Elizabeth Adams Lyngbäck Docent
Kontakt
Namn och titel: Elizabeth Adams LyngbäckDocent
ORCID0000-0003-3450-9940 Länk till annan webbplats.
Arbetsplats: Specialpedagogiska institutionen Länk till annan webbplats.
Besöksadress Rum G1281Albanovägen 28
Postadress Specialpedagogiska institutionen106 91 Stockholm
Om mig
Elizabeth (Liz) Adams Lyngbäck, BA, MS, PhD
I am an associate professor in special education currently working as a researcher and lecturer at the Department of Special Education at Stockholm University. My research interests include Critical Disability Studies, Deaf Studies and Social Justice in Education. Issues concerning the role of language, identity and culture in views of disability and education figure in my current work as well as social science of health and illness in respects to hearing technologies.
The research projects in which I am currently engaged pose questions about the understandings of language and disability, justice and pedagogical relations in different social, cultural and historical contexts. An important aspect includes inquiry about the situation of members of Deaf communities and others' access to sign language in education settings. Issues of disability knowledges in development work, fieldwork on families in migratory spaces and lived experiences of disability as well as deafness include work in Sweden, USA, the Nordic countries, India and Bangladesh.
I hold the following degrees:
Ph. D in Education. My doctoral dissertation is entitled Experiences, networks and uncertainty: Parenting a child who uses a cochlear implant (2016).
Master of Science in Education- Health, Body and Culture from Stockholm University. Titel of master's thesis I Don't Feel Like Myself: Women's Accounts of Normality and Authenticity in the Field of Menstruation (2010) was conducted within the framework for the master's program Health, Body and Culture, a co-developed program with the departments of Education, Social Anthropology and Ethnology at Stockholm University.
Bachelor of Arts in Linguistics specializing in the Psychology of Second Language Learning from the University of Kentucky
Advanced Education Degree, Folk High School Teacher Education from Linköping University
1992-2012 I have worked as an adult educator in both study organizations and non-formal education. Before pursuing research interests and training I taught at Skarpnäcks folkhögskola in the subjects dealing with social psychology, language, social studies, health and neuropedagogics.
Supervision in thesis work in deaf education and special needs education
Intersectional Perspectives on Learning Environments and Social Complexity
My research interests circulate around lived experience of differentness between adults, children and youth in special education contexts. Transformative paradigms in education and the learning adults engage in in everyday life is in focus in my projects. From Critical Disability Studies perspectives I utilize theoretical frameworks and methodologies which center everyday life and the experiences of those who live their lives in minority positions. I work with ethnographic research methods. institutional ethnography and linguistic ethnography which draws on inter-disciplinarity to utilize the knowledge production in pedagogy, anthropology, sociology and philosophy in the study of meaning- making in social life.
I have a number of ongoing research projects focusing on adult education, disability, multilingualism, sign languages and social justice in education.
One project is from VR and aims to describe and scrutinize how migration is responded to by educational organizations in respect to compulsory school and compulsory school for students with intellectual disability (anpassad grundskola).
Another project, also funded by VR concerns alternative educational pathways for adult immigrant learners with disabilities and learning difficulties.
I am currently working on articles on teachers’ and students’ epistemic (in)justice in education, language policy, language rights, and deaf education in the Nordic countries. The coming year I will continue to center the perspectives of adult learners and educators in folk high schools and municipal adult education and their experiences of multilingualism in their educational journeys. Accessibility for students with disabilities of all ages is the foundation of investigations I conduct in order to explore the ethical dilemmas in educational encounters vital for contributing to teacher training programs.
2022- ongoing Deaf Education in the Nordic Countries
2024-2027: Reinterrogating Language Education in Adulthood through the Lens of Critical Sociolinguistics and Disability Studies (Christina Hedman, PI; with L. Adams Lyngbäck, E. Paul and J. Rosén). The Swedish Research Council [VR 2023-03391].
2023-2026. Children with Migration Background in Schools for Students with Intellectual Disability (with N. Bunar PI; L. Adams Lyngbäck and E. Paul). The Swedish Research Council [VR 59 965 630].
2022–2023: Visual Resources in Language Teaching for Adults (with J. Rosén PI; L. Adams Lyngbäck and E. Paul). The Swedish Institute for Educational Research [2021-00024].
Slettebakk Berge, S., Raanes, E. & Adams Lyngbäck, L. (2026). Linguistic care work in multimodal teaching practices with a student with deafblindness in a signing school environment. Nordisk välfärdsforskning/Nordic Welfare Research.
