One aim of subject matter didactics is to offer concepts for a critical and creative analysis of teaching and learning in dfferent educational contexts. How can post-theoretical  approaches be put to work for this purpose? This question is one of the main focuses of the ‘post-theoretical’ research group. Working with this question as our starting point we explore the encounter of subject matter didactics and theoretical approaches such as poststructuralism, postcolonialism and posthumanism. More specifically; which analytical and methodological tools can the post approaches offer the questions and challenges within subject matter didactics? How can research methodologies within post-approaches become productive within subject matter didactics? What could materialize if we work with these approaches in educational practice as well as in analysis of teaching and learning? How might curriculum, school subjects, textbooks, and teaching practices informed by post-theoretical approaches turn out?

The research group comprise of researchers in science education, social sciences education and aesthetics education, from different departments and institutions.

From Department of Humanities and Social Sciences Education are:

Pernilla Andersson, Senior lecturer

Jonas Asplund, Licentiand

Julia Fries, PhD-student

Lise-Lotte Jons, Educational developer

Maria Olson, Professor

Ulrika von Schantz,

Elsa Szatek, PhD-student

Ebba Theorell, PhD-student

Ketil Thorgersen, Senior lecturer

Maria Wassrin, Senior lecturer

Lisa Öhman, Senior lecturer

From different departments and institutions are:

Auli Arvola Orlander, Department of mathematics and science education, Stockholm University
Simon Ceder, University college of art, craft and design
Maria Eriksson, University college of art, craft and design
Karin Gunnarson, Department of Education, Stockholm University
Marie Hållander, Södertörn University
Sara Irisdotter Aldenmyr, Dalarna University
Anna Jobèr, Malmö University
Kristian Niemi, Karlstad University
Sara Planting-Bergloo, Department of mathematics and science education, Stockholm University
Susanne Rosén, Dalarna University
Anna Ramberg, Dalarna University
Johanna Severinsson, Södertörn University

Contact: Lotta Jons: lotta.jobs@hsd.su.se.

Latest publications

  • Bodén, Linnea, Ceder, Simon, & Sauzet, Sofie (2021). Editorial: Posthuman conceptions of change in empirical educational research. Reconceptualizing Educational Research Methodology, 12(1). https://doi.org/10.7577/rerm.4215
  • Bodén, Linnea & Gunnarsson, Karin (2020) Nothing, anything and everything: Conversations on post-qualitative methodology. Qualitative Inquiry. https://doi.org/10.1177/1077800420933295
  • Ceder, Simon (2021). Change at the museum - The knowledge production of human evolution. Reconceptualizing Educational Research Methodology, 12(1). https://doi.org/10.7577/rerm.4243
  • Ceder, Simon (2019). Ice/Water: Giant's kettles and Arctic childhoods. In P. Rautio & E. Stenvall (Eds.) Social, material and political constructs of Arctic childhoods: An everyday life perspective (35–47). Springer. 
  • Ceder, Simon (2019). Towards a posthuman theory of educational relationality. Routledge. 
  • Ceder, Simon & Gunnarsson, Karin (2018). Som en hand på axeln: beröring som posthumanistiskt feministiskt fenomen. Studier i Pædagogisk Filosofi, 6(1), 5–24. https://doi.org/10.7146/spf.v6i1.102083 
  • Gunnarsson, Karin (2021). How to expand the boundaries: feminist posthumanist elaborations on change and learning. Reconceptualizing Educational Research Methodology, 12(1), 66–78. https://doi.org/10.7577/rerm.4245
  • Gunnarsson, Karin & Bodén, Linnea (2021) Introduktion till postkvalitativ metodologi. Stockholm: Stockholm University press.
  • Gunnarsson, Karin (2021). In the Middle of Things: Encountering questions about Equality in Social Studies Education. Gender & Education, 33(1), 33 - 49. https://doi.org/10.1080/09540253.2019.1583321
  • Gunnarsson, Karin (2020). Ambiguous engagements: exploring affective qualities within the teaching of norms and equality. Pedagogy, culture & society. https://doi-org.ezp.sub.su.se/10.1080/14681366.2020.1793380
  • Szatek, Elsa (2020). Moving Spaces: Mapping the Drama Room as Heterotopia. Educ. Sci. 10(3), 67. https://doi.org/10.3390/educsci10030067