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  • 1.
    Arneback, Emma
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Locations of racism in education: a speech act analysis of a policy chain2016In: JEP: eJournal of Education Policy, ISSN 2158-9232, Vol. 31, no 6, p. 773-788Article in journal (Refereed)
    Abstract [en]

    This article explores how racism is located in an educational policy chain and identifies how its interpretation changes throughout the chain. A basic assumption is that the policy formation process can be seen as a chain in which international, national and local policies are ‘links’ – separate entities yet joined. With Sweden as the national example, the article analyses how racism in education is framed at different policy levels and which anti-racist actions are proposed. The article thereby clarifies who or what is, at different policy levels, perceived to be the location of racism. A first finding concerns terminology: throughout the policy chain the problem of racism is discussed in terms of ‘discrimination’. At European, national and local level, discrimination is mostly associated with ‘ethnicity’, thereby removing from policy a possibly stronger language for combating racism. A second finding is that the location of racism in education moves gradually through the chain from an institutional to an individual location of racism, with an increasing focus on the significance of the student rather than the importance of societal structures. The importance of circumstances for policy formation is a third main finding in the article.

  • 2.
    Brantefors, Lotta
    et al.
    Department of Education, Uppsala University, Uppsala, Sweden.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Teaching and learning children's human rights: A research synthesis2016In: Cogent Education, ISSN 2331-186X, Vol. 3, article id UNSP 1247610Article in journal (Refereed)
    Abstract [en]

    The study presented in this paper is a research synthesis examining how issues relating to the teaching and learning of children's human rights have been approached in educational research. Drawing theoretically on the European Didaktik tradition, the purpose of the paper is to map and synthesise the educational interest in children's rights research. The paper identifies the motives, content and processes of education for human rights suggested in research. The chosen publications are analysed in three steps, based on three didactic questions: what, how and why. Six educational categories in the teaching and learning of children's human rights are identified: involvement, agency, awareness, citizenship, respect for rights and social change. In each category, the motives, educational content and processes are clarified. A conclusion is that even though the motives for rights education vary, the content and processes in the education are about human relations and interaction.

  • 3.
    Englund, Tomas
    et al.
    Örebro University, Department of Education.
    Quennerstedt, Ann
    Örebro University, Department of Education.
    Kampen om likvärdighetsbegreppet: en studie i utbildningspolitisk språkanvändning2007Conference paper (Other academic)
  • 4.
    Englund, Tomas
    et al.
    Örebro University, Department of Education.
    Quennerstedt, Ann
    Örebro University, Department of Education.
    Likvärdighetsbegreppet i svensk utbildningspolitik2008In: Vadå likvärdighet?: Studier i utbildningspolitisk språkanvändning, Göteborg: Daidalos , 2008, p. 7-35Chapter in book (Other academic)
    Abstract [sv]

    Begreppet likvärdighet innehar i periodens inledning (1960- och 1970-tal samt tidigt 1980-tal) en relativt omfattande (thick) och successivt allt starkare betydelse i enlighet med en orientering mot jämlikhet, enhetlighet, fostran till gemensam referensram och kompensation och det är likvärdighetsbegreppet som efterhand, under denna tid, kommer att representera just dessa värden. Denna betydelse råder det länge inte någon märkbar strid om, men det är symtomatiskt att likvärdighetsbegreppet successivt ersätter jämlikhetsbegreppet och därvid öppnar för andra möjliga uttolkningar, ty under slutet av 1980- och under 1990-talet, utvecklas en kamp om begreppet och successivt ges likvärdighetsbegreppet olika och delvis direkt motstridande betydelser, där likvärdighet uttolkad som valfrihet och föräldrarätt, profilering etc. ställs mot den tidigare betydelsen (som successivt urvattnas). Dessa olika uttolkningar av likvärdighetsbegreppet samspelar med helt skilda utbildningspolitiska strävanden som dessutom innebär att begreppet appliceras på olika objekt och inom olika kontexter i skolvärlden, för att under senare år, under slutet av 1990-talet och under 2000-talet, kopplas alltmer till måluppnående och betygsättning. I jämförelse med den första perioden, är det emellertid nu således i en avsevärt mer avgränsad betydelse av likvärdighet (thin), preciserad i godkändkravet. Successivt ’ersätts’ också likvärdighetsbegreppet under denna period med kvalitetsbegreppet. Samtidigt lever motsättningen och de skilda uttolkningarna av likvärdighetsbegreppet från den andra perioden (som vi skall visa) kvar i vissa kontexter och legitimerar olika utbildningspolitiska praktiker.

