on children’s rights, democracy issues in teacher training, the teaching profession and leadership and maintain her original interest in democracy, ethics and social justice.

She writes that:

One of the challenges that we face now is not to fall into the simplistic black/white thinking that often characterises today’s debate (Lukacs, 2005), where there is a tendency to adopt extreme positions without taking the multifaceted knowledge of the field into account. This could be a one-sided focus on practice or theory, and knowledge or values/emancipation in education. What is instead needed is to create bridges between theory/science and practice, since everything we do in practice is based on ideas. This link needs to be made more visible in order to change and improve the practice. What is more, communities do not only need confident individuals, but also those with the necessary knowledge to address societal challenges. The space between either poles can be understood as a complex and existential difficult place where neat solutions are elusive. It can be tempting to ignore the opposition, allow others to think or lead or aggressively annihilate that which is perceived as difficult or complicated. The question to be asked is therefore: How can we stand in this space where the secure and insecure meet and help each other to deal with the challenges with the aid of the rich flora of scientifically-based knowledge that already exists? This is where my main contribution and commitment to the field lies.

CURRENT RESEARCH

Meetings between history and moral reflection

Theoretical and empirical points of intersection between historical consciousness and moral consciousness from a didactic perspective of history

This is a four year project (2018-2021) funded by the Swedish Research Council and  hosted by Linnaeus University, with Professor Niklas Ammert as the project manager. Participants in the project are Associate Professor Silvia Edling, University of Gävle, Associate Professor Jan Labiana, University of Helsinki, Finland, and Associate Professor Heather Sharp, Newcastle University, Australia. The project collaborators and sponsors are experts in historical consciousness and/or moral consciousness and contribute a rich comparative material and knowledge of the field to the project. The project’s strength lies in its potential to develop a robust research field and the possibility of using frameworks and didactic tools to promote the teaching of history in its mission to nurture democratic citizens.

The Gävle model: challenges and opportunities

The objective of this long-term project, which started in 2019, is to investigate why some schools in Gävle Municipality experience more bullying than others.  The project, which takes its starting point in the Gävle anti-bullying model, is part of the practice-based research funded by Gävle Municipality, ULF [Utveckling, Lärande, Forskning/Development, learning, and research] and the University of Gävle. The Gävle model was initiated in 2012 and is a collaboration between the University of Gävle and the municipality. The aim is to systematically combat bullying at the schools, to review anti-bullying policies and to take account of the knowledge that is available in scientific research. Those responsible for the Gävle model are tasked with helping schools to combat bullying by means of a systematic data collection and regular contact with the staff.

Read the news article Gävlemodellen effektiv mot mobbning svt.se

Bokprojekt för Routledge: Democracy and Teacher Education: Dilemmas, Challenges and Possibilities.

The book Democracy and Teacher Education: Dilemmas, Challenges and Opportunities is written for Routledge together with Associate Professor Geraldine Mooney Simmies from Limerick University, Ireland. The book project is funded by the University of Gävle and plans to be published in the spring of 2020.

