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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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. .
Länk
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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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