Lisa Isenström | Örebro University (original) (raw)
Uploads
Papers by Lisa Isenström
Framed by a Foucauldian governmentality perspective, this article shows teachers’ different right... more Framed by a Foucauldian governmentality perspective, this article shows teachers’ different rights-teaching mentalities active in human rights education for children. The article draws on observati...
Cambridge Journal of Education
This article furthers pedagogical knowledge on educating children about their human rights, speci... more 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 learning. The findings show that, in everyday classroom interactions, teachers' actions have implications for human rights learning. Four categories of collateral content were identified: a) Experience and respect equal value; b) Form, express and respect opinions; c) Take part and participate in individual and collective matters; d) Demonstrate understanding, and tolerance. It is argued that teachers' pedagogical actions support children's human rights learning in various everyday situations in the classroom, often in unintended and unplanned ways.
International Journal of Children’s Rights
The overarching ambition of this paper is to explore how teachers’ actions shape children’s growt... more 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, rights-learning situations were analysed through the lens of teachers’ rights-teaching mentalities and governing techniques. The findings show how teachers’ different actions privilege different rights-subjects for the children, and demonstrate how the teachers’ actions in everyday interaction in the classroom play a significant role in this process. It is argued that rights-learning, and growing as a rights-subject, does not primarily happen in designated children’s human rights events at school, but rather occurs continuously, day after day, i...
International Journal of Educational Research
Abstract This research synthesis examines earlier studies within the field of children’s human ri... more Abstract This research synthesis examines earlier studies within the field of children’s human rights in education, with the specific aim of clarifying which rationalities of teaching and learning children’s human rights are activated as significant for teachers’ thinking and work. Theoretically framed by a Foucauldian governmentality approach, the qualitative analysis identifies five different rationalities in the teaching and learning of children’s human rights in previous research. The paper discusses how the identified rationalities support or contradict each other in a complex way and their connection to differing conceptions of rights for children. Further, the possible consequences for teachers, teacher educators and policymakers are considered.
Framed by a Foucauldian governmentality perspective, this article shows teachers’ different right... more Framed by a Foucauldian governmentality perspective, this article shows teachers’ different rights-teaching mentalities active in human rights education for children. The article draws on observati...
Cambridge Journal of Education
This article furthers pedagogical knowledge on educating children about their human rights, speci... more 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 learning. The findings show that, in everyday classroom interactions, teachers' actions have implications for human rights learning. Four categories of collateral content were identified: a) Experience and respect equal value; b) Form, express and respect opinions; c) Take part and participate in individual and collective matters; d) Demonstrate understanding, and tolerance. It is argued that teachers' pedagogical actions support children's human rights learning in various everyday situations in the classroom, often in unintended and unplanned ways.
International Journal of Children’s Rights
The overarching ambition of this paper is to explore how teachers’ actions shape children’s growt... more 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, rights-learning situations were analysed through the lens of teachers’ rights-teaching mentalities and governing techniques. The findings show how teachers’ different actions privilege different rights-subjects for the children, and demonstrate how the teachers’ actions in everyday interaction in the classroom play a significant role in this process. It is argued that rights-learning, and growing as a rights-subject, does not primarily happen in designated children’s human rights events at school, but rather occurs continuously, day after day, i...
International Journal of Educational Research
Abstract This research synthesis examines earlier studies within the field of children’s human ri... more Abstract This research synthesis examines earlier studies within the field of children’s human rights in education, with the specific aim of clarifying which rationalities of teaching and learning children’s human rights are activated as significant for teachers’ thinking and work. Theoretically framed by a Foucauldian governmentality approach, the qualitative analysis identifies five different rationalities in the teaching and learning of children’s human rights in previous research. The paper discusses how the identified rationalities support or contradict each other in a complex way and their connection to differing conceptions of rights for children. Further, the possible consequences for teachers, teacher educators and policymakers are considered.