Ninni Wahlström
Biographic Data
| ID | 766536 |
|---|---|
| NAME | Ninni Wahlström |
| GIVEN NAMES | Ninni |
| FAMILY NAME | Wahlström |
| SIGNATURE | WAHLSTRÖM N |
| AFFILIATIONS | Linnaeus University |
| ORCID | 0000-0001-5554-6041 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 18 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Education in place
The aim of this article is to synthesise and advance current knowledge on the conditions and challenges of rural education in contemporary Sweden, with particular attention to how processes of digitalisation and globalisation shape educational practices and possibilities in rural communities. Drawing on qualitative data material, the study shows how place functions as an active force shaping educational opportunities: organisational closeness cre…
The rural school in an urban society
A Reconceptualization of Schooling and Teaching
This study aims to contribute to the ongoing scholarly conversation about education through the lenses of the German philosophy of Bildung and the American philosophy of pragmatism. More concretely, in this article, the two philosophies are represented by the traditions of critical‐constructive Didaktik , based on Wolfgang Klafki's work, and transactional realism, based on John Dewey's. Against the background of the widespread outcomes‐based mode…
Curriculum policy, teaching, and knowledge orientations
The purpose of this study is to explore the implications of a standards-based curriculum for what constitutes knowledge in different teaching contexts. The research question is as follows: How is the logic of uniformity within curriculum standards recontextualised into actual teaching in different school environments, here focusing on the concepts of the knowledge underpinning the teaching? Many national school systems have adapted to the current…
Teaching as a pedagogical responsibility
In this special issue, the research interest is focused on classroom activities. To adequately understand and examine the classroom situation, the wholeness and complexity of the teaching situation should be maintained and paid attention as much as possible throughout the research process. In dialogues and comparisons between the German concept of Didaktik and the American concepts of curriculum theory and pedagogy, the differences between a Euro…
School and democratic hope
In this article, the central question is how the relationship between democracy and education can be understood in terms of civic literacy. By taking as a point of departure John Dewey’s basic understanding of democracy in terms of communication and experience, which also forms the basis for the pragmatist knowledge concept of transactional realism, this study explores transactional realism in relation to how this concept of knowledge can promote…
Policy of suspiciousness -mobilization of educational reforms in Sweden
In this article, we explore the processes of transfer and translation of education policy in a study focusing on the relationship between the Organisation for Economic Co-operation and Development (OECD) and Sweden. The purpose of the study is to investigate how selective borrowing occurs both in terms of references to different types of knowledge sources underpinning the arguments and shared discourse formations. The data were obtained from two …
Reading in the wing chair
Literary education exposes students to unpredictable critical moments in their encounters with a text. Drawing on Dewey’s transactional realism and actor-network theory, this theoretical and conceptual study explores the performativity of things and materials as they shape reading and teaching bodies. This transactional performativity extends beyond the physical positioning of the body to the power relations enacted in text situations. The concep…
Discursive institutionalism
Discourse approaches in education policy analysis have gained prominence in the last decade. However, though the literature on policy discourses is growing, different conceptions of the ‘discursive’ dimension and its potential for empirical analysis related to the field of curriculum policy have not yet been fully researched. To address this gap in education policy research, this article explores the framework of discursive institutionalism. Usin…
Exploring European Education Policy through the Lens of Dewey’s Democracy and Education
In this article, we use the basic concepts of Dewey’s pedagogical philosophy on democracy and education as analytical tools for exploring the democratic potential of a transnational education policy within the contemporary European risk discourse. A Deweyan reading of main policy documents, starting with the 2000 Lisbon Strategy, allows for critical discussion of some of the basic assumptions and consequences of the EU-advocated transnational edu…
Toward a Conceptual Framework for Understanding Cosmopolitanism on the Ground
In this article, a continuum of resistance and receptivity constitute s a framework for understanding a cosmopolitan orientation “on the ground.” Such a continuum is based on an understanding of the effects of globalization, when it comes to individual people, as both containing a potential for an active interest in other ways of life, and a resistance toward others’ values and ways of living triggered by a feeling of being forced into situations…
Education as a Human and a Citizenship Right — Parents' Rights, Children's Rights, or…? The Necessity of Historical Contextualization
