Change search
Refine search result
1 - 23 of 23
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Erlandsson, Soly
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies. University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Sjöberg, LenaUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Barn- och ungdomsforskning: metoder och arbetssät2013Collection (editor) (Other academic)
  • 2.
    Erlandsson, Soly
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies. University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Inledning2013In: Barn- och ungdomsforskning: metoder och arbetssätt / [ed] Erlandsson, Soly I. & Sjöberg, Lena, Lund, 2013, 1. uppl., p. 7-28Chapter in book (Other academic)
  • 3.
    Korp, Helena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Individual Education Plans: sustaining or challenging power relations?2012In: ECER EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION: The Need for Educational Research to Champion Freedom, Education and Development for All, 2012Conference paper (Refereed)
    Abstract [en]

    This study is based on an analysis of a sample of so called Individual Education Plans (IEP) from 233 Swedish students in grade five. It addresses three questions:

    ·         What forms of knowledge and modes of learning are focuses in the EIP:s?

    ·         How can the information in the IEP:s be interpreted in terms of its potential contribution to students’ learning and control over their learning?

    ·         Does the potential contribution of the IEP:s to students’ learning and agency vary between schools according to the parents’ education, the proportion of students with foreign background, the proportion of students that passed the national assessment and to whether the IEP is digitalized.

    The framework involves sociological theories (e.g. Bourdieu and Bernstein), as well as educational theories about assessment and learning. The results will also be discussed in regard to the wider issue of performativity in a European context (e.g. Ball, 2003).

    Formally the IEP serves two purposes in the Swedish school system – to summarize the students’ achievements in regard to objectives and standards for each subject in order to inform the students and their parents, and to guide future learning. Unlike in most countries, the IEP:s are mandatory for all students in the Swedish compulsory school system – not only students with special educational needs.

    The IEP should be elaborated and revised in a parent-teacher conference twice a year, but should, according to policy, be used by the students and the teachers throughout the school year in planning, guiding and evaluating learning. Thus, the idea of IEP is well in line with the notion ofassessment for learning, which stress that assessments in regard to pre-specified criteria that mirror learning objectives are powerful in enhancing students’ achievements, self-efficacy and motivation.

    There is much empirical evidence that assessment for learning indeed have these effects, and moreover that students from educationally and economically less privileged families, second-language learners and students with weak school results tend to benefit the most (William, 2010; Hattie & Timperley, 2007). However, for assessments to have these effects, they must meet certain criteria, e.g. for feedback to be clearly related to the target, detailed and concrete, directed at the process and supportive (Shute, 2007). Conversely, assessment/feedback that focuses on students’ personality, is judgmental or compares students to one another, are likely to debilitate students’ motivation, self-efficacy and future achievements (Harlen & Deakin Crick, 2002).

    Morover, IEP can, through its gentle and student-centered appearance also reinforce the control function of the school at the expense of the students’ power and control, and particularly so for students whose cultural and social background have made t them less prepared to interpret the school’s “hidden curriculum” (Bunar, 2001; Dovemark, 2004).

    Thus, the consequences of the use of IEP-practice is contingent, since in theory it seems to hold the potential to empower students (in general and students with weak cultural capital in particular) as well as the opposite – to disempower them. 

    Method

    The study includes 233 individual development plans from students in their fifth grade (aged 11-12), in five municipalities and thirty one schools in western Sweden. The plans were obtained by a systematic sampling at each school, where alphabetical lists from all classes in the relevant grade in each school were sequenced and every fifth name on the list was drawn. The written assessments and the formative comments will be analyzed and coded in regard to forms of knowledge and modes of learning; potential effects on learning and control over learning. Bi-variate analyses will then be carried out on the material in regard to school variables related to the parents’ education, the proportion of students with foreign background, the proportion of students that passed the national assessment and to whether the IEP is digitalized.

