| 1. |
- Arvola Orlander, Auli, et al.
(author)
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Undervisningn om och med normer
- 2021
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In: Sexualitet och relationer. - Lund : Studentlitteratur AB. - 9789144151403
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Book chapter (other academic/artistic)
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| 2. |
- Bodén, Linnea, 1981-, et al.
(author)
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Editorial : Posthuman Conceptions of Change in Empirical Educational Research
- 2021
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In: Reconceptualizing Educational Research Methodology. - : OsloMet - Oslo Metropolitan University. - 1892-042X. ; 12:1
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Journal article (peer-reviewed)abstract
- In this special issue of Reconceptualizing Educational Research Methodology the focus is on posthuman conceptions of change in empirical educational research. In the six included papers, the authors address and challenge different aspects of change in different educational settings –ranging from preschools, to universities and public pedagogies. Through activating posthuman perspectives, the papers invite the reader to a wide range of understandings of the concept of change. A conclusion drawn from the papers is that when working with posthuman change in empirical educational research, change becomes highlighted as a methodological endeavour while simultaneously being engaged with as processes of transformations in the educational practice. What is specifically emphasized is that through posthuman conceptions, change is not something out there to be found, but an emergent phenomenon that unfolds as we explore it.
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| 3. |
- Brinjikji, Waleed, et al.
(author)
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Endotheliitis and cytokine storm as a mechanism of clot formation in COVID-19 ischemic stroke patients: A histopathologic study of retrieved clots.
- 2023
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In: Interventional neuroradiology : journal of peritherapeutic neuroradiology, surgical procedures and related neurosciences. - 2385-2011.
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Journal article (peer-reviewed)abstract
- Studies during the COVID-19 pandemic have demonstrated an association between COVID-19 virus infection and the development of acute ischemic stroke, particularly large vessel occlusion (LVO). Studying the characteristics and immunohistochemistry of retrieved stroke emboli during mechanical thrombectomy for LVO may offer insights into the pathogenesis of LVO in COVID-19 patients. We examined retrieved COVID-19 emboli from the STRIP, EXCELLENT, and RESTORE registries and compared their characteristics to a control group.We identified COVID-positive LVO patients from the STRIP, RESTORE, and EXCELLENT studies who underwent mechanical thrombectomy. These patients were matched to a control group controlling for stroke etiology based on Trial of Org 10172 in Acute Stroke Treatment criteria. All clots were stained with Martius Scarlet Blue (MSB) along with immunohistochemistry for interleukin-6 (IL-6), C-reactive protein (CRP), von Willebrand factor (vWF), CD66b, fibrinogen, and citrullinated Histone H3. Clot composition was compared between groups.Nineteen COVID-19-positive patients and 38 controls were included. COVID-19-positive patients had a significantly higher percentage of CRP and vWF. There was no difference in IL-6, fibrin, CD66b, or citrullinated Histone H3 between groups. Based on MSB staining, there was no statistically significant difference regarding the percentage of red blood cells, white blood cells, fibrin, and platelets.Our study found higher concentrations of CRP and vWF in retrieved clots of COVID-19-positive stroke patients compared to COVID-19-negative controls. These findings support the potential role of systemic inflammation as indicated by elevated CRP and endothelial injury as indicated by elevated vWF as precipitating factors in thrombus development in these patients.
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| 4. |
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| 5. |
- Ceder, Simon
(author)
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Cutting Through Water : Towards a Posthuman Theory of Educational Relationality
- 2016
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Doctoral thesis (other academic/artistic)abstract
- Based on an ongoing debate—academic as well as public—regarding the roles of the teacher and the student in education, this thesis explores educational relations within the field of philosophy of education. After critically examining intersubjective approaches to theories of educational relations, I localize anthropocentrism and subject-centrism (teacher/student) as two problematic aspects of the aforementioned approaches. These aspects are deeply connected with various humanistic ideas. Instead, I turn to posthuman philosophy and more specifically, I propose post-anthropocentrism and intra-relationality as a theoretical framework. Diffraction is hereby suggested as an appropriate posthuman methodology that reads texts and memory stories relationally in order to develop new ideas. The theory and methodology used are mainly inspired by posthuman feminist philosophers Karen Barad and Donna Haraway.The main contribution of the thesis is introducing and developing a posthuman theory of educational relations, which is called educational relationality. The main analysis is executed through a diffractive reading of intersubjective theories on educational relations and posthuman philosophy, resulting in five co-concepts. The first co-concept developed is impermanence, which means that educational relationality and the world are constantly in movement. Uniqueness-as-relationality proposes that uniqueness appears relationally, rather than connected to a single human subject. Proximity describes the closeness of relationality, which is ethical, material, and sensible. Edu-activity is where education is located according to educational relationality. Finally, intelligibility is suggested as a posthuman approach to learning. The co-concepts conceptualize the theory of educational relationality. I ground these concepts with two educational examples, literacy dogs and augmented reality technology, which are read through the co-concepts and additional posthuman philosophy. The analysis provided through these examples demonstrates the potential of using the proposed theory and its co-concepts in everyday practices, even when nonhumans are a part of the educational relation.
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| 6. |
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| 7. |
- Ceder, Simon
(author)
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Etik och jämlikhet. En diskussion om den pedagogiska relationens villkor utifrån Emmanuel Levinas filosofi
- 2014
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In: Utbildning & Demokrati: Tidskrift för didaktik och utbildningspolitik. - 1102-6472. ; 23:2, s. 93-107
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Journal article (peer-reviewed)abstract
- This article discusses ethics and equality using the philosophy of Emmanuel Levinas within the field of educational relations. Levinas usually focuses on ethics, but in this article I also discuss his parallel political dimension which makes equality possible. Levinas’ argument of infinite asymmetrical positions is used in an expanded sense to also include infinite individuals. This leads to a view of the educational relation as consisting of un-categorisable, infinite individuals independent of limiting and predetermined categories or roles. This argument also sets the stage for a view of equality in educational relations based on difference instead of same- ness. Finally, the article argues for the possibility to use the theoretical considerations of Levinas’ ethical and political dimension to suggest a broader view on educational relations.
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| 8. |
- Ceder, Simon, et al.
(author)
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Exploring ‘Affirmative Iterations’ : A Participatory Approach to Researching Educational Practices
- 2024
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Conference paper (peer-reviewed)abstract
- This paper introduces the concept of ‘affirmative iterations’ as an approach that integrates the realms of educational practices and participatory research. Drawing inspiration from action research’s iterative nature, researcher-practitioners engage in a series of cyclical-sequential interventions (Casey & Coghlan, 2021) that are both educational and research-based. Additionally, we draw on affect theory’s affirmative stance in performing critique (Staunes 2016). Each educational iteration (i.e. lesson/workshop/seminar) is critically engaged with in an affirmative way, through acritical and careful sensibility (Gunnarsson 2018; 2022), building on what works andhow the situated practice can be developed (cf. Wessels 2022). In this way, affirmative iterations offer a productive framework for planning and executing educational practices through an organic evolution while simultaneously researching these practices.This paper explores how affirmative iterations can deepen our understanding of the participatory aspects in three distinct educational practices. The first case study delves into the planning and execution of a series of playful art education ‘walk-shops’. In the second case, ‘dendro educational seminars’ are organized, exploring how craft teachers can develop their approach to wood as a material. The third example highlights a collaborative teaching unit in creative dance in physical education teacher education (Engdahl et al. 2022).These examples demonstrate how each workshop, seminar, or lesson in the series naturally evolves from its predecessor. Researcher-educators collaborate closely with participants, fostering a shared sense of agency and collaboration. This approach aligns with the principles of co-creation and participatory research, enabling practitioners to adapt and innovate in response to the specific needs of the community or participants.
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| 9. |
- Ceder, Simon, Dr
(author)
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Giant's Kettles and Arctic Childhoods
- 2019
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In: Social, Material and Political Constructs of Arctic Childhoods. - New York : Springer. - 9789811331619 ; , s. 35-47
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Book chapter (peer-reviewed)
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| 10. |
- Ceder, Simon, Dr, et al.
(author)
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Kunskapssyn
- 2021
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In: Sexualitet och relationer. - Lund : Studentlitteratur AB. - 9789144151403
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Book chapter (other academic/artistic)
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