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  • 1.
    Bergström (fd Boman), Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Educational and Social Dimensions of Politicla Participation: Producing a political opinion2012In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, Vol. 6, no 4, p. 23-34Article in journal (Refereed)
    Abstract [en]

    : This article centers on difference and similarities in political participation among young people. The analysis focuses first on the educational and social dimensions of all “don’t know” and “no opinion” responses to political questions in a survey on political opinions, interests, and attitudes, and secondly on civic engagement and a wide range of political participation such as joining political parties or special interest groups, participating in political acts, and the propensity to read a newspaper, whether a national daily paper, a local paper, or an evening paper, and to what extent the opinion or arts pages attract different groups of students in upper secondary school. The analysis, inspired by a Bourdieusian approach to class and politics, reveal that social class still play an important role in understanding the distribution of political participation among young citizens.

  • 2.
    Bergström (fd Boman), Ylva
    Institutionen för humaniora, utbildning och samhällsvetenskap, Örebro universitet.
    Har tolernas någon gräns?2007In: Utbildning som kommunikation. Deliberativa samtal som möjlighet / [ed] Tomas Englund, Göteborg: Daidalos, 2007, p. 241-272Chapter in book (Refereed)
  • 3.
    Bergström (fd Boman), Ylva
    Institutionen för humaniora, utbildning och samhällsvetenskap, Örebro universitet.
    Moral Consideration. Why (not) Speak about Tolerance in Education?2007In: Nordic Studies in Education, ISSN 1891-5914, E-ISSN 1891-5949, ISSN ISSN 1891-5914, Vol. 27, no 3, p. 236-252Article in journal (Refereed)
    Abstract [en]

    The topic of this article is the

    moral grammar of cultural conflicts,

    and the question it

    addresses is: What does it mean

    to be morally thoughtful and

    considerate in education? The

    aim of the article is twofold. On

    the one hand I critically examine

    the response of the Swedish

    National Agency for Education

    to the controversy about burqa.

    On the other hand the specific

    cultural controversy about burqa

    is used to examine whether the

    Habermas concept of discourse

    ethics could learn something

    from the post-modern challenge

    to this ethical question and its

    consequences for educational

    theory. Three different ways of

    understanding moral consideration

    are outlined in the article: an

    extended form of equal treatment,

    an increased ethical sensitivity

    and an asymmetrical obligation

    between human beings.

  • 4.
    Bergström (fd Boman), Ylva
    Institutionen för humaniora, utbildning och samhällsvetenskap, Örebro universitet.
    Några aspekter av Habermas modernitetskritik2007In: Erfarenheter av pragmatism / [ed] Ylva Bom m fl, Lund: Studentlitteratur, 2007, 1, p. 156-190Chapter in book (Refereed)
  • 5.
    Bergström (fd Boman), Ylva
    Institutionen för humaniora, utbildning och samhällsvetenskap, Örebro universitet.
    The Struggle Between Conflicting Beliefs. On the Promise of Education2006In: Journal of Curriculum Studies, ISSN 0022-0272, E-ISSN 1366-5839, ISSN ISSN 0022-0272, Vol. 38, no 5, p. 545-568Article in journal (Refereed)
    Abstract [en]

    Education is thought to provide a certain outcome—a

    promise. I argue that a promise that

    education will counteract cultural and social disintegration involves a risk of engendering

    narrow social and cultural incorporation. On what reasonable basis could education contribute

    to civic life, when contemporary Western society is represented by a diversity of lifestyles

    and beliefs, with roots in different traditions? Habermas’s communicative theory and theory

    of procedural democracy contain a normative core of presuppositions that function as

    enabling conditions for practical discourse to take place under such conditions. However,

    Habermas’s perspective conceptualizes these presuppositions as features of a political

    culture whose ‘accommodating quality’ citizens need to be able to expect sociologically.

    Within a political and moral theory, Habermas only counts on these preconditions

    implicitly, but he does hope for such accommodating qualities to be fulfilled in a process of

    socialization and in political forms of life.

  • 6.
    Bergström (fd Boman), Ylva
    Institutionen för humaniora, utbildning och samhällsvetenskap, Örebro universitet.
    Utbildningspolitik i det andra moderna. Om skolans normativa villkor2002Doctoral thesis, monograph (Other academic)
  • 7.
    Bergström (fd Boman), Ylva
    et al.
    Institutionen för humaniora, utbildning och samhällsvetenskap, Örebro universitet.
    Ljunggren, Carsten
    von Wright, Moira
    Institutionen för humaniora, utbildning och samhällsvetenskap, Örebro universitet.
    Variationer av pragmatism2007In: Erfarenheter av pragmatism / [ed] Ylva Boman, Carsten Ljunggren och Moira von Wright, Lund: Studentlitteratur, 2007, 1, p. 13-22Chapter in book (Refereed)
    Abstract [sv]

    Pragmatism är en filosofisk metod för att undersöka teorier och begrepp i relation till deras praktiska konsekvenser. I denna bok skriver nio forskare om pedagogikens centrala problem och använder pragmatismen för att belysa redan behandlade frågor ur olika infallsvinklar samt för att utforska nya frågor om kommunikation, demokrati, forskning och undervisning. Boken vänder sig till alla med ett intresse för utbildningsfilosofi och samhällsvetenskaplig forskning.