    Expected Outcomes

    Preliminary analyses, in line with previous studies, suggest that the feedback and feedforward provided in the IEP often include statements about students behavior and personal qualities, focus mostly on Swedish, mathematics and English, and tend to focus on atomistic knowledge rather than higher order thinking (Andreasson, 2007). The information is mostly too scarce and vague to be useful as guidance for students in planning future learning. Thus, generally the IEP:s do not seem to meet the criteria for assessments that increase students control over their learning or boost their results and self-efficacy. However, as previous studies too have shown, there is a variation between schools. Our most significant observation is that schools with digital IEP:s tend to provide richer and more curriculum aligned feedback than other schools. We have not yet systematically explored the variation in the content of the IEP:s in regard to the schcools’ student population or results. Such patterns do not seem to stand out, however.

    References

    Andreasson, I. (2007). Elevplanen som text: om identitet, genus, makt och styrning i skolans elevdokumentation. Göteborg: Acta Universitas Gothoburgensis. Ball, S.J. (2003). The teachers’ soul and the terrors of performativity. Journal of Education Policy, 18 (2), 215-228. Bunar, N. (2001). Skolan mitt i förorten: fyra studier om skola, segregation, integration och multikulturalism. Diss. Växjö : Univ., 2001. Eslöv. Dovemark (2004). Ansvar – flexibilitet – valfrihet: en etnografisk studie om en skola I förändring. Göteborg: Acta. Harlen W, Deakin Crick R (2002) A systematic review of the impact of summative assessment and tests on students' motivation for learning. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London. Hattie, J. & Timpeley, H. (2007). The power of feedback. Review of Educational Research, 77, s. 81-112. Shute, V.J. (2008). Focus on Formative Feedback. Review of Educational Research. Vol. 78, No. 1, (s.153–189). William, D. (2010). An Integrative Summary of the Research Literature and Implications for a New Theory of Formative Assessment. I Andrade, H.L. & Cizek, G.J. (red.) Handbook of formative assessment. New York: Routledge.

  • 4.
    Korp, Helena
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Thorsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Individual Development Plans in the Swedish Comprehensive School: Supporting High Quality Learning and Equity, or Rote Learning and Social Reproduction?2019In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 63, no 2, p. 229-244Article in journal (Refereed)
    Abstract [en]

    In Swedish compulsory school, individual development plans (IDPs) are mandatory for all students up to 6th grade. The purpose is to summarize and facilitate pupils' learning and tune instruction to national standards. In this study, 233 IDPs drawn up for 5th grade pupils were analyzed with focus on qualities that have been found to impact students' learning and learner identities. The results show that the IDPs rarely display the qualities that would make them effective as tools for enhancing students' learning, and that there is a gender difference in the quality of the documents, as well as differences regarding the pupils' academic background.

  • 5.
    Player-Koro, Catarina
    et al.
    Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Gothenburg, Sweden.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Becoming a primary education teacher: pedagogic discourses in the teacher education program’s examination practice2018In: Nordic Journal of Studies in Educational Policy, ISSN 2002-0317Article in journal (Refereed)
    Abstract [en]

    Global reforming driven by neoliberal ideas is today reshaping educational systems. This study explores how a national policy incentive, aimed at changing teacher education in Sweden, is transformed and realized into educational practice and how pedagogic discourses are operating in and through the primary teachers’ examination practice in Sweden. The aim is also to explore which competencies are legitimized and thus form the knowledge base for primary teachers. The study is conducted through a qualitative and quantitative, theoretically based, analysis of all examination tasks (n = 322) in the primary teacher education at a teacher education department located at one of Sweden’s largest universities. The qualitative software package Nvivo was used for the qualitative analysis and the statistical software SPSS was used for the quantitative analysis. The result shows that most examinations involve the examination of methodological/didactical knowledge related to teachers work in the classroom (out of horizontal knowledge structures) and that students lack opportunities to practice and show analytical skills, with vertical knowledge structures, in their examinations.

