Marie Hållander

Marie Hållander


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Works at Department of Humanities and Social Sciences Education
Telephone 08-120 766 59
Visiting address Svante Arrhenius väg 20 A, plan 3,4,5
Room P 303
Postal address Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik 106 91 Stockholm

About me

I am a resarcher in philosophy of education and defended my PhD thesis Det omöjliga vittnandet: om vittnesmålets pedagogiska möjligheter (The Impossibile Witnessing : On the Pedagogical Possibilities of Testimony) in 2016, published by Eskaton (2017). I teach within different parts of the teacher education at the Department of Humanities and Social Sciences Education. I am also the writer of the poetic novel Tjänster i hemmet (2013, Kabusa Böcker)



”Graduate Student Travel Awards” , for the paper "Relational Witnessing: On Translation and Pedagogical Transformation" at American Educational Research Association (AERA), Washington DC, 2016.


A selection from Stockholm University publication database
  • 2017. Marie Hållander, Claudia Schumann. Studier i Pædagogisk Filosofi 6 (1), 1-4

    The idea for this special issue developed during one of the yearly meetings of the Nordic Educational Research Association (NERA). A group of younger researchers interested in feminist and queer philosophical perspectives on education had gathered between the official network meetings and discussed the organizational division between a more narrowly defined philosophy of education, on the one hand, within the network of The Nordic Society for Philosophy of Education and on the other hand feminist philosophical perspectives within the networks Gender and Education and Post-approaches to education.

  • 2017. Marie Hållander. Studier i Pædagogisk Filosofi 6 (1), 69-82

    This article considers the common and shared world in teaching, by reference to the concept of profanation in relation to biopolitics. “To profane”, means to treat something (or someone) as worldly and as something “that can be played with”. The act of profanation has implications for how objects that are “put on the table” can be regarded in teaching and how these “objects” can become public goods. But what happens when things that are used in teaching are representations of social injustice and suffering? This article will give a critique of the idea of profanation, specifically discussing when teaching deals with social injustice and representations of suffering.

  • 2017. Marie Hållander.

    Kan en undervisning byggd på vittnesmål som vittnar om historiska sår bidra till att rätta det orätta? Det omöjliga vittnandet undersöker vad det finns för pedagogiska möjligheter i vittnandet och i vittnesmålet genom en filosofisk utredning av olika aspekter, närmare bestämt representation, subjektivitet och känslor. Det är en filosofisk studie som utgår från Giorgio Agamben, men också från The Latina Feminist Group, Gayatri Chakravorty Spivak, Sara Ahmed och Eduardo Glissant.

    Vad har vittnesmålet för pedagogiska möjligheter att förändra nuet? På vilket sätt kan vittnandet möjliggöra processer av subjektivitet? Vad kan känslorna göra i mötet med vittnesmål?

    Det omöjliga vittnandet är en omarbetad version, med samma namn, av Hållanders avhandling i pedagogik (2016).

  • 2015. Marie Hållander. Ethics and Education 10 (2), 175-185

    How can the use of testimonies, as representations of suffering, be understood in education? What kind of potential can the use of testimonies have for pedagogical transformation? In this article, drawing on Mollenhauer and Sontag, I discuss the problem of representation as selection in education as it is easier to opt out of that which is difficult to face, to describe and to understand. As an alternative, I see what happens if representations of suffering are related to voices and remnants from the past, drawing on Agamben, and as something that stands between what is possible to say and what is impossible to say, in any language. The article also draws on Spivak's theory of a representational idea based on literary reading, hacking and suturing, which urges 'us' to regard testimonies as relational and to listen to different voices from the past and to make room for them within our own language.

  • 2015. Rebecca Adami, Marie Hållander. Journal of Philosophy of Education 49 (1), 1-13

    In this article, we explore the role of film in educational settings and argue that testimony and narrative are dependent upon each other for developing ethical judgments. We use the film 12 Angry Men to enhance our thesis that the emotional response that sometimes is intended in using film as testimonies in classrooms requires a specific listening; a listening that puts pupils at risk when they relate testimonies to their own life narratives. The article raises the importance of listening in training narrative ethos in relation to violence witnessed in film. The article contributes by enhancing an understanding of a relational dimension to testimony and narrative, which, in an Arendtian sense, is also put forward as a political relation.

Show all publications by Marie Hållander at Stockholm University

Last updated: October 2, 2018

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