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Ljungblad, Ann-LouiseORCID iD iconorcid.org/0000-0002-8148-9172
Publications (10 of 37) Show all publications
Ljungblad, A.-L. (2023). Greta Thunberg: a unique voice in a post truth era. Childhood & Philosophy, 19, 01-31
Open this publication in new window or tab >>Greta Thunberg: a unique voice in a post truth era
2023 (English)In: Childhood & Philosophy, ISSN 2525-5061, E-ISSN 1984-5987, Vol. 19, p. 01-31Article in journal (Refereed) Published
Abstract [en]

Since the turn of the millennium, a new phenomenon has arisen on the global stage, as girls have increasingly begun to raise their voices. In an effort to achieve new philosophical understandings of contemporary childhoods in a post-truth era, the present article examines this Girl Rising movement from an existential perspective. In doing so, the article aims to problematise children’s right to be heard and listened to, as enshrined in Article 12 of the Convention on the Rights of the Child. More specifically, the article explores children as rights-holders and their rights-subject position and how these positions are supported (or not) by adults in different ways. Throughout the analysis, Greta Thunberg is used as a case study to illustrate the phenomenon under study. This new movement highlights children’s right to be heard as a valuable right. The defence of this view relies on the claim that at the heart of adult’s acknowledgement lies the uniqueness of each child and the implications of this uniqueness. Taking into consideration the realisation of children’s rights, powerful stakeholders who seek to silence children’s voices are also identified, as are worldwide adult acknowledgements intended to empower girls to exist ‘in’ and ‘with’ the world in a ‘grown-up’ way.

Place, publisher, year, edition, pages
Universidade de Estado do Rio de Janeiro, 2023
Keywords
children’s rights, Girl Rising movement, post-truth, existential paradigm, acknowledgements, grown-up way
National Category
Philosophy
Identifiers
urn:nbn:se:mau:diva-58953 (URN)10.12957/childphilo.2023.69835 (DOI)000955876800001 ()2-s2.0-85153181638 (Scopus ID)
Available from: 2023-03-27 Created: 2023-03-27 Last updated: 2023-05-15Bibliographically approved
Ljungblad, A.-L. (2023). Key Indicator Taxonomy of Relational Teaching. Journal of Education for Teaching, 49(5), 785-797
Open this publication in new window or tab >>Key Indicator Taxonomy of Relational Teaching
2023 (English)In: Journal of Education for Teaching, Vol. 49, no 5, p. 785-797Article in journal (Refereed) Published
Abstract [en]

How teachers relate to their students when they teach can contribute to a deeper and more coherent relational understanding of teaching as an interpersonal profession. This article presents a key indicators' taxonomy of relational teaching. Within the theoretical perspective of teaching called Pedagogical Relational Teachership a taxonomy to inquiry the relational dimension of the teaching profession is developed. The concept of relational teaching is categorised into a model under the themes of Tact and Stance and then further organised into six smaller units. These six relational key indicators can be used by empirical researchers to capture and illuminate the ongoing relational processes between teachers and students on a micro-level, as well as support pre-service and in-service teachers to create sustainable and trustful relationships with their students. Finally, the article discusses how this nuanced taxonomy can be applied in practice and research to cultivate the relational proficiencies of teachers in the twenty-first century.

Place, publisher, year, edition, pages
Taylor & Francis, 2023
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-58924 (URN)10.1080/02607476.2022.2151343 (DOI)000890388900001 ()2-s2.0-85142841171 (Scopus ID)
Available from: 2023-03-27 Created: 2023-03-27 Last updated: 2024-01-05Bibliographically approved
Hinsdale, M. J. & Ljungblad, A.-L. (2023). Relational Pedagogy. In: George Noblit (Ed.), Oxford Research Encyclopedia of Education: . Oxford University Press
Open this publication in new window or tab >>Relational Pedagogy
2023 (English)In: Oxford Research Encyclopedia of Education / [ed] George Noblit, Oxford University Press, 2023Chapter in book (Refereed)
Abstract [en]