  • 5.
    Englund, Tomas
    et al.
    Örebro University, Department of Education.
    Quennerstedt, Ann
    Örebro University, Department of Education.
    Linking curriculum theory and linguistics: The performative use of equivalence as an educational policy concept.2007In: NERA 2007 Curriculum research, 2007, p. 6-Conference paper (Refereed)
    Abstract [en]

    From political science we have learnt the dynamics of ‘essentially contested concepts’ such as democracy, freedom and equality. Within the politics of education, too, we see a similar use of concepts with positive meanings, but given different interpretations by different social forces seeking to achieve distinct policies. In Sweden, the concept of likvärdighet – which literally can be understood as meaning ‘equal worth’, with reference to any phenomena, and which can be translated as both equivalence and equity – has played this specific dynamic role in educational politics during the last 20 years. The results of a three-year research project presented here deal with the performative use of this specific concept.[1]

     

    Why this study of the concept of equivalence? We want to show how a concept with positive characteristics – nobody wants to be against equivalence – has come to be used in an educational policy conflict and has been given different interpretations by different social forces, interpretations which have been seen as expressions of the ‘right’ educational policy. By focusing on one specific concept, that of equivalence, we want to show how language, the expression of words and concepts such as equivalence, is communicated and used as a weapon in educational policy.

     

     

    [1] The project has been financed by the committe for educational sciences within the Swedish research council. The final report from the project is planned to be produced in 2007 and will be published in Swedish. The final report will be edited by Tomas Englund and Ann Quennerstedt. Other contributors in this final report are, the co-workers of the project Guadalupe Francia, Lazaro Moreno Herrera, Maria Olsson and Ninni Wahlström. A list of all publications from the project are to be found on the homepage for Tomas Englund, Örebro university.

  • 6.
    Englund, Tomas
    et al.
    Örebro University, Department of Education.
    Quennerstedt, Ann
    Örebro University, Department of Education.
    Linking curriculum theory and linguistics: the performative use of 'equivalence' as an educational policy concept2008In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, Vol. 40, no 6, p. 713-724Article in journal (Refereed)
    Abstract [en]

    The linguistic turn has helped to create new methods within social and educational theory. This study draws attention to the constitutive force of political language and the performative dynamics of one essentially contested concept - equivalence - in Swedish educational policy at both the national and the local level. It illustrates the way in which different interpretations of the concept of equivalence produce different truths, the performative concept thereby becoming a way of advocating particular understandings of the purposes of education.

  • 7.
    Englund, Tomas
    et al.
    Örebro University, Department of Education.
    Quennerstedt, AnnÖrebro University, Department of Education.
    Vadå likvärdighet?: Studier i utbildningspolitisk språkanvändning2008Collection (editor) (Other academic)
    Abstract [sv]

    Vi vill med denna antologi visa hur ett positivt laddat begrepp – nästan ingen vill vara emot likvärdighet – kommit att användas i en tid av utbildningspolitiska konflikter och därvid getts olika betydelser av olika sociala krafter som betraktat sin uttolkning av likvärdighetsbegreppet som uttryck för den ’rätta’ skolpolitiken.

    Genom att sätta ett begrepp i fokus för analysen - men inte vilket begrepp som helst utan ett begrepp som spelat en specifik roll - vill vi visa hur språket, hur de uttalade orden och begrepp som just likvärdighetsbegreppet kommuniceras och används som vapen i utbildningspolitiken.

    Studien genomförs mot bakgrund av en samtidshistorisk utbildningspolitisk konfliktperiod. Svensk utbildningspolitik och skola har under de senaste decennierna genomgått omvälvande förändringar, benämnt ett utbildningspolitiskt systemskifte (Englund red.1996). Denna omvälvningsperiod, som kan dateras från mitten av 1980-talet fram till dags dato, kan givetvis analyseras på många olika sätt och i föreliggande studie är det senaste decenniets utbildningspolitik som står i fokus och således, framför allt ett begrepp, nämligen likvärdighetsbegreppet. Genom vår analys tror vi oss kunna påvisa att begreppet likvärdighet haft en mycket central plats i utbildningspolitiken och samtidigt såväl getts olika innebörder som genomgått förändringar i innebörd.