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Articles


Scholarly articles, refereed

Thornberg, R., Wänström, L., Sjögren, B., Bjereld, Y., Edling, S., Francia, G. & Gill, P. (2024). A multilevel study of peer victimization and its associations with teacher support and well-functioning class climate. Social Psychology of Education, 27, 69-88. 10.1007/s11218-023-09828-5 [More information]
Edling, S. (2023). The purpose, description and development of teachers’ professional seeing a dialogue between Hattie and Schön. Professional Development in Education. 10.1080/19415257.2023.2178483 [More information]
Löfström, J., Ammert, N., Edling, S. & Sharp, H. (2022). Avanços na educação ética na aula de história : o prosseguimento das interseções da consciência moral e histórica. Currículo sem Fronteiras, 22 (1103), 1-16. 10.35786/1645-1384.v22.1103 [More information]
Edling, S., Löfström, J., Sharp, H. & Ammert, N. (2022). Mapping moral consciousness in research on historical consciousness and education : A summative content analysis of 512 research articles published between 1980 and 2020. Journal of Curriculum Studies, 54 (2), 282-300. 10.1080/00220272.2021.1970817 [More information]
Edling, S. (2022). Time and the embodied other in education : A dimension of teachers’ everyday judgements of student learning. International Journal of Ethics Education, 7, 87-100. 10.1007/s40889-021-00130-6 [More information]
Löfström, J., Ammert, N., Sharp, H. & Edling, S. (2021). Advances in Ethics Education in the History Classroom : After Intersections of Moral and Historical Consciousness. International Journal of Ethics Education, 6, 239-252. 10.1007/s40889-020-00116-w [More information]
Edling, S., Francia, G. & Carolyn, S. (2021). Naming/Framing Educational Leadership Perceptions in Relation to Child Violence at a Swedish Boarding School. International Studies in Educational Administration, 49 (2), 120-145. [More information]
Francia, G., Neubauer, A. & Edling, S. (2021). Unaccompanied migrant children’s rights : A prerequisite for the 2030 agenda's sustainable goals in Spain and Sweden. Social Sciences, 10 (6). 10.3390/socsci10060185 [More information]
Sharp, H., Edling, S., Ammert, N. & Löfström, J. (2020). A review of doctoral theses since 2000 : Historical consciousness in the Australian context. Yearbook (of the International Society for History Didactics), 41, 123-140. [More information]
Löfström, J., Ammert, N., Edling, S. & Sharp, H. (2020). Can, and should history give ethical guidance? : Swedish and Finnish Grade 9 students on moral judgment-making in history. Nordidactica : Journal of Humanities and Social Science Education, 10 (2020:4), 88-114. [More information]
Ammert, N., Sharp, H., Löfström, J. & Edling, S. (2020). Identifying aspects of temporal orientation in students’ moral reflections. History education research journal, 17 (2), 132-150. 10.14324/HERJ.17.2.01 [More information]
Edling, S. & Liljestrand, J. (2020). Let’s talk about teacher education! : Analysing the media debates in 2016-2017 on teacher education using Sweden as a case. Asia-Pacific Journal of Teacher Education, 48 (3), 251-266. 10.1080/1359866X.2019.1631255 [More information]
Edling, S. (2020). Läraryrket och det etiska behovet av att kunna navigera i utrymmet mellan det säkra och det osäkra. Utbildning och Demokrati, 29 (2), 101-130. External link [More information]
Edling, S., Sharp, H., Löfström, J. & Ammert, N. (2020). The good citizen : Revisiting moral motivations for introducing historical consciousness in history education drawing on the writings of Gadamer. Citizenship, Social and Economics Education, 19 (2), 133-150. 10.1177/2047173420936622 [More information]
Francia, G. & Edling, S. (2020). Unaccompanied Afghan minors’ rights when restrictive transnational migration policies are in force : The case of Sweden. The International Journal of Children's Rights, 28 (4), 894-924. 10.1163/15718182-28040002 [More information]
Edling, S., Sharp, H., Ammert, N. & Löfström, J. (2020). Why is ethics important in history education? : A dialogue between the various ways of understanding the relationship between ethics and historical consciousness.. Ethics and Education, 15 (3), 336-354. 10.1080/17449642.2020.1780899 [More information]
Edling, S. (2019). La función de las teorías en la enseñanza como una estrategia para enfrentar la diversidad humana: Dos enfoques diferentes [The function of theories in teaching as a strategy to face human diversity: Two different approaches]. PROFESORADO, 23 (3), 223-245. 10.30827/profesorado.v23i3.9474 [More information]
