| 1. |
- Angelaki, Stavroula, et al.
(author)
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Methods for inclusive design processes at the early stages of a research project in School Environments
- 2024
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In: IOP Conference Series: Earth and Environmental Science. - : IOP Publishing.
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Conference paper (peer-reviewed)abstract
- This paper explores the use of participatory methods prior to designing interventions within a research project at a primary school in central Sweden. The approach presented in the paper is based on the principles of participatory design (PD), to enhance the use of these methods within the areas of educational research (ER), lighting, and architecture. This approach aims to include participants of educational spaces and incorporate their views prior to design interventions. Two workshops were designed to support teachers' participation through hands-on activities. Twenty-eight teachers participated in the workshops. Scale models corresponding to two of the school's classrooms were used to initiate discussions regarding the interconnection between spatial layouts, lighting, and learning activities. The workshops' data collection analysis assisted the research group in understanding the school's spatial and learning characteristics. The information gathered from the workshops provided additional knowledge and informed the research project in a way that allowed for further development and changes within the project related to the additional variables measured along with light. According to the analysis, there is a correlation between the activity and the desired layout of the space, while the type of equipment also varies according to the task.
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| 2. |
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| 3. |
- Edling, Silvia, et al.
(author)
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Conscious and Unconscious Forces in Democratic Relationships : Implications for the Range of Teacher Responsibility
- 2006
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Conference paper (peer-reviewed)abstract
- In this paper Edling and Frelin strive to incorporate the features of complexity in discussions about democracy as a form of life and especially teachers’ moral responsibility for others. By placing the unconscious in relation to mainstream educational policy documents (deliberate democracy) the authors strive to illuminate the conditions these imply for teacher responses. In this paper they discuss the restrictions present in a predefined democratic model and argue for a view of responsibility and learning that takes its beginning in the complexity of the educational process in which the unconscious is a significant force.
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| 4. |
- Edling, Silvia, 1974-, et al.
(author)
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Doing Good? : Interpreting teachers’ given and felt responsibilities for pupils’ well-being in an age of measurement
- 2013
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In: Teachers and Teaching. - : Informa UK Limited. - 1354-0602 .- 1470-1278. ; 19:4, s. 419-432
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Journal article (peer-reviewed)abstract
- The purpose of this paper is to theoretically discuss a specific aspect of teachers’ responsibilities: their responsibility for pupils’ or children’s well-being. We ask two interrelated questions: firstly, how might (Swedish) teachers’ sense of responsibilities for their pupils’ well-being be understood in relation to ethical theory? Secondly, what does this insight bring to the discussion of teachers’ professional responsibility within the global discourse of educational policy that increasingly stresses accountability and efficiency in an “age of measurement?´ Education can be described as an intervention in a pupil’s life, motivated by the idea that it will somehow improve it. When one implements this intervention, from a legal/political perspective it boils down to a series of responsibilities assigned to teachers, as expressed in current policy documents. However, an exploration of empirical examples in a Swedish context of teachers’ sense of responsibility for their pupils’ or children’s well-being, expressed in everyday situations, indicates that the matter is complex. In order to find tools with which to better understand such expressions, we turn to the field of SNIP ethics. A thorough inquiry into the various reasoning regarding responsibility reveals that responsibility as socially defined and given is not sufficient to capture the intimacy and relational uncertainties of the teachers’ stories, which is why we turn to the writings of Emmanuel Lévinas and his ethics of responsibility. His ethical language helps to capture relational processes that cannot be predefined and that are based on an infinite sense of responsibility for the other person. We continue by discussing and problematising the increasing importance of measurability and accountability in the field of teachers’ professionalism. Here we illuminate the risks involved with the movement towards the fixed and calculable, since they overlook the intricate ways in which teachers’ given and felt responsibilities are woven together.
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| 5. |
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| 6. |
- Edling, Silvia, 1974-, et al.
(author)
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Grappling with gender : Studying gender as educational content in teacher education
- 2011
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Conference paper (peer-reviewed)abstract
- Education has been given the role to contribute to the aspiration of a socially just society, which includes countering various forms of oppression in society. Teachers are thus given the responsibility for preparing their students not only to be aware of oppressive structures and practices, such as those related to gender oppression, but also to actively counteract them. How does teacher education prepare teachers for this task? In a planned research project, we aim to inquire into teacher education practices directed towards promoting gender equality, from a curriculum perspective. As teacher educators, we share the experience with many others that introducing gender related content is far from easy, and may raise resistance from several students. Our purpose is to increase our knowledge about what actually happens when teachers and students process this content together, when teachers plan and implement education and when students encounter and process it? It is also to open up a new way of inquiring into meaning making in relation to educational content, a way that takes into account the strong emotions that are not something to be done away with through increased knowledge (cf Britzman, 1998). Our theoretical lense draws from Kristeva’s work. Inspired by psychoanalysis, the creation of identity is in Kristeva’s (2000) way of reasoning an inner process that cannot be separated from the social, but where the meaning of the social stems from a person’s way of imagining it. The way a person imagines the world influences her actions and a shift in imagination involves a shift of ‘identity’ constantly evaporating a stable identity via the inside’s encounter with the outside – united through language. She introduces the expression subject-in-process (Kristeva, 2002) which places the attention upon the cumbersum process for an individual to become conscious of her images in relation to others in order to confront them, and if needed change them. In her way of reasoning images do not only operate on a conscious level – during our process of creating meaning unflattering images of oneself as acting subjects or images generally difficult to bear become supressed to the unconscious. This creates a false image of a stabile and “good” identity which renders it difficult to change our own world view and ways of acting even though we hurt other people. The subject-in-process as an unavoidable coalition and intermingle with the social (culture) is for Kristeva the main site for change and strife for opposing social violence. In a pilot study consisting of interviews with one student and one teacher educator, the teacher educator found that for some students, a change of perspective is achieved through distancing oneself from ones experiences, using theoretical concepts. For others it is only achieved through moving from ones concrete experiences towards theory. The teacher educator is aware of that he cannot separate his physical being from the content he deals with, being a male heterosexual. However, several times he has feared that his teaching and the discussions in class, aimed at challenging dichotomies, may have ended up resulting in the opposite.
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| 7. |
- Edling, Silvia, 1974-, et al.
(author)
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Moral education and the desire to counteract violence : A theoretical discussion about moral reasoning and teacher professionality
- 2014
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Conference paper (peer-reviewed)abstract
- The aim of this paper is to discuss how teacher professionality can be understood in relation to ethics of alterity and ethics of dissensus, which both, in different ways, express a desire to oppose various forms of violence in society. Drawing on pragmatism, post-structuralism, and psychoanalysis we argue that there is a dialectical relationship between ethics and morality, conscious and unconscious deeds, between theory and practice, and between justice and moral (ethical issues). Also, we stress that the quality of a phenomenon is dependent on a specific purpose which we here formulate as follows: how can teacher professionality, as it isused in order to counteract violence, be grasped in relation to moral theory? Hence, we use the notion of uniqueness, power-relations, and importance to take into account people’s feelings when we discuss teacher professionality and the desire to counteract violence. This standpoint informs our mode of presentation, weaving together empirical examples from student and teacher perspectives with theoretical discussions.
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| 8. |
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| 9. |
- Edling, Silvia, 1974-, et al.
(author)
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Sensing as an ethical dimension of teacher professionality
- 2016
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In: Journal of Moral Education. - : Informa UK Limited. - 0305-7240 .- 1465-3877. ; 45:1, s. 46-58
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Journal article (peer-reviewed)abstract
- Drawing on the ethics of alterity and the ethics of dissensus, this study addresses how teacher professionality can be understood in relation to the notion of sensing. Both these ethics indicate a desire to oppose various forms of violence in society. The author challenges the assumption that all that is needed to oppose violence is the moulding of a proper moral character. According to Lévinas’ and Ziarek’s writings on sensing the Other, education alone will not overcome power dynamics and the unconscious distancing between people. Instead, these aspects need to be continuously addressed by teachers. Rather than trying to find the best ethical theory, we contend that theories cannot replace the critical judgement of teachers, which necessarily presumes a more widened view and more thoughtful choices in their ever-changing practices.
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