Paul, E., Adams Lyngbäck, L., Hedman, C., & Rosén, J. (2026). Transspråkande och epistemisk (o)rättvisa i språkundervisning för vuxna [Translanguaging and epistemic (in)justice in language education for adults]. Utbildning och lärande, 19(1), 33–52. https://doi.org/10.58714/ul.v19i1.24220
Maria (Mia) Larsdotter, Liz Adams Lyngbäck and Stefan Johansson. Discursive Discrimination: Ableism and Linguicism in Governmental Documentation – The Case of Swedish Sign Language. International Journal of Disability and Social Justice. 2025. Vol. 5(3):310-331. DOI: 10.13169/intljofdissocjus.5.3.0003
Paul, E., & Adams Lyngbäck, L. (2025). Språkligt omsorgsarbete i undervisning av hörselskadade, döva och dövblinda elever på sfi. I Rosén, J., Ljung Egeland, B., Norlund Shaswar, A., & Wedin, Å., Litteracitet i andraspråksundervisning för vuxna. Studentlitteratur AB.
Adams Lyngbäck, L., & Paul, E. (2025). Are you white enough to understand Swedish?: a raciolinguistic exploration in parent encounters in a non-formal educational terrain. Whiteness and Education, 10(1), 93-109.
Adams Lyngbäck, L., Paul, E., Hedman, C., & Rosén, J. (2025). “Marita is hard of hearing too. She understands more”: Linguistic care work among immigrant deaf and hard of hearing students and teachers. Journal of Critical Study of Communication and Disability, 3(1), 19–34. https://doi.org/10.48516/jcscd_2025vol3iss1.42
Hedman, C., Adams Lyngbäck, L., Paul, E., & Rosén, J. (2025). "And then what?": creating suspense in storytelling in accommodated language education for adults via a crip linguistics approach. Language and Education, 1–19. https://doi.org//10.1080/09500782.2025.2545916
Hedman, C., Adams Lyngbäck, L., Paul, E., & Rosén, J. (2025). Ethics in aesthetic space: representing ethical-affective relations. Scandinavian Journal of Educational Research, 1–13. https://doi.org/10.1080/00313831.2025.2459407
Thoutenhoofd, E. D., Adams Lyngbäck, L., & Lindahl, C. (2025). Education that lacks access to deaf experience: odd situations in Sweden. Nordic Journal of Studies in Educational Policy, 11(1), 59-70.
Marx, N., Adams Lyngbäck, L., Crowe, K., & Holmström, I. (2025). Introduction to the special issue ‘immigrant deaf and hard-of-hearing additional language learners’. Journal of Multilingual and Multicultural Development, 46(2), 125-131.
Monographs
Adams Lyngbäck, L. (2016). Experiences, networks and uncertainty: parenting a child who uses a cochlear implant. [Doctoral dissertation, Stockholm University, Department of Education].
Adams Lyngbäck, L. (2010). I Don't Feel Like Myself: Women's Accounts of Normality and Authenticity in the Field of Menstruation. Masters’ Thesis. Stockholm University.
Articles (peer-review)
Adams Lyngbäck, L., Hedman, C., Paul, E. & Rosén J. (2025). Ethics in aesthetic space in the in-between in accommodated language education for adults: representing ethical-affective relations. Scandinavian Journal of Educational Research. Article ID: CSJE (2459407)
Adami, R. & Adams Lyngbäck L. (2024). Multilingualism as disabling or disabling multilingualism? On racial linguistic discrimination in Swedish preschool policy. Special issue: Language learning and human rights education. Human Rights Education Review, 7(1), 5-25.
Adams Lyngbäck, L., & Paul, E. (2024). Are you white enough to understand Swedish?: a raciolinguistic exploration in parent encounters in a non-formal educational terrain. Whiteness and Education, 1-17.
Marx, N., Adams Lyngbäck, L., Crowe, K.., & Holmström, I. (2025). Introduction to the Special Issue "Immigrant Deaf and Hard-of-Hearing Additional Language Learners. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2024.2419968.
Hedman, C., Adams Lyngbäck, L., Paul, E., & Rosén, J. (2024). Epistemic Reciprocity Through a Decolonial Crip Literacy in Accommodated Language Education for Adults. Applied Linguistics, amae029.
Thoutenhoofd, E. D., Adams Lyngbäck, L., & Lindahl, C. (2024). Education that lacks access to deaf experience: odd situations in Sweden. Nordic Journal of Studies in Educational Policy, 1-12.
Danielsson, H., Imms, C., Ivarsson, M., Almqvist, L., Lundqvist, L-O., King, G., Liz Adams Lyngbäck, L., Andersson, A. K., Arnell, S., Arvidsson, P., Augustine, L., Brooks, R., Eldh, M., Engde, L., Engkvist, H., Gimbler Berglund, I., Green, D, Huus, K., Karlsson, C., Lygnegård, F., Sjödin, L., & Granlund, M. (2023). Systematic Review of Longitudinal Trajectories of Mental Health Problems in Children with Neurodevelopmental Disabilities. Journal of Developmental and Physical Disabilities. 36(2), 203-242.
Schwieler, E., & Adams Lyngbäck, L. (2023). The Critical Body: Toward a Pedagogy of Disruption. Journal for the Philosophical Study of Education, 4, 54.
Thoutenhoofd, E. & Adams Lyngbäck, L. (2023). Bimodal bilingual teacher training in Sweden. Sign Language Studies. Gallaudet University Press. 23(4), 555-576.
