Go to eugreenalliance

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.


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.



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]
Published by: Camilla Haglund Page responsible: Camilla Niss Updated: 2020-03-20
Högskolan i Gävle
Box 801 76 GÄVLE
026-64 85 00 (växel)