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Forskarpresentation

Silvia Edling

Silvia Edling, professor i didaktik.

Forskarpresentation

Silvia Edling

Professor, Fil. Dr, Excellent lärare
Vetenskaplig ledare för forskningsprogrammet Demokrati och likvärdighet: Lärandeprocesser för social hållbarhet.

Forskningsämne: Didaktik
Forskningsområde: Utbildningsvetenskap

Edling disputerade 2009 vid Uppsala Universitet med avhandlingen Ruptured narratives. An analysis of the contradictions within young people’s responses to issues of personal responsibility and social violence within an educational context som sätter strålkastarljuset mot den etiska dimensionen i demokrati och unga människors känsla av ansvar för andras livssituation. Didaktiskt handlar avhandlingen om att få en fördjupad förståelse för förutsättningar för att arbeta med demokrati, etik, likabehandling och mobbning i undervisning. Sedan docenturen från Uppsala Universitet 2015 har Edling haft möjlighet att både bredda och fördjupa sin forskning. Hon har i sitt arbete kommit in på områden såsom historiedidaktik, barnkonventionen (policydokument), demokratifrågor på lärarutbildning, lärarprofession och ledarskap – men utan att tappa sitt ursprungliga intresse från avhandlingen: demokrati, etik och lika villkor. Edling har även examen som grundskollärare från årskurs 1-7 i svenska och samhällsorienterande ämnen samt gymnasielärarexamen i historia och engelska. Sedan 2003 arbetar hon som lärare på lärarutbildning, först vid Uppsala Universitet (doktorand/lektor) och sedan som lektor i didaktik på Högskolan i Gävle.

Innovativt lärande

Sedan höstterminen 2019 är Edling vetenskaplig ledare för programmet Demokrati och likvärdighet: Lärandeprocesser för social hållbarhet inom ramen för det Strategiska Forskningsområdet (SFO) Innovativt lärande. Programmet syftar till att utveckla innovativ forskning om lärmiljöer för lärandeprocesser på individ, grupp, policy och samhällsnivå för att bemöta existerande och framtida samhällsutmaningar med fokus på demokrati och likvärdighet på lokal och global nivå. Hanteringen av dessa utmaningar kräver tvärvetenskaplig forskning som utgår från ett helhetsperspektiv där hållbarhetens tre dimensioner, den ekologiska, den ekonomiska och den sociala samspelar med varandra.

AKTUELL FORSKNING

Möten mellan historia och moralisk reflektion

Teoretiska och empiriska skärningspunkter mellan historiemedvetande och moraliskt medvetande ur ett historiedidaktiskt perspektiv

Det fyra åriga projektet (2018-2021) bekostas av Vetenskapsrådet. Värduniversitet är Linnéuniversitet med professor, Niklas Ammert som projektansvarig. Deltagare i projektet är förutom docent Silvia Edling, Högskolan i Gävle, docent Jan Löfstedt, Helsingfors Universitet, Finland och docent Heather Sharp, Newcastle University, Australien. Projektets medarbetare och referenspersoner är ledande inom frågor som rör historiemedvetande och/eller moraliskt medvetande och kan bidra till projektet med ett rikt jämförelsematerial och kunskap om fältet. Projektets styrka ligger dels i dess potential att utveckla ett forskningsfält med uppenbara luckor, dels i möjligheten att med ramverk och didaktiska verktyg främja historieundervisningen i dess uppdrag att fostra demokratiska medborgare.

Gävlemodellen: utmaningar och möjligheter

Syftet med detta långsiktiga projekt är att med utgångspunkt i de behov som lokaliserats efter år av datainsamling studera orsaker och samband till att vissa skolor upplever sig ha mer mobbning än andra inom Gävle kommun. Projektet som tar utgångspunkt i Gävlemodellen är en del av praktiknära forskning och finansieras av Gävle kommun, ULF, och Högskolan i Gävle. Gävlemodellen som initierades 2012 är ett samarbete mellan Högskolan i Gävle, BIG och Utbildning Gävle där ambitionen är att skapa ett genomtänkt och systematiskt arbete mot mobbning i skärningspunkten mellan de mönster och behov skolor erfar, policy och de kunskaper som erbjuds inom vetenskaplig forskning. Ansvariga för Gävlemodellen har till uppdrag att vägleda grundskolor för att motverka mobbning både genom systematisk datainsamling och genom kontinuerliga möten med människor verksamma på dessa skolor.

