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  • 1.
    Biesta, Gert
    et al.
    University of Stirling.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    A manifesto for education2011In: Policy Futures in Education, ISSN 1478-2103, Vol. 9, no 5, p. 540-547Article in journal (Refereed)
    Abstract [en]

    In November 2010 the authors finished the writing of a manifesto for education. The manifesto was an attempt to respond to a number of issues concerning education, both in the field of educational research and in the wider socio-political environment. This is the text of that manifesto followed by two commentaries in which the authors try to highlight some of the reasons that have led to the writing of the manifesto, and in which an attempt is made to situate the manifesto in a number of discussions and debates.

  • 2.
    Insulander, Eva
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Johansson, Peter
    Mälardalen University, School of Innovation, Design and Engineering, Innovation and Product Realisation.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Recognition and assessment of entrepreneurship skills within educational, industrial and cultural sector – Outlines for a comparative case study2013Conference paper (Refereed)
    Abstract [en]

    Entrepreneurship and innovation has gained an increased focus in Sweden, as well as in the rest of the European Union, during the last decades. Entrepreneurship is listed as one of eight key competences for lifelong learning (EU-Parliament, 2006) and in 2012 the Swedish government released “the Swedish Innovation Strategy” as a key strategy for Sweden to remain a strong economy (Government Offices of Sweden, 2012). An important part of this strategy entrepreneurial learning and entrepreneurship have been included in the Swedish national school curriculum (Skolverket, 2011), making it mandatory for all Swedish elementary and secondary schools to prepare the young for their future as an entrepreneurial work force. The language of entrepreneurial learning is adopted from the industrial sector where skills such as, for example creativity are emphasized, in order to make it possible to bring new ideas and products out on expanding and globalized markets. Entrepreneurship has also been introduced to the cultural sector in Sweden, through a governmental initiative in 2009. The term has emphasized the need of museums to become economically self-sufficient without loosing their traditional role. Cultural entrepreneurship is, just as theoretical ideas about learning, nowadays central to many museums. The current development give rise to questions of how meaning is attributed to entrepreneurship, as it is introduced in new and dispersed institutional contexts.

    The aim of this paper is to present and discuss a forthcoming comparative case study on how entrepreneurship is enacted in three different sectors; educational, industrial and cultural sectors. The study investigates how knowledge and competence associated with entrepreneurship is recognized by the participants and how this approach contributes to the design of learning environments. By doing cross-sectorial comparisons the objective of the study is to provide perspectives on entrepreneurship and entrepreneurial learning in school.

    The following sets of research questions have been established to meet the objectives of the study:

    How do the representatives from different sectors define entrepreneurship? How is it defined in local policy documents?

    How do different sectors design for entrepreneurship and entrepreneurial learning?

    What is recognized as entrepreneurial knowledge and skills?

    How does, what is recognized as entrepreneurship in the school context, change the very understanding of education?

    Institution-theory is used as a theoretical perspective to examine how entrepreneurship is being recognized and evaluated in different learning settings. What counts as meaningful and what is recognized as valuable knowledge is always dependent on the social framing.  Institutions, such as schools, workplaces and museums, are guided by rules, routines and conventions which regulate the agency of the participants. The institutional frame implies that certain actions and ways of regarding knowledge become normative. The notion of institution entails the idea that individuals are part of a collective set of regulations that has been shaped over time (Douglas, 1986, Berger & Luckman 1966/1991, Searl 1995). What has been selected and considered relevant and valuable knowledge in a certain context, is depending on the cultures of recognition that has been established (Selander & Kress, 2010).

     

    The project is designed as a comparative case study with an ethnographic oriented approach. A total of three cases are selected, one from each sector. Data will be derived from document studies, observations and interviews with participants from the different contexts, and used as a basis for comparison. There will be a strategic selection of participating contexts, in the sense that our aim is to study settings that are considered to be in the fore front when it comes to realizing a vision of entrepreneurship. Part A, Educational, will be conducted in a compulsory school, Part B, Industrial, will be conducted in an organization with proven experience of developing entrepreneurial skills. Part C, Cultural, will be conducted in a museum that has a clear focus on entrepreneurship and is driven primarily by commercial objectives.

