umu.sePublications
Change search
Refine search result
1 - 26 of 26
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.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Education.
    Critical practitioner inquiry and the struggle over the preferential right of interpretation in the south2003In: Educational Action Research, ISSN 0965-0792, Vol. 11, no 3, p. 467-477Article in journal (Refereed)
  • 2.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Education.
    Critical Practitioner Inquiry as an Attempt to Create Voice Amongst Subaltern Professionals in Neo-liberal Times – a counter-hegemonic approach beyond national and scholastic divides – lessons learnt so far2006In: Education Association of South Africa/Kenton International Conference, George, 2006Conference paper (Other academic)
  • 3.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Education.
    Critical Practitioner Inquiry: Creating voice amongst subaltern professionals2006In: Critical Educational Visions and Practices in Neo-Liberal Times, Global South Network, Department of Education & Department of Social Siences and Swedish, Umeå University, Sweden , 2006, p. 57-70Chapter in book (Other academic)
  • 4.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Education.
    Critical Practitioner Inquiry: Working against the grain2004In: CPI Newsletter, Vol. 1, no 1, p. 2-4Article in journal (Other academic)
  • 5.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Department of Education.
    Education in a post-neoliberal era: a promising future for the Global South?2009In: Power and Education, ISSN 1757-7438, Vol. 1, no 2, p. 167-177Article in journal (Refereed)
    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.

  • 6.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Education.
    From the liberation struggle to learner-centered and democratic education2000In: The Annual Meeting of the American Educational Research Association, New Orleans, 2000Conference paper (Other academic)
  • 7.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Department of Education.
    Occasions of critical encounters2008In: 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)
  • 8.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Department of Education.
    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 Macmillan2008In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 13, no 3, p. 230-232Article, book review (Other academic)
  • 9.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Education.
    Perspectives on Teacher Education and Transformation in Namibia2000Book (Other academic)
  • 10.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Department of Education.
    Post-apartheid teacher education reform in Namibia: the struggle between common sense and good sense2002Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is about teacher education reform. It is a narrative of attempted change in the area of teacher education in post-apartheid Namibia. The inquiry is based on critical and participatory perspectives. The analytical tools include concepts like hegemony and counter-hegemony, common sense and good sense.

    The historical and contextual analyses attend to the broad global layers of influence on a newly born African nation state, the prevailing common sense of financial and technical assistance agencies, and the modern school as it has landed in Namibia and elsewhere in Africa. It gives an overview of the historical deposits into the common sense about schooling and education in Namibia, including visions and practices of the liberation movement before independence. The teacher education reform is also placed within the international context of preferential views on teacher education.

    The struggle over the preferential right of interpretation is described and analysed on three major levels: the policy level of an imperative reform framework, the level of the contested programme imprints, and on institutional level where attempts were made to create reform agency.

    The teacher education reform was part of the post-apartheid policy that signalled an egalitarian society for all. The analyses give at hand that the reform was neither a defeat nor a victory. The combined effects of historical and parallel engravings affected the reform process and created a transposed reform out of the intellectual war of position over the preferential right of interpretation. The transposed reform had traits of both the hegemonic imprints and the counter-hegemonic reform policy and operated within a constraining and ahistorical political context. A future revival of the reform policy includes a critical literacy of pedagogy and a pedagogy of hope.