Contemporary relational theorists offer an alternative vision of pedagogy in a concerning era of teacher accountability. Internationally, teachers experience challenging educational environments that reflect troubled social histories across differences of socioeconomic class, race and ethnicity, gender, and ability status. Climate change, civil and economic instability, and war add global pressures that bring immigrant and refugee students into classrooms around the world. In the United States, histories of slavery, genocide, and indigenous removal continue to resound through all levels of education. Putting the teacher-student relationship at the heart of education offers a way to serve all students, allowing them to flourish in spite of the many challenges we face in the 21st century.

Relational pedagogy is inspired by a range of philosophical writings: this article focuses on theorists whose work is informed by the concept of caring, as developed by Nel Noddings, with the critical perspective of Paulo Freire, or the ethics of Emmanuel Levinas. Although these approaches to ethical educational relations do not necessarily mesh together easily, the tensions among them can bear fruit that informs our pedagogy. After outlining the theoretical contours of relational pedagogy, we will turn to more recent empirical work in the field. New studies help us understand how to turn theory into classroom practices that will benefit all students.

Place, publisher, year, edition, pages
Oxford University Press, 2023
Keywords
relational pedagogy, teacher-student relationship, ethics, caring, responsiveness, Levinas
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-63230 (URN)10.1093/acrefore/9780190264093.013.28 (DOI)9780190264093 (ISBN)
Note

Encyclopedia entry

Available from: 2023-10-25 Created: 2023-10-25 Last updated: 2023-10-25Bibliographically approved
Walfridsson, J., Ljungblad, A.-L., Roos, H. & Träff, U. (2023). Specific mathematical difficulties – diagnosis and pedagogical and didactic actions. In: : . Paper presented at NORSMA 2023 - The Nordic Research Network on Special Needs Education in Mathematics, Copenhagen, 23-24 November 2023.
Open this publication in new window or tab >>Specific mathematical difficulties – diagnosis and pedagogical and didactic actions
2023 (English)Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

This is a presentation of an interdisciplinary project to investigate how diagnosis of specific mathematical difficulties and pedagogical and didactic actions for students who meet the diagnostic criteria for the diagnosis of dyscalculia (World Health Organization, 2022) can be developed and linked together to result in a more equal and health-promoting life situation for this group of students. 

National Category
Didactics
Research subject
Mathematics education
Identifiers
urn:nbn:se:mau:diva-64279 (URN)
Conference
NORSMA 2023 - The Nordic Research Network on Special Needs Education in Mathematics, Copenhagen, 23-24 November 2023
Available from: 2023-12-12 Created: 2023-12-12 Last updated: 2023-12-13Bibliographically approved
Ljungblad, A.-L. (2023). The relational dimension of the school leader profession. In: RCEN 2023 Conference: abstracts of presentations. Paper presented at Relation-centered education network, RCEN conference, June 14-18, 2023, University of East London, London. (pp. 24-25).
Open this publication in new window or tab >>The relational dimension of the school leader profession
2023 (English)In: RCEN 2023 Conference: abstracts of presentations, 2023, p. 24-25Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

The Relational Dimension of the School Leader Profession 

An ethnographic study was carried out at the Oak school, situated in a segregated area in Sweden, where the school leader and the teachers handle major pedagogical and social challenges. With a clear focus on changes in teaching and learning, the school leader decided to face the challenges by developing a distributed leadership (Gronn, 2000), which needs to be based on trust (Liljenberg, 2016). Viewing leadership from a relational perspective enables the visualisation of interpersonal relationships (Gergen, 2009). With a focus on school development, the aim of the study was to explore the complexity in developing a distributed leadership over time. From a relational perspective (Ljungblad, 2021) a specific aim was to explore how the school leader relate to her personnel, face to face, in everyday practice, which is presented in this presentation. The school leader was shadowed one day a week during a year, enabling a profound data production. The field work consisted of observations of spontaneous meetings with the personnel. An observation scheme based on pedagogical tact (Ljungblad, 2023) was used for detailed observations of the interaction in scheduled meetings. In the end of the day the school leader participated in meaning making dialogues (Ljungblad, 2016) about events during the day. Furthermore, 32 semi-structured interviews with the school leader and the teachers were conducted. 