Mooney Simmie, G. & Edling, S. (2019). Teachers’ democratic assignment : a critical discourse analysis of teacher education policies in Ireland and Sweden. Discourse. Studies in the Cultural Politics of Education, 40 (6), 832-846. 10.1080/01596306.2018.1449733 [More information]
Edling, S. & Mooney Simmie, G. (2018). Democracy and emancipation in teacher education : A summative content analysis of teacher educators' democratic assignment expressed in policies for Teacher Education in Sweden and Ireland between 2000-2010. Citizenship, Social and Economics Education, 7 (1), 20-34. 10.1177/2047173417743760 [More information]
Edling, S. & Liljestrand, J. (2018). Student teachers’ task perceptions of democracy in their future profession – a critical discourse analysis of students’ course texts. Australian Journal of Teacher Education, 43 (7), 82-97. 10.14221/ajte.2018v43n7.5 [More information]
Ammert, N., Edling, S., Löfström, J. & Sharp, H. (2017). Bridging historical consciousness and moral consciousness : promises and Challenges. Historical Encounters : A journal of historical consciousness, historical cultures and history education, 4 (1), 1-13. [More information]
Francia, G. & Edling, S. (2017). Children's rights and violence : A case analysis at a Swedish boarding school. Childhood, 24 (1), 51-67. 10.1177/0907568216634063 [More information]
Parker Jenkins, M., Francia, G. & Edling, S. (2017). Education for the other : policy and provision for Muslim children in the UK and Swedish education systems. Compare, 47 (2), 257-270. 10.1080/03057925.2016.1168282 [More information]
Edling, S. (2017). Historical and moral consciousness in the light of Ewa Ziarek’s ethics of disensus : one approach to handle plurality in education. Historical Encounters : A journal of historical consciousness, historical cultures and history education, 4 (1), 36-51. [More information]
Edling, S. & Francia, G. (2017). Newly arrived pupils and violence : a CDA analysis of political advices regarding strategies and responsibilities for various actors in Swedish education. Education Sciences and Society, 8 (1), 137-153. External link [More information]
Mooney Simmie, G. & Edling, S. (2016). Ideological Governing Forms in Education and Teacher Education : a Comparative Study between highly secular Sweden and highly non-secular Republic of Ireland<em></em>. Nordic Journal of Studies in Educational Policy, 2 (1). 10.3402/nstep.v2.32041 [More information]
Edling, S. & Frelin, A. (2016). Sensing as an ethical dimension of teacher professionality. Journal of Moral Education, 45 (1), 46-58. 10.1080/03057240.2015.1127801 [More information]
Edling, S. (2015). Between curriculum complexity and stereotypes : Exploring stereotypes of teachers and education in media as a question of structural violence. Journal of Curriculum Studies, 47 (3), 399-415. 10.1080/00220272.2014.956796 [More information]
Edling, S. & Mooney Simmie, G. (2014). Det är lärares och lärarutbildares fel! : Faran med att gömma komplexitet under en slöja av fördomar. Pedagogisk forskning i Sverige, 19 (2-3), 229-234. External link [More information]
Edling, S. & Frelin, A. (2014). Evidence is not enough for developing democratic values : on the role of theory in teacher education. Citizenship, Social and Economics Education, 13 (3), 148-155. 10.2304/csee.2014.13.3.148 [More information]
Edling, S. (2014). O Conceito de pluralidade no currículo nacional sueco : Estudando a imortancia de livros didacticos teóricos de formaciao de professores para interpretar e contestar as diferentes facetas de violencia no trabalho diaros de professores [The Notion of Plurality within the Swedish National Core Curriculum: Studying the importance of theoretical text-books at Teacher Educations to interpret and contest the various faces of violence in teachers’ everyday work]<em></em>. Revista E-Curriculum, 12 (3), 1634-1668. External link [More information]
Edling, S. (2014). Why not simply use the best theory?<em></em> : A critical discourse analysis of the notion of plurality in three texts used at a teacher education institution in Sweden. Citizenship, Social and Economics Education, 13 (3), 156-174. 10.2304/csee.2014.13.3.156 [More information]
Edling, S. & Frelin, A. (2013). Doing good? : Interpreting teachers’ given and felt responsibilities for pupils’ well-being in an age of measurement. Teachers and Teaching : theory and practice, 19 (4), 419-432. 10.1080/13540602.2013.770234 [More information]