This paper serves as an introduction to the three following papers by Roth, Wahlström, and Quennerstedt, analyzing the contextual background to the different treaties—the United Nations' Universal Declaration of Human Rights, the European Convention on Human Rights, and the United Nations' Convention on the Rights of the Child—and focusing on how the relations between parents' rights and children's rights in the matter of education were shaped du…
The Struggle for the Right to Education in the European Convention on Human Rights
This paper addresses two central questions, namely, on what grounds the right to education is justified in the European Convention on Human Rights, and in what terms we can understand the tensions between the right of a child, as a social right, and the right of a parent, as a civil right. I argue that two main reasons served as grounds for a universal right of education; one being the social right of children to free education and the other bein…
Do We Need to Talk to Each Other? How the concept of experience can contribute to an understanding of Bildung and democracy
In this article I argue that the contested concept of Bildung, with its roots in the late 18th century, remains of interest in the postmodern era, even if there is also certainly a debate about it having had its day. In the specific discussion about Bildung and democracy, I suggest that Dewey's reconstructed concept of experience has several points in common with a more recent understanding of Bildung, at the same time as it can provide insight i…
Toward a Conceptual Framework for Understanding Cosmopolitanism on the Ground
In this article, a continuum of resistance and receptivity constitute s a framework for understanding a cosmopolitan orientation “on the ground.” Such a continuum is based on an understanding of the effects of globalization, when it comes to individual people, as both containing a potential for an active interest in other ways of life, and a resistance toward others’ values and ways of living triggered by a feeling of being forced into situations…
Discursive institutionalism
Discourse approaches in education policy analysis have gained prominence in the last decade. However, though the literature on policy discourses is growing, different conceptions of the ‘discursive’ dimension and its potential for empirical analysis related to the field of curriculum policy have not yet been fully researched. To address this gap in education policy research, this article explores the framework of discursive institutionalism. Usin…
Reading in the wing chair
Literary education exposes students to unpredictable critical moments in their encounters with a text. Drawing on Dewey’s transactional realism and actor-network theory, this theoretical and conceptual study explores the performativity of things and materials as they shape reading and teaching bodies. This transactional performativity extends beyond the physical positioning of the body to the power relations enacted in text situations. The concep…
The Struggle for the Right to Education in the European Convention on Human Rights
This paper addresses two central questions, namely, on what grounds the right to education is justified in the European Convention on Human Rights, and in what terms we can understand the tensions between the right of a child, as a social right, and the right of a parent, as a civil right. I argue that two main reasons served as grounds for a universal right of education; one being the social right of children to free education and the other bein…
Do We Need to Talk to Each Other? How the concept of experience can contribute to an understanding of Bildung and democracy
In this article I argue that the contested concept of Bildung, with its roots in the late 18th century, remains of interest in the postmodern era, even if there is also certainly a debate about it having had its day. In the specific discussion about Bildung and democracy, I suggest that Dewey's reconstructed concept of experience has several points in common with a more recent understanding of Bildung, at the same time as it can provide insight i…
Do We Need to Talk to Each Other? How the concept of experience can contribute to an understanding of Bildung and democracy
In this article I argue that the contested concept of Bildung, with its roots in the late 18th century, remains of interest in the postmodern era, even if there is also certainly a debate about it having had its day. In the specific discussion about Bildung and democracy, I suggest that Dewey's reconstructed concept of experience has several points in common with a more recent understanding of Bildung, at the same time as it can provide insight i…
Education as a Human and a Citizenship Right — Parents' Rights, Children's Rights, or…? The Necessity of Historical Contextualization
This paper serves as an introduction to the three following papers by Roth, Wahlström, and Quennerstedt, analyzing the contextual background to the different treaties—the United Nations' Universal Declaration of Human Rights, the European Convention on Human Rights, and the United Nations' Convention on the Rights of the Child—and focusing on how the relations between parents' rights and children's rights in the matter of education were shaped du…
The Struggle for the Right to Education in the European Convention on Human Rights