  • 8.
    Englund, Tomas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Wahlström, Ninni
    Örebro University, School of Humanities, Education and Social Sciences.
    Education as a Human and a Citizenship Right - Parents' Rights, Children's Rights, or...?: The Necessity of Historical Cotextualization2009In: Journal of Human Rights, ISSN 1475-4835, E-ISSN 1475-4843, Vol. 8, no 2, p. 133-138Article in journal (Refereed)
    Abstract [en]

    This paper serves as an introduction to three following papers, analyzing the contextual background to the different treaties - the United Nations' Universal Declaration of Human Rights, the European Convention on Human Rights , and the United Nation's Convention on the Rights of the Child - and focusing on how the relations between parents' rights and children's rights in the matter of education were shaped during the various drafting stages. The paper forms part of a project that intends to study the meaning and consequences of the increased tendency to view education from a perspective of rights. More specifically, the project aims to focus on the implications of parental rights and to analyze potential contradictions between parents' and children's rights in education.

  • 9.
    Frödén, Sara
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    The child as a gendered rights holder2019In: Childhood, ISSN 0907-5682, E-ISSN 1461-7013Article in journal (Refereed)
    Abstract [en]

    In this article, we call for a gendering of children’s rights by using an intersectional approach. First, age and gender in different theoretical frameworks are highlighted. Second, we demonstrate the interconnection of age and gender in United Nations human rights treaties and interpretation guidance. Third, current gendered rights issues are identified and new ones are proposed. Finally, we argue that further gendering of children’s rights is necessary to acknowledge issues relating to children with different gender, sexual orientations and ethnicities.

  • 10.
    Harcourt, Deborah
    et al.
    Australian Catholic University, Brisbane, Australia.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Ethical Guardrails When Children Participate in Research: Risk and Practice in Sweden and Australia2014In: SAGE Open, ISSN 2158-2440, E-ISSN 2158-2440, Vol. 4, no 3, p. 1-8Article in journal (Refereed)
    Abstract [en]

    This article investigates interpretations of sound research ethics in social science research involving children as framed through regulation. Coinciding with an emergent significance being given to research that involves children, debate has developed regarding whether particular ethical considerations are warranted in this type of research. We overlay the examination of regulation documents in Sweden and Australia with an interpretative lens drawn from these regulations that has the potential to position children as competent social actors in the research process. We then argue that there is possibility for ethical procedures to be viewed not only as risk management but also as beneficial research practice to stimulate continuing debate about how to work ethically in social science research when children are participants.

  • 11.
    Hägglund, Solveig
    et al.
    Karlstads universitet, Karlstad, Sverige.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Thelander, Nina
    Karlstads universitet, Karlstad, Sverige.
    Barns och ungas rättigheter i utbildning2013 (ed. 1)Book (Other academic)
  • 12.
    I'Anson, John
    et al.
    University of Stirling, Stirling, UK.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Robinson, Carol
    University of Brighton, Brighton, UK.
    The International Economy of Children's Rights: issues in translation2017In: The International Journal of Children's Rights, ISSN 0927-5568, E-ISSN 1571-8182, Vol. 25, no 1, p. 50-67Article in journal (Refereed)
    Abstract [en]

    The United Nations Convention on the Rights of the Child (uncrc) is an international legal text that necessitates multiple translations into national policy contexts if it is to become mobilised within professional practice. The aim of this paper is to foreground this process of translation and to identify some of the limitations inherent within present mobilisations of the uncrc. On the basis of this diagnosis, we then raise a series of ethical considerations that might inform a more critical and open-ended approach.

    We characterise current approaches to mobilising the uncrc as an international economy of rights and we represent this diagrammatically. This economy, we contend, involves multiple translations of the uncrc text into a series of performative demands to which adults become accountable in situations of professional practice with children and young people.

    We then critically analyse this economy as presently instituted and point to a number of inherent limitations. We argue that a failure to address the issue of translation from legal text to relational practice has led to a technical resolution. The potential challenge of the uncrc as an authoritative text of critique is further weakened by the promotion of a consensus thinking that privileges agreement over the complexities associated with ethical thinking. In the light of this critique, the paper identifies new lines of questioning to inform debate concerning how a children's rights agenda might be refracted differently in future.

