Högre seminariet i pedagogik
Högre seminariet i pedagogik hålls varannan onsdag kl 15.15-17.00 i rum F133 om inget annat anges. Om andra dagar eller tider kommer ifråga markeras detta i schemat. I de fall det finns skriftligt material till seminarierna skickas detta ut via e-post en vecka före seminariet.
24 januari, OBS F105!
Johan Öhman och Ásgeir Tryggvason
Presentation och diskussion av manifest för kritisk pluralism.
7 februari
21 februari
6 mars
Patrik Samuelsson
Planeringsseminarium
20 mars
3 april
Andreas Bergh
Kort introduktion och diskussion om pågående forskningsprojekt Juridifiering och utbildning.
17 april
Ricardo Goncalves, slutseminarium
Kommentator: Asta Cekaite, professor vid Linköpings universitet
15 maj
Forskningsmiljön Research on Children’s Education and Learning (ReCEL) presenterar sin forskning. Miljöns medlemmar ger smakprov på genomförd eller pågående forskning inom temana:
- förskolans arbete med barns språkutveckling
- genus och jämställdhet i utbildningssammanhang
- barns rättigheter i utbildning
- samverkan med vårdnadshavare
- barn i barnkulturen
29 maj
12 juni
Mark Murphy från Glasgow University.
The welfaring of education: Democracy, solidarity and the transformation of public policy
In this seminar I critically examine the development and impact of what I term the ‘welfaring of education’. This can be defined as a trend in which the traditional function of the welfare state - to safeguard citizen’s economic and social well-being – is transferred onto the education field. Central to this project is the argument that some western nations are currently experiencing some form of welfaring of education, a policy transformation that has significant implications for both welfare and education policy. This shift has helped to ‘sanctify’ education as a policy priority while also positioning education as the placeholder for traditional welfarist values such as solidarity and care, publicness and economic justice. This has in turn seen significant pressure on schools in particular to not only act as conduits of social mobility and opportunity, but also to provide forms of social protection in the shape of safeguarding policies alongside a range of other welfarist agendas (inclusion practices, resilience and empathy building, for example). The analysis presented here is assisted by the deployment of a tripartite theoretical framework which draws on concepts of legitimation crisis, welfare state contradictions and theories of mediated versus delegated welfare. I explore some of the reaches and limitations of this trend in education policy and draw out its significance for democratic futures, issues of solidarity and the transformation of public policy.