This paper addresses two central questions, namely, on what grounds the right to education is justified in the European Convention on Human Rights, and in what terms we can understand the tensions between the right of a child, as a social right, and the right of a parent, as a civil right. I argue that two main reasons served as grounds for a universal right of education; one being the social right of children to free education and the other bein…
Toward a Conceptual Framework for Understanding Cosmopolitanism on the Ground
In this article, a continuum of resistance and receptivity constitute s a framework for understanding a cosmopolitan orientation “on the ground.” Such a continuum is based on an understanding of the effects of globalization, when it comes to individual people, as both containing a potential for an active interest in other ways of life, and a resistance toward others’ values and ways of living triggered by a feeling of being forced into situations…
Exploring European Education Policy through the Lens of Dewey’s Democracy and Education
In this article, we use the basic concepts of Dewey’s pedagogical philosophy on democracy and education as analytical tools for exploring the democratic potential of a transnational education policy within the contemporary European risk discourse. A Deweyan reading of main policy documents, starting with the 2000 Lisbon Strategy, allows for critical discussion of some of the basic assumptions and consequences of the EU-advocated transnational edu…
Discursive institutionalism
Discourse approaches in education policy analysis have gained prominence in the last decade. However, though the literature on policy discourses is growing, different conceptions of the ‘discursive’ dimension and its potential for empirical analysis related to the field of curriculum policy have not yet been fully researched. To address this gap in education policy research, this article explores the framework of discursive institutionalism. Usin…
Reading in the wing chair
Literary education exposes students to unpredictable critical moments in their encounters with a text. Drawing on Dewey’s transactional realism and actor-network theory, this theoretical and conceptual study explores the performativity of things and materials as they shape reading and teaching bodies. This transactional performativity extends beyond the physical positioning of the body to the power relations enacted in text situations. The concep…
School and democratic hope
In this article, the central question is how the relationship between democracy and education can be understood in terms of civic literacy. By taking as a point of departure John Dewey’s basic understanding of democracy in terms of communication and experience, which also forms the basis for the pragmatist knowledge concept of transactional realism, this study explores transactional realism in relation to how this concept of knowledge can promote…
Policy of suspiciousness -mobilization of educational reforms in Sweden
In this article, we explore the processes of transfer and translation of education policy in a study focusing on the relationship between the Organisation for Economic Co-operation and Development (OECD) and Sweden. The purpose of the study is to investigate how selective borrowing occurs both in terms of references to different types of knowledge sources underpinning the arguments and shared discourse formations. The data were obtained from two …
Curriculum policy, teaching, and knowledge orientations
The purpose of this study is to explore the implications of a standards-based curriculum for what constitutes knowledge in different teaching contexts. The research question is as follows: How is the logic of uniformity within curriculum standards recontextualised into actual teaching in different school environments, here focusing on the concepts of the knowledge underpinning the teaching? Many national school systems have adapted to the current…
Teaching as a pedagogical responsibility
In this special issue, the research interest is focused on classroom activities. To adequately understand and examine the classroom situation, the wholeness and complexity of the teaching situation should be maintained and paid attention as much as possible throughout the research process. In dialogues and comparisons between the German concept of Didaktik and the American concepts of curriculum theory and pedagogy, the differences between a Euro…
A Reconceptualization of Schooling and Teaching
This study aims to contribute to the ongoing scholarly conversation about education through the lenses of the German philosophy of Bildung and the American philosophy of pragmatism. More concretely, in this article, the two philosophies are represented by the traditions of critical‐constructive Didaktik , based on Wolfgang Klafki's work, and transactional realism, based on John Dewey's. Against the background of the widespread outcomes‐based mode…
Education in place
The aim of this article is to synthesise and advance current knowledge on the conditions and challenges of rural education in contemporary Sweden, with particular attention to how processes of digitalisation and globalisation shape educational practices and possibilities in rural communities. Drawing on qualitative data material, the study shows how place functions as an active force shaping educational opportunities: organisational closeness cre…
The rural school in an urban society
Sociology (12 works) · Political science (10 works) · Epistemology (9 works) · Pedagogy (8 works) · Global Educational Policies and Reforms (7 works) · Law (7 works) · Politics (6 works) · Psychology (6 works) · Curriculum (5 works) · Philosophy (5 works)