oru.sePublications
Change search
Link to record
Permanent link

Direct link
BETA
Linné, Agneta, Professor em.
Publications (10 of 50) Show all publications
Linné, A. (2018). Anna Elisabeth Sörensen: 1875-04-11 — 1943-02-02. Folkskollärare, rektor, reformpedagog. In: Larsson, Lisbeth; Sjöberg, Maria, et al. (Ed.), Svenskt kvinnobiografiskt lexikon: . Göteborg: Göteborgs universitet
Open this publication in new window or tab >>Anna Elisabeth Sörensen: 1875-04-11 — 1943-02-02. Folkskollärare, rektor, reformpedagog
2018 (Swedish)In: Svenskt kvinnobiografiskt lexikon / [ed] Larsson, Lisbeth; Sjöberg, Maria, et al., Göteborg: Göteborgs universitet , 2018Chapter in book (Refereed)
Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet, 2018
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-65634 (URN)
Funder
Riksbankens Jubileumsfond
Note

Utgör bidrag i nätpublicerad encyklopedi

Available from: 2018-03-11 Created: 2018-03-11 Last updated: 2018-03-12Bibliographically approved
Linné, A. (2018). Hedwig Christina Margareta Sidner: 1852-12-28 — 1929-03-25. Lärare, skolledare, utbildningsreformator. In: Larsson, Lisbeth; Sjöberg, Maria et.al. (Ed.), Svenskt kvinnobiografiskt lexikon: . Göteborg: Göteborgs universitet
Open this publication in new window or tab >>Hedwig Christina Margareta Sidner: 1852-12-28 — 1929-03-25. Lärare, skolledare, utbildningsreformator
2018 (Swedish)In: Svenskt kvinnobiografiskt lexikon / [ed] Larsson, Lisbeth; Sjöberg, Maria et.al., Göteborg: Göteborgs universitet, 2018Chapter in book (Refereed)
Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet, 2018
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-65633 (URN)
Funder
Riksbankens Jubileumsfond
Note

Utgör bidrag i nätpublicerad encyklopedi.

Available from: 2018-03-11 Created: 2018-03-11 Last updated: 2018-03-12Bibliographically approved
Linné, A. (2018). Pedagogik, institution och kunskapsobjekt: personliga noteringar och reflektioner. Pedagogisk forskning i Sverige, 23(5), 61-83
Open this publication in new window or tab >>Pedagogik, institution och kunskapsobjekt: personliga noteringar och reflektioner
2018 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 23, no 5, p. 61-83Article in journal (Refereed) Published
Abstract [en]

This essay, Educational science, institution, and epistemic objects, includes comments on two themes: “Educational science from university discipline to field of knowledge”, and “Searching for the epistemic objects of educational science”. The approach is partly autobiographic. Taking 1968 as starting point, the institutional conditions and transformations of educational science as a university discipline in Sweden are outlined, primarily using one of the larger departments of education as a case. The analysis highlights the substantial expansion and differentiation that characterize the development and places it within a university reform context. The second theme goes further back in time and highlights the historical roots of education as a university discipline. Epistemic objects of the Herbartian tradition are discussed, as well as of the expanding experimental psychology at the time of the first chair of educational science in Sweden. The great expectations after the Second World War for a new school are outlined together with growing research traditions, highlighting classroom language and the teaching process. In the diversified research landscape of the last decades, studies of curriculum theory, education policy, and history of education are emphasized and a plea is made for critical studies of history and education based on broad theoretical perspectives.

Place, publisher, year, edition, pages
Malmö: Pedagogisk forskning i Sverige, 2018
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-69692 (URN)
Available from: 2018-10-19 Created: 2018-10-19 Last updated: 2018-10-23Bibliographically approved
Linné, A. (2016). Högre utbildning och praktisk kunskap: en komplicerad historia. In: Maja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Román & Wieland Wermke (Ed.), Att ta utbildningens komplexitet på allvar: En vänskrift till Eva Forsberg (pp. 239-252). Uppsala: Uppsala universitet
Open this publication in new window or tab >>Högre utbildning och praktisk kunskap: en komplicerad historia
2016 (Swedish)In: Att ta utbildningens komplexitet på allvar: En vänskrift till Eva Forsberg / [ed] Maja Elmgren, Maria Folke-Fichtelius, Stina Hallsén, Henrik Román & Wieland Wermke, Uppsala: Uppsala universitet, 2016, p. 239-252Chapter in book (Refereed)
Place, publisher, year, edition, pages
Uppsala: Uppsala universitet, 2016
Series
Acta Universitatis Upsaliensis, Uppsala Studies in Education, ISSN 0347-1314 ; 138
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-51041 (URN)978-91-554-9475-9 (ISBN)
Available from: 2016-06-26 Created: 2016-06-26 Last updated: 2017-10-17Bibliographically approved
Linné, A. (2015). Curriculum theory and didactics: towards a theoretical rethinking. NordSTEP Nordic Journal of Studies in Educational Policy (1), 27002
Open this publication in new window or tab >>Curriculum theory and didactics: towards a theoretical rethinking
2015 (English)In: NordSTEP Nordic Journal of Studies in Educational Policy, ISSN 2002-0317, no 1, p. 27002-Article in journal (Refereed) Published
Abstract [en]

The objective of this paper is to contribute to an ongoing theoretical discussion on rethinking curriculum theory. Various meanings of time and history, culture and agency in curriculum studies are discussed and comments made on didactics as a possible link between socio-historical and curriculum-theory approaches. Theoretical and methodological framework includes the curriculum-theory perspectives rooted in frame factor theory and highlights historical and theoretical analysis. I explore challenges evoked when concepts originating in one educational perspective confront a different theoretical strand, and I argue that such boundary work offers prolific means to rethink curriculum theory. I suggest that allowing Reinhart Koselleck's conceptual history, in addition to James V. Wertsch's reasoning on voices of collective remembering, to influence a vocabulary of curriculum theory would strengthen the theoretical tradition. I ground my arguments in empirical data and theoretical discussions within a number of research projects which I have been recently involved in.

Keywords
curriculum theory; didactics; philosophy of education; educational science; educational history; teacher education
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-42317 (URN)10.3402/nstep.v1.27002 (DOI)
Available from: 2015-01-30 Created: 2015-01-30 Last updated: 2017-10-17Bibliographically approved
Linné, A. (2013). Curriculum theory and didactics: towards a theoretical rethinking. In: Curriculum and/or didactics - a discussion revisited. Towards a transnational curriculum theory? Fifth Nordic Curriculum Theory Conference, Uppsala University, October 24-25, 2013: . Paper presented at Fifth Nordic Curriculum Theory Conference, Uppsala University, October 24-25, 2013.
Open this publication in new window or tab >>Curriculum theory and didactics: towards a theoretical rethinking
2013 (English)In: Curriculum and/or didactics - a discussion revisited. Towards a transnational curriculum theory? Fifth Nordic Curriculum Theory Conference, Uppsala University, October 24-25, 2013, 2013Conference paper, Published paper (Refereed)
Abstract [en]

The object of this presentation is to contribute to an ongoing theoretical discussion on rethinking curriculum theory, while identifying some of its challenges and promises. I use part of the conceptual discussion initiated at the first, second and third conferences on curriculum theory (Forsberg ed. 2007, Englund, Forsberg & Sundberg eds. 2012) as points of departure, while carrying the analysis one step further. Various meanings of time and history, culture and agency in curriculum studies are discussed and some comments made on didactics as a possible link between socio-historical and curriculum-theory approaches.  Theoretical and methodological framework includes the curriculum-theory perspectives rooted in frame factor theory and highlights historical and theoretical analysis. The discussion focuses on challenges evoked when concepts and arguments originating in one educational perspective confronts a different theoretical strand, and I argue that such boundary work offers prolific means to rethink curriculum theory. I suggest that allowing Reinhart Koselleck’s conceptual history, in addition to James V. Wertsch’ reasoning on voices of collective remembering, to influence a possible vocabulary of curriculum theory would strengthen the theoretical tradition. I ground my arguments in empirical data and theoretical discussions within a number of research projects in which I have been recently involved.

National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-33306 (URN)
Conference
Fifth Nordic Curriculum Theory Conference, Uppsala University, October 24-25, 2013
Available from: 2014-01-25 Created: 2014-01-25 Last updated: 2017-10-17Bibliographically approved
Linné, A. (2012). Den goda läraren: en fråga om moral och social integration. In: Tomas Englund (Ed.), Föreställningar om den goda läraren: (pp. 87-121). Göteborg: Daidalos
Open this publication in new window or tab >>Den goda läraren: en fråga om moral och social integration
2012 (Swedish)In: Föreställningar om den goda läraren / [ed] Tomas Englund, Göteborg: Daidalos, 2012, p. 87-121Chapter in book (Refereed)
Place, publisher, year, edition, pages
Göteborg: Daidalos, 2012
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-26085 (URN)978-91-7173-383-2 (ISBN)
Projects
Läraren i samhällsomvandlingen 1940-2003: Den goda läraren som diskursiv konstruktion på olika samhälleliga arenor
Funder
Riksbankens Jubileumsfond
Available from: 2012-10-03 Created: 2012-10-03 Last updated: 2017-10-17Bibliographically approved
Linné, A. (2012). Högre utbildning: en komplicerad historia. In: : . Paper presented at Femte nordiska utbildningshistoriska konferensen: Människor, miljöer och läromedier, Umeå University, Umeå, Sweden, September 26-28, 2012.
Open this publication in new window or tab >>Högre utbildning: en komplicerad historia
2012 (Swedish)Conference paper, Oral presentation only (Other academic)
Abstract [sv]

