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Edling, Silvia
Publications (10 of 24) Show all publications
Edling, S. & Frelin, A. (2013). Doing Good?: Interpreting teachers’ given and felt responsibilities for pupils’ well-being in an age of measurement. Teachers and Teaching: theory and practice, 19(4), 419-432
Open this publication in new window or tab >>Doing Good?: Interpreting teachers’ given and felt responsibilities for pupils’ well-being in an age of measurement
2013 (English)In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 19, no 4, p. 419-432Article in journal (Refereed) Published
Abstract [en]

The purpose of this paper is to theoretically discuss a specific aspect of teachers’ responsibilities: their responsibility for pupils’ or children’s well-being. We ask two interrelated questions: firstly, how might (Swedish) teachers’ sense of responsibilities for their pupils’ well-being be understood in relation to ethical theory? Secondly, what does this insight bring to the discussion of teachers’ professional responsibility within the global discourse of educational policy that increasingly stresses accountability and efficiency in an “age of measurement?´

 

Education can be described as an intervention in a pupil’s life, motivated by the idea that it will somehow improve it. When one implements this intervention, from a legal/political perspective it boils down to a series of responsibilities assigned to teachers, as expressed in current policy documents. However, an exploration of empirical examples in a Swedish context of teachers’ sense of responsibility for their pupils’ or children’s well-being, expressed in everyday situations, indicates that the matter is complex.

 

In order to find tools with which to better understand such expressions, we turn to the field of SNIP ethics. A thorough inquiry into the various reasoning regarding responsibility reveals that responsibility as socially defined and given is not sufficient to capture the intimacy and relational uncertainties of the teachers’ stories, which is why we turn to the writings of Emmanuel Lévinas and his ethics of responsibility. His ethical language helps to capture relational processes that cannot be predefined and that are based on an infinite sense of responsibility for the other person. We continue by discussing and problematising the increasing importance of measurability and accountability in the field of teachers’ professionalism. Here we illuminate the risks involved with the movement towards the fixed and calculable, since they overlook the intricate ways in which teachers’ given and felt responsibilities are woven together.

Keywords
ethics, moral responsibility, social responsibility, teacher responsibility, teachers’ work, value issues, etik, ansvar, lärare, professionalitet, värden
National Category
Social Sciences
Research subject
Sociology of Education
Identifiers
urn:nbn:se:uu:diva-168358 (URN)10.1080/13540602.2013.770234 (DOI)000322755000005 ()
Funder
FAS, Swedish Council for Working Life and Social Research
Available from: 2012-02-09 Created: 2012-02-09 Last updated: 2017-12-07Bibliographically approved
Edling, S. (2012). The (embodied) citizen: Exploring young people’s possibilities to engage in the wellbeing of others. Utbildning och Demokrati, 21(1), 57-76
Open this publication in new window or tab >>The (embodied) citizen: Exploring young people’s possibilities to engage in the wellbeing of others
2012 (English)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 57-76Article in journal (Refereed) Published
Abstract [en]

The intention with this article is to contribute to discussions regarding the role of education to combat different forms of violence towards others, such as discrimination, bullying, oppression and so forth. This is done by exploring the relationship between how young people describe their everyday responses to other people’s life circumstances and the image of a citizen who engages in other people’s well-being presented in the ICCS report. In interpreting the relationship between the report and the young peoples’ narratives, Kristeva’s understandings of politics and the political have been fruitful. The concepts direct attention to embodied moments that are not captured in politics while at the same time they convey a message about young people’s possibilities of promoting the wellbeing of others in the field of the political. Hence, Kristeva’s interpretation of the concepts provides a language that makes it possible to think and hence approach the educational desire to stimulate young people’s engagement in the wellbeing of others otherwise (not instead).

Keywords
ICCS 2009, ethics, young people, embodiment, politics and political, ICCS 2009, etik, ungdom, kroppen, politik, politiska
National Category
Social Sciences
Research subject
Sociology of Education
Identifiers
urn:nbn:se:uu:diva-168356 (URN)
Projects
To be or not to be a democratic citizen
Available from: 2012-02-09 Created: 2012-02-09 Last updated: 2017-12-07Bibliographically approved
Edling, S. (2012). The paradox of meaning well while causing harm: a discussion about the limits of tolerance within democratic societies. Journal of Moral Education, 41(4), 457-471
Open this publication in new window or tab >>The paradox of meaning well while causing harm: a discussion about the limits of tolerance within democratic societies
2012 (English)In: Journal of Moral Education, ISSN 0305-7240, E-ISSN 1465-3877, Vol. 41, no 4, p. 457-471Article in journal (Refereed) Published
Abstract [en]

Curriculum guidelines in many democratic countries argue for the need to practice tolerance as a means to creating peaceful relations. Through moral education, young people are believed to be able to develop a way of being that respects plurality and decreases interpersonal violence in society. But where do students' personal involvements or the issue of unpredictability accompanying inter-personal relations fit into the discussion? This article draws on four young people's narratives as starting points to discuss the gap between progressive educational ideals and embodied ideals when it comes to stimulating peaceful relationships. The study indicates that these youths see themselves as persons who do not want to expose others to strong emotions (similar to the educational ideals of being tolerant), while at the same time struggling with strong emotions that tend to hurt themselves and/or others and paralyse their ability to actively interfere when people are being hurt. In order to understand these findings, Julia Kristeva's notion of ego ideal and the abject are used as analytical tools. Her reasoning contributes to understanding inconsistencies in (young) people's responses to others as significant to acknowledge when it comes to opposing oppression-inconsistencies which otherwise tend to be treated as temporal setbacks in the progression toward human perfection.

National Category
Social Sciences
Identifiers
urn:nbn:se:uu:diva-189935 (URN)10.1080/03057240.2012.677609 (DOI)000311368200003 ()
Available from: 2013-01-04 Created: 2013-01-04 Last updated: 2017-12-06Bibliographically approved
Edling, S. (2012). Vilja andra väl är inte alltid smärtfritt: om mångfald och motverkandet av kränkning och diskriminering i utbildningssammanhang. Lund: Studentlitteratur
Open this publication in new window or tab >>Vilja andra väl är inte alltid smärtfritt: om mångfald och motverkandet av kränkning och diskriminering i utbildningssammanhang
2012 (Swedish)Book (Other (popular science, discussion, etc.))
Abstract [sv]

Ett centralt uppdrag som lärare har i sin profession handlar om att skapa ett engagemang och kompetens bland barn och unga att respektera[1]människor – även de som är annorlunda – och därmed bidra till att minska risken att individer far illa. Parallellt med att kraven på etisk kompetens ökar hos pedagoger så ägnas, enligt Hargreaves och Goodson (2010), väldigt lite uppmärksamhet åt hur lärare kan tänka kring etiska frågor i sitt professionella yrkesliv (ibid).[2]

Syftet med denna lärobok, riktad till främst lärarstudenter men även pedagoger i allmänhet, är att skapa konkreta teoretiska redskap för att närma sig skolans strävan att skapa ett engagemang mot socialt förtyck. Ordet förtryck används här som ett samlingsbegrepp som inbegriper företeelser såsom diskriminering, kränkning, trakasseri, marginalisering och mellanmänskligt våld (jmf. Young, 1990). Syftet är även att problematisera och diskutera den starka koppling som har byggts upp genom tiderna i moralfilosofier mellan individers moraliska fostran och deras kapacitet att främja andra människors välbefinnande. Detta kommer i sin tur att relateras till frågor som rör förtryck. Förtyck betraktas här följaktligen inte bara som ett allmänt samhällsproblem utan som en viktig fråga för utbildning. I boken betonas behovet av att som lärare kunna se världen på olika sätt för att därigenom kunna upptäcka olika kvaliteter i mellanmänskliga relationer.

Place, publisher, year, edition, pages
Lund: Studentlitteratur, 2012. p. 240
Keywords
kränkning, diskriminering, mångfald, skillnad, förtryck, etik, utbildning
National Category
Social Sciences
Research subject
Sociology of Education
Identifiers
urn:nbn:se:uu:diva-168366 (URN)
Funder
FAS, Swedish Council for Working Life and Social Research
Available from: 2012-02-09 Created: 2012-02-09 Last updated: 2013-05-07Bibliographically approved
Edling, S. (2011). Democratic engagement for others’ wellbeing. Now or in the future?. Paper presented at CiCe.
Open this publication in new window or tab >>Democratic engagement for others’ wellbeing. Now or in the future?
2011 (English)Conference paper, Published paper (Refereed)
National Category
Social Sciences
Identifiers
urn:nbn:se:uu:diva-144335 (URN)
Conference
CiCe
Available from: 2011-01-28 Created: 2011-01-28 Last updated: 2013-03-05
Edling, S. & Frelin, A. (2011). Do I make your life better? Exploring different forms of teacher’s moral responsibility. Paper presented at AAACS, New Orleans, USA.
Open this publication in new window or tab >>Do I make your life better? Exploring different forms of teacher’s moral responsibility
2011 (English)Conference paper, Published paper (Refereed)
National Category
Social Sciences
Identifiers
urn:nbn:se:uu:diva-144337 (URN)
Conference
AAACS, New Orleans, USA
Available from: 2011-01-28 Created: 2011-01-28 Last updated: 2013-03-05
Edling, S., Frelin, A. & Hjälmeskog, K. (2011). Grappling with gender. Studying gender as an educational content at teacher education. Paper presented at AAACS, New Orleans USA.
Open this publication in new window or tab >>Grappling with gender. Studying gender as an educational content at teacher education
2011 (English)Conference paper, Published paper (Refereed)
National Category
Social Sciences
Identifiers
urn:nbn:se:uu:diva-144338 (URN)
Conference
AAACS, New Orleans USA
Available from: 2011-01-28 Created: 2011-01-28 Last updated: 2013-03-05
Edling, S. (2011). The paradox of time in relation to (young) people’s conditions of being morally responsible. Paper presented at AAACS, New Orleans, USA.
Open this publication in new window or tab >>The paradox of time in relation to (young) people’s conditions of being morally responsible
2011 (English)Conference paper, Published paper (Refereed)
National Category
Social Sciences
Identifiers
urn:nbn:se:uu:diva-144336 (URN)
Conference
AAACS, New Orleans, USA
Available from: 2011-01-28 Created: 2011-01-28 Last updated: 2013-03-05
Edling, S. (2010). "Jag var inte direkt elak". Utbildning och Demokrati, 19(2), 91-106
Open this publication in new window or tab >>"Jag var inte direkt elak"
2010 (English)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, ISSN 1102-6472, Vol. 19, no 2, p. 91-106Article in journal (Other academic) Published
Place, publisher, year, edition, pages
Malmö: Liber, 2010
National Category
Pedagogy
Identifiers
urn:nbn:se:uu:diva-109286 (URN)
Note
Ref. Säfström Carl-Anders, Niclas MånssonAvailable from: 2009-10-13 Created: 2009-10-13 Last updated: 2017-12-12Bibliographically approved
Edling, S. (2009). Ruptured narratives: an analysis of the contradictions within young people's responses to issues of personal responsibility and social violence within an educational context.. Acta Universitatis Uppsaliensis
Open this publication in new window or tab >>Ruptured narratives: an analysis of the contradictions within young people's responses to issues of personal responsibility and social violence within an educational context.
2009 (English)Book (Other academic)
Abstract [en]

 

This thesis addresses the problems of social violence which are based on stereotyped prejudices, and directed towards people who differ from the norm, and it asks how education aiming at counteracting this violence can be understood. Within education, the aspiration to contest social violence is generally motivated by a democratic framework stressing distributive justice and everyone’s equal value. The promotion of justice has recently become linked to the development of individuals’ moral responsibility in ways which overlook relational complexities. In contrast to a developmental approach, the intention with this thesis is to explore how education can be understood by using nine young people’s responses and sense of responsibility(-ies) in relation to others’ life circumstances as a starting-point for analysis. Using an ethics of alterity, which advocates a respect for difference, it is possible to claim that young people already are (unconditionally and unlimitedly) responsible as seen in their everyday responses to others’ life circumstances. The question at stake is rather what they choose to do with their responsibility. An ethics of dissensus, on the other hand, is used to acknowledge the embodiedness of human relations which now and then can be accompanied by unintended reactions, power relations, and contradictions – all of which necessary to pay attention to when social violence is discussed. An ethics of dissensus creates a link to Julia Kristeva’s subject-in-process, and to ruptured narratives, which has been used as an analytical lens in this investigation.

The results of the thesis indicate that the youths already are forced to face other people’s more or less harsh life circumstances. Furthermore, all of the young people portray themselves as persons who do not want to expose people to harm and at times even as persons who want to promote others’ well-being. These ideal self images, however, collide with other forces which place these ideals on trial. A comparison between the young people’s narratives indicates two things. Firstly, although they sometimes use the same word when they describe their sense of responsibility, the meaning they assign the word differs along with their possibilities of action. Secondly, there is a notable distinction between young people who in concordance to the educational discourse position their sense of responsibility in the future and within knowledge acquisition, and those who chiefly position their sense of responsibility in their everyday interactions by using the resources available. Another result of the analysis is the evidence of a gap between the concept of democracy and young people’s everyday responses. Overall, the young people’s ruptured narratives shed light on how they contribute to the creation of social violence as well as to how they promote others’ well-being in ways, which challenge the foundation within democracy as an educational possibility to contest social violence on several points.

Place, publisher, year, edition, pages
Acta Universitatis Uppsaliensis, 2009
Series
Acta Universitatis Upsaliensis, ISSN 0346-5462 ; 3
Keywords
youth, social violence, oppression, difference, justice, injustice, moral responsibility, culture, ruptured narratives, subject-in-process, politics, democracy, education, curriculum theory
National Category
Pedagogy
Research subject
Curriculum Studies
Identifiers
urn:nbn:se:uu:diva-144319 (URN)
Available from: 2011-01-28 Created: 2011-01-28 Last updated: 2012-02-09
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