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  • 1.
    Karlsson, Ove
    Mälardalen University, School of Education, Culture and Communication.
    PRAKTIKBASERAD UTVÄRDERING I FÖRSKOLA OCH FRITIDSHEM2000In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 9, no 2, p. 87-106Article in journal (Other academic)
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  • 2.
    Magnusson, Gunnlaugur
    et al.
    Uppsala Universitet.
    Nordmark, Jonas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Rytzler, Johannes
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Pedagogikens centrala frågor.: En läsning av Klaus Mollenhauers Forgotten Connections. On culture and upbringing.2018In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 1, p. 151-161Article, book review (Refereed)
  • 3.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication.
    Didaktikens behov av ett "experimentum linguae": Om språkets klassificerande, manipulerande, inneslutande och uteslutande funktioner2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 2, p. 143-160Article in journal (Refereed)
    Abstract [en]

    The need for an “experimentum linguae” in didactics. on the clas-sifying, manipulating, integrating and segregating functions of language. This article explores the boundaries of language, and how language serves both to include and to exclude. Following Agamben’s view of language my presentation unfolds in three movements. First, I explore Agamben’s use of infancy in order to grasp the limits of language by illuminating the split between language and discourse. The second part includes voices on participation, which are analysed through the metaphors of “us and them” and “doors and bridges” to illustrate the segregating and integrating functions that language performs. Finally, I return to Agamben’s view of language and his notion of an “experimentum linguae” in order to criticize and challenge didactic perspectives that cling to a discourse which keeps ambivalence at bay, inasmuch as the “experimentum” opens up the very space of ethics.

  • 4.
    Månsson, Niclas
    Mälardalen University, School of Education, Culture and Communication.
    Låt skillnaden vara2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 3, p. 39-55Article in journal (Refereed)
    Abstract [en]

    LET THE DIFFERENCE BE. Taking my point of departure from a school’s neglecting of the harassment of two Roma children (eller Taking my point of departure from the neglecting of the harassment of two Roma children by their school), I ask how it is possible to be placed outside an order that is supposed to support and protect all children regardless of their social, cultural, and ethnic background. The article is divided in three parts. In order to understand how it is possible to expose children to structural violence, I illuminate how it is possible to reduce some people to non-humans, less worthy than others, with the help of Agambens understanding of bio-politics and the making of the non-human. There after I explore the foundations of Agamben’s terra ethica. An ethics that takes us beyond responsibility and dignity not only erases the division between worthy and non worthy beings, it also makes the question of identity to a non-question. With this ethics in mind, I return to the case of the Roma children, and arrive at the conclusion that instead of clinging on to an epistemological conformity that produces an order that actually makes exclusion possible, we ought to let the difference be.

  • 5.
    Månsson, Niclas
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Nordmark, Jonas
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Den allmänna didaktikens gränser: Om möjligheter och begränsningar för en samhällsomvandlande didaktik2015In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 24, no 3, p. 65-82Article in journal (Refereed)
    Abstract [en]

    The article outlines two lines of thought in the current debate on education. First, the declining results in schools are seen as an overarching problem for the school system, second, individual performance within schools is disconnected from societal, collective goals. We then discuss different modes of thinking of socialization in relation to general didactics. The teachers’ role in that sense is to socialize the next generation into a given social order. Another mode of thinking regards the young person as discovering society, within society. We argue, inspired by Wolfgang Klafki, for a conception of “general didactics” as a response to the need for an education for society that has solidarity as an overarching aim, rather than to produce new members to society. We end the article with the conclusion that the limits of general didactics are in one way or the other societal, inasmuch public education reflects the need for social (re-)production of knowledge, norms and values.

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  • 6. Nordmark, Jonas
    Kan vi räkna med läraren?2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 3, p. 23-38Article in journal (Refereed)
    Abstract [en]

    Are teachers to be counted on? This article focuses on the consequences of evaluating teachers and teachers’ practice. The discussion relates to a specific report which argues in favour of a need for evaluation by present-ing a supposed correlation between teacher intelligence and effectiveness in education and in which suppositions and propositions are made not only about teachers and teachers’ practice, but about education and effectiveness as well. This, however, is done without any reference to theoretical demarca-tions on the subject. Theory is by large effectively avoided, and in the ruins of the teacher as a subject remains what I refer to as a ”cognitive economy”. This transition of the teacher as a subject into an object is understood by Lyotard’s description of language games and the discourse of perfomativ-ity in science. A further point of departure is Rose’s and Hacking’s analysis on how politics, ideology and moral values are constructed by the use of statistics and measurements as a language of power.

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  • 7.
    Sund, Louise
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Öhman, Johan
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Cosmopolitan perspectives on education and sustainable development: between universal ideals and particular values2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 1, p. 13-34Article in journal (Refereed)
  • 8.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    Vad kan utbildning åstadkomma?: en kritik av idealiserande föreställningar om utbildning2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 19, no 3, p. 11-22Article in journal (Refereed)
  • 9.
    Ärlemalm-Hagser, Eva
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Berg, Benita
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Sandberg, Anette
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Economic sustainability in Swedish preschools.: Preschool teachers and preschools as political-economic actors2018In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 2, p. 15-36Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to scrutinize education for sustainability (EfS) in Swedish preschools, and especially how preschool teachers have articulated their work with economic sustainability objectives in practice. In this study we used an action-research methodology, and six preschool teachers from three preschools participated in the study. The theoretical framework was guided by critical theory, which was also used as a conceptual tool to explore agency and shared understandings as different ways of dealing with economic sustainability. The findings demonstrated that at the beginning of the project the preschool teachers did not view economic sustainability as part of the preschool’s objectives and activities, or the children’s learning. Nevertheless, in the dialogues between preschool teachers and researchers it became clear that the preschool teachers worked with these issues daily in their routines and in children’s activities and play.

  • 10.
    Ärlemalm-Hagsér, Eva
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Hedefalk, Maria
    Uppsala universitet, Sweden.
    Editorial: Förskolan och utbildning för hållbarhet – Nordisk forskning inom fältet förskola och hållbarhet2018In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 27, no 2, p. 7-14Article in journal (Refereed)
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