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Bergh, A. & Englund, T. (2020). On collegial deliberation as a tool to counteract racism. In: : . Paper presented at AERA, American Educational Research Association, San Fransisco, USA, April 17-21, 2020.
Open this publication in new window or tab >>On collegial deliberation as a tool to counteract racism
2020 (English)Conference paper, Poster (with or without abstract) (Refereed)
Abstract [en]

This paper analyzes and discusses possibilities and challenges for teachers to use collegial mutual deliberation as a way to counteract racism. A starting point is taken from research on teacher collaboration that has emphasized the importance to locally create conditions for critical discussions that exceed coherence and simple solutions. To do this, we turn to the idea on deliberative communication, which in the paper fills two purposes: First, as a means for a teacher who, supported by us as researchers, leads a discussion about racism with colleagues, and secondly, as a theoretical lens to analyze that same discussion. The study provides theoretical and empirical knowledge about how collegial deliberation potentially can contribute to the development of a communicative teacher community.

Keywords
teacher collaboration, deliberative communication, racism, education, Sweden
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-78478 (URN)
Conference
AERA, American Educational Research Association, San Fransisco, USA, April 17-21, 2020
Funder
Swedish Research Council
Available from: 2019-12-06 Created: 2019-12-06 Last updated: 2019-12-06
Arneback, E. & Englund, T. (2020). Teachers’ deliberation on communicative potentials in classrooms when students express racism. Reflective Practice
Open this publication in new window or tab >>Teachers’ deliberation on communicative potentials in classrooms when students express racism
2020 (English)In: Reflective Practice, ISSN 1462-3943, E-ISSN 1470-1103Article in journal (Refereed) Epub ahead of print
Abstract [en]

This article focuses on teachers' deliberation on communicative potentials in classrooms when students express racism. More precisely, we are interested in what aspects are of importance when teachers reflect, deliberate on, and decide how to act. To elaborate on these aspects we turn to John Dewey's work on intra- and interpersonal deliberation, and to interviews with 27 Swedish high school teachers. In the results, we present three aspects of importance in teachers' reflections: (1) individual students' potential for growth, (2) classroom climate and violations, and (3) teachers' knowledge and experiences. Based on the results, we argue that if teachers' experiences of these aspects are positive, they are more open to a deliberative communicative approach. From our perspective, the limits of deliberation in classrooms need more attention, since they expose crucial tensions in teachers' work and dealings with issues related to power, politics, and morality in schools.

Place, publisher, year, edition, pages
Routledge, 2020
Keywords
John Dewey, deliberation, education, racism, anti-racism, teachers
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-78834 (URN)10.1080/14623943.2019.1708304 (DOI)000504526100001 ()
Funder
Swedish Research Council, 2015-01046
Available from: 2019-12-23 Created: 2019-12-23 Last updated: 2020-01-07Bibliographically approved
Englund, T. (2019). An attempt to develop curriculum theory and analysis in a historical and societal perspective - a starting point. In: : . Paper presented at The 8th Nordic Curriculum Theory Conference, Vasa, Finland, November 7-8, 2019.
Open this publication in new window or tab >>An attempt to develop curriculum theory and analysis in a historical and societal perspective - a starting point
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-79338 (URN)
Conference
The 8th Nordic Curriculum Theory Conference, Vasa, Finland, November 7-8, 2019
Available from: 2020-01-22 Created: 2020-01-22 Last updated: 2020-01-28Bibliographically approved
Englund, T. (2019). How to use education to foster a civic culture and cultivate democratic habits: limits and potentials. In: Erik Amnå (Ed.), Nordic education in a democratically troublesome time - Threats and opportunities: A conference report. Paper presented at Nordic education in a democratically troublesome time. Threats and opportunities, Örebro, Sweden, October 30-31, 2018 (pp. 48-54). Örebro: Örebro University
Open this publication in new window or tab >>How to use education to foster a civic culture and cultivate democratic habits: limits and potentials
2019 (English)In: Nordic education in a democratically troublesome time - Threats and opportunities: A conference report / [ed] Erik Amnå, Örebro: Örebro University , 2019, p. 48-54Conference paper, Oral presentation with published abstract (Other academic)
Place, publisher, year, edition, pages
Örebro: Örebro University, 2019
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-79337 (URN)
Conference
Nordic education in a democratically troublesome time. Threats and opportunities, Örebro, Sweden, October 30-31, 2018
Available from: 2020-01-22 Created: 2020-01-22 Last updated: 2020-01-28Bibliographically approved
Bergh, A., Löfdahl Hultman, A. & Englund, T. (2019). Local enactment of the Swedish ‘advanced teacher reform’. Journal of Curriculum Studies, 51(3), 326-341
Open this publication in new window or tab >>Local enactment of the Swedish ‘advanced teacher reform’
2019 (English)In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 51, no 3, p. 326-341Article in journal (Refereed) Published
Abstract [en]

