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  • 1.
    Ekström, Mats
    et al.
    Örebro University, Department of Humanities.
    Carleheden, MikaelÖrebro University, Department of Social and Political Sciences.Gidlund, GullanÖrebro University, Department of Social and Political Sciences.Gustavsson, BerntÖrebro University, Department of Education.Horgby, BjörnÖrebro University, Department of Humanities.Ljungvall, LisaÖrebro University, Department of Education.Roman, ChristineÖrebro University, Department of Social and Political Sciences.von Wright, MoiraÖrebro University, Department of Education.
    Om demokratins villkor: volym 12006Collection (editor) (Other academic)
  • 2.
    Ekström, Mats
    et al.
    Örebro University, Department of Humanities.
    Carleheden, MikaelÖrebro University, Department of Social and Political Sciences.Gidlund, GullanÖrebro University, Department of Social and Political Sciences.Gustavsson, BerntÖrebro University, Department of Education.Horgby, BjörnÖrebro University, Department of Humanities.Ljungvall, LisaÖrebro University, Department of Education.Roman, ChrsitineÖrebro University, Department of Social and Political Sciences.von Wright, MoiraÖrebro University, Department of Education.
    Om demokratins villkor: volym 22006Collection (editor) (Other academic)
  • 3.
    Enelo Jansson, Jan-Magnus
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Jezierska, Katarzyna
    Gustavsson, Bernt
    Örebro University, School of Humanities, Education and Social Sciences.
    Introduction2010In: Altering Politics: Democraxy from the Legal, Educational and Social Perspectives / [ed] Enelo Jansson, Jezierska & Gustavsson, Örebro: Örebro University , 2010, p. 9-14Chapter in book (Other academic)
  • 4.
    Enelo-Jansson, Jan-Magnus
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Jezierska, KatarzynaGöteborgs universitet, Göteborg, Sverige.Gustavsson, BerntÖrebro University, School of Humanities, Education and Social Sciences.
    Altering politics: democracy from the legal, educational and social perspectives2010Collection (editor) (Other academic)
  • 5.
    Englund, Tomas
    et al.
    Örebro University, Department of Education.
    Gustavsson, Bernt
    Örebro University, Department of Education.
    Ljunggren, Carsten
    Örebro University, Department of Education.
    Education widens democracy widens education... ? [editorial]2007In: Nordisk Pedagogik, ISSN 0901-8050, E-ISSN 1504-2995, Vol. 27, no 1, p. 1-7Article in journal (Refereed)
  • 6.
    Gustavsson, Bernt
    Örebro University, School of Humanities, Education and Social Sciences.
    Att humanisera och demokratisera utbildning2011In: Lärandets grunder: teorier och perspektiv / [ed] Mikael Jensen, Lund: Studentlitteratur AB, 2011, p. 237-251Chapter in book (Other academic)
  • 7.
    Gustavsson, Bernt
    Örebro University, Department of Education.
    Bildning som tolkning och förståelse2007In: Bildningens förvandlingar / [ed] Bernt Gustavsson, Göteborg: Daidalos , 2007, p. 71-86Chapter in book (Other academic)
  • 8.
    Gustavsson, Bernt
    Örebro University, Department of Education.
    Bildningens förvandlingar2007Collection (editor) (Other academic)
  • 9.
    Gustavsson, Bernt
    Örebro University, Department of Education.
    Folkbildningens samhällsnytta2007Conference paper (Other academic)
  • 10.
    Gustavsson, Bernt
    Örebro University, Department of Education.
    Inledning: bildningstankens aktualitet och historiska framväxt2007In: Bildningens förvandlingar / [ed] Bernt Gustavsson, Göteborg: Daidalos , 2007, p. 7-22Chapter in book (Other academic)
  • 11.
    Gustavsson, Bernt
    Örebro University, Department of Education.
    Knowledge and ethics in a democratic society2008In: Proceedings of the 4th international Barcelona conference on higher education, vol.1: Ethics and relevance of scientific knowledge: what knowledge for what society?, Barcelona: GUNI , 2008Conference paper (Refereed)
  • 12.
    Gustavsson, Bernt
    Örebro University, Department of Education.
    Knowledge in a knowledge based society2007Conference paper (Other academic)
  • 13.
    Gustavsson, Bernt
    Örebro University, Department of Education.
    Kropp och kunskap2008Conference paper (Other academic)
  • 14.
    Gustavsson, Bernt
    Örebro University, Department of Education.
    Kunskap och bildning i vår tid2008Conference paper (Other academic)
  • 15.
    Gustavsson, Bernt
    Örebro University, School of Humanities, Education and Social Sciences.
    Kunskap och bildning i vår tids utbildningar2008Conference paper (Other academic)
  • 16.
    Gustavsson, Bernt
    Örebro University, Department of Education.
    Negotiating the space for democracy between the universal and the particular: the role of phronesis2007In: Democracy and human rights in education and society: explorations from South Africa and Sweden / [ed] Chaterine Odora Hoppers, Bernt Gustavsson, Enver Motala, John Pampallis, Örebro: Örebro university , 2007, p. 67-87Chapter in book (Other academic)
  • 17.
    Gustavsson, Bernt
    Örebro University, Department of Education.
    Popular education in Sweden and Nordic countries2007Conference paper (Other academic)
  • 18.
    Gustavsson, Bernt
    Örebro University, Department of Education.
    Popular education in Sweden and South Africa2008Conference paper (Other academic)
  • 19.
    Gustavsson, Bernt
    Örebro University, Department of Education.
    Praxis and Bildung: an hermeneutic approach2008Conference paper (Other academic)
  • 20.
    Gustavsson, Bernt
    Örebro University, Department of Education.
    The relation between knowledge, ethics and democracy2008Conference paper (Refereed)
  • 21.
    Gustavsson, Bernt
    Örebro University, Department of Education.
    Three forms of knowledge in practical work2007Conference paper (Other academic)
  • 22.
    Gustavsson, Bernt
    Örebro University, Department of Education.
    Tre kunskapsformer i praktiskt arbete2008Conference paper (Other academic)
  • 23.
    Gustavsson, Bernt
    Örebro University, School of Humanities, Education and Social Sciences.
    Utbildningens förändrade villkor: nya perspektiv på kunskap, bildning och demokrati2009 (ed. 1)Book (Other academic)
  • 24.
    Gustavsson, Bernt
    Örebro University, Department of Education.
    What is knowledge in a knowledge-based society?2007In: Dilemmas of implementing education reforms: explorations from South Africa and Sweden / [ed] C. Odora Hoppers, U. Lundgren, J. Pampallis, E. Motala, E. Nihlfors, Uppsala: Uppsala universitet , 2007Chapter in book (Other academic)
  • 25.
    Gustavsson, Bernt
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Andersdotter, Gunnel
    Örebro University, School of Humanities, Education and Social Sciences.
    Sjöman, Lena
    Folkhögskolans praktiker i förändring2009 (ed. 1)Book (Other (popular science, discussion, etc.))
  • 26.
    James, Inger
    et al.
    Örebro University, School of Health and Medical Sciences.
    Andershed, Birgitta
    Örebro University, School of Health and Medical Sciences. Department of Palliative Care Research, Ersta Sköndal University College, Stockholm, Sweden.
    Gustavsson, Bernt
    Örebro University, School of Humanities, Education and Social Sciences. South African Chair for Education and Development, University of South Africa, Pretoria, South Africa; Centre for Adult and Continuing Education, University of the Western Cape, Cape Town, South Africa.
    Ternestedt, Britt-Marie
    Department of Palliative Care Research, Ersta Sköndal University College, Stockholm, Sweden; Stockholms Sjukhem Foundation, Stockholm, Sweden; Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden.
    Emotional knowing in nursing practice: in the encounter between life and death2010In: International Journal of Qualitative Studies on Health and Well-being, ISSN 1748-2623, E-ISSN 1748-2631, Vol. 5, no 2, article id 5367Article in journal (Refereed)
    Abstract [en]

    Patients, next of kin and nurses in surgical wards often raise existential questions in the encounter between life and death. Nurses' emotional knowing at this encounter is crucial. Consequently, this study's purpose was to analyse and describe nurses' emotional knowing to reveal (a) how this knowing is expressed in daily work and (b) what emotions, thoughts and actions this knowing includes. This study used combined ethnographic and hermeneutic methodologies. Data were collected using participant observations, informal conversations and interviews. We found that nurses' emotional knowing could be interpreted in relation to various rooms of emotions, thoughts and actions. Nurses' judgements formed these rooms. They strived to do things correctly in the normative room; created a safe, secure milieu for patients and next of kin in the safety–security room; and questioned their actions in the critical room. They created affinity for co-operation that benefitted encounters with patients in their affinity room. And they demonstrated sensitivity and compassion to patients and next of kin; sensitivity and compassion were particularly evident in the closeness room. In our main interpretation, we found that nurses' judgements in various rooms (emotional knowing) constitute an expression of practical wisdom (phronesis) in nursing practice.

  • 27.
    James, Inger
    et al.
    Örebro University, School of Health and Medical Sciences.
    Andershed, Birgitta
    Örebro University, School of Health and Medical Sciences.
    Gustavsson, Bernt
    Örebro University, School of Humanities, Education and Social Sciences.
    Ternestedt, Britt-Marie
    Dept Palliat Care Res, Ersta Skondal Univ Coll, Stockholm, Sweden.
    Knowledge constructions in nursing practice: Understanding and integrating different forms of knowledge2010In: Qualitative Health Research, ISSN 1049-7323, E-ISSN 1552-7557, Vol. 20, no 11, p. 1500-1518Article in journal (Refereed)
    Abstract [en]

    In this combined ethnographic and hermeneutic study we examined which forms of knowledge nurses make use of and how they construct knowledge. We collected data using participant observations, informal conversations, and interviews. Nurses' knowledge construction took the form of a hermeneutic spiral, a journey in which the nurses moved up and down and horizontally, and in which they created understanding. The nurses constructed knowledge from reading the patient's record, the brief oral handover report, greeting the patient, and reading the patient. By being sensitive, using humor, and emotional involvement, they deepened their understanding. By being suspicious and self-critical, they sought interaction with nurse colleagues, the patient, doctor, and relatives, and obtained additional knowledge. They strove throughout the journey to be one step ahead in their efforts to attain an understanding of the patient's situation. We can relate the knowledge nurses make use of to intertwined forms of episteme, techne, and phronesis

  • 28. Odora Hoppers, Chaterine
    et al.
    Gustavsson, BerntÖrebro University, Department of Education.Motala, EnverPampallis, John
    Democracy and human rights in education and society: explorations from South Africa and Sweden2007Collection (editor) (Other academic)
  • 29. Schmidt, Catarina
    et al.
    Gustavsson, Bernt
    Örebro University, School of Humanities, Education and Social Sciences.
    Läsande och skrivande som tolkning och förståelse: skriftspråket som meningsskapande literacypraxis2011In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 16, no 1, p. 36-51Article in journal (Refereed)
1 - 29 of 29
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