Scholarly articles, non-refereed

Ammert, N., Sharp, H., Edling, S. & Löfström, J. (2022). Editorial: Perspectives on history and moral encounters. Historical Encounters : A journal of historical consciousness, historical cultures and history education, 9 (2), 1-6. 10.52289/hej9.201 [More information]
Edling, S. & Frelin, A. (2012). Var går gränsen för lärares ansvar?. Pedagogiska Magasinet (4). [More information]

Books

Ammert, N., Edling, S., Löfström, J. & Sharp, H. (2023). Att lära från, om och med historia : Historiemedvetande, moral och didaktik. Gleerups Utbildning AB. 188 p. [More information]
Ammert, N., Edling, S., Löfström, J. & Sharp, H. (2022). Historical and Moral Consciousness in Education : Learning Ethics for Democratic Citizenship Education. Routledge. 214 p. [More information]
Edling, S., Francia, G., Gill, P., Matton, P. & Simonsson, B. (2022). Motverka mobbning och annan kränkande behandling i skolan : En handbok för lärare. Lund: Studentlitteratur AB. 252 p. [More information]
Ammert, N., Edling, S., Löfström, J. & Sharp, H. (ed.) (2022). Perspectives on History and Moral Encounters : Special Issue. Historical Encounters Journal. Newcastle: HERMES History Education Research Network. (Historical Encounters Journal 9(2)) External link [More information]
Edling, S. (2021). Läroplansteori för lärare : En introduktion. Lund: Studentlitteratur AB. 145 p. External link [More information]
Karaman, A. & Edling, S. (ed.) (2021). Professional learning and identities in teaching : international narratives of successful teachers. London: Routledge. 220 p. 10.4324/9781003028451 [More information]
Edling, S. & Macrine, S. (2021). Transnational Feminist Politics, Education and Social Justice : Post Democracy and Post Truth. London: Bloomsbury Academic. 312 p. [More information]
Edling, S. (2021). Världens bästa yrke?! : En kort introduktion till dig som valt att bli lärare. Lund: Studentlitteratur AB. 160 p. [More information]
Edling, S. & Mooney Simmie, G. (2020). Democracy and teacher education : Dilemmas, challenges, and possibilities. London, NY: Routledge. [More information]
Edling, S. (2016). Demokratidilemman i läraruppdraget : att arbeta för lika villkor. Stockholm: Liber. 192 p. [More information]
Edling, S. (2012). Att vilja andra väl är inte alltid smärtfritt : Att motverka kränkningar och diskriminering i förskola och skola. Lund: Studentlitteratur AB. 220 p. [More information]

Book chapters

Edling, S. & Karaman, C. (2021). Conclusion. Professional learning and identities in teaching : international narratives of successful teachers. London: Routledge. [More information]
Edling, S. & Cendel Karaman, A. (2021). Conclusion: Context, interconnectedness, balance, and risk in teachers’ narratives. Professional Learning and Identities in Teaching: International Narratives of Successful Teachers. London: Routledge. P. 190-202. 10.4324/9781003028451-12 [More information]
Edling, S. & Macrine, S. (2021). Conclusion : Transnational Feminist Politics, Education and Social Justice: Post Democracy and Post Truth. Transnational Feminist Politics, Education and Social Justice : Post Democracy and Post Truth. London: Bloomsbury Academic. [More information]
Macrine, S. & Edling, S. (2021). Introduction. Transnational Feminist Politics, Education and Social Justice : Post Democracy and Post Truth. London: Bloomsbury Academic. [More information]
Cendel, K. & Edling, S. (2021). Introduction. Professional learning and identities in teaching : international narratives of successful teachers. London: Routledge. [More information]
Edling, S. (2021). Lärarutbildning i massmedial belysning. Om skolans utmaningar och problem. Lund: Studentlitteratur AB. [More information]
Macrine, S. & Edling, S. (2021). The Refugee Crisis is a Feminist Issue. Transnational Feminist Politics, Education and Social Justice : Post Democracy and Post Truth. London: Bloomsbury Academic. [More information]
Edling, S. & Liljestrand, J. (2020). "Democracy for me is saying what I want”: The teaching profession on free speech, democratic mission and the notion of political correctness in a Swedish context. Teacher education and the development of democratic citizenship in Europe. London, NY: Taylor & Francis Group. [More information]
Edling, S. (2020). Faror med en förenklad mediedebatt om lärarutbildning. Perspektiv på skolans problem : Vad säger forskningen?. Lund: Studentlitteratur AB. P. 71-83. [More information]
Edling, S. (2016). «Who» Is Teacher Education? : Approaching the Negative Stereotypes of Teacher Education. Curriculum : Decanonizing the field. Peter Lang. [More information]
Edling, S. & Frelin, A. (2015). Promoting Social Justice in Swedish Teacher Education. International Teacher Education : Promising Pedagogies (Part B). Bingley: Emerald Group Publishing Limited. P. 305-328. 10.1108/S1479-368720150000025013 [More information]
Edling, S. & Francia, G. (2015). Roma in Europe : Policies and Roma Voices : Exploring and Comparing the Voices of Roma People Expressed on Three Roma Advocacy Webpages. Educational Internationalisation : Academic Voices and Public Policy. Rotterdam: Sense Publishers. P. 149-166. [More information]
Edling, S. (2015). Två förhållningssätt till teorier i relation till lärares demokratiska uppdrag att motverka våld. Kontroversiella frågor : Om kunskap och politik i samhällsundervisningen. Lund: Gleerups Utbildning AB. P. 115-134. [More information]
Edling, S. (2014). Demokrati handlar väl om majoriteten - eller?. Inkludering : möjligheter och utmaningar. Lund: Studentlitteratur AB. P. 55-73. External link [More information]