 

The Key Indicator Taxonomy of Relational Teaching (Ljungblad, 2022) was used as an analytic tool for analysing the school leader’s way of relating to the personnel on a micro-level. The Taxonomy consists of six key indicators and the characteristics of each key indicator were analysed. The results are presented under the themes incalculable tact, con-tact, pedagogical tactfulness, responsible considerations, curiosity and pathfinder. A general pattern in the results highlight a school leader’s tactful balancing act in developing the school organization, with the necessity to constantly balance organizational factors and interpersonal values. Over time, in the collaboration between the school leader and the personnel a trustful climate emerged. At the same time the school enhanced its performances. Hence, the results underline the importance of trusting leadership, which creates opportunities for teachers to act and operate freely, face new challenges, grow and contribute to the school to their full potential. To conclude, the results give insight into that a relational leadership has to be lived every day, face to face. In line with this insight, the findings elucidated the vulnerability within interdependent professional relationships where the school leader and the personnel mutually needed to find ways to trust each other while working in the incalculable processes of school development. 

References

Gergen, K. (2009). Relational Being: Beyond Self and Community. Oxford: Oxford University Press.

Gronn, P. (2002). “Distributed leadership as a unit of analysis.” The Leadership Quarterly, 13(4), 423–451.

Liljenberg, M. (2016). “Teacher leadership modes and practices in a Swedish context – a case study.” School Leadership & Management, 36(1), 21–40.

Ljungblad, A-L. (2023). The Relational Dimension of the Teaching profession. NY: Peter Lang.

Ljungblad, A-L. (2022 accepted). Key Indicator Taxonomy of Relational Teaching, Journal of Education for Teaching.

Ljungblad, A-L. (2021). “Pedagogical Relational Teachership (PeRT) – a multi-relational perspective.” International Journal of Inclusive Education, 25(7), 860–876.

Ljungblad, A.-L. 2016. Takt och hållning – en relationell studie om det oberäkneliga i matematikundervisningen [Tact and Stance – A relational study about the incalculable in mathematics teaching]. PhD diss., Gothenburg Studies in Educational Sciences, 381. Gothenburg: Acta Universitatis Gothoburgensis. 

 

Keywords
relation, pedagogy, relational leadership, school development, trust, vulnerability
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-61140 (URN)
Conference
Relation-centered education network, RCEN conference, June 14-18, 2023, University of East London, London.
Available from: 2023-06-20 Created: 2023-06-20 Last updated: 2023-06-30Bibliographically approved
Ljungblad, A.-L. (2023). The Relational Dimension of the Teaching Profession (1ed.). London: Peter Lang Publishing Group
Open this publication in new window or tab >>The Relational Dimension of the Teaching Profession
2023 (English)Book (Refereed)
Abstract [en]

In The Relational Dimension of the Teaching Profession, we follow four teachers who meet their students in a particularly evolving way. Deploying what is described as pedagogical tact and stance, the author has filmed teachers in order to observe how they create pedagogical meeting spaces wherein the teachers and students meet as people, thus developing an understanding of trustful, relational teaching in practice.The relational dimension of the teaching profession is something that has hitherto played a hidden role in teacher education. Nevertheless, well-functioning teacher-student relationships are a fundamental part of successful teaching. Including a multi-relational perspective on teaching and education (Pedagogical Relational Teachership, or, PeRT) as well as a taxonomy with an observation scheme for student teachers and researchers, this book is aimed at teacher students at undergraduate and advanced levels and is also suitable for teachers in practice.

