STORIES - STudies Of Relationships In Educational Settings

Forskningsmiljön STORIES (Studies of Relationships in Educational Settings) bildades 2013 med syfte att undersöka hur utbildningsmiljöer motiveras, utformas, och påverkar människors livssituation, på ett sätt som bidrar till social hållbarhet. Som forskning har visat får hållbara utbildningsmiljöer positiva följder för såväl individer och grupper som för samhället.

STORIES riktar forskningsintresset mot olika slags sammanhang som syftar till utbildning. Inspirerade av pragmatism med rötter i Dewey studeras relationerna mellan syften, praktik och strukturella och mellanmänskliga villkor i utbildningsmiljöer. Utifrån hans ekologiska synsätt studeras sammansatta, mångdimensionella och föränderliga utbildningssammanhang där människor ingår.

Exempel på forskningsområden är:

  • De didaktiska och pedagogiska aspekterna i relationen mellan designen av utrymmena, artefakter som teknologi, de sociala utbildningspraktikerna och olika föreställningar om utbildning.
  • När, var, hur och för vilka syften relationer byggs och upprätthålls som bidrar till trygga och likvärdiga utbildningsmiljöer med goda villkor för lärande.
  • Hur olika våldsformer såsom mobbning och diskriminering kan förstås och motverkas i utbildning utifrån holistiska perspektiv.
  • Lärares och lärarutbildares professionalitet
  • Skolans och högskolans demokratiuppdrag

