oru.sePublikationer
Ändra sökning
Avgränsa sökresultatet
1 - 14 av 14
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 1.
    Arneback, Emma
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Bergh, Andreas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Tryggvason, Ásgeir
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Help, my colleague expresses racism!: On professional ambivalence and moral responsibility2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    This contribution is based on an ongoing study on teachers' anti-racist actions. The project is based on John Dewey's moral philosophy with an interest in teachers' experiences of racism and anti-racism in education. In the 25 teacher interviews conducted so far, teachers express that they have a moral responsibility to counteract racism among the pupils. But what should they do when a colleague expresses racism?

    Our study shows that this is a common experience among the informants, visible in colleagues’ racist jokes, speech and actions. In situation like this, there seems to be an uncertainty about their moral responsibility leading to professional ambivalence. On the one hand, the teachers feel that they are obligated to the values in the curriculum, on the other hand, they are uncertain about whether the moral responsibility could be applied in relation to colleagues.

    The interviewed teachers act in relate to this ambivalence in different ways. Some describe their moral responsibility as general and choose to counteract all kinds of racism in school, even among colleagues. Other states that this is beyond their moral responsibility as a teacher, and choose not to act or to inform the principal. The choice not to act has in previous research also been explained in terms of loyalty between colleagues. The uncertainty that occurs among the informants shows how the boundaries of moral responsibility becomes erased when moving from classroom to staff room.

  • 2.
    Arneback, Emma
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Jämte, Jan
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Bergh, Andreas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Wiklund, Matilda
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Englund, Tomas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Tryggvason, Ásgeir
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Session: Att motverka rasism inom utbildningsväsendet 2017Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

    Sessionen fokuserar frågor som berör rasism och antirasism i skolan. Här presenteras fyra papers som fokuserar hur lärare agerar när de upplever olika former av rasism, både bland kollegor och elever som i skolans organisering. Sessionen presenterar preliminära resultat från det pågående forskningsprojektet "How to counteract racism in education" (Vetenskapsrådet), men tar också avstamp i boken "Att motverka rasism i förskolan och skolan" (Arneback & Jämte, 2017). Sessionen är öppen för alla som är intresserade av frågor som berör rasism och antirasism i skolan. Det kommer också lämnas utrymme för gemensamma samtal och frågor kring forskningsfältet i stort.

    Paper 1:

    Att motverka rasism i skolan (Arneback & Jämte)

    Presentationen fokuserar lärares antirasistiska handlingar och visar en palett av didaktiska arbetssätt lärare använder för att möta olika uttryck för rasism i skolan. Vidare fokuseras hur lärares egna erfarenheter av rasism påverkar deras agerande och förståelse av problemet.

    Paper 2:

    Mediediskurser om rasism och antirasism i skolan (Wiklund)

    Lärares antirasistiska arbete är beroende av hur de förstår begreppet rasism och mediers sätt att använda begreppet är viktiga källor för denna förståelse. Dessa antaganden ligger till grund för denna presentation av hur rasism definieras i medietexter om händelser där rasism aktualiseras i skolsammanhang.

    Paper 3:

    Om kommunikationens möjligheter och begräsningar i arbetet mot rasism (Arneback & Englund)

    Bidraget behandlar villkor för lärares agerande i bemötandet av elevers rasistiska uttalanden. Vår teoretiska referens är primärt John Deweys (1922) bok Human Nature and Conduct. Bidraget analyserar den deliberativa kommunikationens möjligheter och gränser i förhållande till elevers potential, klassrumsklimat samt lärares egna kunskaper och upplevda kapacitet.

    Paper 4:

    Har lärare ett ansvar att agera när kollegor ger uttryck för rasism? (Bergh & Tryggvason)

    Uttryck av rasism är utmanande frågor som lärare möter och hanterar i och omkring undervisningen. Läroplanen är tydlig med att lärare har ett ansvar att motverka alla former av rasism i skolan. Men hur agerar lärare när kollegor ger uttryck för rasism? Den här presentationen utforskar ett ansvar som många gånger är osäkert och riskfyllt.

  • 3.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Arneback, Emma
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Tryggvason, Ásgeir
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Do Teachers have a Responsibility to act when Colleagues Express Racism?2018Konferensbidrag (Refereegranskat)
  • 4.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Arneback, Emma
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Tryggvason, Ásgeir
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    On teachers professional ambivalence´when colleagues express racism2020Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper sheds light on how teachers act and reflect on their actions in response to expressions of racism among colleagues. The empirical data consists of qualitative interviews with 27 high school teachers in Sweden, but, in order to dig deeper into the experiences of teachers, this paper focuses on three teachers (Tove, Fatima and Hannah). The result points at a professional ambivalence on how to act, since there is no common ground among teachers for how to act when colleagues express racism. To act against racism comes at high costs and very much depends on each teacher’s previous experiences of life and work. Consequently, each teacher is provided a unique space and resource base for reflection and action.

  • 5.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Tryggvason, Ásgeir
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Har lärare ett ansvar att agera när kollegor ger uttryck för rasism?2017Konferensbidrag (Refereegranskat)
    Abstract [en]

    Uttryck av rasism är utmanande frågor som lärare möter och hanterar i och omkring undervisningen. Läroplanen är tydlig med att lärare har ett ansvar att motverka alla former av rasism i skolan. Men hur agerar lärare när kollegor ger uttryck för rasism? Den här presentationen utforskar ett ansvar som många gånger är osäkert och riskfyllt.

  • 6.
    Mårdh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Tryggvason, Ásgeir
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Democratic Education in the Mode of Populism2017Ingår i: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 36, nr 6, s. 601-613Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This paper seeks to bring John Dewey’s pragmatist philosophy of democratic education and the public into dialogue with Ernesto Laclau’s theory of populism. Recognizing populism as an integral aspect of democracy, rather than as its antithesis, the purpose of this paper is to provide a theoretical account of populism as being of educational relevance in two respects. First, it argues that the populist logic specifies a set of formal elements by which democratic education could operate as a collective enterprise. Second, it asserts that the notion of populism supplements any congenial understanding of democratic education by bringing political demands, conflicts and affects to the fore. Finally, the paper discusses the risks and possibilities inherent in visualizing populism as an educational modus.

  • 7.
    Tryggvason, Ásgeir
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Democratic Education and Agonism: Exploring the Critique from Deliberative Theory2018Ingår i: Democracy & Education, ISSN 1085-3545, E-ISSN 2164-7992, Vol. 26, nr 1, s. 1-9, artikel-id 1Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Due to the current political challenges facing democratic societies, including an apparent presence of populist rhetoric, the question of how political discussions should take place in democratic education is as urgent as ever. In the last two decades, one of the most prominent approaches to this question has been the use of deliberative theory. However, the deliberative approach has been criticized from an agonistic perspective for neglecting the role of emotions in political discussions. Deliberative theorists have in turn responded to this critique and argued that the agonistic approach tends to put too much emphasis on students’ emotions and identities in political discussions. Recently, as a contribution to this debate, the idea of assimilating agonism with deliberation has been suggested as a way of overcoming the differences between agonism and deliberative theory.

    The purpose of this paper is to contribute to the educational debate between agonism and deliberative theory by exploring the deliberative critique from the vantage point of agonism. I claim that the deliberative critique of agonism is unfounded and based on a misreading of Mouffe’s agonistic theory. Furthermore, I argue that the attempt to assimilate agonism with deliberation is not compatible with Mouffe’s agonistic theory

  • 8.
    Tryggvason, Ásgeir
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    How to End a Discussion: Consensus or Hegemony?2019Ingår i: Democracy & Education, ISSN 1085-3545, E-ISSN 2164-7992, Vol. 27, nr 2, s. 1-5Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    By taking the vantage point of agonistic pluralism, the aim is to enter into dialogue with Samuelsson’s theoretical development of consensus as an educational aim for classroom discussions. The response highlights three points of interest in the deliberative conception of consensus. The first point relates to the problem of exclusion, which Samuelsson clearly framed as something that concerns deliberative theory and agonistic theory. The second point is about the relation between conflict and consensus and the kind of conflict that is compatible with Samuelsson’s idea of consensus. The concluding part of this response is an exploration of how the agonistic concept of hegemony could function as an alternative aim for ending classroom discussions.

  • 9.
    Tryggvason, Ásgeir
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Om det politiska i samhällskunskap: Agonism, populism och didaktik2018Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Democratic education can be seen as being constituted by a political dimension in two senses. In one sense, democratic education is political because it has a politically formulated goal to educate citizens. In another sense, the practice of democratic education is in itself political, in that it constitutes a space in which students encounter different visions of and opinions about what society should be like. In the intersection of these two meanings of “the political” we find the teacher. How can teachers navigate and approach “the political” in their classrooms? Which conceptions of conflicts, emotions and identities are useful when approaching the political as an educational problem?

    This thesis formulates an agonistic perspective on the political in social science education. In four articles, the thesis explores agonism and populism in relation to social science education. In focus are questions about the role that emotions, conflicts and identities should play in democratic education. Three of the four articles are theoretical investigations into the problems and potentialities of agonism and populism. The fourth article is empirically based on interviews with social science teachers and classroom observations. By synthesizing the results from these four articles, an agonistic perspective on the political in social science education is formulated. The agonistic perspective consists of four concepts: political emotions, hegemony, political presence and simplification. With these concepts, the agonistic perspective provides a theoretically informed starting point for teachers to reflect on and approach “the political” in social science education.

    Delarbeten
    1. Democratic Education and Agonism: Exploring the Critique from Deliberative Theory
    Öppna denna publikation i ny flik eller fönster >>Democratic Education and Agonism: Exploring the Critique from Deliberative Theory
    2018 (Engelska)Ingår i: Democracy & Education, ISSN 1085-3545, E-ISSN 2164-7992, Vol. 26, nr 1, s. 1-9, artikel-id 1Artikel i tidskrift (Refereegranskat) Published
    Abstract [en]

    Due to the current political challenges facing democratic societies, including an apparent presence of populist rhetoric, the question of how political discussions should take place in democratic education is as urgent as ever. In the last two decades, one of the most prominent approaches to this question has been the use of deliberative theory. However, the deliberative approach has been criticized from an agonistic perspective for neglecting the role of emotions in political discussions. Deliberative theorists have in turn responded to this critique and argued that the agonistic approach tends to put too much emphasis on students’ emotions and identities in political discussions. Recently, as a contribution to this debate, the idea of assimilating agonism with deliberation has been suggested as a way of overcoming the differences between agonism and deliberative theory.

    The purpose of this paper is to contribute to the educational debate between agonism and deliberative theory by exploring the deliberative critique from the vantage point of agonism. I claim that the deliberative critique of agonism is unfounded and based on a misreading of Mouffe’s agonistic theory. Furthermore, I argue that the attempt to assimilate agonism with deliberation is not compatible with Mouffe’s agonistic theory

    Ort, förlag, år, upplaga, sidor
    Portland, Oregon, USA: Lewis & Clark College, Graduate School of Education and Counseling, 2018
    Nyckelord
    Education, agonism, deliberative theory, political emotions, democracy
    Nationell ämneskategori
    Pedagogik
    Forskningsämne
    Pedagogik
    Identifikatorer
    urn:nbn:se:oru:diva-67106 (URN)
    Tillgänglig från: 2018-05-28 Skapad: 2018-05-28 Senast uppdaterad: 2018-11-21Bibliografiskt granskad
    2. The Political as Presence: On Agonism in Citizenship Education
    Öppna denna publikation i ny flik eller fönster >>The Political as Presence: On Agonism in Citizenship Education
    2017 (Engelska)Ingår i: Philosophical Inquiry in Education, ISSN 1916-0348, Vol. 24, nr 3, s. 252-265Artikel i tidskrift (Refereegranskat) Published
    Abstract [en]

