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  • 1.
    Almén, Edgar
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Religion and Culture, Theology and Religious Studies.
    Askling, Berit
    Göteborgs universitet.
    Dags för en bredare didaktikansats i lärarutbildningen!1993In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 2, no 2, p. 29-52Article in journal (Other academic)
  • 2.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Eriksson, Lisbeth
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Tema: Vuxnas lärande och demokrati2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 3, p. 7-12Article in journal (Refereed)
    Abstract [sv]

    En introduktion till ett temanummer om vuxnas lärande och demokrati. Ger en kort introduktion till forskningsområdet samt presenterar fyra artiklar som ingår i temanumret.

  • 3.
    Colnerud, Gunnel
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Nel Noddings och omsorgsetiken2006In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 15, p. 31-41Article in journal (Refereed)
  • 4.
    Dahlstedt, Magnus
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Social and Welfare Studies.
    Viljan att aktivera: Mobilisering av förorten som politisk teknologi2006In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 15, no 3, p. 83-106Article in journal (Refereed)
  • 5.
    Dahlstedt, Magnus
    et al.
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Department of Social and Welfare Studies. Linköping University, Faculty of Arts and Sciences.
    Nordvall, Henrik
    Örebro universitet.
    Folkbildning i (av)koloniseringens skugga: Demokrati, nationella mytologier och solidaritetens paradoxer2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 3, p. 29-47Article in journal (Refereed)
    Abstract [en]

    In Sweden and among Swedish popular movements, there has long been a great willingness to share experiences from establishing the “Swedish model” of welfare and democracy with countries in other parts of the world. In this sharing of experience, popular adult education has played an important role. Over the years, there have also been several attempts to spread the “Swedish model” of education of this kind, i.e. study circles and folk high schools. Here, we analyse a large-scale project to establish Folk Development Colleges (FDCs) in Tanzania in the 1970s and 1980s, focusing on the ways in which Swedish popular adult educators have described the project. In theoretical terms, the article is based on a postcolonial framework, highlighting the continuing importance of the legacies of colonialism in today’s society. One of the main conclusions drawn is that, in the process of “exporting” the idea of popular adult education around the world, there is an ongoing formation of national self-images in contrast to images of “the Other”, involving a constant risk of reproducing ideas from a colonial past.

  • 6.
    Eriksson Barajas, Katarina
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Lindgren, Anne-Li
    Linköping University, The Tema Institute, Department of Child Studies. Linköping University, Faculty of Arts and Sciences.
    Den "rättfärdige" mobbaren: Elevers föreställningar om mobbning i skolbioaktivteter2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 3, p. 111-130Article in journal (Refereed)
    Abstract [en]

    The “justified” bully. Conceptions of bullying drawn from school cinema activities. The present paper addresses how bullying is co-constructed among teenagers in a Swedish school. The ethnographic data consist of pupilproduced film manuscripts, essays and video recordings of pupils’ group conversations, made after they had watched one of the films Evil or About a Boy during school hours in Years 8 and 9 of compulsory education (age group 14–15). The films and the follow-up work were presented by the teachers as being about bullying. The use of fiction as an educational tool was shown to free the pupils from possible real-life experiences of bullying in the discussions. Being perceived as different was seen as a reason for being bullied; however, the pupils admitted that the “real” reason would be not liking someone’s personality, i.e. because they had too much self-esteem or were scared. The bully was discussed as either being “evil”, i.e. wanting to exercise power, or “justified”, i.e. claiming rights. Both the evil and the justified bully were seen as products of circumstances, rather than as responsible for their actions.

  • 7.
    Eriksson, Lisbeth
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Folkhögskolan i en globaliserad värld2002In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. Vol11, nr 2, p. 53-68Article in journal (Refereed)
  • 8.
    Evaldsson, Ann-Carita
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute.
    För jag är bäst på svenska! Om sociala och språkliga ordningar i en mångkulturell skola2000In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 9, no 2, p. 29-48Article in journal (Refereed)
  • 9.
    Forstorp, Per-Anders
    et al.
    KTH.
    Nissen, Jörgen
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies.
    Gränsdragningar och gränsöverskridanden i högskolevärlden2006In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 15, no 2Article in journal (Refereed)
  • 10.
    Granström, Kjell
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Hammar Chiriac, Eva
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Clinical and Social Psychology.
    Lärarutbildning som modell för lärararbete1997In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 6, p. 85-98Article in journal (Refereed)
  • 11.
    Harling, Martin
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Sälja, välja och svälja: En analys av skolval, marknadisering och gymnasiemässans logiker2017In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 26, no 1, p. 159-176Article in journal (Refereed)
  • 12.
    Hydén, Lars-Christer
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute.
    Ensamhet eller tvåsamhet: om social dekontextualisering och kontextualisering2001In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 10, p. 11-26Article in journal (Refereed)
  • 13.
    Johansson, Magnus
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Nissen, Jörgen
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Thematic Studies.
    IT i framtidens samhälle och i dagens skola2001In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 10, no 1, p. 103-132Article in journal (Refereed)
    Abstract [sv]

