Forskarpresentation
Guadalupe Francia
Professor
Forskningsämne: Pedagogik
Forskningsområde: Utbildningsvetenskap
E-post: guadalupe.francia@hig.se
Telefon: 026-64 82 32
Mobil: 073-938 27 45
Guadalupe Francia är professor i pedagogik.
AKTUELL FORSKNING
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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]
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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Övriga artiklar (populärvetenskap, debatt etc.)
Francia, G. & Riis, U. (2014). Tillväxtens risker : en rapport om spanska som modernt språk. LMS : Lingua, 2, 2-5.
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Böcker
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.
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Francia, G. & Gillett-Swan, J. (red.) (2021). Special Issue "Children’s Rights from a Sustainability Perspective: The UNCRC in Dialogue with Agenda 2030". MDPI. (Social Sciences SI)
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Moreno Herrera, L. & Francia, G. (red.) (2004). Educational policies : implications for equity, equality and equivalence. Örebro: Örebro universitet. 239 s. (Reports from the Department of Education, Örebro University 6)
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Moreno Herrera, L. & Francia, G. (red.) (2002). Decentralization and centralization policies in education in Europe : current trends and challenges. Örebro: Örebro Universitet. (Reports from the Department of Education, Örebro University 2002:3)
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Doktorsavhandling
Francia, G. (1999). Policy som text och praktik<em> </em> : En analys av likvärdighetsbegreppet i 1990-talets utbildningsreform för det obligatoriska skolväsendet. Diss. , 1999. Stockholm: Stockholms universitet. 342 s. (Doktorsavhandlingar från Pedagogiska institutionen, Stockholms universitet 94)
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Kapitel i böcker
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). S. 203-236.
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Francia, G. (2015). An Equitable Education System’s Achilles Heel? : Intercultural Education in the Swedish Context. Intercultural Education in the European Context : theories, experiences, challenges. Farnham: Ashgate. S. 229-246.
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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.
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Francia, G. (2014). Education Reform in Sweden : From “One School for All Children” to “One school for Each Child”. Educational Reform in Europe : History, Culture, and Ideology. Charlotte, NC: Information Age Publishing. S. 25-40.
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Francia, G. (2013). Svenska som andraspråk : Literacy-praktik för likvärdighet eller för social differentiering?. Literacy-praktiker i och utanför skolan. Malmö: Gleerups Utbildning AB. S. 107-126.
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Francia, G. & Moreno Herrera, L. (2012). Sweden : Priority Education Policies in Times of Decentralisation and Individualisation. Educational Policies and Inequalities in Europe. London: Palgrave Macmillan. S. 259-287. 10.1057/9780230358652_9
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Rochex, J., Francia, G., Greger, D. & Le Breton, J. (2011). Les adaptations et transformations curriculaires et pédagogiques et leurs agents dans les politiques d'éducation prioritaire. Les politiques d'éducation prioritaire en Europe : Tome II : Quel devenir pour l'égalité scolaire?. Lyon: ENS Editions. S. 243-278.
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Francia, G. (2009). The Negotiation of the Right of the Child to Education in the Name of Religion. Your Heritage or Mine : Teaching in a Multi-Religious Classroom. Uppsala: Swedish Science Press.
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Francia, G. & Moreno Herrera, L. (2008). Les politiques d’éducation prioritaire suédoises en période de décentralisation et d’individualisation. Les politiques d’éducation prioritaire en Europe : Tome I: Conceptions, mises en œuvre, débats. Lyon: ENS Editions. S. 363-406.
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Francia, G. (2008). Likvärdighet, betyg och kunskapsbedömningar. Vadå likvärdighet? : Studier i utbildningspolitisk språkanvändning. Göteborg: Daidalos. S. 99-123.
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Francia, G. (2008). Omfördelning eller erkännande? : ett dilemma i uttolkningen av likvärdighet. Vadå likvärdighet? : studier i utbildningspolitisk språkanvändning. Göteborg: Daidalos. S. 59-73.
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Francia, G. (2006). Conflicts between conceptions and practices in the process of public founded independent schools in Sweden. Enacting Equity in Education : Towards a comparison of equitable practices in different European local contexts. Helsinki: Research Centre for Social Studies Education, University of Helsinki. S. 132-155.
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Francia, G. (2005). La marche vers l’équité : le modèle suédois. Vers une école juste et efficace : 26 contributions sur les systèmes d’enseignement et de formation. Bruxelles: De Boeck. S. 217-232.
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Francia, G., Moreno Herrera, L. & Englund, T. (2005). L’équité dans les pays nordiques : une réflexion sur la notion d’équivalence dans le système éducatif suédois. Vers une École Juste et Efficace : 26 contributions sur les systemes d’ enseignement et de formation. Bruxelles: De Boeck. S. 171-189.
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Francia, G. (2004). The right of equality of results and its implications on the Swedish Educational System of the XXIst. Educational policies – Implications for equity, equality and equivalence. Örebro: Örebro University, Department of Education. S. 13-23.
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Francia, G. (2001). Det intertextuella perspektivet inom pedagogisk forskning. Perspektiv och förståelse. Stockholm: Carlsson Bokförlag. S. 224-234.
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Grosin, L. & Francia, G. (2001). Les écoles islamiques, une conséquence de la libéralisation et de la privatisation du système d'enseignement suédois. L’enseignement privé en Europe (II). Caen, France: Presses Universitaires de Caen.
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Francia, G. (1998). L’école en Suède : égalité, libéralisme et privatisation. L’enseignement privé en Europe (I). Caen, France: Université de Caen.
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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. .