  • 13.
    Isenström, Lisa
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Governing rationalities in children’s human rights educationManuscript (preprint) (Other academic)
  • 14.
    Isenström, Lisa
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Governing rationalities in children's human rights education2020In: International Journal of Educational Research, ISSN 0883-0355, E-ISSN 1873-538X, Vol. 100, article id 101546Article in journal (Refereed)
    Abstract [en]

    This research synthesis examines earlier studies within the field of children's human rights in education, with the specific aim of clarifying which rationalities of teaching and learning children's human rights are activated as significant for teachers’ thinking and work. Theoretically framed by a Foucauldian governmentality approach, the qualitative analysis identifies five different rationalities in the teaching and learning of children's human rights in previous research. The paper discusses how the identified rationalities support or contradict each other in a complex way and their connection to differing conceptions of rights for children. Further, the possible consequences for teachers, teacher educators and policymakers are considered.

  • 15. Jarl, Maria
    et al.
    Kjellgren, Hanna
    Quennerstedt, Ann
    Örebro University, Department of Education.
    Förändringar i skolans organisation och styrning2007In: Skolan som politisk organisation / [ed] Jon Pierre, Malmö: Gleerup , 2007, p. 23-47Chapter in book (Other academic)
  • 16.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Balancing the rights of the child and the rights of parents in the convention on the rights of the child2009In: Journal of Human Rights, ISSN 1475-4835, E-ISSN 1475-4843, Vol. 8, no 2, p. 162-176Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to analyze how the relation between parents' rights and children's rights took shape in the drafting of the Convention on the Rights of the Child, with a special interest for this relation in the matter of education. By means of the perspective elaborated by T. H. Marshall of citizenship rights as composed of civil, political, and social rights, questions about what kind of right education is and who owns the right to education is addressed. The main empirical source used in the analysis is the UN working group's annual reports, which account for the process in which the different articles were formed. The analysis shows that the main challenge to emerge during the drafting process with regard to the relation between the rights of parents and their children seems to be that of a balancing of the civil and political rights of the child and the civil rights of the parents. In the working group's discussions about education the social right of the child to education was confronted with, and stood against, the civil right of the parents. The wording of Article 28 on the right to education changed several times during the drafting, and in the final version the contradictions that had been present in the elaboration process concerning the rights of the child and the rights of parents in the matter of education became invisible, since the article only expresses the social right of the child to education.

  • 17.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Barns och föräldrars rättigheter i utbildning: en balansakt i Konventionen om barnets rättigheter2011In: Utbildning som medborgerlig rättighet: föräldrarätt eller barns rätt eller … ? / [ed] Tomas Englund, Göteborg: Daidalos , 2011, p. 53-78Chapter in book (Other academic)
  • 18.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Children, but not really humans?: Critical reflections on the hampering effect of the "3 p's"2010In: The International Journal of Children's Rights, ISSN 0927-5568, E-ISSN 1571-8182, Vol. 18, no 4, p. 619-635Article in journal (Refereed)
    Abstract [en]

    In this paper, the widespread use of the “3 p’s”, provision, protection and participation, to categorise children’s rights is critically examined. This conceptualisation is argued to have hampering effects on research in children’s rights, in that it frames the research in a problematic way and hinders the possibilities of attaining theoretically driven analyses. In the first part of the paper, the emergence and use of the 3 p’s is traced and discussed. Thereafter, an alternative language for constructing and analysing children’s rights is proposed, namely the vocabulary used for general human rights: civil, political and social rights. When children’s rights are placed within the development of human rights and conceptualised accordingly, a different understanding of the content of children’s rights surfaces. The theoretical contextualisation that is then added is suggested as a way of approaching contradictions and conflicts surrounding children’s rights issues with more theoretical depth and nuances.

  • 19.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Children’s constructions of themselves as holders of human rights2013Conference paper (Refereed)
  • 20.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Children's Human Rights at School - As Formulated by Children2016In: The International Journal of Children's Rights, ISSN 0927-5568, E-ISSN 1571-8182, Vol. 24, no 3, p. 657-677Article in journal (Refereed)
    Abstract [en]

    This article explores 8- and 12-year old children’s own views on their rights in school. The aims of the paper are to expand the understanding of what human rights mean to children in the school setting, and to contribute to new ways of thinking about rights for children. Human rights theorising points to the temporary status of what we currently understand as human rights and the various ways in which human rights grow and change. However, children’s perspectives have rarely been used to question or develop human rights thinking. Responding to this, the article specifically seeks to represent children’s understanding of rights. Based on interviews with 32 children, a number of children’s claims for rights at school are identified and elaborated. Most rights the children claim fit into the established human rights framework, and some of the rights the children express go beyond this framework.