Place, publisher, year, edition, pages
London: Peter Lang Publishing Group, 2023. p. 150 Edition: 1
Keywords
Relational pedagogy, teacher-student relationship, pedagogical tactfulness, stance, taxonomy
National Category
Educational Sciences Pedagogy
Identifiers
urn:nbn:se:mau:diva-62751 (URN)10.3726/b20365 (DOI)9781433193934 (ISBN)9781433193927 (ISBN)9781433193897 (ISBN)9781433193903 (ISBN)9781433193910 (ISBN)
Available from: 2023-09-20 Created: 2023-09-20 Last updated: 2023-09-22Bibliographically approved
Ljungblad, A.-L. (2022). A Relational Taxonomy for the Teaching Profession. In: : . Paper presented at Relation-Centered Education Network, RCEN. Paper presented at the Relation-Centered Education Network conference, June 11-13, Sacramento, online. Konferensbidrag, referentgranskad.
Open this publication in new window or tab >>A Relational Taxonomy for the Teaching Profession
2022 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In the field of relational pedagogy (Bingham & Sidorkin, 2004) there is an existing problem; there is theory, mostly of philosophical nature, but it does not yet have an empirical confirmation. Hence, there is a lack of theories that can be applied in practice. This presentation is a theoretical contribution which problematises how the relational dimension of the teaching profession can be explored in a more systematic way. Based on a theoretical perspective on teaching called Pedagogical Relational Teachership (Ljungblad 2021) a new theoretical model is presented. It is a relational taxonomy consisting of analytic tools to inquiry the relational dimension of the teaching profession. The concept relational teachership is categorised into a model under the themes of Tact and Stance and then further organised into six smaller units. By using such relational analytic tools, the ongoing relational processes between teachers and students can be captured and illuminated, and support teachers to create trustful relationships to their students. The relational taxonomy can contribute to a deeper understanding of teachers´ relational capabilities and capacities and their professional development throughout their careers. The taxonomy is also an innovative model for higher education, since it mediates teacher activities based on empirical research about how successful teachers relate to their students, which is presented in a visible way for student teachers to perceive. Finally, the presentation discusses how this nuanced taxonomy can be applied in practice and research and cultivate teachers’ relational proficiencies in the 21st century. Bingham, C., & Sidorkin, A. (2004). No education without relation. Peter Lang. Ljungblad, A-L. (2021). Pedagogical Relational Teachership (PeRT) – A multi-relational perspective. International Journal of Inclusive Education. 25,(7), 860-876.

Place, publisher, year, edition, pages
Paper presented at the Relation-Centered Education Network conference, June 11-13, Sacramento, online. Konferensbidrag, referentgranskad., 2022
National Category
Educational Sciences
Identifiers
urn:nbn:se:mau:diva-58868 (URN)
Conference
Relation-Centered Education Network, RCEN
Available from: 2023-03-27 Created: 2023-03-27 Last updated: 2023-03-28Bibliographically approved
Ljungblad, A.-L. (2022). Matteverktyg svenska-ukrainska. Lund: Studentlitteratur AB
Open this publication in new window or tab >>Matteverktyg svenska-ukrainska
2022 (Ukrainian)Book (Other (popular science, discussion, etc.))
Abstract [en]