Paul, E. & Adams Lyngbäck, L. (2022) ‘Say it in Swedish!’: babies, belonging and multilingualism in an integration initiative activity in Sweden. Ethnography. 14661381221113549.
Andersson, S., & Adams Lyngbäck, L. (2021). ‘But I feel more at home in the Deaf world even if I can talk’: D/deaf adolescents’ experiences of transitioning from a mainstream school to a Deaf school in Sweden. Deafness & Education International, 1-18.
Wermke, W., Höstfält, G., Krauskopf, K. & Adams Lyngbäck, L. (2020), “A school for all” in the policy and practice nexus. Comparing “doing inclusion” in different contexts. Introduction to the special issue. Nordic Journal of Studies on Education Policy 6(1).
Anthology chapters (peer-review)
Paul, E & Adams Lyngbäck, L. (2025) ”Jag måste anpassa mig till varje individs tempo”: språkligt omsorgsarbete i sfi-undervisning för döva, dövblinda och hörselskadade elever. I J. Rosén, B. Ljung Egeland, A. Norlund Shaswar & Å. Wedin (red.) Litteracitet inom utbildning i svenska för invandrare. Studentlitteratur.
Adams Lyngbäck, L., Bunar, N. & Paul, E. (2023) School(s) for all? Inclusion, special education and multilingualism at the intersection of disability and migration in Sweden. In: Hanssen, N.B., Harju-Luukkainen, H., Sundqvist, C. (Eds.) Inclusion and Special Needs Education for Immigrant Students: A Nordic Perspective. (pp. 233-252). Routledge.
Adams Lyngbäck, L. & Andersson, S. (2023). Deaf, diverse and denied: Insights and challenges in responding to the educational and linguistic human rights of deaf immigrant students. In: Hanssen, N.B., Harju-Luukkainen, H., Sundqvist, C. (Eds.) Inclusion and Special Needs Education for Immigrant Students: A Nordic Perspective. (pp. 233-252). Routledge.
Adams Lyngbäck, L., Larsdotter, M., & Paul, E. (2021). New Barriers and New Possibilities: Confronting Language Inaccessibility in and around a Pandemic. In H. Egard, K. Hansson & D. Wästerfors (red.) Stubborn inaccessibility: Understanding everyday resistance to inclusion for person with disabilities. (pp. 140-155). Routledge.
Conference presentations
Paul, Enni & Adams Lyngbäck, L. (2023). Crip time and linguistic care in adult education of immigrant d/Deaf and hard or hearing students. Nordic Network for Disability Research Conference, Reykjavik, Iceland, 10-12 May 2023.
Slettebakk Berge, S., Raanes, E. & Adams Lyngbäck, L. (2023). Deaf education in the Nordic countries. Nordic Network for Disability Research Conference, Reykjavik, Iceland, 10-12 May 2023.
Adams Lyngbäck, L. (2023). The body and visual resources in adult education in Swedish language instruction for immigrants: an action research project with deaf, deaf blind and hard of hearing teachers and students. Läs- och skrivundervisning i teckenspråkiga klassrum, Conference. Stockholm, Sweden, 27-28 April 2023.
Adams Lyngbäck, L. (2020). Hearing Peoples’ Fragility as an Expression of Invulnerability: Deaf Studies and Disability Studies Perspectives. Sociologidagarna: Sociologiskt tänkande för framtiden. Stockholm University, Stockholm Sweden March 18-20, 2020. Paper accepted.
Adams Lyngbäck, L. (2019). Uncertainty and disability literacy: drawing on processes of becoming in parenting a deaf child to inform teachers’ professional development. Nordic Network for Disability Research, Copenhagen, Denmark. May, 2019. Paper accepted and presented.
Adams Lyngbäck, L. & Paul, E. (2019). Dealing with intergenerational risk in the Swedish with Baby integration initiative: the relational language ideal vs. the skills language ideal. Paper presented at ECER Conference: 'Education in an Era of Risk – the Role of Educational Research for the Future'. Hamburg, 2019. Paper accepted and presented.
Adams Lyngbäck, L. (2019). Embodying critical thinking through disability literacy: interrogating ableism through higher education course activities in special education professional programs. Workshop Inaccessibilities: How to understand today’s resistance to inclusion for persons with disabilities Malmö University Malmö, Sweden Lund November 14, 2019. Book chapter presented.
Adams Lyngbäck, L. & Paul, E. (2018). Border-crossing with Babies: “not yet” pedagogy immigrant parenting spaces. Paper presented at ECER 2018: Inclusion and Exclusion, Resources for Educational Research?, Bolzano, Italy, 3-7 September, 2018. Paper accepted and presented.
Adams Lyngbäck, L. (2017). Dis/ability literacy through parenting. Nordic Research at the Intersection between Deaf Studies and Disability Studies – New Voices and New Perspectives. Symposium paper accepted and presented. Nordic Network for Disability Research Conference Örebro University, Örebro, Sweden, 2017. Paper accepted and presented.