Change search
Refine search result
1 - 14 of 14
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Dahlberg, Gunilla
    Stockholm University.
    A Pedagogy of Welcoming and Hospitality Built on Listening: An Ethical and Political Perspective on Early Childhood Education2006In: International Journal of Early Childhood Education, Vol. 12, no 2, p. 5-28-Article in journal (Refereed)
  • 2.
    Dahlberg, Gunilla
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Learning as a relational field of potentiality2012Conference paper (Other academic)
    Abstract [en]

    During recent decades the idea of lifelong learning has become seen as the key dimension for growth, sustainability and inclusion, and the field of early childhood education has suddenly become a highly profiled area.  Economists, neuroscientists, psychologists, educationalists are all engaged in the topic of how high quality early childhood education and care can foster human skills and capacities, and remediate disadvantages.  This interest opens up discussions concerning how to meet the expectations that the new situation creates. Is it better to work with an academic and pre-primary educational program or is it more fruitful to work with a comprehensive program?  This way of making a dualism between these two approaces does not actually seem to be very effective.

    To meet this new landscape and its expectations, but also to contest and make the present situation ‘problematic’, ontological, epistemological, ethical and didactical perspectives not so commonly used within the field of early childhood will be explored.   Starting from a pedagogy of welcoming and hospitality, that begins with listening, the French philosopher Gilles Deleuze’s rhizomatic image of thought and Spinoza’s idea of "what a body can do" will be described in relation to an idea of subjectivity and learning as a relational field of potentiality.  A field that is open for creative processes and productions.  Pedagogical documentation and networking have proved to be important procedures for constructing such a pedagogy and for ‘liberating’ new potentials for learning.

  • 3.
    Dahlberg, Gunilla
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Pedagogy as a loci of an ethics of an encounter2003In: Governing children, families and education: restructuring the welfare state / [ed] Marianne N. Bloch, Kerstin Holmlund, Ingeborg Moqvist, Thomas S. Popkewitz, New York: Palgrave Macmillan, 2003, p. 261-287Chapter in book (Refereed)
  • 4.
    Dahlberg, Gunilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Bloch, Marianne
    Is the power to see and visualize always the power to control?2006In: "The future is not what it appears to be": pedagogy, genealogy and political epistemology : in honor and in memory of Kenneth Hultqvist / [ed] Thomas S. Popkewitz, Kenneth Pettersson, Ulf Olsson, Jamie Kowalczyk, Stockholm: HLS Förlag, 2006, p. 105-123Chapter in book (Refereed)
  • 5.
    Dahlberg, Gunilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Moss, Peter
    University of London.
    Au-delà de la qualité, vers l'éthique et la politique en matière d'éducation préscolaire2008In: Repenser l'éducation des jeunes enfants / [ed] Gilles Broguère, Michel Vandenbroeck, Bruxzelle: Peter Lang Publishing Group, 2008, p. 53-76Chapter in book (Refereed)
  • 6.
    Dahlberg, Gunilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Moss, Peter
    London University.
    Beyond Quality in Early Childhood Education and Care – Languages of Evaluation2008In: CESifo DICE Report, Vol. 6, no 2, p. 21-26Article in journal (Refereed)
  • 7.
    Dahlberg, Gunilla
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Moss, Peter
    London University.
    Ethics and politics in early childhood education2005Book (Refereed)
  • 8.
    Dahlberg, Gunilla
    et al.
    Stockholm University.
    Moss, PeterLondon University.
    Forming ethical identities in early childhood play2008Collection (editor) (Refereed)
  • 9.
    Dahlberg, Gunilla
    et al.
    Stockholm University, The Stockholm Institute of Education.
    Moss, Peter
    London University.
    Pence, Alan R.
    Beyond quality in early childhood education and care: languages of evaluation2007 (ed. 2. uppl.)Book (Refereed)
  • 10.
    Dahlberg, Gunilla
    et al.
    Stockholm University.
    Olsson, Liselott
    Stockholm University.
    Dahlberg, G & Olsson. L. (2008). Micropolitically Global.2008In: Hongkong Journal of Early Childhood, Vol. 7, no 1Article in journal (Refereed)
  • 11.
    Moss, Peter
    et al.
    London University.
    Dahlberg, Gunilla
    Stockholm University, The Stockholm Institute of Education.
    Beyond Quality in Early Childhood Education and Care - Languages of Evaluation2008In: New Zealand Journal of Teachers' Work, ISSN 1176-6662, Vol. 5, no 1, p. 3-12Article in journal (Refereed)
    Abstract [en]