      

  • 14.
    Köpsén, Susanne
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Kunskap och lärande i facket2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 3, p. 69-90Article in journal (Refereed)
    Abstract [en]

    The theme of the article is knowledge and learning within the Swedish workers’ trade union movement. The aim of the article is to describe how the movement have viewed learning and schooling historically, and to discuss the current point of view. Knowledge useful to the movement has always been seen as the most valuable. The interpretation of what knowledge that is and how it best is learned has varied. Today trade unions at the workplaces are expected to have the capability to formulate needs of knowledge and to conduct learning independently. The everyday work in two local trade union boards have been studied and analysed by socio cultural theory of learning in order understand what learning the everyday activities shape. The article presents important aspects of the result. Contemporary changes in working life mean continuous demands of new knowledge. The local trade unions studied cannot handle these demands of learning on their own. It’s discussed as overpowering demands of learning.

  • 15. Lander, R.
    et al.
    Granström, Kjell
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Samverkan och planering. Två indikatorer på skolans styrningskultur2000In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 9, p. 75-86Article in journal (Refereed)
  • 16.
    Lee, Francis
    Linköping University, The Tema Institute, Technology and Social Change.
    David L Kirp: Shakespeare, Einstein, and the bottomline - the marketing of higher education2006In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 15, no 2, p. 132-134Article, book review (Other academic)
  • 17.
    Lee, Francis
    Linköping University, The Tema Institute, Technology and Social Change.
    Joe Moran: Interdisciplinarity2006In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 15, no 3, p. 123-125Article, book review (Other academic)
  • 18.
    Lindgren, Anne-Li
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Halldén, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Individuella rättigheter; autonomi och beroende. Olika synsätt på barn i relation till FN: s barnkonvention2001In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 2, p. 65-79Article in journal (Refereed)
  • 19.
    Nissen, Jörgen
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies.
    Tvärvetenskap och/eller gränsöverskridanden?2006In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 15, no 2, p. 81-95Article in journal (Refereed)
  • 20.
    Nordvall, Henrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Ethnic Studies. Linköping University, Faculty of Arts and Sciences.
    Folkbildning i (av)koloniseringens skugga: Demokrati, nationella mytologier och solidaritetens paradoxer2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 18, no 3, p. 29-47Article in journal (Refereed)
    Abstract [en]

    In Sweden and among Swedish popular movements there has long been a great willingness to share experiences from establishing the “Swedish model” of welfare and democracy to countries in other parts of the world. In this sharing of experience popular adult education has had an important role. Over the years, there have also been several attempts to spread the “Swedish model” of popular adult education, i.e. study circles and folk high schools. In this article, we analyze the large-scale project of establishing Folk Development Colleges (FDC:s) in Tanzania in the 1970s and 1980s,by emphasizing the ways in which Swedish popular adult educators have described the FDC project. Theoretically, the article is based on a postcolonial framework, highlighting the continuing importance of the legacies of colonialism in today’s society. One of the main conclusions in the article is that in the process of “exporting” the idea of popular adult education to other parts of the world, there is an on-going formation of national self-images in contrast to images of “the Other”, where there is a constant risk of reproducing ideas from a colonial past.

  • 21.
    Strömdahl, Helge
    Linköping University, Department of Social and Welfare Studies, Natural Science - Medicine - Esthetics - Communication . Linköping University, Faculty of Educational Sciences.
    Didaktisk kunskap en grund för läraryrkets yrkesspråk?1996In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 5, no 2, p. 137-141Article in journal (Refereed)
    Abstract [sv]

    En diskussion av didaktikens plats i lärarutbildningen i anslutning till de tre nationella rapporter om lärarutbildning som publicerades 1996.   

  • 22.
    Tholander, Michael
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Department of Child Studies.
    Värdegrund, demokrati och inflytande ur ett elevperspektiv2005In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 14, no 3Article in journal (Refereed)
  • 23.
    Österborg Wiklund, Sofia
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Nordvall, Henrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Könade (klass)resor och solidaritetsparadoxer inom folkhögskolans transnationella kurser i global utveckling2019In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 28, no 1, p. 55-78Article in journal (Refereed)
    Abstract [en]

    Nordic popular education (folkbildning) has a history of emancipatory endeavours. At the same time it has also been involved in, and reproducing, different structures of power. By studying participants on a Folk High School course on global development, where intersectional power orders are critically challenged while also permeating and enabling the course, this article addresses this paradox. Interviews are analysed with tools from critical and cultural sociological theory. The purpose of the study is to deepen the understanding of the conditions and significance of critical popular education. The stories depict how the courses become alternatives to more male-dominated elite courses at the Folk High School; how class is mirrored as the course becomes a tool for either upward class mobility or (middle) class reproduction; and how a moral subjectivity is created through a relation to, and distancing from, discourses of tourism and traditional aid.

1 - 23 of 23
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