  • 8.
    Bergström (fd Boman), Ylva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Prytz, Johan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Hållbar utveckling på KTH - ett utbildningsområde med anspråk på tillväxt2014In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, ISSN ISSN 1902-2271, no 3-4, p. 39-54Article in journal (Other academic)
  • 9.
    Bergström (fd Boman), Ylva
    et al.
    Institutionen för humaniora, utbildning och samhällsvetenskap, Örebro universitet.
    Öst, Ingrid
    En kritisk läsning av Studentspegeln 20022002In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, ISSN ISSN 1102-6472, Vol. 11, no 3, p. 107-119Article in journal (Refereed)
  • 10.
    Bergström, Ylva
    Institutionen för humaniora, utbildning och samhällsvetenskap, Örebro universitet.
    Affiniteten mellan utbildning och rättigheter2011In: Utbildning som medborgerlig rättighet. Föräldrarätt eller barns rätt eller...? / [ed] Tomas Englund, Göteborg: Daidalos, 2011, 1, p. 315-340Chapter in book (Refereed)
  • 11.
    Bergström, Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Att skolas i en värld att dela med andra2016In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 25, no 3, p. 69-87Article in journal (Refereed)
    Abstract [en]

    To be educated in a world that is shared with others. This article’soverall purpose is to contribute to the discussion on the relevance ofDemocracy and Education (1916) a hundred years after its publication. Itis first and foremost John Dewey as a political thinker, whose philosophywas determined by a commitment to the values of community, publiclife, and shared experience, that stands in focus. The aim is twofold;to begin with the article sets out to discuss the concept of democracyand its roots in Dewey’s early writings and simultaneously a foundationfor conceptualizations in later works. Democracy and Education is thusinterpreted at the intersection of early findings and future work. Secondly,in the light of reading Democracy and Education between his past andfuture writings, the article sheds light on the shortcomings of the presenteducational debate and argues for the importance to re-think the socialfunction of education amidst the private and the public sphere.

  • 12.
    Bergström, Ylva
    Institutionen för humaniora, utbildning och samhällsvetenskap, Örebro universitet.
    Embodied Identity - Disembedded?1999In: A Reprt on Identity. Questioning the Logic of Identity Within Educational Theory / [ed] Carl Anders Säfström, Lund: Studentlitteratur, 1999, p. 97-115Chapter in book (Refereed)
  • 13.
    Bergström, Ylva
    Institutionen för humaniora, utbildning och samhällsvetenskap, Örebro universitet.
    En reformerad gymnasieskola - med vilka ambitioner?2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, ISSN ISSN 1102-6472, Vol. 17, no 1, p. 3--10Article in journal (Refereed)
  • 14.
    Bergström, Ylva
    Institution för humaniora, utbildning och samhällsvetenskap, Örebro universitet.
    Föreställningar av en gemenskap1999In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 8, no 1, p. 21-50Article in journal (Refereed)
  • 15.
    Bergström, Ylva
    Högskolan för lärarutbildning, Stockholm.
    Individualism och gemenskap. Om utbildning och demokratisk fostran.1997In: Kropp, idrott och genus / [ed] Birgitta Fagrell och Per Nilsson, Stockholm: HLS Förlag, 1997, 1Chapter in book (Refereed)
  • 16.
    Bergström, Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Introduction: Politics, Social Class and Education2012In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, Vol. 6, no 4, p. 4-5http://praktiskegrunde.dk/pg4-2012.htmlArticle in journal (Refereed)
  • 17.
    Bergström, Ylva
    Institutionen för humaniora, utbildning och smhällsvetenskap.
    Konceptioner av en person1997In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, ISSN ISSN 1102-6472, Vol. 6, no 3, p. 65-86Article in journal (Refereed)
  • 18.
    Bergström, Ylva
    Institutionen för humaniora, utbildning och samhällsvetenskap.
    Michel Wlazer: Om tolerans1999In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, ISSN ISSN 1102-6472, Vol. 8, no 1, p. 145-154Article in journal (Other academic)
  • 19.
    Bergström, Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Preparing for Higher Education, Navigating in a Polarised Landscape: Upper secondary students transational strategies and outlooks on higher education in Sweden2017In: Rassegna Italiana di Sociologia, ISSN 0486-0349, Vol. 28, no 2, p. 353-380Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to analyze the social and cultural conditions for upper secondary students’ access to higher education and ability to navigate in the complex national and international educational markets: what are elite students’ dispositions towards higher education and what resources do students with differing dispositions rely upon in shaping their choices.  The article draws on a statistical mapping of the social structure of upper secondary schools and programmes and its intersection with higher education in the city region of Stockholm and on interviews, conducted among students in educational programs preparing for higher education at four prestigious public upper secondary schools in Stockholm the academic year 2013-2014.

    The increasingly complex landscape give advantage to especially resourceful social groups. Not only the cultural fractions of the upper middle classes, who benefits from their close relationship to the educational system and knowledge in how to choose proper and successful educational trajectories, profits from the marketization of education. The emerging internationalization of education rifts an already complex educational landscape further apart. The accumulation of international educational capital is much more dependent on economic capital than on cultural acquisitions, due to the expensive costs of the kind of experiences it suppose. 

  • 20.
    Bergström, Ylva
    Institutionen för humaniora, utbildning och samhällsvetenskap, Örebro universitet.
    The Universal Right to Education - freedom, equality and fraternity2010In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, ISSN ISSN 0039-3746, EISSN 1573-191X, Vol. 29, no 2, p. 167-182Article in journal (Refereed)
    Abstract [en]

    The overall aim of the article is to analyse how the universal right to education have been built, legitimized and used. And more specifically ask who is addressed by the universal right to education, and who is given access to rights and to education. The first part of the article focus on the history of declarations, the notion of the universal right to education, emphasizing differences in matters of detail—for example, the meaning of ‘compulsory’, ‘children’s rights’ or ‘parents’ rights’—and critically examining the right of the child and the right of the parent in terms of tensions between ‘social rights’ and ‘private autonomy rights’. Despite differences in detail, the iterations of the universal right to education do share to the full in the idea of education as such. In the second part the attempt to scrutinize the underlying assumptions legitimizing the consensus on education, focusing again on the notion of the child. In conclusion I argue that a certain notion of what it is to be a human being is inscribed within the circle of access to rights and education. These notions of what it means to be a child, a parent, a citizen or a member of the ‘human family’ are notions of enlightenment and humanity and, to my understanding, aspects of how democracy is configured around freedom, equality and fraternity.

  • 21.
    Bergström, Ylva
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Unga och politik: Utbildning, plats, klass och kön2015Book (Other academic)
  • 22.
    Bergström, Ylva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Dalberg, Tobias
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Education, Social Class and Politics: The Political Space of Swedish Youth in Uppsala2014In: Bourdieu and Data Analysis.: Methodological Principles and Practice / [ed] Grenfell, Michael & Lebaron, Frédéric, Peter Lang Publishing Group, 2014, 1, p. 227-252Chapter in book (Refereed)
  • 23.
    Bergström, Ylva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Dalberg, Tobias
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Political Position-takings. The Case of Young Citizens in a Swedish Rural Mining District2012In: Praktiske grunde. Tidsskrift for kultur og samfunnsvitenskab, ISSN 1902-2271, E-ISSN 1902-2271, Vol. 6, no 4, p. 7-20Article in journal (Refereed)
    Abstract [en]

    The aim of this article is to explore and understand young rural citizens’ political position-takings. By employing a Bourdieusian approach to class and politics, we are able to show class still offers an important tool for understanding differing political position-takings. By comparing this study carried out on a population from a rural mining district with an equivalent study on young citizens in the city of Uppsala we find both similarities and differences as regards the spaces of position-takings. Both spaces are structured by oppositions regarding redistribution issues, environmental issues, cultural pluralism issues and trust in established institutions, but these different issues are of different importance in each geographical setting. In summary, the spaces of position-takings in Bergslagen and Uppsala represent two slightly different parts of a much wider space of position-takings. The positions and compositions of social attributes in each space relative to one another suggests that we are dealing with one space, the rural mining district, characterized by the working classes and one space, the city of Uppsala, characterized by the middle and upper middle classes, respectively.

  • 24.
    Bergström, Ylva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Krigh, Josefine
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Cirkelledare om cirkelledarskapet2014In: Cirkelledarna: Folkbildningens fotfolk och drivkraft / [ed] Ylva Bergstrom, Mats Bernerstedt, Eva Edström och Josefine Krigh, Stockholm: Folkbildningsrådet , 2014, 1, p. 82-94Chapter in book (Other academic)
  • 25.
    Bergström, Ylva
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Krigh, Josefine
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Studiecirklarna och dess ledare2014In: Cirkelledare: Folkbildningens fotfolk och drivkraft / [ed] Ylva Bergström, Mats Bernerstedt, Eva Edström och Josefine Krigh, Stockholm: Folkbildningsrådet , 2014, 1, p. 43-58Chapter in book (Other academic)
  • 26.
    Boman, Ylva
    et al.
    Institutionen för humaniora, utbildning och samhällsvetenskap, Örebro universitet.
    Gustavsson, Bernt
    Nussbaum, Martha
    A discussion with Martha Nussbaum on Education for Citizenship in an era of Global Connection2002In: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 21, no 4-5, p. 305-311Article in journal (Refereed)
1 - 26 of 26
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