STORIES

The research group STORIES (Studies Of Relationships for SustainablE LearningS) aims to examine how learning environments are motivated, designed and narrated, the impact of different approaches to educational settings with regard to individuals' and groups' living conditions, conditions for learning and the teaching profession. A special focus is directed towards democracy, justice, power, and ethics, which are important dimensions to promote social sustainability in educational practices.  

Rooted in John Dewey’s philosophy, we study educational work as part of a learning environment in which complex processes constitute opportunities and/or obstacles in different teaching contexts. A central purpose of education today is a striving to promote a sustainability that is intimately interlinked with issues of democracy, ethics and justice. As human practice is complex and interconnected with material conditions, interdisciplinary, plural, and holistic approaches are important in order to understand and respond to these challenges.

The focus of the research conducted in the group is therefore on educational work and social sustainability, i.e. how democracy, justice issues and ethics interact with structural and relational conditions in various real and/ or portrayed teaching environments such as the preschool, school and university. Our aim is to understand the purposes, processes and consequences for learning, the teaching profession, groups’ and/or individuals’ life situations in order to contribute to constructive and innovative strategies and approaches.

STORIES consists of professors, associate professors, assistant professor, lecturer, PhD students as well as a number of national and international associate members.

Examples of research areas

  1. Democracy and equity in schools and higher education
  2. Teachers’ and teacher educators’ professionalism in relation to various educational purposes
  3. The democratic assignment of schools and higher education institutions
  4. Collaboration between social and cultural justice in different educational environments
  5. Sustainability in (higher) education
  6. When, where, how and for what purpose relations are created and sustained that contribute to safe and comparable educational environments with good conditions for learning
  7. How different forms of violence, such as bullying and discrimination, can be understood and counteracted in education from a holistic perspective
  8. How power operates and becomes visible in both fiction and real-life stories
  9. Policy implications for pedagogical work aimed at vulnerable groups of children

Members

Silvia Edling, Professor of Curriculum Studies, Didaktik (chair/contact), silvia.edling@hig.se

Associet members

Marie Parker-Jenkins, professor in education, Limmerick University

E-mail: marie.parker.jenkins@ul.ie

Ana Ancheta Arrabal, University of Valencia

E-mail: ana.ancheta@uv.es

Marco Catarci, professor in education, University Degli Study Roma

E-mail: marco.catarci@uniroma3.it

Carolyn, Shields, professor in education and leadership, Wayne State University,

E-mail: cshields@wayne.edu

Cendel, Karaman, associate professor in education, Middle east technical university, Turkey
E-mail: cendel@metu.edu.tr

Elisabetta, Biffi, Associate professor in education, University of Milan Biccoca, Italy
E-mail: elisabetta.biffi@unimib.it

Geraldine, Mooney Simmie, Associate profesor, University of Limerick, Ireland

E-mail: geraldine.mooney.simmie@ul.ie

Jason, Dorio, Ph.D. and lecturer in international and comparative education, UCLA, USA
E-mail: jndoria@ucla.edu

My, Lilja, lektor i kriminologi
E-mail: my.lilja@mao.se

Todd, Price, professor in teaching and learning, National Louis University, USA,
E-mail: TPrice@nl.edu

Hillevi, Lenz Taguchi, professor i barn och ungdomsvetenskap, Stockholms Universitet
E-mail: hillevi.lenz-taguchi@buv.su.se


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Ongoing research projects

  • The encounter between history and moral consciousness
  • Democracy, dilemmas, and professionalism within Teacher Education
  • Children’s rights to not be subjected to violence/bullying
  • Sustainable teacher education
  • Towards a gender-conscious school at a time of freedom of choice: opportunities and challenges for local school contexts
  • The power of the story (MIB). Book project. On making power and power systems visible through fictional (and real-life) narratives
  • The cultural status of Swedish from a power-critical perspective in Estonia, Finland, Latvia and Iceland

 

Partners

We collaborate with several researchers and universities. These are some of our partners:

Articles | Books | Book chapters | Conference papers


Articles


Scholarly articles, refereed

Edling, S. & Liljestrand, J. (2019). 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. 10.1080/1359866X.2019.1631255 [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. & Mooney Simmie, G. (2018). Teachers’ Democratic Assignment : a critical discourse analysis of teacher education policies in Ireland and Sweden. Discourse. Studies in the Cultural Politics of Education. 10.1080/01596306.2018.1449733 [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]
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. External link [More information]
Ammert, N., Edling, S., Löfstrom, 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. External link [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]
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]
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. (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 Científica 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. & Mooney Simmie, G. (2014). The changing democratic (ethical) dimension in Teacher Educator’s professional identity? : A comparative critical discourse analysis of policy documents regarding teacher educator’s democratic (ethical) identity in the Republic of Ireland and Sweden. European Journal of Teacher Education. [Submitted] [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. & 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

Edling, S. & Frelin, A. (2012). Var går gränsen för lärares ansvar?. Pedagogiska Magasinet (4). [More information]

Other articles (popular science, debate etc.)

Engström, I., Bremberg, S. & Wikman, S. (2019). Socialstyrelsens snabba slutsatser är bristfälligt underbyggda (slutreplik) : slutreplik DN Debatt 22/5. Dagens Nyheter (29 maj). External link [More information]
Engström, I., Bremberg, S. & Wikman, S. (2019). Dåligt stöd för att psykiska sjukdomar ökar bland unga (DN Debatt). Dagens Nyheter (21 maj). External link [More information]

Books

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

Francia, G. (2018). L’enseignement en Suède : D’une école pour tous à une école pour chacun. Entre tronc commun et filières, quelle école commune ? Etude comparative.. Louvain-la-Neuve (Belgique): Thélème (Académia-L'Harmattan), 2018 (à paraître). P. 203-236. [More information]
Serrander, U. & Ljungquist, S. (2017). Vems röst om Sverige? : En normkritisk läsning av ett läromedel i svenska som främmande språk. Kunskap, motstånd, möjlighet : Humanistisk forskning idag. Halmstad: Molin & Sorgenfrei. P. 149-170. [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. (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. & 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]
Grannäs, J. & Ljungquist, S. (2015). Berättelsen som forum för kontroversiella frågor. Kontroversiella frågor : Om kunskap och politik i samhällsundervisningen. Lund: Gleerups Utbildning AB. P. 149-168. [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. (2014). Demokrati handlar väl om majoriteten - eller?. Inkludering : möjligheter och utmaningar. Lund: Studentlitteratur AB. P. 55-73. External link [More information]
Ljungquist, S. (1995). Vikten av textseminarier : Exemplet litteraturvetenskap. Kvalitéer i studier och utbildning : universitetspedagogisk konferens i Umeå den 15-16 februari 1995. Umeå: Personalutvecklingsenheten och Undervisningscentret, Umeå universitet. P. 207-212. [More information]

Conference papers

Sharp, H., Edling, S., Ammert, N. & Löfström, J. (2019). Mapping the development of the concept of historical and moral consciousness 1980-2018. . [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]
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]
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]
Ammert, N., Löfström, J., Edling, S. & Sharp, H. (2019). Identifying aspects of temporal orientation in students’ moral reflections. . [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., Sharp, H., Ammert, N. & Löfström, J. (2019). Highlighting relationships between historical consciousness and moral consciousness: Objectives, consequences and moral foci. . [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]
Francia, G., Edling, S. & Sund, L. (2018). What does research tell us on the interrelation between justice, sustainability and teacher education?. . [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]
Francia, G. (2018). Intertextuality in the analysis of the right of equity in Education in Sweden. . P. 57-. [More information]
Edling, S., Sharp, H., Ammert, N. & Löfström, J. (2018). Exploring moral responsibility(ies) within argumentations for the use of historical consciousnes. . [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]
Liljestrand, J. & Edling, S. (2018). The political controversies of teacher education : a Swedish Case. . [More information]
Edling, S., Sharp, H., Löfström, J. & Ammert, N. (2018). Exploring moral responsibility(ies) within argumentations for the use of historical consciousness. . External link [More information]
Edling, S. (2018). Let's talk about teacher education! A CDA of media debates (2016-2017) about Swedish teacher education. . External link [More information]
Edling, S. (2017). Ethics of dissensus: Oneapproach to handle plurality in education. . [More information]
Edling, S. (2017). Embodied dimensions of racism – as a means of understanding racism in teacher education. . [More information]
Liljestrand, J. & Edling, S. (2017). Student Teachers Understanding of Democracy and Education. . [More information]
Edling, S. & Francia, G. (2017). Publicor private governance of School violence: A leadership perspective. . [More information]
Edling, S. & Francia, G. (2017). Public or private governance of school violence : a leadership perspective. . [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. (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]
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., 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. (2016). Private or public good? : Exploring violent acts at a boarding school in Sweden from a children’s right perspective. . [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. & Mooney Simmie, G. (2015). (Re)positioning the Democratic (Ethical) Identity of the Teacher Educator within Global Policy Discourses of Compliance. . External link [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. & Frelin, A. (2015). Promoting social justice in Swedish Teacher Education. . [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. (2014). Between curriculum complexity and stereotypes : Exploring stereotypes of teachers and education in media as a question of structural violence. . External link [More information]
Edling, S. (2014). Time matters! : Ethical conceptualizations of time in relation to violence within education. . External link [More information]
Edling, S. & Mooney Simmies, G. (2014). Approaching Teacher Educators' Democratic Professionalism. . [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., Liljestrand, J. & Olson, M. (2013). Demokratiperspektiver i svensk lærarutdanning : Tre om svensk lærarutdanning. Demokrati og lærerbevissthet : konferanserapport. Oslo: Universitetet i Oslo. Institutt for laererutdanning og skoleforskning. P. 81-95. External link [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. & 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]
Francia, G. & Edling, S. (2013). A Child Perspective in the Study of Bullying in Swedish Boarding Elite’s Schools. . [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]
Edling, S., Frelin, A. & Hjälmeskog, K. (2011). Grappling with gender : Studying gender as educational content in teacher education. . [More information]
Published by: Sara Perttunen Sundberg Page responsible: Veronica Liljeroth Updated: 2019-06-19
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