Publications

A list of scientific publications as recorded in the DIVA at the University of Gävle.

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. & 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. & 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]
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]
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]
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]
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]
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. & 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. (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. & 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. (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. & 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]

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

Edling, S. (2016). «Who» Is Teacher Education? : Approaching the Negative Stereotypes of Teacher Education. Curriculum : Decanonizing the field. Peter Lang. [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. & 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]
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. (2014). Demokrati handlar väl om majoriteten - eller?. Inkludering : möjligheter och utmaningar. Lund: Studentlitteratur AB. P. 55-73. External link [More information]

Conference papers

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]
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]
Ammert, N., Löfström, J., Edling, S. & Sharp, H. (2019). Identifying aspects of temporal orientation in students’ moral reflections. . [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]
Sharp, H., Edling, S., Ammert, N. & Löfström, J. (2019). Mapping the development of the concept of historical and moral consciousness 1980-2018. . [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]
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]
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]
Edling, S., Sharp, H., Ammert, N. & Löfström, J. (2018). Exploring moral responsibility(ies) within argumentations for the use of historical consciousnes. . [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]
Liljestrand, J. & Edling, S. (2018). The political controversies of teacher education : a Swedish Case. . [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]
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]
Edling, S. (2017). Embodied dimensions of racism – as a means of understanding racism in teacher education. . [More information]
Edling, S. (2017). Ethics of dissensus: Oneapproach to handle plurality in education. . [More information]
Edling, S. & Francia, G. (2017). Public or private governance of school violence : a leadership perspective. . [More information]
Edling, S. & Francia, G. (2017). Publicor private governance of School violence: A leadership perspective. . [More information]
Liljestrand, J. & Edling, S. (2017). Student Teachers Understanding of Democracy and Education. . [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., 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., 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. & 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. & Francia, G. (2016). Private or public good? : Exploring violent acts at a boarding school in Sweden from a children’s right perspective. . [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]
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. & Mooney Simmie, G. (2015). (Re)positioning the Democratic (Ethical) Identity of the Teacher Educator within Global Policy Discourses of Compliance. . External link [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. & Mooney Simmies, G. (2014). Approaching Teacher Educators' Democratic Professionalism. . [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. & 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. (2014). Time matters! : Ethical conceptualizations of time in relation to violence within education. . External link [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. & 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]
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. & Frelin, A. (2013). Student teachers need more than evidence : Arguments for the place of theory in the Teacher Education curriculum. . [More information]
Frelin, A. & Edling, S. (2011). Do I make your life better? : Exploring implications for the scope of teacher responsibility. . [More information]
Edling, S., Frelin, A. & Hjälmeskog, K. (2011). Grappling with gender : Studying gender as educational content in teacher education. . [More information]
Published by: Ann-Charlotte Wikström Page responsible: Svante Brunåker Updated: 2019-03-04
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