    The problems which the managerial state is intended to resolve derive from contradictions and conflicts in the political, economic and social realms. But what we have seen is the managerialisation of these contradictions; they are redefined as “problems to be managed”. Terms such as “efficiency” and “effectiveness”, “performance” and “quality” depoliticise a series of social issues (Whose efficiency? Effectiveness for whom?) and thus displace real political and policy choices into a series of managerial imperatives. (Clarke, 1998, p. 179)

  • 12. Moss, Peter
    et al.
    Dahlberg, Gunilla
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Grieshaber, Susan
    Mantovani, Susanna
    May, Helen
    Pence, Alan
    Rayna, Sylvie
    Swadener, Beth Blue
    Vandenbroeck, Michel
    The Organisation for Economic Co-operation and Development's International Early Learning Study: Opening for debate and contestation2016In: Contemporary Issues in Early Childhood, ISSN 1463-9491, E-ISSN 1463-9491, Vol. 17, no 3, p. 343-351Article in journal (Refereed)
    Abstract [en]

    The Organisation for Economic Co-operation and Development is initiating the International Early Learning Study, a cross-national assessment of early learning outcomes involving the testing of 5-year-old children in participating countries. The authors use this colloquium to inform members of the early childhood community about this project and to raise concerns about its assumptions, practices and possible effects. The authors also invite readers' comments, to start a process of democratic dialogue and contestation.

  • 13.
    Novosel, Ylva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Dahlberg, Gunilla
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Translanguaging – an expanded notion involving affect and vitalityIn: International Critical Childhood Policy Studies Journal, ISSN 2168-9660, E-ISSN 2168-9660Article in journal (Refereed)
    Abstract [en]

    During recent years, the concept of translanguaging has increasingly been discussed in the context of multilingualism. According to Ofelia García and Li Wei, this concept includes other modalities such as body language and facial expressions. In this article, we want to explore whether it is possible to expand the concept of translanguaging even further, to also include affect and vitality as conceptualized by Daniel N. Stern. To explore this issue, we have used two short episodes in which we have captured the interactional processes of one-year-olds on film. In line with Stern, we propose that the interactions between the children show a kind of non-conscious meaning-making and implicit relational knowing, involving a felt quality of affect and vitality that promotes the children’s abilities to participate, and their attunement to the affective states and rhythms of others. This concept of affect and vitality expands the notion of translanguaging, as well as paving the way for what Erin Manning and Isabelle Stengers have called an ecology of practices.

  • 14. Olsson, Liselott Mariett
    et al.
    Dahlberg, Gunilla
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Theorell, Ebba
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Discplacing identity - placing aesthetics: early childhood literacy in a globalized world2016In: Discourse. Studies in the Cultural Politics of Education, ISSN 0159-6306, E-ISSN 1469-3739, Vol. 37, no 5, p. 717-738Article in journal (Refereed)
    Abstract [en]

    How to give brain and body to the multiple pack that we already are or are becoming: how, in other words, are we to make sensible (auditory, visually and affectively) the time before I think and We think that we cannot plan, control or know, but simply experiment with, which is the time of the city and nothing else?' (Rajchman, 2010, p.39)These powerful words constitute the starting point for this article that argues that, within the context of early childhood literacy in a globalized and multicultural' world, we need to experiment with new ways of understanding identity and language through amalgamating early childhood pedagogy and didactics with aesthetics. Such an endeavour needs to take place beyond the indignity of speaking for the other' (Deleuze, 2004, p. 208) and beyond the constructed categories that have been attributed to children in the name of one or another minority group. Through vivid examples and theoretical movements taking place within the research project The Magic of Language' we propose to shift focus - from the identifying and categorizing of individuals, as well as from the epistemological violence performed in the name of recognition and linguistic representation - to aesthetic experimentation and to the place of experiments. A time of the city' is also a time of the place' and in this article we are arguing for the importance of aesthetic experimenting with that place.

1 - 14 of 14
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf