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Edling, Silvia, UniversitetslektorORCID iD iconorcid.org/0000-0002-4618-0532
Publikasjoner (10 av 73) Visa alla publikasjoner
Edling, S. & Mooney Simmie, G. (2020). Democracy and teacher education: Dilemmas, challenges, and possibilities. London, NY: Routledge
Åpne denne publikasjonen i ny fane eller vindu >>Democracy and teacher education: Dilemmas, challenges, and possibilities
2020 (engelsk)Bok (Fagfellevurdert)
sted, utgiver, år, opplag, sider
London, NY: Routledge, 2020
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-31114 (URN)9781138593251 (ISBN)
Merknad

kommande

Tilgjengelig fra: 2019-11-27 Laget: 2019-11-27 Sist oppdatert: 2019-11-27bibliografisk kontrollert
Edling, S. & Liljestrand, J. (2020). Democracy for me is saying what I want”: The teaching profession on free speech, democratic mission and the notion of political correctness in a Swedish context. In: Andrea Raiker, Matti Rautiainen & Blerim Saqipi, (Ed.), Teacher education and the development of democratic citizenship in Europe: . London, NY: Taylor & Francis Group
Åpne denne publikasjonen i ny fane eller vindu >>Democracy for me is saying what I want”: The teaching profession on free speech, democratic mission and the notion of political correctness in a Swedish context
2020 (engelsk)Inngår i: Teacher education and the development of democratic citizenship in Europe / [ed] Andrea Raiker, Matti Rautiainen & Blerim Saqipi,, London, NY: Taylor & Francis Group, 2020Kapittel i bok, del av antologi (Fagfellevurdert)
Abstract [en]

In the light of current tendencies for stable democratic states to be challenged by authoritarian forms of governance, issues of democracy and its status in teacher education institutions need to be problematised. This chapter focuses on democracy as an ideological form of governance in Swedish teacher education and discusses the implications that the various views of democracy have on teachers’ professionalism. Teachers’ responsibilities are fleshed out based on the current political guidelines for teacher education and discussed in relation to the tensions between free speech and the importance of taking a stand against oppression. Accordingly, students enrolled in Swedish teacher education institutions are expected to actively create conditions in everyday life that promote equal opportunities for children and students. Whereas some student teachers tend to regard free speech as the cornerstone of democracy, the data gathered from the ICCS study of teachers’ ways of understanding their democratic obligations indicates a more nuanced approach to obligations linked to democracy. The majority of these teachers stress that they actively intervene in discussions when students’ free speech risks violating ethnic groups.

sted, utgiver, år, opplag, sider
London, NY: Taylor & Francis Group, 2020
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-31115 (URN)9780429030550 (ISBN)
Merknad

ebok publicerad, tryckt boken kommer 2020

Tilgjengelig fra: 2019-11-27 Laget: 2019-11-27 Sist oppdatert: 2020-01-14bibliografisk kontrollert
Edling, S. (2020). Lärarutbildning i massmedialbelysning. In: Andreas Fejes och Magnus Dahlstedt (Ed.), Om skolans utmaningar och problem: . Lund: Studentlitteratur AB
Åpne denne publikasjonen i ny fane eller vindu >>Lärarutbildning i massmedialbelysning
2020 (svensk)Inngår i: Om skolans utmaningar och problem / [ed] Andreas Fejes och Magnus Dahlstedt, Lund: Studentlitteratur AB, 2020Kapittel i bok, del av antologi (Fagfellevurdert)
sted, utgiver, år, opplag, sider
Lund: Studentlitteratur AB, 2020
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-31116 (URN)
Merknad

kommande

Tilgjengelig fra: 2019-11-27 Laget: 2019-11-27 Sist oppdatert: 2019-11-27bibliografisk kontrollert
Francia, G. & Edling, S. (2019). A Children's Rights Perspective on Traditional Schooling and Education for Sustainable Development. In: : . Paper presented at EERA/ECER European Education Research Association Conference Hamburg 2019.
Åpne denne publikasjonen i ny fane eller vindu >>A Children's Rights Perspective on Traditional Schooling and Education for Sustainable Development
2019 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
Abstract [en]

In times of uncertainity when war conflicts, climate catastrophes, austerity and anti-migration policies in particularly affect children we need to develop sustainabiliby policies that pay attention to the best interests of the child.

Consequently, a  successful accomplishment of the Agenda 2030 for sustainable development is strongly related to the success to put in practice the rights enshrined by the Convention on the Rights of the Child (Children’s Rights international Network, CRIN 2018).

However, to pay attention to the intima relation between the sustainable development goals to the rights of the Child claims even to start from a holistic conception of Sustainability that involves ecological, economic and social dimensions of development. Furthermore, this holistic conception of development (McKenzie, 2004; Ketschau 2015; UNESCO 12; SWEDESD 2017) point out that justice issues are highly crucial and should be taken into consideration in order to stimulate sustainable development in local contexts and the world in general. 

At the same time,  the success to develop Sustainability are related to our competence to develop Education for Sustainable Development (ESD) at all levels. Furthermore, ESD needs to be understood in its broadest sense and includes “…  improving quality basic education, reorienting education to address sustainability, improving public awareness, and providing training to many sectors of society (UNESCO 2005:11). One of sector of society in which ESD training is central is higher education (UNESCO 2005, 2012, 2017, SWEDESD 2017). Furthermore, the development of ESD in higher education (Blanco-Portela, Benayas, Pertierra & Lozano 2017) needs both of external pressures as well as local actions backed up by national polices. 

This contribution aims to discuss about the role of higher education to develop and disseminate research knowledge on the rights on the Child in and to Education in their work to promote Sustainable Development (SD) and Sustainable Development Education (SDE). With this purpose it introduces a thematic analysis of a national evaluation concerning the Swedish higher education institutions (HEI) work to promote  SD and SDE with focus on the convention of the Rights of the Child. The focuses on this analysis is not to evaluate the HEI:s work. It focuses instead on the analysis on which way the HEI:s work to promote SD and SDE involves the rights of the Child in education and to education.

 

 

 

 

Method

The Swedish Higher Education Authority (UKÄ) evaluated higher education institutions (HEI) university colleges work to promote sustainable development (SD) and sustainable development in education (SDE). Based on the Swedish institutions own self-evaluations concerning their work, an assessment panel made this evaluation that only led to recommendations for the development of SD and SDE at higher education. Thematic analysis (Braun & Clarke 2006) of these of self-evaluation reports as well as the assessment panels evaluation are selected as methodology for this study. In this thematic analysis we identified themes (patterns) within the data stating from following research questions: *How are children’s rights to and in education treated in the universities self-evaluations concerning their work to promote sustainable development? *In which way is Agenda 2030 related to the Convention of the Rights of the Child? *In which disciplines are children’s rights to and in education related to Sustainable development? *Which kind of strategies are used by these disciplines to related children’s right to education in their work to promote sustainable development? *Which are the potential areas to development in the work to related children’s right to education in their work to promote sustainable development?

Expected Outcomes

This research is an ongoing study that shows the following preliminary result: Only 7 of the 22 self-evaluation reports include The Convention of the Right of the Child as education content related to SDE at higher education level. Furthermore, the analysis shows that only a reduced number of higher education programs/disciplines relates CRC with SDE in these 7 self-evaluation reports. These disciplines/programs are: education science, teacher education and arts studies for teachers. The thematic analysis shows that CRC is related to democracy education as well as knowledge about children's life conditions.Focusing on teacher education, SDE in these 7 universities aims to develop teacher students’ competence to: *to act at the school practice paying attention to CRC. *to reflect over children’s life conditions in relation to Agenda 2030 *to reflect over the relation of SDE, CRC and Democracy *to reflect over esthetics, social and scientific aspects of SDE paying attention to CRC The preliminary analysis of this research shows a limited number and forms of SDE teaching activities at higher education that pay attention to the CRC. This lack of interrelation between SDE and CRC risks the development of SDE from a holistic perspective at the higher education level. This study is based on an analysis of SDE in Sweden. However, the findings of this study can be relevant for other national contexts because it discusses about the role of higher education to develop and to disseminate research knowledge on Sustainable Development (SD) that pay attention to the best interests of the child. This discussion contributes even to develop scientific knowledge about the relation between the Agenda 2030 and the CRC in Higher education institutions' work to promote SD.

References

Braun, V. & Clarke, V. (2006) Using thematic analysis in psychology, Qualitative Research in Psychology, 3:2, 77-101 Child Rights International Network, CRIN (2018) Protection of the rights of the child and the 2030 agenda for sustainable development https://www.crin.org/en/library/publications/protection-rights-child-and-2030-agenda-sustainable-development Ketschau, J. (2015). Social Justice as a Link between Sustainability and Educational Sciences. Sustainability 2015, 7, 15754 -15771. McKenzie, S. (2004). Social sustainability: towards some definitions. Hawke Research Institute Working Paper Series N°27. South Australia: University of South Australia Magill Portela B., Benayas J. Pertierra L.R. Lozano R. (2017) Towards the integration of sustainability in Higher Education Institutions: A review of drivers of and barriers to organizational change and their comparison against those found of companies. Journal Cleaner Production. Februari 2017 World Commission on Environment and Development,1987; UNESCO (2005) International Implementation Scheme (IIS) for the DESD.Paris, UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000148654 UNESCO, (2012) Shaping the education of tomorrow: 2012 full length report on the UN Decade of Education for Sustainable Development https://unesdoc.unesco.org/ark:/48223/pf0000216472 SWEDESD (Swedish International Centre of Education for Sustainable Development) (2017) Visby Recommendations for enhancing ESD in Teacher Education, THE CONFERENCE ‘BRIDGING THE GAP - EDUCATORS AND TRAINERS’ VISBY 21-24 AUG 2016 http://swedesd.uu.se/digitalAssets/611/c_611672-l_1-k_report_btg2017.pdf

Emneord
Children's rights, Sustainable development, Higher Education
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-31358 (URN)
Konferanse
EERA/ECER European Education Research Association Conference Hamburg 2019
Tilgjengelig fra: 2019-12-27 Laget: 2019-12-27 Sist oppdatert: 2020-01-07bibliografisk kontrollert
Dorio, Nunzio, J., Francia, G., Edling, S., Ayik, B. & Abagat Liboon, C. (2019). Children at Our Walls : Dehumanizing Discourses and Policies Challenging the Rights of Asylum-Seeking Minors in the United States and Sweden. In: : . Paper presented at World Council of Comparative Education Societies (WCCES) 'Future of education', 20-25 May, 2019, Cancun, Mexico.
Åpne denne publikasjonen i ny fane eller vindu >>Children at Our Walls : Dehumanizing Discourses and Policies Challenging the Rights of Asylum-Seeking Minors in the United States and Sweden
Vise andre…
2019 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-29426 (URN)
Konferanse
World Council of Comparative Education Societies (WCCES) 'Future of education', 20-25 May, 2019, Cancun, Mexico
Tilgjengelig fra: 2019-04-01 Laget: 2019-04-01 Sist oppdatert: 2019-08-29bibliografisk kontrollert
Edling, S., Sharp, H., Löfström, J. & Ammert, N. (2019). Exploring the link between historical consciousness and moral consciousness: motivations, epistemological assumptions and moral purposes. In: : . Paper presented at Tionde årliga konferensen inom Nationella nätverket för historiedidaktisk forskning inom SHM, 8-10 maj, 2019, Växjö.
Åpne denne publikasjonen i ny fane eller vindu >>Exploring the link between historical consciousness and moral consciousness: motivations, epistemological assumptions and moral purposes
2019 (engelsk)Konferansepaper, Oral presentation only (Fagfellevurdert)
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-29419 (URN)
Konferanse
Tionde årliga konferensen inom Nationella nätverket för historiedidaktisk forskning inom SHM, 8-10 maj, 2019, Växjö
Tilgjengelig fra: 2019-04-01 Laget: 2019-04-01 Sist oppdatert: 2019-08-09bibliografisk kontrollert
Edling, S., Sharp, H., Ammert, N. & Löfström, J. (2019). Highlighting relationships between historical consciousness and moral consciousness: Objectives, consequences and moral foci. In: : . Paper presented at HEIRNET, 2-4 September, 2019, Vienna, Austria.
Åpne denne publikasjonen i ny fane eller vindu >>Highlighting relationships between historical consciousness and moral consciousness: Objectives, consequences and moral foci
2019 (engelsk)Konferansepaper, Oral presentation with published abstract (Fagfellevurdert)
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-29420 (URN)
Konferanse
HEIRNET, 2-4 September, 2019, Vienna, Austria
Merknad

Forthcoming

Tilgjengelig fra: 2019-04-01 Laget: 2019-04-01 Sist oppdatert: 2019-08-09bibliografisk kontrollert
Ammert, N., Löfström, J., Edling, S. & Sharp, H. (2019). Identifying aspects of temporal orientation in students’ moral reflections. In: : . Paper presented at Tionde årliga konferensen inom Nationella nätverket för historiedidaktisk forskning inom SHM, 8-10 maj, 2019, Växjö.
Åpne denne publikasjonen i ny fane eller vindu >>Identifying aspects of temporal orientation in students’ moral reflections
2019 (engelsk)Konferansepaper, Oral presentation only (Fagfellevurdert)
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-29423 (URN)
Konferanse
Tionde årliga konferensen inom Nationella nätverket för historiedidaktisk forskning inom SHM, 8-10 maj, 2019, Växjö
Tilgjengelig fra: 2019-04-01 Laget: 2019-04-01 Sist oppdatert: 2019-08-09bibliografisk kontrollert
Löfström, J., Ammert, N., Sharp, H. & Edling, S. (2019). In search for intersections of historical empathy and moral sensitivity: observations from a study of Swedish and Finnish lower secondary school students. In: : . Paper presented at Nationella nätverket för historiedidaktisk forskning inom SHM, 8-10 maj 2019, Växjö.
Åpne denne publikasjonen i ny fane eller vindu >>In search for intersections of historical empathy and moral sensitivity: observations from a study of Swedish and Finnish lower secondary school students
2019 (engelsk)Konferansepaper, Oral presentation only (Fagfellevurdert)
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-29422 (URN)
Konferanse
Nationella nätverket för historiedidaktisk forskning inom SHM, 8-10 maj 2019, Växjö
Tilgjengelig fra: 2019-04-01 Laget: 2019-04-01 Sist oppdatert: 2019-06-25bibliografisk kontrollert
Edling, S. (2019). La función de las teorías en la enseñanza como una estrategia para enfrentar la diversidad humana: Dos enfoques diferentes. PROFESORADO, 23(3), 223-245
Åpne denne publikasjonen i ny fane eller vindu >>La función de las teorías en la enseñanza como una estrategia para enfrentar la diversidad humana: Dos enfoques diferentes
2019 (spansk)Inngår i: PROFESORADO, ISSN 1138-414X, E-ISSN 1989-6395, Vol. 23, nr 3, s. 223-245Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Over the past few years, demands for evidence-based teaching have increased, resulting notably in a decrease in the use of theories in teaching elsewhere in Sweden, while research on violence has shown the need for teachers to interact in their school practice with the support of a theoretical framework. This article analyses different approaches to the use of theories in teacher training in relation to their potential to address bullying. For this purpose, some beliefs against which critical research on violence has been struggling are revealed and are directly related to evidence-based positivist research. A theoretical analysis of educational practice is necessary to avoid the existence of pedagogical strategies against violence where the use of dichotomies and essentialist claims dominate, highlighting the controversies that teachers face on a day-to-day in their daily practice. © 2019 Grupo de Investigacion FORCE. All rights reserved.

sted, utgiver, år, opplag, sider
Grupo de Investigacion FORCE, 2019
Emneord
Professionality, School Violence, Teacher Education, Theory
HSV kategori
Identifikatorer
urn:nbn:se:hig:diva-31055 (URN)10.30827/profesorado.v23i3.9474 (DOI)000502060400013 ()2-s2.0-85075133115 (Scopus ID)
Tilgjengelig fra: 2019-11-25 Laget: 2019-11-25 Sist oppdatert: 2020-01-07bibliografisk kontrollert
Organisasjoner
Identifikatorer
ORCID-id: ORCID iD iconorcid.org/0000-0002-4618-0532