This article focuses on a new form of governing that targets a selected group of teachers. Specifically, it analyses how the Swedish so-called advanced teacher reform is enacted at the local level and discusses its implications for teachers’ professionalism. The methodological approach enables a local analysis in a broader international policy context. Using characteristic elements from curriculum theory to analyse the relationship between different levels and elaborating on the linguistic turn of curriculum theory, three concepts are central in the analysis: enactment, linguistic criteria and professionalism. Empirically, the study draws on material from a two-year application process in a medium-sized municipality. The result demonstrates that the local enactment process is clearly influenced by transnational policy trends and that less allowance is made for teachers’ own experience-based knowledge in the second studied year. The linguistic analysis shows how the applicants using the ‘right concepts’ were selected to become ‘advanced teachers’. As complex and qualitative aspects disappeared from the agenda, this type of governing, with its standardized use of language, may reduce schools’ educational potential. Changes like this raise new questions about how schools can maintain and develop democratic and professional values whilst being exposed to new policy trends.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
Career reform, teacher, professionalism, governing, enactment, Sweden
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-66247 (URN)10.1080/00220272.2018.1436195 (DOI)000464726000003 ()2-s2.0-85041900370 (Scopus ID)
Available from: 2018-03-29 Created: 2018-03-29 Last updated: 2019-06-19Bibliographically approved
Englund, T. (2019). The educated, deliberative citizen: a crucial curriculum question. In: Nera 2019: Education in a Globalized World: Abstract Book. Paper presented at NERA (Nordic Education Research Association), Uppsala, Sweden, March 6-8, 2019 (pp. 841-842).
Open this publication in new window or tab >>The educated, deliberative citizen: a crucial curriculum question
2019 (English)In: Nera 2019: Education in a Globalized World: Abstract Book, 2019, p. 841-842Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The aim of the paper and its basic theoretical framework: The aim of a forthcoming paper is to further develop the idea of deliberative communication (Englund 2006, 2010, 2015, 2016) as crucial for creating a democratic society and educated citizens. In earlier works on deliberation the starting point has been Dewey’s thesis from his Democracy and Education that ideal education is characterized by mutual and free communication in the sense of open communication within and between groups. Add to that Habermas validity claims and his placing of communication and deliberation in a wider context.So, the basic theoretical framework used is ideas from classic and modern pragmatism (John Dewey 1916/1980, 1927/1984, Jürgen Habermas 1981/1987, 1983/1992, 1985/1990).

Expected analyses and conclusions: An important source of inspiration for further elaboration is the Deweyan tradition within educational research stressing the moral dimension of teaching and the ethical nature of teachers’ professional responsibility for creating educated citizens living educationally. The Dewey-inspired David Hansen (2001) is a central figure also representing ‘the educated human being’ placed in contexts all the way from the specific classroom (Hansen 1992) to cosmopolitanism (Hansen 2011). While we in the Deweyan tradition are referring to a mass education system we also find it important to relate the question of the educated citizen to the (primarily English) analytical philosophy of education represented by Richard Peters (1973), who does not make an explicit use of deliberation, but in his work deals with the conversation processes leading to what he call ‘an educated man’. What is also important to note in this context of the educated citizen is to refer to the theory of citizenship rights (Marshall 1919/1964) developed in UK and with some links both to the analytical philosophy of education mentioned and to Habermas (1992/1996). Finally two important approaches for analyzing education are 1) first to see education in a tension between the public or the private good and 2) second the concept of underlying rationality of curriculum by evaluating how individuals/ citizens from different social groups over time are related to different societal institutions of education with different implications of being educated citizens.