LÄS MER OM


Artiklar


Vetenskapliga artiklar, refereegranskade

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 [Mer 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 [Mer 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 [Mer 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 [Mer 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 [Mer 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 [Mer 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. Länk [Mer 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 [Mer 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. [Mer 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. [Mer 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 [Mer 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 [Mer 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. Länk [Mer 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 [Mer 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 [Mer 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 [Mer 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 [Mer 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 [Mer 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 [Mer 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 [Mer 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. [Mer 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 [Mer 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 [Mer 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. [Mer 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. Länk [Mer 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 [Mer 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 [Mer 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 [Mer 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. Länk [Mer 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 [Mer 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. Länk [Mer 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 [Mer 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 [Mer information]

Vetenskapliga artiklar, ej refereegranskade

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

Böcker

Ammert, N., Edling, S., Löfström, J. & Sharp, H. (2023). Att lära från, om och med historia : Historiemedvetande, moral och didaktik. Gleerups Utbildning AB. 188 s. [Mer information]
Ammert, N., Edling, S., Löfström, J. & Sharp, H. (2022). Historical and Moral Consciousness in Education : Learning Ethics for Democratic Citizenship Education. Routledge. 214 s. [Mer 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 s. [Mer information]
Ammert, N., Edling, S., Löfström, J. & Sharp, H. (red.) (2022). Perspectives on History and Moral Encounters : Special Issue. Historical Encounters Journal. Newcastle: HERMES History Education Research Network. (Historical Encounters Journal 9(2)) Länk [Mer information]
Edling, S. (2021). Läroplansteori för lärare : En introduktion. Lund: Studentlitteratur AB. 145 s. Länk [Mer information]
Karaman, A. & Edling, S. (red.) (2021). Professional learning and identities in teaching : international narratives of successful teachers. London: Routledge. 220 s. 10.4324/9781003028451 [Mer information]
Edling, S. & Macrine, S. (2021). Transnational Feminist Politics, Education and Social Justice : Post Democracy and Post Truth. London: Bloomsbury Academic. 312 s. [Mer information]
Edling, S. (2021). Världens bästa yrke?! : En kort introduktion till dig som valt att bli lärare. Lund: Studentlitteratur AB. 160 s. [Mer information]
Edling, S. & Mooney Simmie, G. (2020). Democracy and teacher education : Dilemmas, challenges, and possibilities. London, NY: Routledge. [Mer information]
Edling, S. (2016). Demokratidilemman i läraruppdraget : att arbeta för lika villkor. Stockholm: Liber. 192 s. [Mer 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 s. [Mer information]

Kapitel i böcker

Edling, S. & Karaman, C. (2021). Conclusion. Professional learning and identities in teaching : international narratives of successful teachers. London: Routledge. [Mer 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. S. 190-202. 10.4324/9781003028451-12 [Mer 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. [Mer information]
Macrine, S. & Edling, S. (2021). Introduction. Transnational Feminist Politics, Education and Social Justice : Post Democracy and Post Truth. London: Bloomsbury Academic. [Mer information]
Cendel, K. & Edling, S. (2021). Introduction. Professional learning and identities in teaching : international narratives of successful teachers. London: Routledge. [Mer information]
Edling, S. (2021). Lärarutbildning i massmedial belysning. Om skolans utmaningar och problem. Lund: Studentlitteratur AB. [Mer 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. [Mer 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. [Mer information]
Edling, S. (2020). Faror med en förenklad mediedebatt om lärarutbildning. Perspektiv på skolans problem : Vad säger forskningen?. Lund: Studentlitteratur AB. S. 71-83. [Mer information]
Edling, S. (2016). «Who» Is Teacher Education? : Approaching the Negative Stereotypes of Teacher Education. Curriculum : Decanonizing the field. Peter Lang. [Mer 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. S. 305-328. 10.1108/S1479-368720150000025013 [Mer 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. S. 149-166. [Mer 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. S. 115-134. [Mer information]
Edling, S. (2014). Demokrati handlar väl om majoriteten - eller?. Inkludering : möjligheter och utmaningar. Lund: Studentlitteratur AB. S. 55-73. Länk [Mer information]

