Research presentation
Guadalupe Francia
Professor
Research subject: Education
Research domain: Utbildningsvetenskap
Email: guadalupe.francia@hig.se
Telephone: +46 26 64 82 32
Mobile: +46 73 938 27 45
Professor in Education and Research Leader for the Strategic Research Domain Innovative Learning.
CURRENT RESEARCH
- Project on pupil mental health (University of Gävle) 2021 (funding ULF)
- Project Bullying from a Gender perspective Gävle model 2019-2021 University of Gävle
- Project Career Counseling an equity perspective, 2019–2021 University of Gävle
- School Free choice and Gender: Project in cooperation with Västerås municipality and Mälardalen university 2017-2018. Final report 2019. Ongoing publication work 2020–2021. Funding 300 000 Swedish Crowns.
- The Convention of the Rights of the Child in the Context of the Advance of the Far-Right (University of Gävle Sweden, Universidad Autonoma de Madrid, Spain and Universidad Nacional de San Martin Argentina) 2021
- Children’s Rights from a Sustainability Perspective : The UNCRC in Dialogue with Agenda 2030: Unaccompanied Migrant Children’s Rights: A Prerequisite for the 2030 Agenda’s Sustainable Development Goals in Spain and Sweden (2021)
- The emergence of the anti-gender agenda in Swedish higher education 2021 (University of Gävle)
- Biopolíticas de cierre de centros educativos desde una perspectiva de género: los casos de España y Suecia (Universidad de Valencia Spain & University of Gävle Sweden)
READ MORE ABOUT
Scholarly articles, refereed
Thornberg, R., Wänström, L., Sjögren, B., Bjereld, Y., Edling, S., Francia, G. & Gill, P. (2023). A multilevel study of peer victimization and its associations with teacher support and well-functioning class climate. Social Psychology of Education. 10.1007/s11218-023-09828-5
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Pulido-Montes, C., Francia, G. & Ancheta-Arrabal, A. (2021). Biopolíticas de cierre de centros educativos desde una perspectiva de género: los casos de España y Suecia : Biopolitics of educative centers closing from gender equality perspective: the cases of Spain and Sweden. Revista Española de Educación Comparada (38), 17-43. 10.5944/reec.38.2021.29021
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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.
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Ancheta-Arrabal, A. & Francia, G. (2021). Organización del tiempo de sueño y descanso en la educación preprimaria de Suecia y España. Una lectura desde el bienestar de la primera infancia . [Organization of sleep and rest time in pre-primary education in Sweden and Spain. A take from early childhood well-being]. Revista de Sociología de la Educación (RASE), 14 (3), 272-272. 10.7203/rase.14.3.21542
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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
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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
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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
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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
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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.
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Francia, G. (2017). Posibilidades y desafíos para la enseñanza del español como lengua extranjera en el contexto escolar nórdico : el caso de Suecia. Revista redELE (Número Especial. Enero 2017), 1-22.
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Rottenberg, D. & Francia, G. (2016). El contexto neoliberal en el alcance de la equidad propuesta por las políticas europeas de proficiencia lingüística : el caso del español en el sistema educativo sueco. PROFESORADO, 20 (02), 366-380.
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Francia, G. & Riis, U. (2016). Enactment processes in the implementation of European and national foreign language proficiency policies : The case of Spanish as an optional school subject in the Swedish school system. European Journal of Language Policy, 8 (2), 173-189. 10.3828/ejlp.2016.11
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Francia, G. (2015). Equidad, inclusión social y capacidad individual. Foro de Educación : Pensamiento, 13 (18), 5-12. 10.14516/fde.2015.013.018.001
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Francia, G. (2013). The impacts of individualization on equity educational policies. Journal of New Approaches in Educational Research, 2 (1), 17-22. 10.7821/naer.2.1.17-22
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Francia, G. (2011). Childrens’ right to equitable education : A welfare state’s goal in times of Neoliberalism. Education Inquiry, 2 (3), 401-419. 10.3402/edui.v2i3.21991
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Francia, G. (2011). Dilemmas in the Implementation of Children’s Right to Equity in Education in the Swedish Compulsory School. European Educational Research Journal, 10 (1), 102-117. 10.2304/eerj.2011.10.1.102
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Francia, G. (2011). Likvärdighetens vägval. Vägval i skolans historia (2), 3-5.
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Francia, G. (2008). La intertextualidad en las reformas educativas : Reflexiones sobre la equidad en la reforma escolar sueca [Intertextuality in Educational Reform: Reflections on Equity in Swedish School Reform]. Education Policy Analysis Archives, 16, 1-25.
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Francia, G. (1998). Islamiska skolor : en väg till likvärdig utbildning?. Pedagogisk forskning i Sverige, 3 (4), 192-210.
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Other articles (popular science, debate etc.)
Francia, G. & Riis, U. (2014). Tillväxtens risker : en rapport om spanska som modernt språk. LMS : Lingua, 2, 2-5.
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