Conference papers

Thornberg, R., Wänström, L., Edling, S., Francia, G. & Gill, P. (2023). Peer Victimization amongst Swedish students: Protective Roles of School Staff Supportiveness and Class Climate. . [More information]
Francia, G., Neubauer , E., Adrían, K. & Edling, S. (2023). Refugee and Migrant Bodies in the Interplay of Education and Migration Policies in EU/Europe. . [More information]
Money Simmies, G. & Edling, S. (2023). The Case for Teacher Education, Change and Democracy: Framing the Problem in a Utilitarian Era. . [More information]
Money Simmies, G. & Edling, S. (2023). The case for teachers’ democratic assignment: The slow suffocation of democracy in a post-truth era. . [More information]
Francia, G., Luzon-Trujillo, A. & Edling, S. (2022). Education dilemmas concerning schools as working and learning environments during the Covid pandemic: Voices from teacher unions in Sweden and Spain. . [More information]
Ammert, N., Edling, S., Löfström, J. & Sharp, H. (2022). History and Moral Encounters: results and experiences of an international research project. . [More information]
Edling, S. (2022). Mellan det globala och lokala: dimensioner av historie- och moralmedvetande i elevsvar. . [More information]
Löfström, J., Edling, S., Ammert, N. & Sharp, H. (2022). Möten mellan historie- och moralmedvetande. . [More information]
Neubauer, A., Francia, G. & Edling, S. (2022). Social representations of migrant children in Spanish and Swedish media before and during the global pandemic. . [More information]
Edling, S. & Francia, G. (2021). Gendered dimensions in the enactment of the right of the child to be protected from violence. . [More information]
Mooney Simmie, G. & Edling, S. (2021). Interrogating self-evaluation using a Freirean lens : The changing politics of teacher reflection?. . [More information]
Edling, S., Löfström, J., Sharp, H. & Ammert, N. (2021). Mapping moral consciousness in research about historical consciousness and education : A summative content analysis of 512 research articles between 1980-2020. . [More information]
Francia, G., Neubauer, A. & Edling, S. (2021). The rights of unaccompanied minors in Spain and Sweden: A child-rights approach in sustainability policies. . [More information]
Edling, S. & Francia, G. (2020). Critical Trends: Threats to Democracy and Education. . [More information]
Francia, G. & Edling, S. (2019). A Children's Rights Perspective on Traditional Schooling and Education for Sustainable Development. . [More information]
Dorio, Nunzio, J., Francia, G., Edling, S., Ayik, B. & Abagat Liboon, C. (2019). Children at Our Walls : Dehumanizing Discourses and Policies Challenging the Rights of Asylum-Seeking Minors in the United States and Sweden. . [More information]
Edling, S., Sharp, H., Löfström, J. & Ammert, N. (2019). Exploring the link between historical consciousness and moral consciousness: motivations, epistemological assumptions and moral purposes. . [More information]
Edling, S. (2019). Exploring the link between historical consciousness and moral consciousness: motivations, epistemological assumptions and moral purposes. . [More information]
Edling, S., Sharp, H., Ammert, N. & Löfström, J. (2019). Highlighting relationships between historical consciousness and moral consciousness: Objectives, consequences and moral foci. . [More information]
Edling, S., Sharp, H., Ammert, N. & Löfström, J. (2019). Highlighting relationships between historical consciousness and moral consciousness: Objectives, consequences and moral foci. . [More information]
Ammert, N., Edling, S., Löfström, J. & Sharp, H. (2019). History and moral encounters: exploring theoretical and empirical intersections of historical and moral consciousness from a history didaktik perspective. . [More information]
Ammert, N., Löfström, J., Edling, S. & Sharp, H. (2019). Identifying aspects of temporal orientation in students’ moral reflections. . [More information]
Löfström, J., Ammert, N., Sharp, H. & Edling, S. (2019). In search for intersections of historical empathy and moral sensitivity : observations from a study of Swedish and Finnish lower secondary school students. . [More information]
Sharp, H., Edling, S., Ammert, N. & Löfström, J. (2019). Mapping the development of the concept of historical and moral consciousness 1980-2018. . [More information]
Francia, G. & Edling, S. (2019). Neoliberal policy paradigm in Teacher Education in Argentina and Sweden : Strategy for increase quality and teacher profession status?. . [More information]
Löfström, J., Ammert, N., Sharp, H. & Edling, S. (2019). Social perspective taking and moral reflection [judgment] in lower secondary school students’ responses to historical moral dilemmas: observations from a Swedish-Finnish survey study. . [More information]
Edling, S., Biffi, E., Francia, G. & Montà, C. (2018). Children’s right not to be subjected to violence – a comparative discourse analysis of educational policy between Sweden and Italy. . [More information]