Att skriva universitetshistoria kan göras på många vis. Den utsiktspunkt författaren tar bär mening och makt. En startpunkt i de första universiteten i Bologna och Paris som sedan följer dessa lärda institutioners transformationer framåt i tiden får andra konsekvenser än där perspektivet utgår från dagens brokiga utbildningslandskap för att bakåt över tid spåra olika rötter, traditioner och kollektiva minnen. Där den förra historien, åtminstone vad gäller 1900-talet, kan bli en berättelse om hur nykomlingar steg för steg inordnas i en överordnad struktur, väcker den senare måhända frågor om hur skillnader i kunskapskulturer, normer och språkbruk i dagens högre utbildning kan förstås. Det här bidraget tecknar exempel på kulturella särarter i dagens universitetsvärld och söker spåra deras historiska rötter. Utgångspunkt tas i några nutida professionsutbildningar. Hur kan till exempel spänningen förstås mellan ett distanserat, kritiskt analyserande tal i en vetenskaplig kunskapskultur och de röster av omsorgsrationalitet och personligt tilltal som kan återfinnas i vård- eller lärarutbildningar? Vilken mening bär olika platser – auditoriet, kliniken, laboratoriet, klassrummet, slöjdsalen, barnträdgården – som över tid ramat in rum för lärande i dessa utbildningar? Vilka berättelser från utbildningarnas historia kan sägas leva vidare som kollektiva hågkomster, som något utöver det individuella exemplet, och vilken innebörd har artefakter som material och medier i detta?  I bidraget diskuteras hur kunskap kan skapas som kastar ljus över dessa frågor och tillåts ett antal personliga röster att komma till tals.           

National Category
Educational Sciences Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-26086 (URN)
Conference
Femte nordiska utbildningshistoriska konferensen: Människor, miljöer och läromedier, Umeå University, Umeå, Sweden, September 26-28, 2012
Available from: 2012-10-03 Created: 2012-10-03 Last updated: 2017-10-17Bibliographically approved
Linné, A. (2012). Läroplansteori mellan rum, tid och handling. In: Tomas Englund, Eva Forsberg, Daniel Sundberg (Ed.), Vad räknas som kunskap?: Läroplansteoretiska utsikter och inblickar i lärarutbildning och skola (pp. 100-115). Stockholm: Liber
Open this publication in new window or tab >>Läroplansteori mellan rum, tid och handling
2012 (Swedish)In: Vad räknas som kunskap?: Läroplansteoretiska utsikter och inblickar i lärarutbildning och skola / [ed] Tomas Englund, Eva Forsberg, Daniel Sundberg, Stockholm: Liber, 2012, p. 100-115Chapter in book (Refereed)
Place, publisher, year, edition, pages
Stockholm: Liber, 2012
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-21930 (URN)978-91-47-09985-6 (ISBN)
Projects
När praktikgrundad kunskap möter högskolan: förändring och kontinuitet i lärarutbildning (VR dnr 721-2003-2350)Vad gör språk?: en studie av språkbruk i lärarutbildningen ur ett makt- och genusperspektiv (VR dnr 721-2005-3697)
Available from: 2012-03-03 Created: 2012-03-03 Last updated: 2017-10-17Bibliographically approved
Linné, A., Englund, B., Eliasson, E., Holmberg, A., Tellgren, B. & Sandström, B. (2011). Practical knowledge meets academia: continuity and change in teacher education. In: : . Paper presented at American Educational Research Association (AERA) Annual Meeting, New Orleans, April 8-12, 2011.
Open this publication in new window or tab >>Practical knowledge meets academia: continuity and change in teacher education
Show others...
2011 (English)Conference paper, Published paper (Refereed)
Abstract [en]

What is worth knowing, and what is considered a public good to know, reflects history and culture. This paper inquires into knowledge production and core values within three predominantly female teacher education traditions over time, and explores transforming practices and notions as those traditions were incorporated into the academic system of higher education in Sweden.  The three teacher education traditions are those of early childhood teachers, nursing teachers, and teachers of textile craft. Focus is upon forms of knowledge and local knowledge cultures within institutions of higher education. Power, knowledge, and gender come to the fore. The paper summarizes framework and key results of the research project Practical Knowledge Meets Academia, supported by the Swedish Research Council.

National Category
Pedagogy Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-15029 (URN)
Conference
American Educational Research Association (AERA) Annual Meeting, New Orleans, April 8-12, 2011
Projects
När praktikgrundad kunskap möter högskolan/Practical Knowledge Meets AcademiaVad gör språk/Language Matters
Funder
Swedish Research Council
Note

[1] In addition, the Swedish Council for Working Life and Social Research, and the Department of Education in Arts and Professions, Stockholm University, have allowed travel grants for the AERA Meeting.

Available from: 2011-03-23 Created: 2011-03-23 Last updated: 2018-08-29Bibliographically approved
Organisations

Search in DiVA

Show all publications