Konferensbidrag

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. . [Mer 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. . [Mer information]
Money Simmies, G. & Edling, S. (2023). The Case for Teacher Education, Change and Democracy: Framing the Problem in a Utilitarian Era. . [Mer information]
Money Simmies, G. & Edling, S. (2023). The case for teachers’ democratic assignment: The slow suffocation of democracy in a post-truth era. . [Mer 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. . [Mer information]
Ammert, N., Edling, S., Löfström, J. & Sharp, H. (2022). History and Moral Encounters: results and experiences of an international research project. . [Mer information]
Edling, S. (2022). Mellan det globala och lokala: dimensioner av historie- och moralmedvetande i elevsvar. . [Mer information]
Löfström, J., Edling, S., Ammert, N. & Sharp, H. (2022). Möten mellan historie- och moralmedvetande. . [Mer information]
Neubauer, A., Francia, G. & Edling, S. (2022). Social representations of migrant children in Spanish and Swedish media before and during the global pandemic. . [Mer information]
Edling, S. & Francia, G. (2021). Gendered dimensions in the enactment of the right of the child to be protected from violence. . [Mer information]
Mooney Simmie, G. & Edling, S. (2021). Interrogating self-evaluation using a Freirean lens : The changing politics of teacher reflection?. . [Mer 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. . [Mer information]
Francia, G., Neubauer, A. & Edling, S. (2021). The rights of unaccompanied minors in Spain and Sweden: A child-rights approach in sustainability policies. . [Mer information]
Edling, S. & Francia, G. (2020). Critical Trends: Threats to Democracy and Education. . [Mer information]
Francia, G. & Edling, S. (2019). A Children's Rights Perspective on Traditional Schooling and Education for Sustainable Development. . [Mer 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. . [Mer 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. . [Mer information]
Edling, S. (2019). Exploring the link between historical consciousness and moral consciousness: motivations, epistemological assumptions and moral purposes. . [Mer information]
Edling, S., Sharp, H., Ammert, N. & Löfström, J. (2019). Highlighting relationships between historical consciousness and moral consciousness: Objectives, consequences and moral foci. . [Mer information]
Edling, S., Sharp, H., Ammert, N. & Löfström, J. (2019). Highlighting relationships between historical consciousness and moral consciousness: Objectives, consequences and moral foci. . [Mer 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. . [Mer information]
Ammert, N., Löfström, J., Edling, S. & Sharp, H. (2019). Identifying aspects of temporal orientation in students’ moral reflections. . [Mer 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. . [Mer information]
Sharp, H., Edling, S., Ammert, N. & Löfström, J. (2019). Mapping the development of the concept of historical and moral consciousness 1980-2018. . [Mer information]
Francia, G. & Edling, S. (2019). Neoliberal policy paradigm in Teacher Education in Argentina and Sweden : Strategy for increase quality and teacher profession status?. . [Mer 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. . [Mer 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. . [Mer information]
Edling, S., Sharp, H., Ammert, N. & Löfström, J. (2018). Exploring moral responsibility(ies) within argumentations for the use of historical consciousness. . [Mer information]
Edling, S. (2018). Let's talk about teacher education! A CDA of media debates (2016-2017) about Swedish teacher education. . Länk [Mer information]
Liljestrand, J. & Edling, S. (2018). The political controversies of teacher education : a Swedish Case. . [Mer information]
Francia, G., Edling, S. & Sund, L. (2018). What does research tell us on the interrelation between justice, sustainability and teacher education?. . [Mer information]
Francia, G. & Edling, S. (2018). When The Convention of The Rights of the Child is Not Enough : Civil Disobedience from a Research Perspective. . [Mer information]
Edling, S. (2017). Embodied dimensions of racism – as a means of understanding racism in teacher education. . [Mer information]
Edling, S. (2017). Ethics of dissensus: One approach to handle plurality in education. . [Mer information]
Edling, S. & Francia, G. (2017). Public or private governance of School violence: A leadership perspective. . [Mer information]
Liljestrand, J. & Edling, S. (2017). Student Teachers Understanding of Democracy and Education. . [Mer 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. . [Mer information]
Edling, S., Jenkins-Parker, M. & Francia, G. (2016). Education of the Other : education policies targeted to Muslim refugees children in UK and Sweden. . [Mer 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. . [Mer 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. . [Mer 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. . [Mer 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>. . [Mer 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. . [Mer information]
Edling, S. (2015). Ethical responsibility as an embodied mediator between past-present-future: An educational possibility to oppose violence?. . [Mer information]
Edling, S. & Frelin, A. (2015). Promoting social justice in Swedish Teacher Education. . [Mer information]
Edling, S. & Mooney Simmie, G. (2015). (Re)positioning the Democratic (Ethical) Identity of the Teacher Educator within Global Policy Discourses of Compliance. . Länk [Mer information]
Edling, S. & Frelin, A. (2015). Teacher Professionality and Sensing : Engaging in Dialogue About Professionality and Ethics Without a Foundation. . [Mer information]
Edling, S. & Mooney Simmies, G. (2014). Approaching Teacher Educators' Democratic Professionalism. . [Mer information]
Edling, S. (2014). Between curriculum complexity and stereotypes : Exploring stereotypes of teachers and education in media as a question of structural violence. . Länk [Mer information]
Edling, S. & Francia, G. (2014). Methodological and Ethical Implications in Studying the Child's Perspective. . [Mer information]
Edling, S. & Frelin, A. (2014). Moral education and the desire to counteract violence : A theoretical discussion about moral reasoning and teacher professionality. . [Mer information]
Edling, S. (2014). Time matters! : Ethical conceptualizations of time in relation to violence within education. . Länk [Mer information]
Francia, G. & Edling, S. (2013). A Child Perspective in the Study of Bullying in Swedish Boarding Elite’s Schools. . [Mer 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. . [Mer 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. . [Mer information]
Edling, S. & Frelin, A. (2013). Student teachers need more than evidence : Arguments for the place of theory in the Teacher Education curriculum. . [Mer information]
Frelin, A. & Edling, S. (2011). Do I make your life better? : Exploring implications for the scope of teacher responsibility. . [Mer information]
Edling, S., Frelin, A. & Hjälmeskog, K. (2011). Grappling with gender : Studying gender as educational content in teacher education. . [Mer information]