Edling, S., Sharp, H., Ammert, N. & Löfström, J. (2018). Exploring moral responsibility(ies) within argumentations for the use of historical consciousness. . [More information]
Edling, S. (2018). Let's talk about teacher education! A CDA of media debates (2016-2017) about Swedish teacher education. . [More information]
Liljestrand, J. & Edling, S. (2018). The political controversies of teacher education : a Swedish Case. . [More information]
Francia, G., Edling, S. & Sund, L. (2018). What does research tell us on the interrelation between justice, sustainability and teacher education?. . [More information]
Francia, G. & Edling, S. (2018). When The Convention of The Rights of the Child is Not Enough : Civil Disobedience from a Research Perspective. . [More information]
Edling, S. (2017). Embodied dimensions of racism – as a means of understanding racism in teacher education. . [More information]
Edling, S. (2017). Ethics of dissensus: One approach to handle plurality in education. . [More information]
Edling, S. & Francia, G. (2017). Public or private governance of School violence: A leadership perspective. . [More information]
Liljestrand, J. & Edling, S. (2017). Student Teachers Understanding of Democracy and Education. . [More information]
Francia, G., Parker-Jenkins, M. & Edling, S. (2016). Developing education policy to support the rights of refugee Children to Education : Reflections from Sweden and the Republic of Ireland. . [More information]
Edling, S., Jenkins-Parker, M. & Francia, G. (2016). Education of the Other : education policies targeted to Muslim refugees children in UK and Sweden. . [More information]
Edling, S., Francia, G., Luzón, A. & Parker-Jenkins, M. (2016). ¿Existe una política educativa de apoyo a los derechos de los menores refugiados? Reflexiones desde Suecia, República de Irlanda y España. . [More information]
Edling, S. & Mooney Simmie, G. (2016). Exploring the notion of critical thinking in relation to teacher educator’s professional judgment within Teacher Education in Sweden and the Republic of Ireland. . [More information]
Edling, S. & Francia, G. (2016). Private or public good? : Exploring violent acts at a boarding school in Sweden from a children’s right perspective. . [More information]
Edling, S. (2016). Understanding the declining health of teacher educators through the grid of Dewey’s ‘educational environment': Reviving an old concept to grapple with current phenomenon at teacher education institutions <em></em>. . [More information]
Francia, G. & Edling, S. (2015). Can school leaders make a difference in the protection of children’s rights against violence? <em></em> : A Critical Discourse Analysis of Different leadership strategies at boarding school in Sweden. . [More information]
Edling, S. (2015). Ethical responsibility as an embodied mediator between past-present-future: An educational possibility to oppose violence?. . [More information]
Edling, S. & Frelin, A. (2015). Promoting social justice in Swedish Teacher Education. . [More information]
Edling, S. & Mooney Simmie, G. (2015). (Re)positioning the Democratic (Ethical) Identity of the Teacher Educator within Global Policy Discourses of Compliance. . External link [More information]
Edling, S. & Frelin, A. (2015). Teacher Professionality and Sensing : Engaging in Dialogue About Professionality and Ethics Without a Foundation. . [More information]
Edling, S. & Mooney Simmies, G. (2014). Approaching Teacher Educators' Democratic Professionalism. . [More information]
Edling, S. (2014). Between curriculum complexity and stereotypes : Exploring stereotypes of teachers and education in media as a question of structural violence. . [More information]
Edling, S. & Francia, G. (2014). Methodological and Ethical Implications in Studying the Child's Perspective. . [More information]
Edling, S. & Frelin, A. (2014). Moral education and the desire to counteract violence : A theoretical discussion about moral reasoning and teacher professionality. . [More information]
Edling, S. (2014). Time matters! : Ethical conceptualizations of time in relation to violence within education. . External link [More information]
Francia, G. & Edling, S. (2013). A Child Perspective in the Study of Bullying in Swedish Boarding Elite’s Schools. . [More information]
Edling, S. & Francia, G. (2013). How are EU-policies regarding social inclusion of Roma populations adapted in national governments? : Comparing Spanish and Swedish policies for Roma education. . [More information]
Jenkins-Parker, M., Edling, S. & Francia, G. (2013). Responding to the educational needs of Muslim children in a non-Islamic state : a UK-Sweden comparative study. . [More information]
Edling, S. & Frelin, A. (2013). Student teachers need more than evidence : Arguments for the place of theory in the Teacher Education curriculum. . [More information]
Frelin, A. & Edling, S. (2011). Do I make your life better? : Exploring implications for the scope of teacher responsibility. . [More information]
Edling, S., Frelin, A. & Hjälmeskog, K. (2011). Grappling with gender : Studying gender as educational content in teacher education. . [More information]

Reports

Edling, S., Francia, G., Bourbour, M., Masoumi, D., Gill, P., Simonsson, B., Eriksson, A. & Johansson, O. (2024). I skuggan av mobbning och kränkande behandling på mellanstadiet från ett genusperspektiv : Resultat från en fallstudie. Gävle: Gävle University Press. 53 p. (FOU-rapport 62) External link [More information]

Other

Francia, G., Edling, S. & Olsson, S. (2021). Digital kompetens är en likvärdighets- och demokratifråga. Skolverket. External link [More information]
Francia, G., Edling, S. & Olsson, S. (2021). Fasta nivågrupperingar motverkar likvärdighet. Skolverket. External link [More information]
Edling, S. (2021). Historiemedvetande i vetenskap och i undervisning. 00:25:00 p. (UR Samtiden - Forskardagarna) External link [More information]
Francia, G., Edling, S. & Olsson, S. (2021). Likvärdig utbildning för högpresterande kräver individanpassning. Skolverket. External link [More information]
Francia, G., Edling, S. & Olsson, S. (2020). Likvärdighet i utbildning kan mätas med stöd av indikatorer. Skolverket. External link [More information]
Francia, G., Edling, S. & Olsson, S. (2020). Likvärdighet utifrån ett barnrättsperspektiv. Skolverket. External link [More information]
Francia, G., Edling, S. & Olsson, S. (2020). Stereotypa uppfattningar - ett hinder för likvärdighet i skolan. Skolverket. External link [More information]
Francia, G., Edling, S. & Olsson, S. (2020). Tillit viktigt för likvärdighet i kristider. Skolverket. External link [More information]
Francia, G., Edling, S. & Olsson, S. (2020). Viktigt med balans mellan olika krav i likvärdighetsuppdraget. Skolverket. External link [More information]
Francia, G., Edling, S. & Olsson, S. (2020). Välfungerande studie- och yrkesvägledning viktigt för likvärdighetsuppdraget. Skolverket. External link [More information]
Published by: Camilla Haglund Page responsible: Sara Perttunen Sundberg Updated: 2020-03-20
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