Medlemmar är


STORIES i sociala medier

Pågående forskningsprojekt

Avslutade forskningsprojekt

Artiklar | Böcker | Kapitel i böcker | Konferensbidrag


Artiklar


Vetenskapliga artiklar, refereegranskade

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]
Frelin, A. & Fransson, G. (2018). Principals’ experiences of changed relationships withnewly qualified teachers during the teacher registration reform. International Journal of Educational Management. [Accepted] [Mer 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 [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]
Liljestrand, J. (2018). The place and conditions for democratic education in interreligious encounters. Religious education, 113 (1), 38-48. 10.1080/00344087.2017.1384970 [Mer information]
Liljestrand, J. & Hammarberg, A. (2017). The social construction of the competent, self-governed child in documentation : panels in the Swedish preschool. Contemporary Issues in Early Childhood, 18 (1), 39-54. 10.1177/1463949117692270 [Mer information]
Rytivaara, A. & Frelin, A. (2017). Committed to trouble : Learning from teachers’ stories of challenging yet rewarding teacher-student relationships. Teaching and Teacher Education : An International Journal of Research and Studies, 68, 12-20. 10.1016/j.tate.2017.08.004 [Mer information]
Frelin, A. & Grannäs, J. (2017). Skolans mellanrum : Ett relationellt och rumsligt perspektiv på utbildningsmiljöer. Pedagogisk forskning i Sverige, 22 (3-4), 198-214. [Mer information]
Frelin, A. (2017). Enacting democratic relations in everyday teaching : comparing teachers’ practices from preschool to high school. Citizenship Teaching and Learning, 12 (3), 341-353. 10.1386/ctl.12.3.341_1 [Mer information]
Grannäs, J. & Frelin, A. (2017). Highlighting educational support professionals’ indirect contributions to the educational environment. Nordic Studies in Education, 37 (3-4), 217-230. 10.18261/issn.1891-5949-2017-03-04-07 [Mer information]
Grannäs, J. & Frelin, A. (2017). Spaces of student support : comparing educational environments from two time periods. Improving Schools, 20 (2), 127-142. 10.1177/1365480216688547 [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. Länk [Mer information]
Edling, S. & Mooney Simmie, G. (2017). Democracy and Emancipation in Teacher Education : Discursive positioning of teacher educators’ democratic assignment. Discourse. Studies in the Cultural Politics of Education. [Accepted] [Mer information]
Liljestrand, J. (2017). Education for Citizenship in Swedish RE - Approaches and Dilemmas in Teachers’ Talk. Religion & Education, 44 (3), 317-330. 10.1080/15507394.2016.1267541 [Mer 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. Länk [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]
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]
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]
Fransson, G. & Frelin, A. (2016). Highly committed teachers: what makes them tick? : A study of sustained commitment. Teachers and Teaching : theory and practice, 22 (8), 896-912. 10.1080/13540602.2016.1201469 [Mer information]
Grannäs, J. (2016). Spaces of surveillance : a study of newspaper articles on school surveillance cameras from 2002-2014. Education and Society, 34 (2), 69-85. [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]
Liljestrand, J. & Olson, M. (2016). The (educational) meaning of religion as a quality of liberal democratic citizenship. Journal of Curriculum Studies, 48 (2), 151-166. 10.1080/00220272.2015.1108457 [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]
Frelin, A. (2015). Relational underpinnings and professionality : A case study of a teacher’s practices involving students with experiences of school failure. School Psychology International, 36 (6), 589-604. 10.1177/0143034315607412 [Mer information]
Liljestrand, J. (2015). The Church of Sweden as a (Contested) Actor in a Multi-religious Society : A Case Study of the Imam Debate in Public and Church Media. Journal of Dialogue Studies, 3 (2), 87-103. Länk [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]
Frelin, A. & Grannäs, J. (2015). Direct and indirect educational relationships : Developing a typology for the contribution of different categories of school staff in relation to students’ educational experiences. Improving Schools, 18 (1), 56-68. 10.1177/1365480214562124 [Mer information]
Liljestrand, J. (2015). Religions constructed as similar or different by teachers of religious education from a citizenship education perspective. British Journal of Religious Education, 37 (3), 240-255. 10.1080/01416200.2014.944094 [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]
Liljestrand, J. (2014). Teacher education for democratic participation : the need for teacher judgement in times of evidence-based teaching. Citizenship, social and economics education, 13 (3), 175-184. 10.2304/csee.2014.13.3.175 [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. & 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] [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]
Liljestrand, J. (2014). Religiosity and Engagement in Religious Studies : Attitudes among Swedish Students. Religious Education Journal of Australia, 30 (1), 31-36. [Mer information]
Grannäs, J. (2014). The Abstract Citizen : Minority Youths Qualifying for Citizenship. Citizenship Teaching and Learning, 9 (2), 157-173. 10.1386/ctl.9.2.157_1 [Mer information]
Frelin, A. & Grannäs, J. (2014). Studying relational spaces in secondary school : applying a spatial framework for the study of borderlands and relational work in school improvement processes. Improving Schools, 17 (2), 135-147. 10.1177/1365480214534540 [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]
Frelin, A. (2013). Att hantera läraryrkets komplexitet(er) – en grund för professionalitet?. Utbildning och Demokrati, 22 (1), 7-27. Länk [Mer information]
Frelin, A. & Grannäs, J. (2013). The production of present and absent presences in education. Journal of Pedagogy, 4 (2), 139-161. 10.2478/jped-2013-0008 [Mer information]

Vetenskapliga artiklar, ej refereegranskade

Frelin, A., Gershon, W. & Grannäs, J. (2014). Marknadsstyrning skapar oönskade elever. Pedagogiska Magasinet, 2. [Mer information]
Edling, S. & Frelin, A. (2012). Var går gränsen för lärares ansvar?. Pedagogiska Magasinet (4). [Mer information]

Övriga artiklar (populärvetenskap, debatt etc.)

Liljestrand, J. (2018). Religionskunskapslärares resonemang om den komplicerade mångfalden. Religion & Livsfrågor (2), 9-10. [Mer information]
Frelin, A. & Grannäs, J. (2014). Trygga möten i skolans mellanrum. Elevhälsa (3). [Mer information]

Böcker

Edling, S. (2016). Demokratidilemman i läraruppdraget : att arbeta för lika villkor. Stockholm: Liber. 192 s. [Mer information]
Frelin, A. (2013). Exploring Relational Professionalism in Schools. Rotterdam: Sense Publishers. 146 s. (Studies in Professional Life and Work 8) [Mer information]
Frelin, A. (2012). Lyhörda lärare : Professionellt relationsbyggande i förskola och skola. Stockholm: Liber. 160 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

