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Dahlström, Lars
Publications (10 of 27) Show all publications
Dahlström, L. (2016). An autobiographical narrative towards Critical Practitioner Inquiry and a counter hegemonic southern network. The Journal for Critical Education Policy Studies, 14(1), 102-126
Open this publication in new window or tab >>An autobiographical narrative towards Critical Practitioner Inquiry and a counter hegemonic southern network
2016 (English)In: The Journal for Critical Education Policy Studies, ISSN 2051-0969, E-ISSN 1740-2743, Vol. 14, no 1, p. 102-126Article in journal (Refereed) Published
Abstract [en]

This paper is an autobiographical narrative to demonstrate how educational practices and ideas travel through time. It demonstrates how pedagogy based on solidarity and counter hegemonic ideas combined with scholastic perspectives build coherent practices in different social contexts. The work as a teacher, teacher educator, and researcher in Sweden created an experiential and scholastic foundation for a critical pedagogical perspective that was further developed in the global South. The colonial spectres are still haunting the capitalist development paradigm as a cure against poverty and so called backwardness. Furthermore, the time when education was seen as an emancipatory activity has now been replaced by the entrepreneurial saints of individualism and marketizations. In spite of the present hegemonic perspectives there is room for counter hegemonic thinking and pedagogical practices struggling for a re-emancipatory and re-enlightening vision of pedagogy. Critical Practitioner Inquiry (CPI) is one such torch in the darkness. CPI as a situationally relevant and critical version of action research was moulded in the context of the liberation struggles in Southern Africa in the 1980s. It was further developed after Namibia's independence in 1990, transferred to Ethiopia after2002, applied in Lao PDR during the years up to 2011, and recently adapted to the situation in Afghanistan. The CPI concept has been developed and adapted to situations at hand still being faithful to its basic idea of a critical perspective and solidarity. CPI can thereby avoid the dogmatic and taken for granted approaches that commonly are the characteristics of western policy ensembles exported to the global South.

National Category
Educational Sciences
Identifiers
urn:nbn:se:umu:diva-126535 (URN)000382894200007 ()
Available from: 2016-10-26 Created: 2016-10-10 Last updated: 2018-06-09Bibliographically approved
Dahlström, L. (2011). The global assault on education. In: Ruth Balogh (Ed.), 'It is difficult to work without it': Action research at work in countering hegemonic education policies. Paper presented at CARN - The Collaborative Action Research Network (pp. 38-46). Didsbury: Manchester Metropolitan University
Open this publication in new window or tab >>The global assault on education
2011 (English)In: 'It is difficult to work without it': Action research at work in countering hegemonic education policies / [ed] Ruth Balogh, Didsbury: Manchester Metropolitan University , 2011, p. 38-46Conference paper, Published paper (Refereed)
Place, publisher, year, edition, pages
Didsbury: Manchester Metropolitan University, 2011
Series
CARN Bulletin ; 14
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-50449 (URN)978-1-905476-60-2 (ISBN)
Conference
CARN - The Collaborative Action Research Network
Available from: 2011-12-09 Created: 2011-12-09 Last updated: 2018-06-08Bibliographically approved
Dahlström, L. (2009). Education in a post-neoliberal era: a promising future for the Global South?. Power and Education, 1(2), 167-177
Open this publication in new window or tab >>Education in a post-neoliberal era: a promising future for the Global South?
2009 (English)In: Power and Education, ISSN 1757-7438, Vol. 1, no 2, p. 167-177Article in journal (Refereed) Published
Abstract [en]

This article analyses the consequences of neoliberal thinking for education systems, particularly in the Global South. It considers the possibility of an intellectual meltdown following the economic meltdown and argues that a new post-neoliberal educational agenda is needed. The marketisation of education in the Global North and the doublespeak of the Education for All agenda in the Global South are used to illustrate the onslaught against educational ideals. However, the present situation can open up for a new start in education based on ideas fostering social justice and education as a craftsmanship for life, a usefulness beyond the classroom, a critical contextualised praxis and a narrative of a new and more human type of social development. It is argued that a post-neoliberal agenda along these ideas is urgently needed globally and that it has the potential to become particularly important for the creation of opportunities and initiatives in the Global South.

Place, publisher, year, edition, pages
Oxford: Symposium Journals, 2009
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-32687 (URN)10.2304/power.2009.1.2.167 (DOI)
Available from: 2010-03-22 Created: 2010-03-22 Last updated: 2018-06-08Bibliographically approved
Dahlström, L. & Lemma, B. (2008). Critical perspectives on teacher education in neo-liberal times: Experiences from Ethiopia and Namibia. Southern African Review of Education, 14(1-2), 29-42
Open this publication in new window or tab >>Critical perspectives on teacher education in neo-liberal times: Experiences from Ethiopia and Namibia
2008 (English)In: Southern African Review of Education, ISSN 1563-4418, Vol. 14, no 1-2, p. 29-42Article in journal (Refereed) Published
Identifiers
urn:nbn:se:umu:diva-10495 (URN)
Available from: 2008-09-22 Created: 2008-09-22 Last updated: 2018-06-09Bibliographically approved
Dahlström, L. (2008). Occasions of critical encounters. In: At sætte spor på en vandring fra Aquinas til Bourdieu: æresbog til Staf Callewaert redigeret af Karin Anna Petersen og Marianne Hoyen (pp. 523-534). Denmark: Hexis
Open this publication in new window or tab >>Occasions of critical encounters
2008 (English)In: At sætte spor på en vandring fra Aquinas til Bourdieu: æresbog til Staf Callewaert redigeret af Karin Anna Petersen og Marianne Hoyen, Denmark: Hexis , 2008, p. 523-534Chapter in book (Other academic)
Place, publisher, year, edition, pages
Denmark: Hexis, 2008
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-18644 (URN)978-87-992050-2-8 (ISBN)
Available from: 2009-02-20 Created: 2009-02-20 Last updated: 2018-06-09Bibliographically approved
Dahlström, L. (2008). Om den neoliberala attacken på utbildning och undervisning: review of Mary Compion & Lois Weiner (2008) The global assault on teaching, teachers, and their unions – stories for resistance. New York: Palgrave Macmillan [Review]. Pedagogisk forskning i Sverige, 13(3), 230-232
Open this publication in new window or tab >>Om den neoliberala attacken på utbildning och undervisning: review of Mary Compion & Lois Weiner (2008) The global assault on teaching, teachers, and their unions – stories for resistance. New York: Palgrave Macmillan
2008 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 13, no 3, p. 230-232Article, book review (Other academic) Published
Place, publisher, year, edition, pages
Malmö: Malmö högskola, 2008
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-18645 (URN)
Available from: 2009-02-20 Created: 2009-02-20 Last updated: 2018-06-09Bibliographically approved
Dahlström, L., Nyambe, J., Callewaert, S., Tessema, K. & Steensen, J. (2007). Swimming against the stream – Critical Practitioner Inquiry (CPI) in difficult times. In: CARN Collaborative Action Research Network, 9-11 November 2007: Action Research Beyond Borders and Divides.
Open this publication in new window or tab >>Swimming against the stream – Critical Practitioner Inquiry (CPI) in difficult times
Show others...
2007 (English)In: CARN Collaborative Action Research Network, 9-11 November 2007: Action Research Beyond Borders and Divides, 2007Conference paper, Published paper (Other academic)
Identifiers
urn:nbn:se:umu:diva-9106 (URN)
Available from: 2008-02-29 Created: 2008-02-29 Last updated: 2018-06-09Bibliographically approved
Dahlström, L. (2007). When eagles are allowed to fly: A global and contextual perspective on teacher education in Ethiopia. International Journal of Progressive Education, 3(3)
Open this publication in new window or tab >>When eagles are allowed to fly: A global and contextual perspective on teacher education in Ethiopia
2007 (English)In: International Journal of Progressive Education, ISSN 1554-5210, Vol. 3, no 3Article in journal (Refereed) Published
Identifiers
urn:nbn:se:umu:diva-17771 (URN)
Available from: 2007-11-19 Created: 2007-11-19 Last updated: 2018-06-09Bibliographically approved
Dahlström, L. & Mannberg, J. (2006). Critical Educational Visions and Practices in Neo-Liberal Times. In: Annual Meeting of the American Education Research Association (AERA) Conference, April 7-11, San Fransisco, USA.
Open this publication in new window or tab >>Critical Educational Visions and Practices in Neo-Liberal Times
2006 (English)In: Annual Meeting of the American Education Research Association (AERA) Conference, April 7-11, San Fransisco, USA, 2006Conference paper, Published paper (Other academic)
Identifiers
urn:nbn:se:umu:diva-9083 (URN)
Available from: 2008-02-28 Created: 2008-02-28 Last updated: 2018-06-09Bibliographically approved
Dahlström, L. & Mannberg, J. (Eds.). (2006). Critical Educational Visions and Practices in Neo-liberal Times.. : Global South Network Publisher, Umeå universitet, Umeå
Open this publication in new window or tab >>Critical Educational Visions and Practices in Neo-liberal Times.
2006 (English)Collection (editor) (Other academic)
Place, publisher, year, edition, pages
Global South Network Publisher, Umeå universitet, Umeå, 2006. p. 135
Identifiers
urn:nbn:se:umu:diva-12064 (URN)91-7264-001-4 (ISBN)
Available from: 2007-03-20 Created: 2007-03-20 Last updated: 2018-06-09Bibliographically approved
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