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.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hagström, Erica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Förhandlingar, uppgivenhet och blåbärets area: en studie av gymnasieelevers upplevelser av skolan i Nacka kommun2019Report (Other academic)
    Download full text (pdf)
    fulltext
  • 2.
    Hagström, Erica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Mellan människa och häst: Djur-blivande i den pedagogiska relationens mellanrum2018Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Pedagogy has been theorised as a process of becoming, throughout history, as well as in contemporary research. In an interplay between literary configuration as a form of arts-based research and analysis based in philosophy of education, this dissertation explores the in-between of the educational relation within a specific human–horse relationship in order to examine, re-symbolise and re-negotiate the very presumptions of what pedagogy can become.

       I am interested in the educational possibilities in the relational processes of becoming when the Other is a horse and, further, how imaginaries, enabled by a questioning of the anthropocentrism of processes of becoming, can contribute to think pedagogy as a relational process of becoming, rooted in becoming-animal.

       Firstly, against the backdrop of a critique of the discourse on animality, I analyse becoming-animal in depth. By working with the concept of figuration, I investigate the processes of becoming between human and other-than-human. As Rosi Braidotti’s (2002) notion of becoming-animal informs this specific, enfleshed relation between human and horse, this lived relation also concretises the notion of becoming-animal.

       Secondly, in the light of a cartography of the power relation, I claim, in line with Patton (2003), that it is nonetheless possible for ethical relations to emerge in and through that relation. By linking the idea of ‘being faced by animals’, as developed in Matthew Calarco’s (2008) work with the idea of ‘being addressed’ as developed in Gert Biesta’s (2012) work, I see the horse’s face appear as an educational and ethical questioning.

       Thirdly, drawing on Luce Irigaray’s (1993) concept of difference, yet in another way, and displacing space for wonder to the relational space between human and horse, I highlight how processes of becoming-animal break through. Further, I explore how re-configurations offer possibilities of shaking the idea, rooted in human subjectivity, out of which the living is classified into the ‘ontological categories’ of ‘Human’ and ‘Animal’.

       In conclusion, I discuss how educational possibilities emerge in relational processes when the Other is a horse in two different yet transversal ways: firstly, through the lived relation to the Other and secondly, through possibilities for other-than-anthropocentric imaginaries.

       The dissertation not only contributes to the field of education, and more specifically within the field of philosophy of education concerning educational relations. It also contributes to the development of the field of horse studies within the fields of humanities and social science.

    Download full text (pdf)
    fulltext
  • 3.
    Hagström, Erica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    A halter and a lead rope: shifting pedagogical imaginaries of becoming within a human–horse relationship2016Conference paper (Refereed)
  • 4.
    Hagström, Erica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    A halter and a lead rope: shifting pedagogical imaginaries of becoming within a human–horse relationship2016In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 28, no 2, p. 298-313Article in journal (Refereed)
    Abstract [en]

    This paper explores the process of becoming within the relation between a human and a horse, and seeks to reimagine pedagogy as a relational process of ‘becoming-animal’. In order to emphasise the relational space between a horse and a human, I begin with an experimental style of writing that traces specific moments between an actual relation between a horse and myself. Considering the relation as a singularity in this way acts as a method through which the pedagogical relation can be explored and new pedagogical images can be suggested. I then move onto to discuss Rosi Braidotti's post-humanist ideas on becoming and link these to the ideas of the ‘event’ and of ‘beginnings’ within the educational theory of Gert Biesta, drawing out two lines of thought. One line follows Braidotti's work on becoming-animal, and the other Paul Patton's work on the nuances of power relations between humans and horses. In conclusion, I discuss how this figuration of a halter and a lead rope in the human–horse relation helps to think pedagogy as rooted in becoming-animal and how this contributes to the development of new imaginaries of becoming.

  • 5.
    Hagström, Erica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Between Human and Horse: A Posthumanist approach to Pedagogy of Relation2015In: NERA 2015 the 43rd Annual Congress of the Nordic Educational Research Association 4-6 march 2015, Nordic educational research association, NERA , 2015Conference paper (Refereed)
  • 6.
    Hagström, Erica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Una relazione pedagogica tra umano e cavallo: Verso un'esplorazione pedagogico-filosofica dello spazio2015In: Le radici della razionalità critica: saperi, pratiche, teleologie, Milano: Mimesis edizioni, 2015, p. 877-885Chapter in book (Refereed)
  • 7.
    Hagström, Erica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Authority as pedagogical relationality: an exploration between human and horse2014Conference paper (Refereed)
  • 8.
    Hagström, Erica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    En pedagogisk relation mellan människa och häst: på väg mot en pedagogisk-filosofisk utforskning av mellanrummet2014In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 19, no 2-3, p. 132-152Article in journal (Refereed)
    Abstract [sv]

    Min häst är inget verktyg utan en vän och vad vi utövar är att mötas och bli till i en pedagogisk relation. Han följer mig, men inte vem som helst. Jag följer honom, men inte hela tiden. Jag har en riktning, och ibland har han en annan riktning. Ibland är hans riktning till och med bättre, som när han vänder ifrån ett träsk eller ett moln av knott. Hans känslighet är starkare än min. Tack vare den, har jag tagit bort bettet från hans mun, tyglarna från min hand och börjat rida bara med ett rep runt hans bringa. Det hänger där som ett halsband. Jag kan trycka repet mot hans hals, men om han vill han kan lätt byta håll eller springa så fort han kan ändå. Med en posthumanistisk ansats belyser och reflekterar jag över hur både människa och häst överskrider sina varanden och hur det öppnar ett mellanrum med dimensioner av subjektivitet, kroppslighet och ömsesidighet. Syftet är att erbjuda ett lite annorlunda perspektiv på hur man kan förstå ett viktigt begrepp som pedagogiska relationer.