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Francia, G., Neubauer , E., Adrían, K. & Edling, S. (2023). Refugee and Migrant Bodies in the Interplay of Education and Migration Policies in EU/Europe. .
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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. .
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Francia, G. (2022). El contexto político en el encuadre mediático sobre acusaciones de violencia sexual: Un análisis critico del discurso mediático en los casos Julian Assange y Jurij Dmitrijev. .
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Francia, G., Ericsson, L. & Luzon-Trujillo, A. (2022). En búsqueda de los comunes y lo común en políticas de educación equitativa. .
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Francia, G. & Åstrand, B. (2022). Exploring equity in education in globalization times: A theoretical approach. .
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Ancheta-Arrabal, A. & Francia, G. (2022). La organización temporal de la educación primera infancia como estrategia pedagogica y de bienestar social en España y Suecia. .
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Francia, G. & Bergstrand, U. (2022). Reduced teacher education as strategy against teacher shortage: Impacts on equity. .
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Neubauer, A., Francia, G. & Edling, S. (2022). Social representations of migrant children in Spanish and Swedish media before and during the global pandemic. .
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Francia, G., Erickson, L. & Luzón, A. (2021). El derecho a una educación equitativa en tiempos de incertidumbre causados por la pandemia de la COVID19. .
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Edling, S. & Francia, G. (2021). Gendered dimensions in the enactment of the right of the child to be protected from violence. .
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Pulido-Montes, C., Francia, G. & Ancheta, A. (2021). La biopolítica del cierre de centros educativos en España y Suecia: un estudio comparado desde una perspectiva de género. .
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Francia, G., Erickson, L. & Luzón, A. (2021). Policies for equity in education in times of COVID-19 pandemic. .
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Francia, G., Neubauer, A. & Grinberg, A. (2021). The Convention of the Rights of the Child in the Context of the Advance of the Far-Right. .
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Francia, G., Neubauer, A. & Edling, S. (2021). The rights of unaccompanied minors in Spain and Sweden: A child-rights approach in sustainability policies. .
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Francia, G. & Rafaelsen-Gumula, V. (2021). What do "choice skills" mean at vocational educational training programs?. .
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Edling, S. & Francia, G. (2020). Critical Trends: Threats to Democracy and Education. .
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Francia, G. & Edling, S. (2019). A Children's Rights Perspective on Traditional Schooling and Education for Sustainable Development. .
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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. .
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Francia, G. (2019). El discurso de la ultraderecha en el marco de la formación de políticas públicas de educación inclusiva y equitativa en España y Suecia. .
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Francia, G. & Edling, S. (2019). Neoliberal policy paradigm in Teacher Education in Argentina and Sweden : Strategy for increase quality and teacher profession status?. .
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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. .
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Francia, G. (2018). Intertextuality in the analysis of the right of equity in Education in Sweden. . S. 57-.
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Francia, G., Edling, S. & Sund, L. (2018). What does research tell us on the interrelation between justice, sustainability and teacher education?. .
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Francia, G. & Edling, S. (2018). When The Convention of The Rights of the Child is Not Enough : Civil Disobedience from a Research Perspective. .
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Edling, S. & Francia, G. (2017). Public or private governance of School violence: A leadership perspective. .
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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. .
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Edling, S., Jenkins-Parker, M. & Francia, G. (2016). Education of the Other : education policies targeted to Muslim refugees children in UK and Sweden. .
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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. .
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Edling, S. & Francia, G. (2016). Private or public good? : Exploring violent acts at a boarding school in Sweden from a children’s right perspective. .
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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. .
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Edling, S. & Francia, G. (2014). Methodological and Ethical Implications in Studying the Child's Perspective. .
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Francia, G. & Edling, S. (2013). A Child Perspective in the Study of Bullying in Swedish Boarding Elite’s Schools. .
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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. .
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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. .
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Francia, G. (2007). The Negotiation of the Right of the Child to Education in the Name of Religion. .
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Rapporter
Riis, U. & Francia, G. (2013). Lärare, elever och spanska som modernt språk : Styrkor och svagheter - möjligheter och hot. Uppsala: Fortbildningsavdelningen för skolans internationalisering, Centre for Professional Development and Internationalisation in Schools. 166 s.
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Francia, G. (2010). Utvärdering av försöksverksamheten för Collegeutbildning vid Örebro Universitet<em></em>. Uppsala: Uppsala universitet.
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Övrigt
Francia, G., Edling, S. & Olsson, S. (2021). Digital kompetens är en likvärdighets- och demokratifråga. Skolverket.
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Francia, G., Edling, S. & Olsson, S. (2021). Fasta nivågrupperingar motverkar likvärdighet. Skolverket.
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Francia, G., Edling, S. & Olsson, S. (2021). Likvärdig utbildning för högpresterande kräver individanpassning. Skolverket.
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Francia, G., Edling, S. & Olsson, S. (2020). Likvärdighet i utbildning kan mätas med stöd av indikatorer. Skolverket.
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Francia, G., Edling, S. & Olsson, S. (2020). Likvärdighet utifrån ett barnrättsperspektiv. Skolverket.
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Francia, G., Edling, S. & Olsson, S. (2020). Stereotypa uppfattningar - ett hinder för likvärdighet i skolan. Skolverket.
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Francia, G., Edling, S. & Olsson, S. (2020). Tillit viktigt för likvärdighet i kristider. Skolverket.
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Francia, G., Edling, S. & Olsson, S. (2020). Viktigt med balans mellan olika krav i likvärdighetsuppdraget. Skolverket.
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Francia, G., Edling, S. & Olsson, S. (2020). Välfungerande studie- och yrkesvägledning viktigt för likvärdighetsuppdraget. Skolverket.
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