  • 21.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Children's rights in education - transforming universal claims into New Zealand policy2009In: New Zealand journal of educational studies, ISSN 0028-8276, Vol. 44, no 2, p. 63-78Article in journal (Refereed)
    Abstract [en]

    This paper presents a study of how children’s rights’ issues regarding education are constructed in New Zealand policy. Using a conceptual framework of human rights theory – civil, political and social rights – children’s rights in education are analysed and discussed. By means of text analysis of 14 policy documents the study identified three major and five minor issues in education as being constructed as matters relating to rights of the child. The findings also indicate that the relation between education and children’s rights is mainly constructed as involving social rights of the child, and that issues that emphasise the child’s civil and political rights in education are few, and given little attention in policy.

  • 22.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Children’s rights in education becoming national policy: the transformation of universal ideas to context specific realities2009Conference paper (Other academic)
  • 23.
    Quennerstedt, Ann
    Örebro University, Department of Education.
    Children’s rights in education in the meeting between global universality and national particularity2008Conference paper (Refereed)
  • 24.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Children's rights research moving into the future: challenges on the way forward2013In: The International Journal of Children's Rights, ISSN 0927-5568, E-ISSN 1571-8182, Vol. 21, no 2, p. 233-247Article in journal (Refereed)
    Abstract [en]

    The expansion of the research into children’s rights during the last 20 years has constituted children’s rights research as an established and legitimate field of study. The time may now be ripe to reflect on the work undertaken so far and to consider the future of children’s rights research. In recent years, self-critical voices have surfaced within the research field, pointing out possible areas of concern. The ambition of this paper is to contribute to such deliberations within children’s rights research. In the paper, comments and concerns that have been put forward are brought together and developed further, leading to the suggestion that research into children’s rights issues will need to address three major challenges on the way forward: advancing critique, increasing theorisation and contextualising research.

  • 25.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Den politiska konstruktionen av barnets rättigheter i utbildning2010In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 15, no 2/3, p. 119-141Article in journal (Refereed)
  • 26.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Education and children's rights2015In: The Routledge International Handbook of Children's Rights Studies / [ed] Vandenhole, Wouter; Desmet, Ellen; Reynaert, Didier & Lembrechts, Sara, New York: Routledge, 2015, p. 201-215Chapter in book (Refereed)
  • 27.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    In search for theory: sociology of childhood and research in children’s rights2010Conference paper (Other academic)
  • 28.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    In search of theoretical perspectives in researching children’s rights: exploring sociology of childhood2010Conference paper (Other academic)
  • 29.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Klämd mellan mänskliga rättigheter2019In: Didaktisk utvecklingsdialog: Lärares och skolledares professionella utveckling / [ed] Anette Olin, Jonas Almqvist, Karim Hamza, Lisbeth Gyllander Torkildsen, Lund: Studentlitteratur AB, 2019, 1, p. 164-166Chapter in book (Other academic)
  • 30.
    Quennerstedt, Ann
    Örebro University, Department of Education.
    Kommunal skolpolitik i likvärdighetens namn2008In: Vadå likvärdighet?: Sstudier i utbildningspolitisk språkanvändning / [ed] Tomas Englund, Ann Quennerstedt, Göteborg: Daidalos , 2008, p. 36-56Chapter in book (Other academic)
  • 31.
    Quennerstedt, Ann
    Örebro University, Department of Education.
    Kommunen - en part i utbildningspolitiken?2006Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This dissertation focuses on the municipality (the local authority) as a participant in Swedish educational policy. The reform of school governance in the 1990s, gave municipality wider authority in the educational field and a greater responsibility for education. Discussions about the equivalence of education were a key aspect in decentralising school governance and responsibility for education, and questions were raised about how equivalence would be affected by increased local influence on education. Since the meaning of equivalence had become contested in educational policy, the answer differed. In the dissertation, political discussions about the municipality and about equivalent education are merged, and together form a base for the main question: In what different ways are the municipality constructed as a participant in educational policy?

    The analysis is undertaken within a curriculum theory tradition and from a discourse theory perspective that focuses school and education as situated in a field of tension determined by social and political struggle. The research interest is directed to the world as constructed in language and communication. The empirical material studied in the dissertation consists of national political texts, texts from the National Agency for Education and interviews with local politicians (local authority committee members).

    From the analysis, three discourses about the municipality as a participant in educational policy are identified. These are:

    The municipality as responsible for performance, which centres the construction of the municipality on a responsibility for educational performance. All actions undertaken by the municipality are in the discourse defined within a framework of goal achievement and results.

    The municipality as a non-participant, where the municipality has no place in educational policy or realisation of the educational system. Education is considered as a matter between the state, the professionals and the families.

    The municipality as a political-ideological actor, where the municipality is constructed as a participant with scope to organise school on the basis of certain political and ideological principles. The ideological stance adopted by the political majority guides the municipality’s actions in the educational field.

    The discourses have tangible consequences for the shape which school education assumes on a day-to-day basis in municipalities. Depending on which discourse that dominates a municipality’s understanding of its own role, the actions undertaken by that municipality will be more or less directed towards education performance, and more or less ideologically based.

  • 32.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Kommunen som part i den politiska styrningen av skolan2001Conference paper (Other academic)
  • 33.
    Quennerstedt, Ann
    Örebro University, Department of Education.
    Kommunens ansvar och inflytande på skolområdet2007In: Skolan som politisk organisation / [ed] Jon Pierre, Malmö: Gleerups , 2007, p. 49-65Chapter in book (Other academic)
  • 34.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Language use in the teaching of human rights2019In: Cogent Education, E-ISSN 2331-186X, Vol. 6, no 1, article id 1683932Article in journal (Refereed)
    Abstract [en]

    This research seeks to increase the knowledge about the role of language in the teaching of human rights. The specific interest is to examine how language use extends and specifies the human rights learning situation. Drawing on John Dewey’s arguments for two main constituents of an educative language use—the extension of vocabulary and rendering it more precise, observational data from ongoing human rights teaching in six Swedish classes in Years 2–3, 5 and 8 are analysed. The findings show six focal points towards which the language use in the teaching extends the students’ vocabulary and generic understanding of human rights, and three objectives for an increased preciseness in students’ language. The paper highlights differences between the age groups concerning the focal points and precision objectives, and points out potentials and strengths in the observed teaching, as well as aspects of problematic character to consider further.

  • 35.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Mänskliga rättigheter som värdefundament, kunskapsobjekt och inflytande: en läroplansanalys2015In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 24, no 1, p. 5-27Article in journal (Refereed)
    Abstract [en]

    This paper analyses the Swedish national curricula for preschool and school with the purpose of clarifying how the responsibility of educational institutions regarding human rights for children and young people is expressed. Framed by rights theory and educational philosophy, the paper examines (i) how human rights for children and young people are articulated as relevant for preschools and schools, and (ii) what expectations on preschools and schools that are indicated. The analysis shows that many human rights aspects appear in the curricula and are articulated as relevant in terms of values, objects of knowledge and children’s influence. The curricula indicate that preschools and schools are expected to use human rights as guidance, ensure that pupils learn about rights and develop the capacity to act in accordance with human rights. The analysis also shows a lack of explicit rights terminology, which means that rights are not always easy to identify in the curricula.

  • 36.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Relationen mellan barns och föräldrars rättigheter gällande utbildning i den svenska barnrättspolitiken2011In: Utbildning som medborgerlig rättighet: föräldrarätt eller barns rätt eller -? / [ed] Tomas Englund, Göteborg: Daidalos , 2011, 1, p. 169-196Chapter in book (Other academic)
  • 37.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Shapes of freedom: in rights theory and educational practice2012Conference paper (Refereed)
    Abstract [en]

    In this paper, a philosophical and rights theoretical perspective is applied to the story The Freedom Bird. In the story, freedom takes form as something that cannot be destroyed, and the story suggests that attempts to do so will just make freedom assume another shape. In this vein, and from a human rights perspective, freedom can be seen as a basic fundament to the very idea of human rights. The paper will raise the questions: What is ‘freedom’ from a rights theoretical perspective? What does ‘freedom rights’ include? Based on these considerations, education will be discussed as a setting for children’s and young peoples’ freedom, particularly concerning how children’s and young people’s capacity to claim and exercise freedom is promoted and allowed to grow, and how education may fail to respect children’s and young peoples’ freedom rights and restrict their possibilities to grow in capacity to exercise freedom.  



  • 38.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Teaching and Learning Children’s Human Rights in Grade 2: What? Why? and How?2017Conference paper (Other academic)
  • 39.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Teaching and Learning Children's Human Rights: Why? What? And How?2017Conference paper (Other academic)
  • 40.
    Quennerstedt, Ann
    Örebro University, Department of Education.
    The concept of equivalence in Swedish educational policy2005Conference paper (Other academic)
  • 41.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    The construction of children's rights in education: a research synthesis2011In: The International Journal of Children's Rights, ISSN 0927-5568, E-ISSN 1571-8182, Vol. 19, no 4, p. 661-678Article in journal (Refereed)
    Abstract [en]

    This paper presents a research synthesis that aims to clarify and discuss how children’s rights in education are constructed in research. A basic assumption is accordingly that research is an important participant in the process in which principal meanings and essential aspects of children’s rights take shape. In the synthesis, 35 research publications, published between1997-2008, have been selected and analysed. The main findings show that the research interest centres on four main themes: 1) Human rights orientation, 2) Education difficult to change, 3) Children’s participation rights, and 4) Children’s rights – parents’ rights. In research, essential aspects of education are highlighted as matters of children’s rights and the research construction give rise to some important insights that call for further research on children’s rights in education.

  • 42.
    Quennerstedt, Ann
    Örebro University, Department of Education.
    The municipality as a setting for equity practice: about equivalenct education in Swedish decentralised educational policy2004Conference paper (Other academic)
  • 43.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    The political construction of children's rights in education: a comparative analysis of Sweden and New Zealand2011In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 2, no 3, p. 453-471Article in journal (Refereed)
    Abstract [en]

    The study presented in this paper examines and compares how issues of children’s rights in education are constructed in policy in two nations: Sweden and New Zealand. Claims for human rights for children originate from international human rights agreements, but have to be incorporated into national policy. The central interest of the analysis is the process of the contextualisation of human rights, in which rights are transformed from their expressions at the universal level to concrete interpretations in a particular policy of an individual state. Similarities and differences in the political constructions of children’s rights in education in the two nations are identified, and their expression in policy is discussed as embedded in national particularity.

  • 44.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    The political construction of children’s rights in education in Sweden2010Conference paper (Other academic)
  • 45.
    Quennerstedt, Ann
    Örebro University, Department of Education.
    The right to education: on parents' rights and children's rights in the drafting of the Convention on the rights of the child2008Conference paper (Refereed)
  • 46.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    The Swedish refraction: children’s and young people’s human rights in Swedish curricula2014In: European Conference in Educational Research (ECER), 2014Conference paper (Other academic)
    Abstract [en]

    Swedish pre-schools and schools are required to adhere to the national curriculum for the respective educational stages pre-school, compulsory school and upper secondary school. The curricula include statements about the fundamental value base for Swedish education and overall goals and guidelines. The two school curricula also include subject syllabuses, which state the central educational content in each school subject and set evaluation standards for grading. The three curricula were screened for explicit references, but also implicit connections, to rights, using the guiding questions as the main tool. The analysis showed that the relevance of human rights for education is in the curricula mainly connected to the responsibility of education to foster values in students. The significance of children developing knowledge about human rights is given less weight in the curricula, and a responsibility of education to support children’s competence to practice rights is very weakly expressed. The child/young person is constructed in an ambivalent way – the child is talked about both as a citizen to be, and as a full participant in the educational context. Influence is in line with this ambivalence sometimes motivated with ‘preparation’ for the future, and sometimes motivated with reference to rights here and now.

  • 47.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    The UNCRC - the voice of global consensus on children's rights?2018Conference paper (Refereed)
  • 48.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Transforming children's human rights: from universal claims to national particularity2012In: Law and childhood studies / [ed] Michael Freeman, Oxford: Oxford University Press, 2012, p. 104-116Chapter in book (Refereed)
  • 49.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Transforming children's rights in education from universal claims to national particularity2011Conference paper (Refereed)
  • 50.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Utbildning - ett växthus för barns och ungas mänskliga rättigheter2016Conference paper (Other academic)
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