National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-79336 (URN)
Conference
NERA (Nordic Education Research Association), Uppsala, Sweden, March 6-8, 2019
Available from: 2020-01-22 Created: 2020-01-22 Last updated: 2020-01-28Bibliographically approved
Englund, T. (2019). To learn to live educationally - toward a thin moral cosmopolitanism through deliberative communication. Knowledge Cultures, 7(3), 38-57
Open this publication in new window or tab >>To learn to live educationally - toward a thin moral cosmopolitanism through deliberative communication
2019 (English)In: Knowledge Cultures, ISSN 2327-5731, E-ISSN 2375-6527, Vol. 7, no 3, p. 38-57Article in journal (Refereed) Published
Abstract [en]

Is it reasonable, in these times of terrorism, wars, migrant refugees, racism and threatening tensions between different groups based on ethnicity, religious and cultural traditions and interpretations, to lean on the potential of education to create mutual trust and a cosmopolitan imagination? This contribution elaborates on deliberation as a way to develop a cosmopolitan curriculum. It also presents clarifications and discussion on the limits of deliberative communication for a moral cosmopolitanism. Finally, this cosmopolitan project based on deliberation is critically analyzed in relation to the challenge from agonism, and three arguments for deliberation are presented, ending up in a thin moral cosmopolitanism.

Place, publisher, year, edition, pages
Addleton Academic Publishers, 2019
Keywords
cosmopolitanism, deliberation, curriculum, moral cosmopolitanism, agonism
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-79335 (URN)10.22381/KC7320193 (DOI)2-s2.0-85077387650 (Scopus ID)
Funder
Swedish Research Council
Available from: 2020-01-22 Created: 2020-01-22 Last updated: 2020-01-28Bibliographically approved
Englund, T. (2018). Brytpunkter och tendenser i svensk pedagogisk forskning. In: Mattias Nilsson Sjöberg (Ed.), Pedagogik som vetenskap: En inbjudan (pp. 27-44). Malmö: Gleerups
Open this publication in new window or tab >>Brytpunkter och tendenser i svensk pedagogisk forskning
2018 (Swedish)In: Pedagogik som vetenskap: En inbjudan / [ed] Mattias Nilsson Sjöberg, Malmö: Gleerups , 2018, p. 27-44Chapter in book (Refereed)
Place, publisher, year, edition, pages
Malmö: Gleerups, 2018
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-71449 (URN)9789140697202 (ISBN)
Available from: 2019-01-13 Created: 2019-01-13 Last updated: 2019-01-14Bibliographically approved
Bergh, A., Englund, T., Lundahl, C., Nordin, A., Sundberg, D. & Wahlström, N. (2018). Forskningssammanställning kring läroplansteori, läroplansutveckling och läroplansutvärdering. Stockholm
Open this publication in new window or tab >>Forskningssammanställning kring läroplansteori, läroplansutveckling och läroplansutvärdering
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2018 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Stockholm: , 2018. p. 79
Keywords
Läroplansteori, läroplansutveckling, läroplansutvärdering
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-74791 (URN)
Note

Forskningssammanställning beställd av Skolverket.

Available from: 2019-06-26 Created: 2019-06-26 Last updated: 2019-07-25Bibliographically approved
Englund, T. (2018). Föräldrarätten och barns rätt till en pluralistisk utbildning. In: Tone Kvernbekk och Moira von Wright (Ed.), Barn og deres voksne: (pp. 236-256). Oslo: Cappelen Damm AS
Open this publication in new window or tab >>Föräldrarätten och barns rätt till en pluralistisk utbildning
2018 (Swedish)In: Barn og deres voksne / [ed] Tone Kvernbekk och Moira von Wright, Oslo: Cappelen Damm AS, 2018, p. 236-256Chapter in book (Refereed)
Place, publisher, year, edition, pages
Oslo: Cappelen Damm AS, 2018
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-71451 (URN)978-82-02-57254-9 (ISBN)
Available from: 2019-01-13 Created: 2019-01-13 Last updated: 2019-01-14Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-9735-3440

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