Lisa Isenström
Biographic Data
| ID | 6549641 |
|---|---|
| NAME | Lisa Isenström |
| GIVEN NAMES | Lisa |
| FAMILY NAME | Isenström |
| SIGNATURE | ISENSTRÖM L |
| AFFILIATIONS | Örebro University |
| ORCID | 0000-0002-5157-3322 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The Aims of Education and Initial Teachers’ Education
A qualitative direct content analysis is used to explore how Article 29 of the UN Convention on the Rights of the Child (CRC), is embedded into the national educational policy of five countries (Iceland, Ireland, Poland, Sweden and Switzerland) by how it is addressed in their respective Initial Teacher Education (ITE) curriculum. The study analysed documents at the national, programme and course levels. Findings from this cross-country comparison…
Positions of children's human rights in school-age educare centers
This article explores children's human rights in school-age educare centers. Schoolage educare (SAEC) is an underexplored educational context in terms of children's human rights. Previous research has emphasized the importance of a whole-school approach for sustainable human rights education. The aim of this article is to clarify how SAEC teachers position children's human rights within their practice in terms of where rights are actualized and w…
Collateral human rights learning situations
This article furthers pedagogical knowledge on educating children about their human rights, specifically in school contexts, with the aim of elucidating the features and the collateral learning of educative situations through which children are supported to grow as rights-holders. The data, obtained from fieldwork in three Year 1 classes in Swedish schools, were analysed drawing on John Dewey ́s theory of experience, growth and collateral learnin…
Governing rationalities in children’s human rights education
Children as Growing Rights Subjects – The Significance of Teachers’ Actions
The overarching ambition of this paper is to explore how teachers’ actions shape children’s growth as rights-subjects. This is done by addressing the question: which rights-subjects are privileged for children by teachers’ different rights-teaching mentalities? The paper draws on observation and interview data from fieldwork in three Year 1 classes in Swedish primary schools. Theoretically framed by a Foucauldian governmentality perspective, righ…
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Governing rationalities in children’s human rights education
Children as Growing Rights Subjects – The Significance of Teachers’ Actions
The overarching ambition of this paper is to explore how teachers’ actions shape children’s growth as rights-subjects. This is done by addressing the question: which rights-subjects are privileged for children by teachers’ different rights-teaching mentalities? The paper draws on observation and interview data from fieldwork in three Year 1 classes in Swedish primary schools. Theoretically framed by a Foucauldian governmentality perspective, righ…
Collateral human rights learning situations
This article furthers pedagogical knowledge on educating children about their human rights, specifically in school contexts, with the aim of elucidating the features and the collateral learning of educative situations through which children are supported to grow as rights-holders. The data, obtained from fieldwork in three Year 1 classes in Swedish schools, were analysed drawing on John Dewey ́s theory of experience, growth and collateral learnin…
Positions of children's human rights in school-age educare centers
This article explores children's human rights in school-age educare centers. Schoolage educare (SAEC) is an underexplored educational context in terms of children's human rights. Previous research has emphasized the importance of a whole-school approach for sustainable human rights education. The aim of this article is to clarify how SAEC teachers position children's human rights within their practice in terms of where rights are actualized and w…
The Aims of Education and Initial Teachers’ Education
A qualitative direct content analysis is used to explore how Article 29 of the UN Convention on the Rights of the Child (CRC), is embedded into the national educational policy of five countries (Iceland, Ireland, Poland, Sweden and Switzerland) by how it is addressed in their respective Initial Teacher Education (ITE) curriculum. The study analysed documents at the national, programme and course levels. Findings from this cross-country comparison…
Children's Rights and Participation (5 works) · Peace and Human Rights Education (5 works) · Pedagogy (4 works) · Psychology (4 works) · Human rights (3 works) · Law (3 works) · Mathematics education (3 works) · Political science (3 works) · Sociology (3 works) · Educator Training and Historical Pedagogy (2 works)