    Download full text (pdf)
    fulltext
    Download full text (pdf)
    fulltext
  • 9.
    Hagström, Erica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Reciprocal Becoming: Exploring pedagogical possibilities in a human-horse relation2014Conference paper (Other academic)
  • 10.
    Alerby, Eva
    et al.
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Hagström, Erica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Westman, Susanne
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The embodied classroom: a phenomenological discussion of the body and the room2014In: Journal of Pedagogy, ISSN 1338-1563, E-ISSN 1338-2144, Vol. 5, no 1, p. 11-23Article in journal (Refereed)
    Abstract [en]

    A (Western) school is, among other things, a building with its own spatial formations and boundaries. In educational settings, the place for learning, as well as the human body in the place, is significant. In this paper, we explore the theory of the lived body as it was formulated by Maurice Merleau-Ponty and argue why we think this theory can be used fruitfully in educational research, and specifically in a study of learning places such as classrooms. We also discuss what a classroom is and can be drawing upon the work of Otto Friedrich Bollnow.As humans, we access the world through our bodies and the knowledge we develop is always embodied. The body and the world are two aspects of a reversibility, which Merleau-Ponty terms flesh. He also stresses that the body inhabits the world, and our corporeality can therefore be tied to the room-we are affected by and affect the room in a mutual interplay.In this paper, we develop this further and argue that teachers and students inhabit the classroom. Corporeality is therefore closely connected to spatiality and is understood as a prerequisite for being involved in relationships. We argue for the importance of exploring the notion of embodiment in educational settings with a special focus on the embodied classroom using the phenomenology of the life-world.

    Download full text (pdf)
    FULLTEXT01
  • 11.
    Hagström, Erica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Ambiguous relations: on representation, emotions, affects and will in education2013In: Disruptions and eruptions as opportunities for transforming education: The 41st Annual Congress of the Nordic Educational Research Assosiation. Abstract book, Nordic educational research association, NERA , 2013Conference paper (Refereed)
    Abstract [en]

    In this symposium we will present a theme based on our research projects within the doctoralprogramme specialisation Philosophical Studies of Educational Relations. With backgrounds asteachers from different fields of the education system we immerse in epistemological, aesthetic,ethical and political questions of the educational relation, from a dynamical perspective combiningtheoretical reflection and practical experience. Given this, we will highlight the educationalrelation from four perspectives.Firstly, an analysis of presentation, representation and re-presentation, discussing thecurriculum not as a representation of the world but as a representation of itself. The inquirydelves into the difference between representation departing from fixed category and representationas a testimony.Secondly, a phenomenological investigation of emotions as existential conditions in theeducational relation. The point of departure provides an understanding of the reciprocal influencesbetween the lived body, the lived space and the lived time fixing the searchlight on emotions asphenomenon.Thirdly, a reexamination of the prior critique of the “soft pedagogy”, contextualized by theimage of today's teacher with enthusiasm and inspiration as required appliances at hand,reconnects the inquiry to the ongoing discussion of the importance of a relational perspective.Forthly, an analysis of the paradox of education as the will for the other to will, starting from aradical intersubjectivity, continuing through three perspectives of intersubjective willing andthereby proceeding a voyage from will as concept to will as phenomenon.The overarching aim of this symposium is philosophing about educational research,philosophising as educational research and philosophising in educational research.The symposium is intended for the session of philosophy of education.

    Download full text (pdf)
    FULLTEXT01
  • 12.
    Hagström, Erica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Emotions as phenomena in educational relations2013In: Disruptions and eruptions as opportunities for transforming education: The 41st Annual Congress of the Nordic Educational Research Assosiation. Abstract book., Nordic educational research association, NERA , 2013Conference paper (Refereed)
    Download full text (pdf)
    FULLTEXT01
  • 13.
    Hagström, Erica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    Human and horse as pedagogical relation2013Conference paper (Other academic)
  • 14.
    Hagström, Erica
    Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.
    The boundless self in a techno-social world2012In: Abstract book: the 40:th Annual Congress of the Nordic Educational Research Association, Copenhagen: Nordic educational research association, NERA , 2012Conference paper (Refereed)
    Abstract [en]

    Learning involves a change of the human being and is a part of the identity development. Identity develops in relation to the world. Pupils dwell in a hall of mirrors at school and in the classroom, but also in a much more extensive hall of mirrors on the Internet. The mirror halls enable the creation of several and better versions of the self and accommodate multiple representations of the identity in these different dimensions of the world. The identity formation also encompasses relations to ideal stereotypes and to the self as a subject or an object. To live in a world of technosocial artifacts affects the identity development. Humans create and form new techno-social artifacts and these artifacts also create and form humans in the world. The research aim is to analyse how to understand the self and its identity development in relation to the techno-social world.The point of departure is the life-world phenomenology of Maurice Merleau-Ponty and Gregory Bateson's argument that the self does not end where the skin ends. The boundless self can not be located. The life-world phenomenology enables an understanding and an analysis of the human being's relations to artifacts in the world and their reciprocal influence in the identity creation. The foundation of human life is the everyday world which is taken for granted and the identity develops in relation to it. The self is extended by the artifacts which entitle a relational understanding of identity formation. The artifacts are comprehended as idea as well as matter. They are also comprehended as something more, extended to encounter the self in a world of mutual influence. Maurice Merleau-Ponty and Gregory Bateson exemplify this with the blind man whose walking stick extends the body, allowing him to be in the world in a different way by using the artifact. Identity is a central concept for the understanding of learning and development. Techno-social artifacts create different conditions for identity formation. The topic is relevant for the understanding of where learning is constituted.

    Download full text (pdf)
    FULLTEXT01
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