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:

Published by: Sara Perttunen Sundberg Page responsible: Camilla Niss Updated: 2019-06-19
Högskolan i Gävle
www.hig.se
Box 801 76 GÄVLE
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