    A review of earlier research has shown that the notion of entrepreneurship, as used in education, appear to be insufficiently theorized. The study will contribute to didactic research by examining how meaning is attributed to a specific knowledge area (entrepreneurship) and how different assessment practices are shaped and articulated in different settings. Earlier research has primarily been conducted within each sector while this study takes a wider, institutional perspective. An expected outcome of the project is that it will provide a critical perspective on entrepreneurial learning as a concept. We will in addition to this also be able to discuss what impact entrepreneurial ideas have for the very understanding of what education in schools is.

  • 3.
    Månsson, Niclas
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Säfström, Carl Anders
    Södertörns högskola.
    The Limits of Learning2013Conference paper (Refereed)
  • 4.
    Månsson, Niclas
    et al.
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Säfström, Carl Anders
    Osman, Ali
    Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics.
    Whatever happened to teaching?2013Conference paper (Other academic)
  • 5.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    A Conflictual Pedagogy of Dissensus: Chantal Mouffe and Jacques Rancière on the Political Dimension of Education2008In: International Symposium “Educations as a matter of Public concern, Leuven 27-28 November., 2008Conference paper (Refereed)
  • 6.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    Alla delar inte skolan2008In: Eskilstuna-kurirenArticle in journal (Other (popular science, discussion, etc.))
  • 7.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    Alternative session: A Conversation on the Philosophy of Jacques Ranciére2008Conference paper (Refereed)
  • 8.
    Säfström, Carl Anders
    Mälardalen University, Department of Social Sciences.
    Att erövra sin frihet: Vilja, uppmärksamhet och arbete2007In: Utbildning och Demokrati, ISSN 1102-6472, Vol. 16, no 3, p. 101-106Article in journal (Refereed)
  • 9.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    Dekanus: hellre hierarki än utbildning för (fp)2008Other (Other (popular science, discussion, etc.))
  • 10.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
     Democracy is Not a Tea Party: On Dissensus in Education2008In: International research symposia. Facing democratic tensions in/through education, 2008Conference paper (Refereed)
  • 11.
    Säfström, Carl Anders
    Mälardalen University, Department of Social Sciences.
    Democratic space?2006In: International Network of Philosophers of Education (INPE), Malta, 3-6 Aug, 2006Conference paper (Refereed)
  • 12.
    Säfström, Carl Anders
    Mälardalen University, Department of Social Sciences.
    Demokratins antagonistiska pluralism: Chantal Mouffe om det politiska2006In: Utbildning & Demokrati: Tidskrift för didaktik och utbildningspolitik, Vol. 15, no 1, p. 101-108Article, book review (Other (popular science, discussion, etc.))
  • 13.
    Säfström, Carl Anders
    Mälardalen University, Department of Social Sciences.
    Den mångtydiga skolan: Utbildning i det postmoderna samhället2006Collection (editor) (Other academic)
  • 14.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    Educating the citizen: The end of emancipation and the beginning of freedom2010Conference paper (Refereed)
  • 15.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    Education is not schooling. on the possibility of emancipating ourselves2009Conference paper (Refereed)
  • 16.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    Equality and the poetics of teaching2010Conference paper (Refereed)
  • 17.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    Forskellighedens paedagogik: Nye veje i paedagogisk teori2007Book (Other academic)
  • 18.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    Jacques Rancière on Conflict, Education and Democracy2008Conference paper (Refereed)
  • 19.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    Lärandets poesi frigör intellektet2008In: Eskilstuna-KurirenArticle in journal (Other (popular science, discussion, etc.))
  • 20.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    ”När jag mötte maskroslärare”2008In: Eskilstuna-kurirenArticle in journal (Other (popular science, discussion, etc.))
  • 21.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    On what premises do people engage in political life?: Response2010In: Philosophy of Education, 2010 / [ed] Gert Biesta, Urbana Il: University of Illinois at Urbana-Champagne , 2010, p. 372-380Chapter in book (Other academic)
  • 22.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    On what promises do people engage in political life? Response2010Conference paper (Refereed)
  • 23.
    Säfström, Carl Anders
    Uppsala University, Uppsala, Sweden.
    Representing Social Contradictions or Antagonisms Within the Third Space2005Conference paper (Refereed)
  • 24.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    Respons på symposium On Jacques Ranciére and Education2008Conference paper (Refereed)
  • 25.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    Rethinking emancipation, rethinking education2009Conference paper (Refereed)
  • 26.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    Rethinking Emancipation Rethinking Education2011In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 30, no 2, p. 199-209Article in journal (Refereed)
    Abstract [en]

    In this paper I discuss the possibility of the idea of emancipation within an educational philosophy that does not accept schooling as its first premise. The first part of the paper will take Sweden as an example of an educational state defined through educational policies such as life long learning, accountability and evidence-based research, and argue that these words are only meaningful within the myth of schooling and not in a language of education/emancipation. The second part of the paper discusses different but related conceptions of emancipation by exploring its ambiguous nature. In the third part of the paper I specify the role and place of emancipation within a philosophy of education that seeks to articulate its social value.

  • 27.
    Säfström, Carl Anders
    Mälardalen University, Department of Social Sciences.
    Självskapandet och friheten2007In: Erfarenheter av pragmatism, Lund: Studentlitteratur , 2007Chapter in book (Refereed)
  • 28.
    Säfström, Carl Anders
    Mälardalen University, Department of Social Sciences.
    Skillnadens pedagogik: Nya vägar i den pedagogiska teorin2005Book (Refereed)
  • 29.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    The ambigious citizen and the art of listening.2007In: Comprehension of citizenship and citizenship education, 2007Chapter in book (Other academic)
  • 30.
    Säfström, Carl Anders
    Uppsala universitet.
    The blind spots of curriculum theory2006In: Curriculum Theory Revisited, 2006Chapter in book (Other (popular science, discussion, etc.))
  • 31.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    The Disease of Consensual Democracy. The Swedish National Curriculum and the Configuration of ”the Immigrant” Read Through Jacques Rancières Views on  Political Subjectification2008Conference paper (Refereed)
  • 32.
    Säfström, Carl Anders
    Mälardalen University, Department of Social Sciences.
    The European Knowledge Society and the Diminishing State Control of Education: The Case of Sweden2005In: Journal of Education Policy, ISSN 0268-0939, Vol. 20, no 5, p. 583-593Article in journal (Refereed)
    Abstract [en]

    In this article I explore the changing relation between education and the state as this is expressed through a new language of education within Sweden, structured by terms such as the knowledge society, life-long learning and validation. I read closely a policy document on life-long learning, taking as my point of departure the 'authentic state', a state that is possible only when the desires of individuals for a good life are made the conditions of democratic society. What the reading illuminates is that what is taken for granted within the new language of education is instead an 'agentic' state in which the will of the individual is subordinated to the will of the state and that this is most profoundly expressed through the subject position offered the individual, what I call Homo economicus. Thus the knowledge society tends to be a society that excludes the idea of education understood in any terms other than economic ones.

  • 33.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    The immigrant has no proper name2009Conference paper (Refereed)
  • 34.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    The immigrant has no proper name: The disease of consensual democracy within the myth of schooling2010In: Educational Philosophy and Theory, ISSN 0013-1857, Vol. 42, no 5/6, p. 606-617Article in journal (Refereed)
    Abstract [en]

    In this article I discuss the role of the immigrant in Swedish society and especially how such a role is construed through what I call the myth of schooling, that is, the normalization of an arbitrary distribution of wealth and power. I relate this myth to the idea of consensual democracy as it is expressed through an implicit idea of what it means to be Swedish. I not only critique the processes through which immigrants are discriminated against or excluded from Swedish society but also try to shift the understanding of the conditions under which such exclusion is possible in the first place. Being Swedish is that which the immigrant is not. What I argue and give examples of is that the 'no name' immigrant becomes a possibility for democracy to happen when he or she claims his or her presence in the demos, in such a way as to make evident a split in the self-understanding of a purely consensual Swedish democracy. In the article I argue that what is needed in order to go beyond the myth of schooling, is a pedagogy of dissensus contesting the normalizing of an unequal social order by making it contingent.

  • 35.
    Säfström, Carl Anders
    Mälardalen University, Department of Social Sciences.
    The Myths of Origin and the Orderly School2007In: ECER, Ghent, Belgium, 19-22 Sep, 2007Conference paper (Refereed)
  • 36.
    Säfström, Carl Anders
    Mälardalen University, Department of Social Sciences.
    There is No Such Thing as a Swedish Democracy2007In: NERA, Turku, Finland, 15-17 March, 2007Conference paper (Refereed)
  • 37.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    Towards a politics of aesthetics for education2010Conference paper (Refereed)
  • 38.
    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)
  • 39.
    Säfström, Carl Anders
    Mälardalen University, School of Education, Culture and Communication.
    What I Talk About When I Talk About Teaching and Learning2011In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 30, no 5, p. 485-489Article in journal (Refereed)
    Abstract [en]

    In this text I discuss two events in which I learned something important about life and about education in order to formulate in a precise manner two propositions for my pedagogical creed. In focus for both are the interrelatedness of theory and life. The stories are told through the lenses of Emmanuel Levinas's and Jacques RanciSre's thinking, but the stories also are shown to be essential in my understanding of their thinking. The first story is about learning ethics as a consequence of meeting an old man on a remote island and the second story is about teaching, when a young girl in a situation of war taught me something important about political life. In a final section I discuss briefly what those theoretical/practical experiences and memories bring to my understanding of education.

  • 40.
    Säfström, Carl Anders
    et al.
    Mälardalen University, Department of Social Sciences.
    Grannäs, Jan
    What is private and what is public in young people's learning of democracy?2006In: NFPF, Örebro, Sweden, 9-13 March, 2006Conference paper (Refereed)
  • 41.
    Säfström, Carl Anders
    et al.
    Uppsala University, Sweden.
    Månsson, Niclas
    Uppsala University, Sweden.
    The Limits of Socialisation2004In: Interchange, ISSN 0826-4805, Vol. 35, no 3, p. 353-364Article in journal (Refereed)
    Abstract [en]

    The article deals with the question of living with others, one of the most significant relationships of human life, and challenge the common understanding of the origins of living with others, where a human being is not just becoming a social but also a moral being through social institutions of societies. This common understanding of a social relationship, fostered and nurtured by a given society, places the responsibility for the possibility of living with others on the other. Drawing on the work from the sociologists Zygmunt Bauman and George Simmel and the philosophers Emmanuel Levinas and Knud Løgstrup we argue that the possibility of living with others is based on the rights of the other rather than of the rights to determine whom the other is.

    By focusing on the relation between the individual and the society on the one hand, and the connections between being moral and being social on the other hand, we suggest that the process of socialisation is devastating not only for human beings individuality and his or her moral capacity but also for a responsive educational praxis. We explore the ways in which an understanding of socialisation as the making of the social being is intimately linked to how institutional education ‘thinks itself.’ This exploration is followed by a critical discussion of the limits of socialisation, and therefore also the limits of education. By considering some of the problems about the making of the social being we arrive at the conclusion that there is the possibility for education to be somewhere else rather than within socialisation. This conclusion leads us to explore the possibilities for an educational praxis that embraces the other without holding the individuals otherness against them.

  • 42.
    Säfström, Carl Anders
    et al.
    Mälardalen University, Department of Social Sciences.
    Todd, Sharon
    Beyond Respect: Democracy, Education and Conflict2006In: ECER, Geneva, Switzerland, 13-15 Sep, 2006Conference paper (Refereed)
  • 43.
    Säfström, Carl Anders
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Todd, Sharon
    Stockholms universitet.
    Democracy, education and conflict: Rethinking respect and the place of the ethical2008In: Journal of Education Controversy, ISSN 1935-7699, Vol. 3, no 1Article in journal (Refereed)
  • 44.
    Säfström, Carl Anders
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Todd, Sharon
    Democracy, Education and Conflict: Rethinking the Place of the Ethical2007Conference paper (Refereed)
1 - 44 of 44
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