Susanne Kreitz-Sandberg


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Works at Department of Education
Telephone 08-120 763 43
Visiting address Frescativägen 54
Postal address Institutionen för pedagogik och didaktik 106 91 Stockholm

About me

Susanne Kreitz-Sandberg is Associate Professor in International and Comparative Education, a field she has been working in since the 1990’s.

Susanne has engaged into research and teaching in universities and research institutions in Germany, Japan and Sweden. Context knowledge is an important tool for understanding and critically evaluating how education systems and pedagogical processes develop in relation to social conditions. That’s why Susanne has conducted many of her international comparative studies in Sweden, Germany and Japan. In each of these countries she has lived, studied and worked for over a decade.


Susanne Kreitz-Sandberg has a broad experience of university teaching and education administration. As a senior lecturer, she has been teaching on all levels of higher education, from introductory courses and MA-courses to PhD-studies. Presently she is mainly teaching in the Master’s Programme for International and Comparative Education. She is also teaching a course on Education in Multicultural Society.

Susanne teaches the course “Hypothesis, Action and Design” (together with Max Scheja and Marianne Teräs) for PhD-students. She had the privilege to be a co-advisor for Anette Nord’s Ph.D. study on teaching CPR-training in secondary school (PhD 2017 at Linköping University) and is main advisor for Maria Sparf and her study on Programing in Science Centers. Here at IPD she is engaged into PhD supervision of Carlos Adrian Reyes Sarmiento (together Meeri Hellstén and Gustav Lymer).

Susanne Kreitz-Sandberg was earlier director of studies for the Master’s Programme in Pedagogical Practices, Outdoor Education and Special Needs Education at the University of Linköping where she gathered well-grounded experience with university administration (2009-2017). At Linköping she also worked as a gender lecturer (2008-2017; see Swedish version of my presentation).


Susanne Kreitz-Sandberg’s major research foci are in the field of comparative education as well as in the context of gender and education (e.g. Kreitz-Sandberg, 2013, 2015, 2016) and she has applied a broad range of methodological approaches, both quantitative and qualitative in her international and comparative research.

Selection of research projects and selected publications:

  • Gender inclusion in higher education
  • Multi-professional collaboration in schools
  • Youth in comparative perspectives
  • Mathematics teaching in Japanese primary schools
  • Other recent or former publications


A selection from Stockholm University publication database
  • 2019. Susanne Kreitz-Sandberg. Gender – Diversity – Intersectionality, 175-190

    The purpose of this paper is to discuss possibilities for working systematically with gender inclusion in adult education. The paper describes programme development in a Swedish folk-high-school teacher-education programme. The paper investigates how gender inclusion can be part of adult education and especially teacher training for educators in this field. As an example, the paper investigates a folk-highschoolteacher-education programme at a Swedish university where norm-critical perspectives are being introduced into university teaching. This is a relevant field for the European Society for Research on the Education of Adults (ESREA) and, specifically, the Network on Gender and Adult Learning as it touches on gender in adult educationand on how we can train adult educators in higher education with regards to gender and diversity.

  • 2018. Susanne Kreitz-Sandberg.

    This presentation will conceptualise on the issue of sustainability more generally and particularly in relation to its social role for providing equity in and through education. The paper frames the discussion within the UN Sustainable Development Goals and their accomplishment in and for educational practice. The purpose is to explore how teacher education can address the role of equity and equality in educational institutions in the context of social sustainable pedagogical processes.

    The paper takes an international comparative perspective and presents some Swedish cases in the light of Nordic discussions gender and equity in the field of education and it will specifically touch on the role teacher education can play in this context. Equity, diversity and equality are framed in an intersectional perspective, where gender is understood within the scope of other parameters of inequality as ethnicity, sexual identity, which are also important dimensions of identity.

    The paper will analyse specific examples that will be chosen from three teacher education programmes in Sweden, one for pre-school teachers, one for teachers in leisure time centres and one for teachers in adult education. The study builds on ethnographic observations and document analyses of programme curriculums, course of studies, study guidelines and other documents at a Swedish university. These cases are being discussed in the light of other Nordic studies and in with inspirations from a norm-critical theoretical perspective.

    The results can elucidate that working with gender and equity can be organised systematically within programme studies at university. The results are re-examined in relation to their importance for building social sustainable structures in institutions for education within the education system.

  • 2018. Susanne Kreitz-Sandberg, Maja Johansson Gaimer.
Show all publications by Susanne Kreitz-Sandberg at Stockholm University

Last updated: April 1, 2019

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