Stockholms universitet

Rebecca AdamiUniversitetslektor

Om mig

Associate Professor Rebecca Adami, PhD. Award winner of the 2022 Bertha Lutz Prize for highest quality public writing and research on women in diplomacy by the Diplomatic Studies Section (DPLST) of the International Studies Association (ISA).


Recent publications:

Books and edited volumes

Adami, R; Kaldal, A & Aspán, M (Eds.) (2023). The Rights of the Child: Ethical, Political and Legal Challenges. London: Brill.

Adami, R and Plesch, D. (2022) Women and the UN: a new history of women's international human rights. London: Routledge

Adami, R. (2019). Women and the Universal Declaration of Human Rights. New York: Routledge

Journal articles

Adami, R. (2022). The Swedish Middle Way and UN Experiences in Domestic Politics: Exploring international welfare feminism during early Cold War years, NORA Nordic Journal of Feminist and Gender Research, Vol 30, Issue 1, pp. 20-34

Adami, R. (2021). Revisiting the Past: Human Rights Education and Epistemic Justice, Human Rights Education Review,

Adami, R and Dineen, K. (2021). Discourses of Childism: How COVID-19 Has Unveiled Prejudice, Discrimination and Social Injustice against Children in the Everyday, The International Journal of Children’s Rights, Vol 29, Issue 2, pp.353-370

Adami, R. (2020), The moral failure of a discourse on children’s rights, in Roth “Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity”, Educational Philosophy and Theory, 5 November 2020

Adami, Rebecca. (2019). Morality without Rights? The Empty Space in Cosmopolitan Education, Knowledge Cultures, Vol.7, Issue 3, p.75-86 


Adami, R. (2023). “Childism: On adult resistance against children’s rights”, in Adami; Aspán and Kaldal (Eds.), The Rights of the Child: Ethical, Political and Legal Challenges, OA: Brill

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, Bloomsbury.



Fall 2023:

  • Human Rights and Education 7,5 Credits, International and Comparative Master
  • Children's Rights and Intersectionality, 7,5 Credits, Master of Laws in Children's Rights
  • To Study Children's Rights: Methodological and Ethical Aspects, 7,5 Credits, Master of Laws in Children's Rights
  • Law and Ethics 2,5 Credits, the National School Leadership Program

Supervisor togheter with Beniamin Knutsson and Martin Harling, Department of Didactics GU for Maggie O'Neil's PhD project on educational imaginings and prison abolition, Gothenburg University; and supervisor togheter with Niclas Rönnström and Ruhi Tyson for Lia Mollvik's PhD project on Dignity and education at the Department of Education SU.





I urval från Stockholms universitets publikationsdatabas

  • A narratable self as addressed by human rights

    2017. Rebecca Adami. Policy Futures in Education 15 (3), 252-261


    The paper extends the critique in earlier research of human rights as exclusive of otherness and difference by introducing the work of Adriana Cavarero (2000) on a narratable self. Hence, the formation of human rights is thus about the relations between different narratable selves, not just Western ones. A narrative learning, drawing on Cavarero (2000), shifts the focus in human rights learning from learning about the other to exposing one's life story narrative through relationality.

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  • Testimony and Narrative as a Political Relation

    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.

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