Writing Series C

Writing Series C contains academic texts such as books, articles, reports and essays. Here, we include contributions from the members of the group from different contexts – contributions that have relevance for the current work within the Research Group INTRA, and texts that we refer to in our work.

Content

Bosse Bergstedt

Per Apelmo

Hannes Lundkvist

Bosse Bergstedt

Bosse Bergstedt is a professor in pedagogy at Østfold University College. He has a wide interest of research and has during the recent yerars worked with the development of an onto-analysis, by which he studies philosophical and pedagogical phenomena. The interest for posthumanism and new materialism has brought him to projects about transcorporeal pedagogy with a special focus on expressive art and sustainable development. Bergstedt is scientific leader for the networks Posthumanism and new materialism and Post-approaches to Education.

Mail bosse.bergstedt@hiof.no

2008

C1:1

Kunskapen och språket. Om pedagogiken, texten och hjärnan
(trans. The Knowledge and the Language. About the Pedagogy, the Text and the Brain)

(with Anna Herbert). Stockholm: Liber, 2008.

Abstract

This book is only available in Swedish. In it, we focuses on language and knowledge. The aim of the book is to examine the relationship between language and knowledge (conscious and unconscious) and to connect this relationship to the theories and perspectives of pedagogical research. We do this by illuminating several questions. What is knowledge? What meaning does the language have when we create knowledge? Is there both conscious and unconscious knowledge? Are we able to reach unconscious knowledge with the aid of language? Which research perspectives are especially suitable if you are to work with language and knowledge?

UP


2010

C1:2

Are the theoretical underpinnings and structure of the traditional monography conducive to the postmodern thesis?

(med Anna Herbert) i Nordic Studies in Education 04/2010, vol 30.

Abstract

In this article we argue that there are several similarities between the process of Bildung and the process of producing a modern monography. A short historical summary of Bildung and hermeneutics is given, followed by a discussion concerning the positioning and conceptualization of the individual within the process of Bildung, which is then criticized from a poststructuralist perspective, so as to suggest how the modern monography might be developed to include an alternative view. Here, knowledge is seen to arise from the interaction of both conscious and unconscious processes, implying the necessity for a different type of research which takes into account ruptures, gaps, inconsistencies and irregularities, as opposed to looking for meaning, unity and consistencies. Presenting examples of postmodern monographies, we argue that the
modern thesis needs to expand and/or change to allow for these new modes of research
to develop.

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2015

C1:3

Visions unite through the concept of democracy: The school and the Popular Adult Education.

(med Lotta Johansson) Scandinavian Journal of Educational Research, Vol. 59, Nr. 1, 2015, s. 42-57.

Abstract

Taking departure in the concept of democracy, this article aims to show how the Popular Adult Education influenced the content of the established school system. During the 19th century, this movement was formed by its resistance towards the state, putting values related to democracy on the agenda. The Popular Adult Education and the established school are studied through their relation to democracy, based on curricula, visionary and political steering documents. In accordance to the conceptual history’s key concepts collective singular, space of experience and horizon of expectation, democracy is discussed and analyzed. The study shows how the Popular Adult Education and the established school, which had different spaces of experience with references to separate traditions, gradually accommodated through a common horizon of expectation about the importance of democracy. When this coalescence appeared, an administrative shift could be identified and the Popular Adult Education became partly unarmed.

UP


C1:4

Interkulturella perspektiv. Pedagogik i mångkulturella lärandemiljöer
(transl. Intercultural Perspectives. Pedagogy in Multicultural Learning Environments)

(edited with Hans Lorentz). Lund: Studentlitteratur, 2016.

Abstract

This book is only available in Swedish. Within education and pedagogy, intercultural questions is increasingly important. How do we approach multiculturality? How do we handle differences and similarities of different sorts? In this completely revised second edition of Intercultural perspectives, new theoretical perspectives as well as current research results is presented. The authors describe and analyze how we construct similarities and differences, how we are able to develop an ability to learn from the foreign that exists both in ourselves and in the Other. Intercultural perspectives are simply necessary for us to be able to understand and approach our own globalized and multicultural world of today, in pedagogical contexts. Intercultural perspectives is thought of as course literature at teacher educations as well as within other pedagogical educations at universities. It is also suitable as literature in further training of teachers, educators and school leaders, and it addresses everyone that is interested of postmodern pedagogical questions in multicultural learning environments.

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C1:5

Språk men inga ord: en oriktad rörelse som breder ut sig åt alla håll
(transl. An Aimless Movement that Extends in all Directions).

I: Gränsløs. Tidskrift för studier av Öresundsregionens historia, kultur och samhällsliv., Vol. 7, 12.2016, s. 95-104.).

Abstract

This article is only available in Swedish. Our time is characterized by an endeavor for development and growth, which has resulted in that the human being has put itself in the center, as the actor that ensures that movement and change is created. What happens in us if we instead think that movement exists before us as human beings, and that it is something that we continuously interact with. In this article, we will explore what happens when we discover that type of aimless movement. What is clear, is that if we succeed in touching and be touched by an aimless movement, other paths to create knowledge is opened up. A knowledge that searches beyond the boundaries that are established today, by human beings as well as nations and cultures.

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C1:6

Posthumanistisk pedagogik. Teori, undervisning och forskningspraktik. ”Inbjudan till posthumanistisk pedagogik”
(transl. Posthuman Pedagogy. Theory, Teaching and Research Practice)

(edited and author of the chapter ”An Invitation to Posthuman Pedagogy”). Malmö: Gleerups, 2017.

Abstract

This book is only available in Swedish. The posthuman pedagogy challenges us to produce new realities wherein the human being doesn’t any longer but itself in the center. Body, matter, animals and nature becomes active participants when knowledge emerges. This enables us to see learning and knowledge in a new and different way. Instead of focusing on borders, the posthuman pedagogy shows how productive it could be to follow aimless and asymmetrical movements in unpredictable and uncontrollable directions. This isn’t about any complete, flawless or perfect practice, but about an openness for many different stories and doings. The book provides different entries to posthuman pedagogy, such as philosophy, ethics, feminism, poetry, visual knowledge and documentation, but also book dogs, school books, pencil cases, computer screens, assembled animals and ultrasound images. Theory and practice is entangled in a way that makes the book an inspiring introduction to the possibilities of posthumanism and pedagogy.

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C1:7

När interkulturella perspektiv möter religionsdidaktikens utmaningar
(transl. When Intercultural Perspectives Encounters the Challenges of Religion Didactics)

(with Hans Lorentz). Chapter of Interkulturell religionsdidaktik, edited by Olof Franke and Peder Thalén. Lund: Studentlitteratur, 2018.

Abstract

This chapter is only available in Swedish. It aims at mediating the necessity of pedagogic work in today’s school, from the stance of intercultural perspectives. At the same period of time as the idea of Sweden as a welfare state was a widely spread notion, the government began to explain, at different occasions, that we have lived in a multicultural society since the 1980’s. This meant, among other things, that the Swedish school was forced to adopt to the mixture of pupils and their level of knowledge. Now, multilingual and multicultural pupils where mentioned. At the same time, researchers of pedagogy began to write about a pedagogy that must be intercultural, if we are able to educate every pupil in a school that aims at being equal for everyone. As a teacher, to be able to work interculturally, it is important to understand cultural encounters and the notion of interculturality. Further, the development within the intercultural pedagogical research is briefly accounted for. Lastly, some questions and reflections about the role of religion in today’s multicultural school are asked.

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Per Apelmo

Per Apelmo, social worker, graduated EXA-therapist, certified psychotherapist, doctoral student at the Institute of Social Work, University of Gothenburg. After more than 30 years of experiense, working with EXA in relation to a maltitude of groups, he as of today works as a consultant with EXA as a tool, in both psychotherapeutic- as well as educational and consultative contexts. Board member of SRUK.

Webbsite  apelmointermodal.se Mail per@apelmointermodal.se

C2:1

EXA; Expressive Arts – Uttryckande Konst.

Tillämpning i skola och socialtjänst – teoretiska perspektiv och exempel

(transl. EXA; Expressive Arts.

Implementation in School and Social Service – Theoretical Perspectives and Examples).

Apelmo P (2003/2008 second revised edition/2009). Eskilstuna: Utvecklingsarbetet Fristadsbarn, Fas 2 rapport nr 4, Eskilstuna Kommun. Lunds Universitet, Pedagogiska Rapporter, (2009).

Introduction

This report is only available in Swedish. Here, EXA is presented from the perspective of the understanding that was developed in the development project that conducted in Eskilstuna Municipality. A theoretical and philosophical understanding and a way of observing and approaching the method of EXA is presented. Further, several examples of implementation, collected from elementary school and social services are also presented.

UP


C2:2

Utvecklingsarbetet Fristadsbarn.

Avslutande rapport 2004

(transl. The Development Work Fristadsbarn.

Closing Report 2004).

(with L. Larsson and C. Gudmundsson). Eskilstuna: Utvecklingsarbetet Fristadsbarn, Fas 2 rapport nr6, Eskilstuna kommun.

Introduction

This report is only available in Swedish. In it, four years of development work aimed towards children in need of special support and stimulus at the age of 7–12 years old, is summarized. The work was conducted at two ordinary elementary schools as well as at a resource school in Eskilstuna Municipality. We present at description of the background of the work and its organization as well as how the work was imbedded, via the schools, with the parents and the children. The scientific reference group, with participants from three Nordic countries, and the local reference group, is presented, as well as a summarization of the independent evaluation that was conducted. Children and parents were interviewed before, during and after the conclusion of the work. In the report, commentaries from the teachers and the parents are presented together with concrete examples of the implementation of the work.

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C2:3

Utvecklingsarbetet Fristadsbarn.

Teoretiska reflektioner. Bidrag från vetenskaplig referensgrupp och sakkunniga

(transl. The Development Work Fristadsbarn.

Theoretical Reflections. Contributions from Scientific Reference Group and Experts)

Apelmo P (editor) (2004). Eskilstuna: Utvecklingsarbetet Fristadsbarn, Fas 2 rapport nr 3, Eskilstuna Kommun.

Introduction

This report is only available in Swedish. The development work Fristadsbarn is presented briefly. The material consists of commentaries from some of the participants of the scientific reference group of the work:
Karin Edhammar connects the work to the UN Convents of the Rights of the Child.
Bosse Bergstedt focuses on “the living word” and the pedagogy that is implemented – and gives a historical context of it.
Per Apelmo provides a complete process description of 52 encounters in total with one of the children.
Töres Theorell discusses the role of the research and the culture in a societal perspective.
Ilona Antal Lundström problematizes and situates Fristadsbarn in an aesthetic-pedagogic-philosophic perspective, to land in “The radical aesthetics and its pedagogical consequences”.
Hans-Edvard Roos places the work in a discussion about “Aesthetic-expressive action as communicative rationality”, primarily from the reasoning of Habermas.

UP


C2:4

Utvärdering Fristadsbarn (transl. Evaluation Fristadsbarn)

Per Apelmo (red)

Introduction

This report is only available in Swedish. In this material, the complete independent evaluation made by Lotta Engström and Cecilia Kallenberg is presented. The scientific leader was Ann-Charlott Smedler. Both of the writes: “The development work Fristadsbarn in Eskilstuna is a part of the transformative work of the school, to cater for individual pupils needs. The work has been implemented since the autumn 2000. As a step in the follow-up of Fristadsbarn, we have met the adults that in different ways have been present around the children participating in the groups. We have previously, during the years, met the children in question, and have interviewed them about friendships and their views of themselves in relation to different aspects. This material has been used for evaluation and is presented in Slutrapport Utvecklignsarbetet Fristadsbarn, Eskilstuna kommun, 2002 (Final Report Development Work Fristadsbarn, Eskilstuna Municipality, 2002). In the report, the children’s answers on our questions about how they had perceived and felt about participating in Fristadsbarn is presented. We, Lotta Engström and Cecilia Kallenberg, are both legitimized psychologists with several years of experience working with children and youths.

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C2:5

Den ickeverbala kommunikationens betydelse.

Kommunikation av kroppsligt förankrad erfarenhet

(transl. The Significance of Non-Verbal Communication.

Apelmo P (2008). Bodily Imbedded Experience) (Bachelor’s Thesis). Umeå: Umeå Universitet.

Introduction

This thesis is only available in Swedish. “The Significance of Non-Verbal Communication. Communicating Bodily Imbedded Experience” is a case study with qualitative method where the “Story about K” is at the center of attention. The empirical work is imbedded in a philosophical and theoretical perspective, anchored in research about play primarily. Several years of experience working with Expressive Arts in educational-, social pedagogical- and psychotherapeutic contexts, constitutes the background of the study. The work is an analysis of the process-oriented work presented as a whole in C2:3.


UP

C2:6

Rubrik: Pedagogisk praxis

– En pedagogic för social sammanhang
(transl.

Pedagogical Practice

– A Pedagogy for Social Contexts ), 2015.

Per Apelmo

Introduction

This manuscript is only available in Swedish. During the years that have passed, the role of playing, and its significance has become increasingly the focus of my attention. Therefore, I started there. This is about the play, the role of the play, how playing is emerging, and about how a foundational approach concerning playing and children also has a validity for adults. I want to claim the outstanding significance of the play in understanding how we “become”, enters-, grow into-, and matures in life, with all of its different contextual, relational, emotional, physiological, knowledge-acquisitioning and consciousness-creating aspects. Playing offers a foundational form and structure for the development of the human being, on all levels. Research on play, therefore, gives a foundation for the understanding of how human development is able to be stimulated also during the adolescence, for young adults as well as for adults in mature age and persons in the age of retirement. This text gives several examples of implementations of aesthetic forms of expressions in numerous different contexts. The text is self-published here with Apelmo Intermodal AB.

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Hannes Lundkvist

Hannes Lundkvist is a certified teacher of Swedish and Swedish as a second language and works from the autumn of 2021 as a teacher at the folk high school Gyllenhuset in Gothenburg. He has previously mainly taught Swedish as a second language for youth refugees and has several years of experience working with Expressive Arts.

Mail hanneslundkvist@hotmail.com


C3:1

Möjligheter för ett radikalt demokratiskt svenskämne.

En dekonstruktion av svenskämnets didaktiska utgångspunkt

(transl. Opportunities for Swedish as a Radical Democratic School Subject.

A Deconstruction of the Didactic Starting Point of Swedish in Schools).

Article in Litteratur och Språk Nr 11 (2016), Mälardalen University.

Abstract

This article is only available in Swedish. In the article “Opportunities for Swedish as a Radical Democratic School Subject” the understanding and the usage of the notion of democracy within the Swedish school system is problematized. The text uses the ideas of the philosopher Jacques Rancière on what democracy and equality is, and it examines how we could understand the democratic assignment of the school as well as the school subject Swedish, from this perspective.


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