Övrigt

Francia, G., Edling, S. & Olsson, S. (2021). Digital kompetens är en likvärdighets- och demokratifråga. Skolverket. Länk [Mer information]
Francia, G., Edling, S. & Olsson, S. (2021). Fasta nivågrupperingar motverkar likvärdighet. Skolverket. Länk [Mer information]
Edling, S. (2021). Historiemedvetande i vetenskap och i undervisning. 00:25:00 s. (UR Samtiden - Forskardagarna) Länk [Mer information]
Francia, G., Edling, S. & Olsson, S. (2021). Likvärdig utbildning för högpresterande kräver individanpassning. Skolverket. Länk [Mer information]
Francia, G., Edling, S. & Olsson, S. (2020). Likvärdighet i utbildning kan mätas med stöd av indikatorer. Skolverket. Länk [Mer information]
Francia, G., Edling, S. & Olsson, S. (2020). Likvärdighet utifrån ett barnrättsperspektiv. Skolverket. Länk [Mer information]
Francia, G., Edling, S. & Olsson, S. (2020). Stereotypa uppfattningar - ett hinder för likvärdighet i skolan. Skolverket. Länk [Mer information]
Francia, G., Edling, S. & Olsson, S. (2020). Tillit viktigt för likvärdighet i kristider. Skolverket. Länk [Mer information]
Francia, G., Edling, S. & Olsson, S. (2020). Viktigt med balans mellan olika krav i likvärdighetsuppdraget. Skolverket. Länk [Mer information]
Francia, G., Edling, S. & Olsson, S. (2020). Välfungerande studie- och yrkesvägledning viktigt för likvärdighetsuppdraget. Skolverket. Länk [Mer information]
Publicerad av: Camilla Haglund Sidansvarig: Camilla Niss Sidan uppdaterades: 2020-03-20
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