50 sidor som kompletterar de ordinarie matematikböckerna och hjälper eleverna med övergången från den konkreta matematiken till en mer abstrakt nivå. Bilderna på sidorna hjälper eleverna att förstärka sina inre bilder och underlättar på så sätt ett mer självständigt arbete. Bilderna består av tallinjer, klockor, enhetsbyten, termometrar, bråk, positioner, geometriska objekt etc. Materialet innehåller områden i matematik från åk 3 och uppåt. I Matteverktyg svenska – ukrainska består varje uppslag av två kort, till vänster på svenska och till höger på ukrainska. Eleverna kan på det här sättet se begreppen och bilderna i anslutning till varandra, vilket stärker eleverna i sitt lärande.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2022
National Category
Didactics
Identifiers
urn:nbn:se:mau:diva-58929 (URN)9789144161549 (ISBN)
Available from: 2023-03-27 Created: 2023-03-27 Last updated: 2023-03-28Bibliographically approved
Ljungblad, A.-L. & Berhanu, G. (2021). A Change in Relational Capital: Through mentoring relationships and homework activities for disadvantaged and new arrival youth in a university setting.. In: : . Paper presented at The Role of Universities in Addressing Societal Challenges and Fostering Democracy: Inclusion, Migration, and Education for Citizenship, March 25-26. University of Akureyri, Iceland.
Open this publication in new window or tab >>A Change in Relational Capital: Through mentoring relationships and homework activities for disadvantaged and new arrival youth in a university setting.
2021 (English)Conference paper, Oral presentation only (Refereed)
Abstract [en]

Our conference presentation dwells on an innovative project revolving around disadvantaged students’ (the majority with immigrant background) participation in homework activities. The theoretical framework is relational pedagogy with a focus on student-mentor relationships in a university setting. The authors used semi-structured interviews combined with observations of the interactions between the participants. The findings are analysed at a micro- and meso-level, based on an interpersonal relational perspective on teaching, Pedagogical Relational Teachership (PeRT) (Ljungblad, 2016, 2019). The popular claim that homework time is positively related to scholastic achievements gains was observed. The findings from this study add to the general knowledge of how participants perceive their school activities and future careers. Furthermore, relational values like connecting, belonging, trusting, including and confidence building emerged between students and mentors over time. The examination of the mentor-student relationships highlights how a relational bonding creates a new interpersonal relational capital that launch a movement with a possible change in social position, in terms of entering future university studies. The results are discussed at a societal level in relation to equity and young people’s possibilities of participating in future university studies. Since the study shows the positive aspects of ‘enriching’ activities supporting immigrant youth in homework activities at university facilities, we encourage other institutions of higher education to open up their premises for similar projects, in order to improve engagement, raise achievement levels and enhance inclusiveness in the larger social fabric.

National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-58866 (URN)
Conference
The Role of Universities in Addressing Societal Challenges and Fostering Democracy: Inclusion, Migration, and Education for Citizenship, March 25-26. University of Akureyri, Iceland
Available from: 2023-03-27 Created: 2023-03-27 Last updated: 2023-03-28Bibliographically approved
Ljungblad, A.-L. (2021). Pedagogical Relational Teachership (PeRT): a multi-relational perspective. International Journal of Inclusive Education, 25(7), 860-876
Open this publication in new window or tab >>Pedagogical Relational Teachership (PeRT): a multi-relational perspective
2021 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 25, no 7, p. 860-876Article in journal (Refereed) Published
Abstract [en]

This article presents a theoretical relational perspective of education, Pedagogical Relational Teachership (PeRT), which supports the development of new knowledge about teachers’ relational proficiencies to create opportunities for students to participate in their education and to emerge as unique individuals and speak with their own voices. Within the field of inclusive education, it is a relational approach where teaching is to be understood relationally. The fundamental bases in this inclusive perspective on education are the Convention on the Rights of the Child and the Salamanca Statement. The concept of relational teachership is elaborated on to emphasise the importance of teachers’ relational proficiencies in the classroom. The article also clarifies how PeRT includes a multi-dimensional model to illuminate relational processes and relationships on different levels within the educational system. PeRT is a relational approach for scholars and practitioners, which can be seen as a new beginning and an invitation to a relational pathway that explores participation, accessibility and equity.

Place, publisher, year, edition, pages
Taylor & Francis, 2021
National Category
Pedagogy
Identifiers
urn:nbn:se:mau:diva-58933 (URN)10.1080/13603116.2019.1581280 (DOI)
Available from: 2023-03-27 Created: 2023-03-27 Last updated: 2023-03-28Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8148-9172

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