Böcker

  • Adami, R. (2019). Women and the Universal Declaration of Human Rights. New York: Routledge.
  • Christophe, Barbara, Peter Gautschi & Robert Thorp (2019) (Eds.). Teaching the Cold War: International Perspectives on Memory Practices in Educational Media and in the Classroom, London: Palgrave Macmillan.
  • Johansson, Viktor (2019). Literature and Philosophical Play in Early Childhood Education: A Humanities Based Approach to Research and Practice (London: Routledge).
  • Johansson, Viktor (2019). Filosofi i tidig barndom: Omedelbarhetens pedagogik (Malmö: Gleerups)

Special issues

  • Schumann, Claudia and Johansson, Viktor (2019). Introduction: Bildung, self-cultivation, and the challenge of democracy: Ralph Waldo Emerson as a philosopher of education. Educational Philosophy and Theory 51:5, pp. 474-477.
  • Roth, K. & Formosa, P. (Eds.) (2019) ‘Kant on Education and Evil – perfecting human beings with an innate propensity to radical evil’, Educational Philosophy and Theory. 51(13). Följande personer medverkar: Paul Formosa, Jeanine Greenberg, Robert Louden, Kate Moran, Pablo Muchnik, G. Felicitas Munzel, Klas Roth, och Allen W. Wood.
  • Rönnström, N. & Roth, K. (Eds.) (2019) ’Cosmopolitanism and the need for re-imagining society and education, Knowledge Cultures. 7(3). Följande personer medverkar: Rebecca Adami, Tomas Englund, Viktor Johansson, Klas Roth, och Niclas Rönnström.

Artiklar (peer-review – tidskrifter och böcker)

  • Adami, R. (2019). “Morality without Rights? The Empty Space in Cosmopolitan Education”, Knowledge Cultures, Vol 7, Issue 3, pp. 75-86.
  • Adami, R. (2018). “In A Man’s Words – the politics of female representation in the Public”, Studier i Pedagogisk Filosofi, Vol 6, Issue 1, pp.56-68
  • Adami, R. (2018). “Intersectional dialogue – analyzing power in the reaching of a Universal Declaration of Human Rights in 1948 on conflicting grounds”, Journal of Human Rights, Vol 17, Issue 3, pp.357-366.
  • Adami, R. (2018). “The Critical Potential of Using Counter Narratives in Human Rights Education”, in Michalinos Zembylas & Andre Keet (Eds.) Critical Human Rights, Citizenship, and Democracy Education: Entanglements and Regenerations, Bloomsbury, Chap.5
  • Bengtsson, A. (2018) Re-thinking social justice, equality and emancipation: an invitation to attentive career guidance. In T. Hooley, R. Sultana & R. Thomsen (Eds.) Career Guidance for Social Justice: Contesting Neoliberalism, London: Routledge.
  • Christophe, Barbara & Thorp, Robert. (2019) “Teachers’ memories and the Cold War,” in Christophe, Gautschi & Thorp (Eds.), Teaching the Cold War: International Perspectives on Memory Practices in Educational Media and in the Classroom, London: Palgrave Macmillan.
  • Johansson, Viktor (2019). Cosmopolitanism and the Pedagogy of Immediacy: Preparing Teachers for the Philosophical Life of Early Childhood. Knowledge Cultures 8(1)
  • Johansson, Viktor & Gibbons, Andrew (2019). The Unimaginable Future and Teaching. Beijing Review of Education.Johansson, Viktor (2018 december). Fiction and learning realities after postmodernism Educational Philosophy and Theory, 50:14, pp. 1517-1518.
  • Gautschi, Peter, Christophe, Barbara & Thorp, Robert. “Memory practices in the classroom” in Christophe, Gautschi & Thorp (Eds.), Teaching the Cold War: International Perspectives on Memory Practices in Educational Media and in the Classroom, London: Palgrave Macmillan, 2019.
  • Gunnarsson, Karin (2019) In the Middle of Things: Encountering questions about Equality in Social Studies Education. Gender & Education. DOI:  10.1080/09540253.2019.1583321
  • Gunnarsson, Karin (2019) Att samhandla med manualer: föränderliga deltagare i skolors hälsofrämjande arbete. Pedagogisk forskning i Sverige, Vol. 25, No. 1.
  • Gunnarsson, Karin (2018) Med rörelse och engagemang: en sociomateriell hållning till praktiknära forskning. Utbildning och lärande, Vol. 12, No. 1.
  • Gunnarsson, Karin (2018) Potentiality for change? Revisiting an action research project with a sociomaterial approach. Educational Action Research, No. 26, Vol. 5, p. 666-681.
  • Gunnarsson, Karin (2018) Responding with care: a careful critical approach within educational health promotion. Reconceptualizing Educational Research Methodology, No. 9, Vol. 1, p. 17-28.
  • Gunnarsson, Karin & Hohti, Riikka (2018) Editorial: Why affirmative critique? Reconceptualizing Educational Research Methodology, No. 9, Vol. 1, p. 1-5.
  • Ceder, Simon & Gunnarsson, Karin (2018) Som en hand på axeln: beröring som posthumanistiskt feministiskt fenomen. Studier i Pædagogisk Filosofi, No. 6, Vol. 1, pp. 5-24.
  • Matta, C. (2019). Qualitative Research Methods and Evidential Reasoning. Philosophy of the Social Sciences, 49(5), 385-412.
  • Nilsson, T (2019) “The role of handwriting Instruction in Writers’ Education”, British Journal of Educational Studies, BJES-02-19-0007-S1.R1
  • Roth, K. (2019) ‘Critical thinking versus moral perfection as the educational aim’, in Niclas Rönnström, N & Roth, K. (2019) (Eds.) “Cosmopolitanism and the need for re-imagining society and education”, Knowledge Cultures, 7(3): 21-37 (17 sidor)
  • Roth, K. & Formosa, P. (2019) ‘Introduction: Kant on Education and Evil – Perfecting Human Beings with an Innate Propensity to Evil’, Educational Philosophy and Theory, 51(13):1304-1307 (4 sidor)
  • Roth, K. (2019) ‘Kant on the endless struggle against evil in the pursuit of moral perfection and the promotion of the happiness of others – Challenges for education’, in Roth, K. & Formosa, P. (Eds.) “Kant on Education and Evil – perfecting human beings with an innate propensity to radical evil”, Educational Philosophy and Theory, 51(13): 1372-1380 (9 sidor)
  • Roth, K. (2018) ‘Terror and the Role of Education – a Kantian response to a militant utopian critique of the prevailing culture of politics’, in Marianna Papastephanou (Ed.) “Terrorism and Education”, Knowledge Cultures, 6(3): 80-95 (15 sidor)
  • Roth, K. (2018) ‘Unifying ourselves as efficacious, autonomous and creative agents – Kant on moral education as a process without fixed ends’, in Paul Smeyers (red.) International handbook of Philosophy of Education, Section 1: Voices from the present and the past, Cham: Springer, s. 225-241 (17 sidor)
  • Rönnström, N. (2020) Educational cosmopolitanism: Education beyond nationalist and globalist imagination. In Strand, T. (Ed.) Rethinking Ethical Political Education. Springer Verlag. Forthcoming.
  • Rönnström, N. & Roth, K. (2019) ‘Introduction: Cosmopolitanism and the need for re-imagining society and education’, Knowledge Cultures, 7(3): 7-20 (14 sidor)
  • Rönnström, N. (2019) Educational Cosmopolitanism: Complex Capablities, Institutional Requirments and a Research Stance. Knowledge Cultures 8 (1). Special issue on cosmopolitanism and education. Doi. 10.22381/KC7320196
  • Rönnström, N. (2018) För vad ska skolan utbilda framtidens medborgare: nationen, marknaden eller världssamhällets närvaro? I Forssell, A. (ed.) Boken om pedagogerna 7 uppl. Liber.
  • Rönnström, N. (2018) Education and the Need for Critical Social Imagination. In Strand, T, Smith, R., Pirrie, A., Gregoriou, Z and Papastephanou, M. (2018) Philosophy as Interplay and Dialogue: Viewing landscapes within philosophy of education. Lit Verlag.
  • Schumann, C & Adami, R. (2018) “Feminism and Philosophy of Education”, in Warnick, Bryan, and Lynda Stone, (Eds.) Philosophy: Education. Macmillan Interdisciplinary Handbooks: Philosophy series. Farmington Hills, MI: Macmillan Reference USA/Gale, a Cengage Company, Chap.7
  • Schumann, C. (2018). Cosmopolitanism and Globalization in Education. In: Paul Smeyers (red.) International Handbook of Philosophy of Education, Volume 2, Cham: Springer, pp. 821-832.
  • Schumann, C., & Hållander, M. (2018). Shifting Feminist Politics in Education: Contemporary Philosophical Perspectives. Studier i Pædagogisk Filosofi, 6(1), pp. 1-4.
  • Schumann, C. (2018). On Happiness and Critique. From Bouquet V to ´Possible Elsewheres´. Studier i Pædagogisk Filosofi, 6(1), 83–96.
  • Schumann, C. (in print). What is called thinking in education?, in: Strand, T. et al. (eds.), Rethinking ethical-political education, Contemporary Philosophies and Theories of Education, Springer.
  • Thorp, Robert. (2019) “History didactical entanglements and the Cold War: A comparative study of the opening lessons on the Cold War in Sweden and Switzerland” in Christophe, Gautschi & Thorp (Eds.), Teaching the Cold War: International Perspectives on Memory Practices in Educational Media and in the Classroom, London: Palgrave Macmillan.

Forskningsrapport

  • Mickwitz, L & Bengtsson , A. (inskickad) Att bli ”svensk lärare” – En undersökning av Snabbspåret för nyanlända lärare och förskollärare. Forskningsrapport. IFAU: Uppsala.

Debatt

  • Roth, K. (2019) Det är dags att öppna upp tunnelseendet I skoldebatten, Skola och Samhälle, 25 mars

Bokreension

  • Roth, K. (2019) Om de eviga frågorna om vad skolan bör ägna sig åt, hur och varför – diskussionen lär fortsätta, Utbildning & Demokrati, (i tryck)

Övriga texter

  • Johansson, Viktor (2019). ”Kunskap – En existentiell utmaning”. Förskoletidningen, Nr 1, ss. 30-31.

Review

  • Lynsey Mitchell, Abertay University, UK har recenserat Rebecca Adamis bok “Making women human: uncovering the contribution of women to the Universal Declaration of Human Rights”. Recensionen är publicerad i Human Rights Education Review, (2019) 2(2), 84-86.