  • 6.
    Player-Koro, Catarina
    et al.
    University of Gothenburg, Sweden.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    To become a Primary teacher: A Study of Pedagogic Discourses in Swedish Teacher Education2017In: ECER 2017: “Reforming Education and the Imperative of Constant Change: Ambivalent roles of policy and educational research”, European Educational Research Association , 2017, p. 1-2Conference paper (Refereed)
  • 7.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Bedömning av matematikkunskaper genom individuella utvecklingsplaner2017In: "Alla människors möte borde vara så": texter om bedömning : vänbok till Astrid Pettersson / [ed] Lisa Björklund Boistrup, Maria Nordlund & Eva Norén, Stockholm: Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, Stockholm universitet , 2017, p. 80-93Chapter in book (Other academic)
  • 8.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Bäst i klassen?: Lärare och elever i svenska och europeiska policytexter2011Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    This thesis takes its departure in the recent criticism directed to the Swedish school system and its schools, teachers and pupils, but especially the epidemic of policies produced in order to develop and improve Swedish schools, in particular after the change of government in 2006. The general aim of this thesis is to study how teachers and pupils are represented, and thus constructed, regulated and positioned in a number of current key policy texts. The study also involves a discussion of the construction and regulation practices regarding the school, and its role in society. The main context for the study is policy texts and policy practices related to teacher education. Four studies form the cornerstone of the thesis. Through these policy texts different institutional practices are analyzed. These range from European union policy to examination data from a local teacher education institution in Sweden. A main source of inspiration to the theoretical framework of the study has been provided by the work of Michel Foucault. However, in addition to Foucault's constructionist and poststructural basis, theoretical and methodological approaches drawn from Norman Fairclough's critical discourse analysis, Mark Olssen's social-materialist analysis of policy and Stephen J Ball's policy sociology are also included. The first study examines the constructions and governing technologies in four policy texts within the European Union working programme 'Education 2010'. The second study takes a historical perspective in the construction of teachers and pupils, based on teacher education policy text since 1948, and how the ideal teacher, pupil and school are constructed and positioned genealogically. The third study explores the discursive notions of teacher professionalism and how the regulation of teachers operates through this and other discursive practices by the Swedish government and the Teacher union (Lärarförbundet) during two different time periods, 1995-2000 and 2007-2008. The final study examines student teachers' examination assignments, as a local policy practice, and how the student teachers position the ideal pupil and themselves as ideal teachers. It examines how different policy discourses operate in relation to positioning practices. The thesis shows that current neoliberal discourse order in educational policy today is partly challenged by neoconservative rationalities. Secondly, the thesis shows how each teacher and pupil is governed through several discourses, governing technologies and governing techniques, and how these three entities function relationally in the governing of the subject. In common for discourses, governing technologies and techniques are that they are often very 'seductively packaged', which implies that it is almost impossible to resist and oppose them. Finally I claim that the current discourse order, and its discourses, and governing technologies and techniques imply structural inequalities for teachers, but especially between different pupil groups

  • 9.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Confessions  of an individual education plan2015In: Foucault and a politics of confession in education / [ed] Fejes, Andreas & Nicoll, Katherine, New York, NY: Routledge, 2015, p. 62-76Chapter in book (Refereed)
  • 10.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Den styrda läraren2012In: Uppdrag lärare: en antologi om status, yrkesskicklighet och framtidsdrömmar / [ed] Alexandersson, Mikael & Mathiasson, Leif, Stockholm: Lärarförbundets förlag , 2012, p. 53-61Chapter in book (Other (popular science, discussion, etc.))
  • 11.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Individuella utvecklingsplaner2011In: Läraryrket: ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studentlitteratur , 2011, 1, p. 185-207Chapter in book (Other academic)
  • 12.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lärarprofessionalitet på glid: Performativ förskjutning av statlig och lärarfacklig utbildningspolicy2010In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 15, no 1, p. 18-32Article in journal (Refereed)
    Abstract [en]

    From a classical sociological perspective, the teaching profession has never fulfilled the criteria characteristic of a profession. In the nineteen nineties, however, the Swedish government began for the first time to describe teachers as 'professionals' in articulations of its educational policy. Further, the rhetoric of teachers as 'professionals' is also emphasised in the policy texts drawn up at the time of the teacher education reform in 2001. At the same time one of the teacher unions, 'Lärarförbundet', launched a high profile campaign under the banner 'Teachers lift Sweden´(Lärarna lyfter Sverige) aimed at professionalizing the teaching profession and enhancing the status of the profession.

    This article has its focus on the rhetoric of the 'professional' teacher and adopts a critical policy sociological perspective inspired by Stephen J. Ball (1994, 2007, 2008). My aim has been to study how the teachers, through discursive, naturalizing and normalizing practices, are represented as 'professionals' and, consequently, are disciplined through governmental technologies, including performative technologies (Ball 1994, 2002, 2003, 2007, 2008; Foucault 1977, 1991, 2003). I also make visible the discursive transition to which the professional' teacher is submitted in the policy texts during the time span between 1995 and 2008. The producers of the empirical material are both the Swedish government (government bills and proposals) and policy texts from the largest teacher union in Sweden, 'Lärarförbundet'. Altogether, five governmental and seven policy texts from thethe teacher union are analysed.

  • 13.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Same same, but different": En genealogisk studie av den ’goda’ läraren’, den ’goda’ eleven och den ’goda’ skolan i svenska lärarutbildningsreformer 1940-20082010In: EDUCARE, no 1, p. 73-99Article in journal (Refereed)
    Abstract [en]

    Teacher education stands in the face of yet another reform. On December 3rd 2008 the most recent report on the future content and organization of teacher education was presented. This proposal will have substantial consequences for the country’s teacher education institutions. The aim of the current study is, from a discourse theory perspective, to scrutinize the way in which the most recent reform of teacher education – HUT 07 – constructs and positions the ‘good’ teacher, pupil and school in relation to the ‘good’ society, or, put another way, the ideal societal picture which ‘good’ teachers and schools should provide the blueprint for. HUT 07 is studied from a historical, genealogical perspective in an attempt to trace continuity and change in the articulation of policy. The results of the study reveal, amongst other things, a close discursive connection between the rationality of knowledge and the pupil- teacher-subject articulated in HUT 07 and articulations of the same a half century previously. It is not, however, possible to draw absolute similarities between the two reform periods, due to the fact that they are based on opposing rationalities deriving from different societal visions and norms.

     

  • 14.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    School and the 'good education' : enhancing Europe's competitive 2009In: European Educational Research Association conference: ECER 2008, 8-12 september, Göteborg, 2009Conference paper (Other academic)
  • 15.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Skolan och den "goda" utbildningen: för ett konkurrenskraftigt Europa2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, no 1, p. 33-58Article in journal (Other academic)
  • 16.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The construction of mathematical knowledge and learning in and through individual education plans2015In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 7-29Article in journal (Refereed)
    Abstract [en]

    This study, which is grounded in Bernstein's theories of symbolic power and control in the context of pedagogy, explores how pupils' learning in mathematicsis constructed by a Swedish assessment practice called Individual Education Plans (IEPs). A systematic selection of 233 IEPs from five municipalities constitutes the empirical basis for the study. The results show that the content of IEPs primarily stresses the mastery of elementary skills, with an emphasis on automatization and routinization skills. In addition, regulative discourses about how to perform while learning mathematics are emphasized, especially for boys. The study also shows that IEPs, as they appear in the study, do not reflect the aims expressed in the current curriculum; on the contrary, the practice of using IEPs tends to reproduce a traditional discourse on the content of mathematic sand how mathematics should be taught.

  • 17.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The construction of the ideal pupil: teacher training as a discursive and governing practice2014In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, no 4, p. 517-533Article in journal (Refereed)
    Abstract [en]

    In this article Foucault’s theoretical concept of governmentality is used to scrutinise the ways in which the ideal pupil is constructed, governed and positioned in and through teacher training in Sweden. The analysis focuses on the construction of subject positions as well as governing 10 technologies and techniques operating in the shaping of the ‘ideal’ pupil. The result shows how teacher training plays an active role in the construction of the entrepreneurial subject, a discursive subject position that constitutes a solution in Sweden’s aim of being competitive in the international education market.

  • 18.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The shaping of pre-service teachers’ professional knowledge base through assessments2018In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 41, no 5, p. 604-619Article in journal (Refereed)
    Abstract [en]

    In an age when knowledge has become a competitive aspect in society, teachers and their professional knowledge base have become all the more important, both in terms of policy and practice. This study investigates what sort of content, knowledge, and competencies are included in the examination practice of the Swedish primary teacher education programme, and thereby legitimatized as a primary teacher’s professional knowledge base. The results show that Swedish primary school teachers are primarily trained to work with subject didactics, and focus is placed on being able to plan, carry out, and evaluate teaching in light of descriptive and normative learning theories, as well as current regulatory documents. One possible effect of this strong subject didactic focus is that teachers are not sufficiently trained to critically analyse the conditions that they work under, especially in view of current, global and local policy trends.

  • 19.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The Swedish primary teacher education programme: at the crossroads between two education programme traditions2019In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 10, no 2, p. 116-133Article in journal (Refereed)
    Abstract [en]

    In 2011, new teacher education programmes were introduced in Sweden. This policy case study examines the outcome of the reform, focusing on the pedagogic discourses in the examination practise of the primary teacher education programme, but also on the possible effects of dividing teacher education for primary teachers into two specialisations: for teachers of grades F-3 and 4–6. The point of departure is that the Swedish, and Nordic, teacher education programmes have been shaped by two traditions: the seminar tradition and the academic tradition. The study is based on Bernstein’s theories of pedagogic discourses and how these affect teachers’ professional knowledge base and professional identities. The results show that the primary teacher education above all prepares student teachers for everyday classroom life, but also that the examination practice and the pedagogic discourses differ to some extent between the two specialisations and that the primary teacher education (PTE) students who choose to specialise in grades 4–6 now encounter pedagogic discourses that more resemble an academic tradition than what is encountered by students who choose to specialise in F-3.

  • 20.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    To become a primary education teacher: pedagogic discourses in the assessment practice of the teacher training2016In: NERA 2016, 9-11 march, Helsinki, Finland, 44th congress, 2016Conference paper (Other academic)
    Abstract [en]

    The Swedish teacher training has since the end of the 20th century been affected by several extensive political reforms. The last reform, which was implemented in 2011,completly changed the teacher training. One of several implications of the reform was a return to a diversification of different teacher categories. The intentions of this diversification were, among others, to give each category of teachers specialized knowledge concerning their teaching subjects as well as the ages of their future pupils (based on a developmental psychology rationality), but also to attain stronger professional identities. The study is based on the Primary education teaching program with focus on the grades F-3 and 4-6. The empirical material consists of the assessment assignments given to the students in both programs. The aim of the study is to investigate what knowledge, knowledge forms and abilities that are assessed during the teacher training and consequently constructed as the teachers’ professional knowledge base. Bernsteinian theories on how power relations are produced and reproduced in and through the educational system is the main theoretical framework for the study. Pedagogic discourses, i.e. how the choice of content operates in the teacher training is also an important theoretical perspective. Another perspective in the analysis is how the knowledge and knowledge forms are represented in relation to horizontal and vertical discourses. The study finally tries to answer the question on how national policies are transformed into educational practice.

  • 21.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Vem har makten att bestämma det normala?: diskursanalytiska angreppssätt2013In: Barn- och ungdomsforskning: metoder och arbetssätt / [ed] Erlandsson, Soly I. & Sjöberg, Lena, Lund: Studentlitteratur, 2013, 1., p. 81-97Chapter in book (Other academic)
  • 22.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Vygotskij goes neoliberal: Den ideala eleven och läraren i lärarutbildningens examinationspraktik2011In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 20, no 2, p. 49-72Article in journal (Other academic)
  • 23.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, SignildUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.Sjöberg, LenaUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Samhälle, genus och pedagogik: utbildningsvetenskapliga perspektiv : vänbok till Inga Wernersson2018Collection (editor) (Other academic)
    Abstract [sv]

    Detta är en vänbok till professor Inga Wernersson, Institutionen för Individ och Samhälle på Högskolan Väst.

1 - 23 of 23
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf