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  • 1.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. didaktik.
    A lilving democracy begins with a moral encounter?2005Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    Learning to Become a Responsible Citizen

    Democracy has a very significant position in the Swedish school system. The democratic mission is in school documents described in both procedural and moral terms which implies that it is both something young people should learn about but also live according to in their every-day lives. The idea of a democratic spirit that is to permeate all action in school is strongly proclaimed in recent documents and is believed to take place through young people’s active responsibility for others. But how is this responsibility to be understood? The purpose of this paper is to investigate mainstream research conducted in Sweden about responsibility and democracy as a form of life by applying the idea of a permeating democracy as a starting-point for discussions. How do the research enable or/and restrict an active responsibility towards others and what kind of responsibility is favoured?

  • 2.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    Approaching the Spirit of Democracy through Lenses of the Imaginary2006Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    This paper explores the field of the imaginary through the readings of Kristeva and Castoriadis with the purpose to find a specific lens with which the spirit of democracy – an essential issue in the Swedish educational policy - can be understood. Imagination is the engine which interconnects terms such as knowledge, identity, and democracy/politics. Applying the notion of the imaginary entails a view of the world as a creation in constant move through people’s imagination and the way the imagination affects their actions. More specifically this implies that imagination and the understandings of reality are un-separable entities: the way we imagine the world, ourselves, and others is a way of knowing how they are. Since everyone is bearers of images/knowledge, their thoughts, manifested through language, are given educational relevance; every single image has the potential of setting our previous images in movement there through creating something new (learning). Consequently the imaginary means that there is no fixed truth and no fixed identity. The idea that the world lacks a stable foundation indicates that even the subject’s reflection of herself is bound to change in parallel with the alteration of her image/knowledge. The imaginary also carries a democratic/political dimension seeing that it has the power to create social change through questioning the obvious. By not only linking democracy/politics to collective encounters, but also to the sphere of the intimacy, accentuates the importance of paying attention to change as something that ultimately begins within each of us.

  • 3.
    Edling, Silvia
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Democratic engagement for others’ wellbeing. Now or in the future?2011Conference paper (Refereed)
  • 4. Edling, Silvia
    Edling, S. (2006). Teaching Young People to be Responsible for Others – a significant Question for Democracy.2006In: ECER September 13-16., 2006Conference paper (Other (popular science, discussion, etc.))
  • 5.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Exploring the Relational Aspects of Responsibility for Others from a Feminist Perspective.2007In:  , 2007Conference paper (Other (popular science, discussion, etc.))
  • 6.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Exploring Young People’s Images of Responsibility for Others: A Significant Question for Democracy2007In: The International Journal of Learning, ISSN 1447-9494, Vol. 14, no 7, p. 171-178Article in journal (Refereed)
    Abstract [en]

    Due to the social and political changes that have taken place in Sweden and other Western countries, the task of creating a democratic environment is more markedly than before assigned to the free individual and her responsibility (SOU: 1988, p. 20, SOU 2001:1, p. 37, Halstead: 2005, p. 116). Hence, people’s responsibility for others can be understood as playing a key role in producing ‘good’ responses to others which in turn are seen as essential for a democracy as a form of life (Dewey: 1916/2002) that strives to be open for everyone. However, the meaning of ‘good’ responses to others is far from obvious.

    Notwithstanding the intricate features of responsibility for others, school documents often deal with the question by advocating for the manifestation of the Democratic Value Foundation. Responsibility for others is there understood as the summary of the democratic values stated in the curriculum (Hedin’s & Lahdenperä’s: 2003, p. 23) as well as a hierarchical phenomenon that will grow hand in hand with the increase of individual influence or power (prop. 1996/97:109, p. 5). However, considering the changes in society and the world in large the narrow focus upon the meaning of responsibility for others seems inadequate. Instead of mainly striving to pass on pre-defined values or encourage students to actively adapt them there is a point in probing into the field of responsibility differently, namely by focusing on the complex web of human power-relations rather than policy documents and by paying regard to different and sometimes contradictory forces in society. The purpose of this article is to approach and discuss the meaning of responsibility by presenting one person’s story about how she comprehends good and bad responses towards others.

  • 7.
    Edling, Silvia
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences.
    Har jag verkligen makt att ta ansvar för andra?2006In: Den mångtydiga skolan. : Undervisning i det postmoderna samhället / [ed] Studentlitteratur, Lund: Studentlitteratur , 2006Chapter in book (Other academic)
  • 8.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Didaktik.
    Har jag verkligen makt att ta ansvar för andra?2006In: Den mångtydiga skolan. Undervisning i det postmoderna samhället., Studentlitteratur: Lund , 2006Chapter in book (Other (popular science, discussion, etc.))
    Abstract [en]

    I dagens samhälle har ansvaret för andra blivit alltmer betonat inte minst genom centreringen av värdegrundsfrågor där idén är att all verksamhet i skolan ska genomsyras av demokratiska värderingar har poängterats. Ansvaret knyts i regel samman med inflytande, vilket jag har velat förstå i termer av makt. Avsikten med kapitlet är att problematisera begreppet genomsyra genom att visa på att olika sätt att förstå och förhålla sig till inflytande/makt också bör påverka våra möjligheter att ta ansvar för andra och också följaktligen hur begreppet 'genomsyras' kan realiseras.

  • 9.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Images of “Good” and “Bad” Responses towards Others: a way of Learning Democracy as a Form of Life2007In:  , 2007Conference paper (Other (popular science, discussion, etc.))
  • 10.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    "Jag var inte direkt elak"2010In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, ISSN 1102-6472, Vol. 19, no 2, p. 91-106Article in journal (Other academic)
  • 11.
    Edling, Silvia
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences.
    Ruptured narratives: an analysis of the contradictions within young people's responses to issues of personal responsibility and social violence within an educational context.2009Book (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.

  • 12.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. didaktik.
    Sköt dig själv och skit i andra2004Conference paper (Other (popular science, discussion, etc.))
  • 13.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. didaktik.
    TEACHING YOUNG PEOPLE TO BE RESPONSIBLE FOR OTHERS – A SIGNIFICANT QUESTION FOR DEMOCRACY2006Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    The paper has in broad terms strove to analyse the way democracy as a form of life and especially responsibility is pictured in policy documents within the field of education and research in Sweden. Responsibility seldom separated from influence is in Sweden and many western countries regarded as a channel which shapes a democratic environment. The results indicate that responsibility in policy documents is comprehended as mediator of pre-defined democratic values and is dependent upon the individual’s free will and ability to influence. It is relational to its features in that it has to do with proper responses towards others. School has a significant role in fostering young people into becoming responsible which imply the need of an environment and tools that enable the transference of these values. The practice of rational conversation (deliberation) appears to be the dominating solution. There is here a tension between fundamental values which are not questioned and the stress on free discussions which should emanate in the right conclusions found in the curriculum. Concerning research about responsibility very little has been done outside a normative, qualitative, and evaluative frame. The small amount of qualitative research done has mainly focused upon classroom studies and text-analysis.

  • 14.
    Edling, Silvia
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The (embodied) citizen: Exploring young people’s possibilities to engage in the wellbeing of others2012In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 21, no 1, p. 57-76Article in journal (Refereed)
    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).

  • 15.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    The Imaginary as a form of meaning-making in teaching and learning2006In:  , 2006Conference paper (Other academic)
  • 16.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training.
    The moral encounter and the democratic mission - how are they to be understood?2006Conference paper (Other (popular science, discussion, etc.))
    Abstract [en]

    One important mission for the Swedish school system is to create an environment which is permeated by the democratic values stated in the curriculum. Actively responsible people are according to the document needed to establish a democratic environment which functions as a preparation for formal democratic constellations. Evidently there is an awareness or assumption in school documents that democracy begins with a moral encounter with other individuals – present in the response one gives to the other. As a consequence responsibility creates the actual bond that ties people together in a democratic society (see Hedin & Lahdenperä: 2003, p. 36-37). Considering the emphasis placed upon the term responsibility as a democratic join there is a point of investigating its meaning closer. The intention with this paper is to compare three different theoretical approaches which are chosen with respect to the themes found in interviews with sixteen young people. How do these three theories describe the relationship between intimacy/distance or to put it differently how can being for be understood and what social action in regard to the concrete other do they recommend?

  • 17.
    Edling, Silvia
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The paradox of meaning well while causing harm: a discussion about the limits of tolerance within democratic societies2012In: Journal of Moral Education, ISSN 0305-7240, E-ISSN 1465-3877, Vol. 41, no 4, p. 457-471Article in journal (Refereed)
    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.

  • 18.
    Edling, Silvia
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    The paradox of time in relation to (young) people’s conditions of being morally responsible2011Conference paper (Refereed)
  • 19.
    Edling, Silvia
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Vilja andra väl är inte alltid smärtfritt: om mångfald och motverkandet av kränkning och diskriminering i utbildningssammanhang2012Book (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.

  • 20.
    Edling, Silvia
    Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. Uppsala University, Faculty of Educational Sciences, Department of Teacher Training. didaktik.
    What kind of power perspectives does democracy generate?: the first step in order to understand responsibility for others2005In: The international Journal of learning, vol 12: The first step in order to understand responsibility for others1, ISSN 1447-9540, Vol. 12, p. 9-Article in journal (Refereed)
    Abstract [en]

    Fostering pupils into taking responsibility for others is clearly emphasised in the Swedish school curriculum which is based on democratic values. Although the term responsibility is a highly significant component in school guidelines, it is nevertheless presented in such a way as if the content of the word is obvious and hence stripped from power interferences. In the few cases when investigations related to responsibility have been connected to power influences, power have been defined narrowly rendering the concept of responsibility to become restricted as well. The starting-point for this paper is an urge to approach and understand responsibility for others from a wider point of view by investigating the ways young people in different ages and settings comprehend democracy and indirectly power.

    In this analysis four different power perspectives can be detected: vertical power with a stable centre, vertical power without a stable centre, horizontal/communicative power, horizontal/emancipatory power. Regarding these four power perspectives, there is a clear distinction between internal and external power forces. In the first case the ability of taking responsibility for another does not depend upon, for instance gaining knowledge, getting help from a collective or being distributed power. However, a view on power as a mainly internal business may raise questions concerning the individual’s possibilities or will to get in touch with other power generators. On the other hand, chiefly regarding power as an external capacity may impede the dynamics of responsible action since it is only possible to have and conduct from a certain position or under specific circumstances.

  • 21.
    Edling, Silvia
    et al.
    Uppsala University, Faculty of Educational Sciences, Department of Curriculum Studies.
    Frelin, Anneli
    Conscious and Unconscious Forces in Democratic Relationships: Implications for the Range of Teacher Responsibility2006Conference paper (Refereed)
    Abstract [en]

    In this paper Edling and Frelin strive to incorporate the features of complexity in discussions about democracy as a form of life and especially teachers’ moral responsibility for others. By placing the unconscious in relation to mainstream educational policy documents (deliberate democracy) the authors strive to illuminate the conditions these imply for teacher responses. In this paper they discuss the restrictions present in a predefined democratic model and argue for a view of responsibility and learning that takes its beginning in the complexity of the educational process in which the unconscious is a significant force.

  • 22.
    Edling, Silvia
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Frelin, Anneli
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Do I make your life better? Exploring different forms of teacher’s moral responsibility2011Conference paper (Refereed)
  • 23.
    Edling, Silvia
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Frelin, Anneli
    Faculty of Education and Business Studies, University of Gävle, Gävle, Sweden.
    Doing Good?: Interpreting teachers’ given and felt responsibilities for pupils’ well-being in an age of measurement2013In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 19, no 4, p. 419-432Article in journal (Refereed)
    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.

  • 24.
    Edling, Silvia
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Frelin, Anneli
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hjälmeskog, Karin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Grappling with gender. Studying gender as an educational content at teacher education2011Conference paper (Refereed)
1 - 24 of 24
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