Frelin, A. & Wistrand, A. (2018). Professionalitet under press : Lärares arbete bland restträsk, pappersfloder och medkänslomalströmmar. Läraren och yrkesetiken. Lund: Studentlitteratur AB. [Mer information]
Liljestrand, J. (2018). How Interreligious Buildings Influence Interreligious Neighbourhood Relations : The Case of the God's House Project in a Stockholm Suburb. Religion and Dialogue in the City : Case Studies on Interreligious Encounter in Urban Community and Education. Münster/New York: Waxmann Verlag. S. 159-180. [Mer information]
Liljestrand, J. (2018). Religion and Swedishness : Swedish students' attitudes to religion and nationality. Religion and Dialogue in the City : Case Studies on Interreligious Encounter in Urban Community and Education. Münster/New York: Waxmann Verlag. S. 263-274. [Mer information]
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). [Mer information]
Frelin, A. (2016). Curriculum, Didaktik, and Professional Teaching : Conceptual Contributions from the Intersections of Curriculum Studies in an Age of «Crisis» in Education. Curriculum : Decanonizing the Field. New York: Peter Lang Publishing Group. [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. (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]
Grannäs, J. & Ljungquist, S. (2015). Berättelsen som forum för kontroversiella frågor. Kontroversiella frågor : Om kunskap och politik i samhällsundervisningen. Lund: Gleerups Utbildning AB. S. 149-168. [Mer information]
Liljestrand, J. (2015). Om betydelsen av lärarens vägledning och omdöme. Kontroversiella frågor : Om kunskap och politik i samhällsundervisningen. Lund: Gleerups Utbildning AB. S. 135-148. [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]
Liljestrand, J. (2015). Konstruktionen av ungdomars syn på religion och samhälle i International Civic and Citizenship Education Study. Det postsekulära klassrummet : mot ett vidgat religionskunskapsbegrepp. Gävle: Gävle University Press. S. 39-54. [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]
Frelin, A. & Grannäs, J. (2014). Navigating middle ground : a spatial perspective on the borderlands of teacher-student relationships in secondary school. Interpersonal Relationships in Education : From Theory to Practice. Rotterdam: Sense Publishers. S. 57-70. Länk [Mer information]
Edling, S. (2014). Demokrati handlar väl om majoriteten - eller?. Inkludering : möjligheter och utmaningar. Lund: Studentlitteratur AB. S. 55-73. Länk [Mer information]
Frelin, A. (2014). Classroom Management in the Corridor : Teacher-Student Negotiations of an Educational Authority Relationship Outside of the Classroom Context. Breaking the Mold of Classroom Management : What Educators Should Know and Do to Enable Student Success. Lanham: Rowman & Littlefield Publishers. S. 35-41. [Mer information]
Frelin, A. (2014). Att bygga undervisningsrelationer i gymnasieskolans introduktionsprogram. Inkludering : möjligheter och utmaningar. Lund: Studentlitteratur. S. 91-106. Länk [Mer information]
Frelin, A. (2012). Auktoritet är inte att peka med hela handen. Uppdrag lärare : En antologi om status, yrkesskicklighet och framtidsdrömmar. Stockholm: Lärarförbundets förlag. S. 39-46. [Mer information]

Konferensbidrag

Liljestrand, J. & Edling, S. (2018). The political controversies of teacher education : a Swedish Case. . [Mer information]
Liljestrand, J. (2018). Educating for critical, sustainable learning in early years – policy expectations and practical deliberations among Swedish preschool teachers. . [Mer information]
Frelin, A. & Quiles-Fernández, E. (2018). Professional border territories : A cross-country understanding of social educators and pedagogues in the school landscape. . [Mer information]
Frelin, A. & Grannäs, J. (2018). Changing school environments through the eyes of the students. AERA abstract repository. [Mer information]
Frelin, A. & Alterator, S. (2018). Professional border territory negotiations between teachers and social pedagogues – a case study. NERA 2018 - 46th Congress: Educational Research: Boundaries, Breaches and Bridges : Abstracts. S. 424-. [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]
Liljestrand, J. (2018). Child- and subject orientation in Swedish preschool teachers’ practical reasoning. . [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]
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]
Francia, G. (2018). Intertextuality in the analysis of the right of equity in Education in Sweden. . S. 57-. [Mer information]
Edling, S. (2017). Ethics of dissensus: Oneapproach to handle plurality in education. . [Mer information]
Edling, S. (2017). Embodied dimensions of racism – as a means of understanding racism in teacher education. . [Mer information]
Frelin, A. & Grannäs, J. (2017). Professional territories in open learning environments : – examining collaborations between teachers and social pedagogues. . [Mer information]
Liljestrand, J. (2017). The borders between preschool and school : Swedish preschool teacher's perspectives. . [Mer information]
Liljestrand, J. & Edling, S. (2017). Student Teachers Understanding of Democracy and Education. . [Mer information]
Frelin, A. & Grannäs, J. (2017). Changing school environments through the eyes of the students. . [Mer information]
Frelin, A. & Grannäs, J. (2017). Exploring the Support Function ”School Host” as Equalizer of Educational Opportunity in the School Environment. . [Mer information]
Grannäs, J. & Frelin, A. (2017). Task Perception Taking Place : Comparing Student Welfare Officers in Differing School Environments using Spatial Perspectives. . [Mer information]
Frelin, A. & Grannäs, J. (2017). The role of dataveillance software in school leaders’ surveillance of teachers. . [Mer information]
Edling, S. & Francia, G. (2017). Publicor private governance of School violence: A leadership perspective. . [Mer information]
Liljestrand, J. (2016). Place and conditions for democratic education in interreligious encounters. . [Mer information]
Nyman, P., Grannäs, J. & Kurkiala, H. (2016). Youth and sustainable co-creative citizenship. . [Mer information]
Liljestrand, J. (2016). Structures of religious thinking – Dialogue project members in Stockholm (Urban strand). . [Mer information]
Grannäs, J. & Frelin, A. (2016). The production of “An equal school with high quality” : Municipal responses to reforms aimed at excellence and equity. NERA 2016 Social Justice, Equality and Solidarity in Education : Book of Abstracts. S. 60-61. Länk [Mer information]
Frelin, A. & Grannäs, J. (2016). Relationell pedagogik i korridoren? : ett rumsligt och relationellt perspektiv på skolans relationsarbete. . [Mer information]
Liljestrand, J. (2016). Social capital and education in interreligious NGO encounters. . [Mer information]
Grannäs, J., Fransson, G. & Frelin, A. (2016). Principals’ assessments of NQTs’ competences : The use of informal and interpersonal sources of information for assessment. 2016 annual meeting of the American Educational Research Association. [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]
Frelin, A., Grannäs, J. & Fransson, G. (2016). Relational Dimensions of Policy Enactment : Principals' Experiences of Relations With Newly Qualified Teachers During the Teacher Registration Reform. . Länk [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]
Frelin, A. & Grannäs, J. (2016). Compensatory conditions in the corridor : comparing staff work in (secondary) schools designed in two different time periods. . [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., 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. (2016). Private or public good? : Exploring violent acts at a boarding school in Sweden from a children’s right perspective. . [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]
Liljestrand, J. (2015). Dialogical Practise in Stockholm. . [Mer information]
Kurkiala, J., Kurkiala-Nyman, P., Grannäs, J., Söderberg, P. & Kyheröinen, J. (2015). Youth, Citizenship and Democracy : Findings from a youth survey in two Nordic regions. Differences, Inequalities and Sociological Imagination : ESA 12th Conference, Abstract Book: European Sociological Association (ESA). S. 1283-1284. Länk [Mer information]
Frelin, A. & Grannäs, J. (2015). Highlighting indirect functions : implications of using an ecological understanding for exploring safe educational environments. Abstract book. S. 10-10. Länk [Mer information]
Edling, S. & Frelin, A. (2015). Promoting social justice in Swedish Teacher Education. . [Mer information]
Liljestrand, J. (2015). Place and conditions for democratic action in multicultural NGO encounters. . [Mer information]
Grannäs, J. & Frelin, A. (2015). Education Support Professionals and the atomistic logics of school governance. . [Mer information]
Frelin, A. (2015). Before learning : exploring the foundation of an educational relationship. . [Mer information]
Frelin, A. & Grannäs, J. (2015). Using a Spatial Perspective to Explore the Creation of Safe School Environments. . [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 Simmie, G. (2015). (Re)positioning the Democratic (Ethical) Identity of the Teacher Educator within Global Policy Discourses of Compliance. . Länk [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. (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. (2014). Time matters! : Ethical conceptualizations of time in relation to violence within education. . Länk [Mer information]
Grannäs, J. & Frelin, A. (2014). Using a spatial perspective for analyzing teachers’ task perception in the educational environment. . [Mer information]
Grannäs, J., Nyman-Kurkiala, P. & Söderberg, P. (2014). Youth, Citizenship and Democracy : A comparative study on regional follow-up of national youth policy in Nordic countries. . [Mer information]
Edling, S. & Mooney Simmies, G. (2014). Approaching Teacher Educators' Democratic Professionalism. . [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]
Frelin, A. (2014). Fostering democratic relations : Comparing teacher practices from preschool to high school. . [Mer information]
Grannäs, J. & Frelin, A. (2014). In the face of Neo-Liberalism : Public educators and resources for defending a democratic discourse. . [Mer information]
Liljestrand, J. (2014). The Value of RE for Citizenship Education According to Swedish RE-Teachers – multiculturalism and individual thinking. . [Mer information]
Edling, S. & Francia, G. (2014). Methodological and Ethical Implications in Studying the Child's Perspective. . [Mer information]
Grannäs, J. & Frelin, A. (2013). Spaces of Surveillance. . [Mer information]
Liljestrand, J. (2013). The Value of RE for Citizenship Education According to Swedish RE-Teachers. . [Mer information]
Liljestrand, J. (2013). Dilemmas in classroom discussions – teachers’ practical deliberations as a prerequisite for democratic education. . [Mer information]
Grannäs, J. (2013). On Political Judgment and Emotions in Citizenship Education. . [Mer information]
Liljestrand, J. (2013). Swedish national church as a (questioned) actor in the multi-religious society : a case study of a debate in public and church media. . [Mer information]
Frelin, A. & Grannäs, J. (2013). Direct and Indirect Educational Relationships : the Varying Significance of Content in School Relationships. . [Mer information]
Liljestrand, J. & Olson, M. (2013). Religious Education Teachers Conceptions of "Religion" and its Implications for Citizenship. . [Mer information]
Liljestrand, J. (2013). Presentation of Swedish data in the REDCO-project. . [Mer information]
Frelin, A. & Grannäs, J. (2013). Results and accountability : Marginalization of the educational interpersonal space. . [Mer information]
Frelin, A. (2013). Teacher Educators’ Teaching of Professional Judgment – Grounds for Discussion. . [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]
Edling, S., Liljestrand, J. & Olson, M. (2013). Demokratiperspektiver i svensk lærarutdanning : Tre om svensk lærarutdanning. Demokrati og lærerbevissthet : konferanserapport. Oslo: Universitetet i Oslo. Institutt for laererutdanning og skoleforskning. S. 81-95. Länk [Mer information]
Hammarberg, A. & Liljestrand, J. (2013). The Construction of the Child on Documentation Panels in the Swedish Pre-School. . [Mer information]
Grannäs, J. & Frelin, A. (2013). Concerns and Student Back-up in the Common Areas in School : The Significance of the Borderlands. . [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. & 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]
Francia, G. & Edling, S. (2013). A Child Perspective in the Study of Bullying in Swedish Boarding Elite’s Schools. . [Mer information]
Frelin, A. (2012). Teachers’ situated professional judgment in an age of standards and measurement. . [Mer information]
Frelin, A. & Grannäs, J. (2012). Navigating Middle Ground : A Spatial Perspective on the Borderlands of Teacher-Student Relationships in Secondary School. . [Mer information]
Frelin, A., Mbugua, T. & Rice, J. (2012). Awareness, Appreciation and Attitude change : Teaching Global Citizenship and Intercultural Competence. . [Mer information]
Edling, S., Frelin, A. & Hjälmeskog, K. (2011). Grappling with gender : Studying gender as educational content in teacher education. . [Mer information]
Frelin, A. (2010). Den relationella dimensionen av lärares arbete och professionalitet : i spänningsfältet mellan villkor och övertygelse. . [Mer information]
Frelin, A. (2010). Classroom Relationship Management : “Maria’s MENSA-club” – Counteracting Oppressive Student Relationships Through Innovative Means. . [Mer information]
Publicerad av: Ann-Charlotte Wikström Sidansvarig: Svante Brunåker Sidan uppdaterades: 2018-08-28
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