  • 11.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Education.
    Radical educational change through networking: An introduction to the Global South Network2002In: The Commonwealth Conference on Democratic Leadership, Umeå, Sweden, 2002Conference paper (Other academic)
  • 12.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Education.
    Teacher Education Reform in Namibia: A Case Study – Classroom Observations2004In: The 12th World Congress for Comparative Education Societies, Havana, 2004Conference paper (Other academic)
  • 13.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Department of Education.
    The global assault on education2011In: '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 (Refereed)
  • 14.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Education.
    The preferential right of interpretation over educational practice2003In: The Conference about Development Research. University of Lund, Sweden, 2003Conference paper (Other academic)
  • 15.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Education.
    Toward Learner-Centered and Democratic Teacher Education2001In: Democratic Teacher Education Reform in Africa: The Case of Namibia, Gamsberg Macmillan, Windhoek , 2001, p. 47-63Chapter in book (Other academic)
  • 16.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Education.
    When eagles are allowed to fly: A global and contextual perspective on teacher education in Ethiopia2007In: International Journal of Progressive Education, ISSN 1554-5210, Vol. 3, no 3Article in journal (Refereed)
  • 17.
    Dahlström, Lars
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Crebbins, WendyMannberg, JanFaculty of Teacher Education, Teacher Education in Swedish and Social Sciences.
    Namibian Educators Research Their Own Practice: Critical Practitioner Inquiry in Namibia.2000Collection (editor) (Other (popular science, discussion, etc.))
  • 18.
    Dahlström, Lars
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Lemma, Brook
    Critical perspectives on teacher education in neo-liberal times: Experiences from Ethiopia and Namibia2008In: Southern African Review of Education, ISSN 1563-4418, Vol. 14, no 1-2, p. 29-42Article in journal (Refereed)
  • 19.
    Dahlström, Lars
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Mannberg, JanFaculty of Teacher Education, Teacher Education in Swedish and Social Sciences.
    Critical Educational Visions and Practices in Neo-liberal Times.2006Collection (editor) (Other academic)
  • 20.
    Dahlström, Lars
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Mannberg, Jan
    Critical Educational Visions and Practices in Neo-Liberal Times2006In: Annual Meeting of the American Education Research Association (AERA) Conference, April 7-11, San Fransisco, USA, 2006Conference paper (Other academic)
  • 21.
    Dahlström, Lars
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Nyambe, John
    Callewaert, Staf
    Tessema, Kedir
    Steensen, Jette
    Swimming against the stream – Critical Practitioner Inquiry (CPI) in difficult times2007In: CARN Collaborative Action Research Network, 9-11 November 2007: Action Research Beyond Borders and Divides, 2007Conference paper (Other academic)
  • 22.
    Dahlström, Lars
    et al.
    Umeå University, Faculty of Social Sciences, Education.
    Swarts, Patti
    Color Me Black, Color Me White: Teacher Education in the Aftermath of the Apartheid Era – in search of a critical multicultural perspective among a complexity of contradictions2001In: Global Constructions of Multicultural Education: Theories and Realities, Lawrence Erlbaum Associates, Mahwah, New Jersey & London , 2001, p. 291-316Chapter in book (Refereed)
  • 23. Mannberg, Jan
    et al.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Education.
    Forces and Counter-forces2006In: Critical Educational Visions and Practices in Neo-Liberal Times, Global South Network, Department of Education & Department of Social Siences and Swedish, Umeå University, Sweden , 2006, p. 1-10Chapter in book (Other academic)
  • 24. Shilamba, Peggy
    et al.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Education.
    Critical Practitioner Inquiry and Staff Development2001In: Democratic Teacher Education Reform in Africa: The Case of Namibia, Gamsberg Macmillan, Windhoek , 2001, p. 117-122Chapter in book (Other academic)
  • 25. Swarts, Patti
    et al.
    Dahlström, Lars
    Umeå University, Faculty of Social Sciences, Education.
    Zeichner, Ken
    A Luta Continua: The Struggle Continues2001In: Democratic Teacher Education Reform in Africa: The Case of Namibia, Gamsberg Macmillan, Windhoek , 2001, p. 248-256Chapter in book (Other academic)
  • 26. Zeichner, Kenneth
    et al.
    Dahlström, LarsUmeå University, Faculty of Social Sciences, Education.
    Democratic Teacher Education Reform in Africa: The Case of Namibia2001Collection (editor) (Other academic)
1 - 26 of 26
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