Silvia Edling’s research is based on a holistic and relational approach to teaching, in which questions about knowledge, equality and socialisation are intertwined and interdependent. More specifically, Edling studies educational environments with a particular focus on how ideas/perspectives and actions work together, the requirements and conditions for the teaching profession, terms and conditions, the content of teaching and its democratic dimension. Linked to these are interdisciplinary meetings and movements between proximity (qualitative interpretation of the mobile practice) and distance (meta/evidence-based studies), which are important for understanding education in depth and tackling the current challenges in educational practice.
Her research themes include: a) perspectives on sustainable development, b) the teaching profession, c) ethics/morals, d) violence and peace research, e) bullying and equal treatment, f) children’s rights, g) democracy, h) history didactics, i) policy and j) leadership. She has experience of scientifically scrutinising national and international journals, lecturing, organising conferences and symposia, taking part in examination boards and initiating and forming research groups and networks. At present she is the scientific manager of the higher seminary in educational sciences at the University of Gävle.
Theoretical and empirical points of intersection between historical consciousness and moral consciousness from a didactic perspective of history
This is a four year project (2018-2021) funded by the Swedish Research Council and hosted by Linnaeus University, with Professor Niklas Ammert as the project manager. Participants in the project are Associate Professor Silvia Edling, University of Gävle, Associate Professor Jan Labiana, University of Helsinki, Finland, and Associate Professor Heather Sharp, Newcastle University, Australia. The project collaborators and sponsors are experts in historical consciousness and/or moral consciousness and contribute a rich comparative material and knowledge of the field to the project. The project’s strength lies in its potential to develop a robust research field and the possibility of using frameworks and didactic tools to promote the teaching of history in its mission to nurture democratic citizens.
The objective of this long-term project, which started in 2019, is to investigate why some schools in Gävle Municipality experience more bullying than others. The project, which takes its starting point in the Gävle anti-bullying model, is part of the practice-based research funded by Gävle Municipality, ULF [Utveckling, Lärande, Forskning/Development, learning, and research] and the University of Gävle. The Gävle model was initiated in 2012 and is a collaboration between the University of Gävle and the municipality. The aim is to systematically combat bullying at the schools, to review anti-bullying policies and to take account of the knowledge that is available in scientific research. Those responsible for the Gävle model are tasked with helping schools to combat bullying by means of a systematic data collection and regular contact with the staff.
The book Democracy and Teacher Education: Dilemmas, Challenges and Opportunities is written for Routledge together with Associate Professor Geraldine Mooney Simmies from Limerick University, Ireland. The book project is funded by the University of Gävle and plans to be published in the spring of 2020.
Workshop and research networks: Towards an integrated theory of historical consciousness and moral consciousness has been financed by the Bank of Sweden Tercentenary Foundation. Responsible for the workshop were: Associate Professor Jan Löfstedt, Professor Niklas Ammert, Associate Professor Silvia Edling, Professor Gudmundur Frimannsson and Associate Professor Liisa Myyryn. The workshop resulted in a special theme issue:
This project has been ongoing since 2013 and has studied the incidence of recurring violence at a boarding school in Sweden from different perspectives: methodological, leadership, student, teacher and policy perspectives. Several conference papers have been presented (e.g. AERA, ECER and AARE). An article has been published and a further article is about to be published. The project is financed by the University of Gävle.
The study was funded by the University of Gävle and carried out in collaboration with Associate Professor Johan Liljestrand at the University of Gävle. The study was presented at a conference and as a keynote lecture. An article is currently being planned.
The aim of the project was to study student teachers’ understanding of the teaching profession in relation to 'democratic values'. The study was conducted with Associate Professor Johan Labrador and was financed by the University of Gävle. The project has resulted in a publication, a conference presentation and a book chapter commissioned by Routledge.
The study was funded by the University of Gävle and carried out in collaboration with Associate Professor Geraldine Mooney Simmie at the University of Limerick. In addition to numerous conference papers at AERA and ECER, four articles have been published and a textbook for Routledge is in the making.