    In recent years, an agonistic approach to citizenship education has been put forward as a way of educating democratic citizens. Claudia W. Ruitenberg (2009) has developed such an approach and takes her starting point in Chantal Mouffe’s agonistic theory. Ruitenberg highlights how political emotions and political disputes can be seen as central for a vibrant democratic citizenship education. The aim of this paper is to critically explore and further develop the concepts of political emotions and political disputes as central components of an agonistic approach. In order to do this, I return to Mouffe’s point of departure in the concept of the political. By drawing on Michael Marder’s (2010) notion of enmity, I suggest how “the presence of the other” can be seen as a vital aspect of the political in citizenship education. By not abandoning the concept of enmity, and with the notion of presence in the foreground, I argue that Ruitenberg’s definition of political emotions needs to be formulated in a way that includes emotions revolving around one’s own existence as a political being. Moreover, I argue that in order to further develop the agonistic approach, the emphasis on the verbalization of opinions in political disputes needs to be relaxed, as it limits the political dimension in education and excludes crucial political practices, such as exodus. 

    Ort, förlag, år, upplaga, sidor
    Concordia University Department of Education, Concordia University, Montreal QC, Canada, 2017
    Nyckelord
    Agonism, The political, Emotions, Citizenship Education
    Nationell ämneskategori
    Pedagogik
    Forskningsämne
    Pedagogik
    Identifikatorer
    urn:nbn:se:oru:diva-58063 (URN)000419272500005 ()
    Tillgänglig från: 2017-06-16 Skapad: 2017-06-16 Senast uppdaterad: 2018-11-21Bibliografiskt granskad
    3. Democratic Education in the Mode of Populism
    Öppna denna publikation i ny flik eller fönster >>Democratic Education in the Mode of Populism
    2017 (Engelska)Ingår i: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 36, nr 6, s. 601-613Artikel i tidskrift (Refereegranskat) Published
    Abstract [en]

    This paper seeks to bring John Dewey’s pragmatist philosophy of democratic education and the public into dialogue with Ernesto Laclau’s theory of populism. Recognizing populism as an integral aspect of democracy, rather than as its antithesis, the purpose of this paper is to provide a theoretical account of populism as being of educational relevance in two respects. First, it argues that the populist logic specifies a set of formal elements by which democratic education could operate as a collective enterprise. Second, it asserts that the notion of populism supplements any congenial understanding of democratic education by bringing political demands, conflicts and affects to the fore. Finally, the paper discusses the risks and possibilities inherent in visualizing populism as an educational modus.

    Ort, förlag, år, upplaga, sidor
    Springer, 2017
    Nyckelord
    Populism, Democratic education, The public, Demands, Affect, Antagonism
    Nationell ämneskategori
    Pedagogik Filosofi
    Forskningsämne
    Pedagogik
    Identifikatorer
    urn:nbn:se:oru:diva-54881 (URN)10.1007/s11217-017-9564-5 (DOI)000412461800001 ()2-s2.0-85009848651 (Scopus ID)
    Anmärkning

    Funding Agency:

    LUN (The Board of Teacher Education) at Örebro University

    Tillgänglig från: 2017-01-20 Skapad: 2017-01-20 Senast uppdaterad: 2019-09-18Bibliografiskt granskad
    4. Den politiska dimensionen i samhällskunskap
    Öppna denna publikation i ny flik eller fönster >>Den politiska dimensionen i samhällskunskap
    (Engelska)Manuskript (preprint) (Övrigt vetenskapligt)
    Nationell ämneskategori
    Pedagogik
    Identifikatorer
    urn:nbn:se:oru:diva-70260 (URN)
    Tillgänglig från: 2018-11-21 Skapad: 2018-11-21 Senast uppdaterad: 2018-11-21Bibliografiskt granskad
  • 10.
    Tryggvason, Ásgeir
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Politiska frågor i klassrummet2015Ingår i: Kontroversiella frågor: Om kunskap och politik i samhällsundervisningen / [ed] Carsten Ljunggren, Ingrid Unemar Öst & Tomas Englund, Malmö: Gleerups Utbildning AB, 2015, s. 61-76Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 11.
    Tryggvason, Ásgeir
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    The Political as Presence: On Agonism in Citizenship Education2017Ingår i: Philosophical Inquiry in Education, ISSN 1916-0348, Vol. 24, nr 3, s. 252-265Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In recent years, an agonistic approach to citizenship education has been put forward as a way of educating democratic citizens. Claudia W. Ruitenberg (2009) has developed such an approach and takes her starting point in Chantal Mouffe’s agonistic theory. Ruitenberg highlights how political emotions and political disputes can be seen as central for a vibrant democratic citizenship education. The aim of this paper is to critically explore and further develop the concepts of political emotions and political disputes as central components of an agonistic approach. In order to do this, I return to Mouffe’s point of departure in the concept of the political. By drawing on Michael Marder’s (2010) notion of enmity, I suggest how “the presence of the other” can be seen as a vital aspect of the political in citizenship education. By not abandoning the concept of enmity, and with the notion of presence in the foreground, I argue that Ruitenberg’s definition of political emotions needs to be formulated in a way that includes emotions revolving around one’s own existence as a political being. Moreover, I argue that in order to further develop the agonistic approach, the emphasis on the verbalization of opinions in political disputes needs to be relaxed, as it limits the political dimension in education and excludes crucial political practices, such as exodus. 

  • 12.
    Tryggvason, Ásgeir
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Mårdh, Andreas
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Political emotions in environmental and sustainability education2019Ingår i: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York, NY, USA: Routledge, 2019, s. 234-242Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Environmental and sustainability education (ESE) has a political dimension and is intertwined with questions of emotions and conflicts. When discussing sustainability issues in the classroom, heated emotions and conflicts between students can arise. But discussions about sustainability issues can also lack both engagement and emotional involvement from the students, even when the teacher brings up what s/he thinks is a burning sustainability issue. A crucial question is then how to approach emotions in ESE in a non-instrumental way and where the political dimension of emotions can be put to the fore. This chapter outlines two strategies to teach with and through political emotions in environmental and sustainability education. The first strategy is simplification, which simplifies the complexity and the conflictual aspect of sustainability issues. When a classroom discussion is characterised by an emotional indifference or a lack of engagement, simplification is a strategy to approach this indifference. The second strategy is circulation, which is a way to maintain the intensity of emotions, or to (re)orientate them toward other objects and issues. When emotions run high in a discussion, circulation is a strategy to approach these emotions as productive elements of a vibrant environmental and sustainability education.

  • 13.
    Tryggvason, Ásgeir
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Öhman, Johan
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Deliberation and agonism: Two different approaches to the political dimension of environmental and sustainability education2019Ingår i: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, s. 115-124Kapitel i bok, del av antologi (Refereegranskat)
    Abstract [en]

    Discussions about environmental and sustainability issues in classrooms can bring different political visions, opinions and conflicts to the fore. From a pluralistic perspective on environmental and sustainability education (ESE), such political differences and conflicts can be seen as a suitable starting point for teaching, rather than as an obstacle to overcome. But how can teachers approach this political dimension of ESE? This chapter outlines deliberation and agonism as two different approaches to the political dimension of ESE. With a deliberative approach, the role of rational and respectful communication is underscored as is the ideal to reach for consensus in classroom discussions. With an agonistic approach, the role of emotions, and how they are intertwined with political visions in sustainability issues, are highlighted. From an agonistic perspective, the teacher should not aim for a consensus in classroom discussions, but instead aim at enabling conflicts and pluralism to have a democratic outlet in discussions. A main point of this chapter is that deliberation and agonism should be seen as two different approaches to the political dimension in ESE, as they draw on different ideas about classrooms and conflicts and have different educational consequences.

  • 14.
    Tryggvason, Ásgeir
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Öhman, Johan
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Den politiska dimensionen i samhällskunskapManuskript (preprint) (Övrigt vetenskapligt)
1 - 14 av 14
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf