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Publications (10 of 44) Show all publications
Gillberg, C. (2023). Uneindeutigkeit aushalten lernen: Fortbildungen schwedischer Vorschullehrkräfte zum Thema Nachhaltigkeit. Weiter Bilden: DIE Zeitschrift fuer Erwachsenenbildung, 30(4), 36-37
Open this publication in new window or tab >>Uneindeutigkeit aushalten lernen: Fortbildungen schwedischer Vorschullehrkräfte zum Thema Nachhaltigkeit
2023 (German)In: Weiter Bilden: DIE Zeitschrift fuer Erwachsenenbildung, ISSN 2568-9436, Vol. 30, no 4, p. 36-37Article in journal (Other academic) Published
Place, publisher, year, edition, pages
WBV Media, 2023
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-63177 (URN)
Available from: 2024-01-03 Created: 2024-01-03 Last updated: 2024-01-31Bibliographically approved
Gillberg, C. (2022). Harnessing power in education settings [blog post].
Open this publication in new window or tab >>Harnessing power in education settings [blog post]
2022 (English)Other (Other (popular science, discussion, etc.))
Abstract [en]

Power in Education is a strange beast in many guises. As for guidance and leadership, let’s just say it’s complicated. Educational leadership and coaching are necessary though. Only, what type of educational leadership and what kind of coaching might be conducive to society building? Why do we need leadership, in what direction should it take us, and are these the right questions to ask? I want to focus here on concepts which can be assumed to express shared values.

Series
Carnegie Education Blogs
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-56090 (URN)
Note

Published 24 March 2022 on Carnegie Education Blogs.

Available from: 2022-03-25 Created: 2022-03-25 Last updated: 2022-03-25Bibliographically approved
Gillberg, C. & Rosengren, E. (2022). Head Teachers as the last outpost for Disabled Pupils? Knowledge-based leadership to safeguard the right to Education. A research insight paper. In: CollectivED: Professional Learning and Development Special Issue (pp. 21-28). Leeds, UK: Centre for Mentoring, Coaching and Professional Learning, Leeds Beckett University
Open this publication in new window or tab >>Head Teachers as the last outpost for Disabled Pupils? Knowledge-based leadership to safeguard the right to Education. A research insight paper
2022 (English)In: CollectivED: Professional Learning and Development Special Issue, Leeds, UK: Centre for Mentoring, Coaching and Professional Learning, Leeds Beckett University , 2022, p. 21-28Chapter in book (Other academic)
Abstract [en]

Head teachers are in a position to facilitate disabled pupils’ access to and participation in Education. However, head teachers’ difficulties in creating inclusive schools are considerable. Regarding disabled pupils’ rights, governing bodies sometimes find it too easy to dismiss the Education Act concerning access and participation in relation to disabled pupils, prioritising budgetary concerns over disabled children’s rights. This article discusses the possible role of ethical and educational leadership in disrupting the ableist assumptions that underpin so much of the Swedish education system. This is no small feat in a society that perpetuates a public discourse of disability as an inferior state of being and as a tragedy to be overcome. The authors make a case for school as an integral part of society, hence the need for disability to be understood as a knowledge subject in its own right.

Place, publisher, year, edition, pages
Leeds, UK: Centre for Mentoring, Coaching and Professional Learning, Leeds Beckett University, 2022
Series
Working Papers from CollectivED ; 15
Keywords
Ableism, Disabilities, Head Teachers, Sweden, Educational Leadership, Ethics
National Category
Pedagogy
Identifiers
urn:nbn:se:hj:diva-55761 (URN)
Available from: 2022-02-01 Created: 2022-02-01 Last updated: 2022-02-01Bibliographically approved
Gillberg, C. (2022). Jane Addams’ Pragmatist Feminist Thoughts and Actions For and With Ill and Disabled Women. In: Patricia M. Shields, Maurice Hamington & Joseph Soeters (Ed.), The Oxford Handbook of Jane Addams: (pp. 603-623). Oxford University Press
Open this publication in new window or tab >>Jane Addams’ Pragmatist Feminist Thoughts and Actions For and With Ill and Disabled Women
2022 (English)In: The Oxford Handbook of Jane Addams / [ed] Patricia M. Shields, Maurice Hamington & Joseph Soeters, Oxford University Press, 2022, p. 603-623Chapter in book (Refereed)
Abstract [en]

In this chapter, Jane Addams’ thoughts and actions on why ethics matter in a democratic society meet with thoughts and ideas central to critical disability studies, feminism, and feminist pragmatism. Actions as an expression of ethics correspond with critical disability activism’s clarion call “nothing about us without us,” through which disabled people have attempted to gain agency and just representation for decades. The author of this chapter argues that chronically ill and disabled women have been under-theorized, and barely represented and analyzed in most feminist schools of thought. In fact, feminist philosophers, and academics in general, have been reluctant to address the injustices inflicted on ill and disabled women, rendering them more vulnerable and exposed to arbitrarily worded social policy and ensuing unintended negative consequences. This article offers several entry points from which to view social injustices inflicted on ill and disabled women. It opens debate about Addams’ concepts of ethics expressed through Action, Democracy, Social Policy and Reciprocity, and Activism, and their interest for today’s critical disability scholars and other social scientists, practitioners, and activists. Addams considered compassionate action-taking based on sympathetic knowledge as an expression of applied ethics. This chapter argues in favor of collaborative knowledge production as a viable, reciprocal way out of a morally objectionable morass that leaves ill and disabled women to fend for themselves in an unsympathetic world experiencing continual public-health crises.

Place, publisher, year, edition, pages
Oxford University Press, 2022
Keywords
ableism, chronic illness, disability, ethics, feminist philosophy, Jane Addams
National Category
Sociology
Identifiers
urn:nbn:se:hj:diva-58458 (URN)10.1093/oxfordhb/9780197544518.013.44 (DOI)2-s2.0-85174100822 (Scopus ID)9780197544518 (ISBN)9780197544549 (ISBN)
Available from: 2022-09-13 Created: 2022-09-13 Last updated: 2023-10-24Bibliographically approved
Gillberg, C. (2021). Kunskapsbildning i samhällets marginaler – dit etablerade forskare inte brukar nå. In: Livslångt lärande - för välbefinnande, mångfald och delaktighet: (pp. 74-75). Jönköping: Encell - Nationellt centrum för livslångt lärande
Open this publication in new window or tab >>Kunskapsbildning i samhällets marginaler – dit etablerade forskare inte brukar nå
2021 (Swedish)In: Livslångt lärande - för välbefinnande, mångfald och delaktighet, Jönköping: Encell - Nationellt centrum för livslångt lärande , 2021, p. 74-75Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Jönköping: Encell - Nationellt centrum för livslångt lärande, 2021
National Category
Learning
Identifiers
urn:nbn:se:hj:diva-55420 (URN)
Available from: 2021-12-21 Created: 2021-12-21 Last updated: 2021-12-21Bibliographically approved
Gillberg, C. (2021). Undoing ableism: teaching about disability in K-12 classrooms [Review]. Disability & Society, 36(2), 337-339
Open this publication in new window or tab >>Undoing ableism: teaching about disability in K-12 classrooms
2021 (English)In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 36, no 2, p. 337-339Article, book review (Other academic) Published
Place, publisher, year, edition, pages
Taylor & Francis, 2021
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-51070 (URN)10.1080/09687599.2020.1845438 (DOI)000588163800001 ()2-s2.0-85083410566 (Scopus ID)
Note

Book review of: Undoing ableism - teaching about disability in K-12 classrooms by Susan Baglieri, and Priya Lalvani, New York and Abingdon Oxon, Routledge, Taylor & Francis Group, 2020, 214 pp., £96.00 (hardback), £28.79 (paperback), ISBN 9781138545601 (hardback), ISBN 9781138545595 (paperback), ISBN 9781351002868, (ebook).

Available from: 2020-11-27 Created: 2020-11-27 Last updated: 2021-12-13Bibliographically approved
Gillberg, C. (2020). Book review: Disability experiences, memoirs, autobiographies, and other personal narratives, volume 1 and 2. Editors: Thomas Couser and Susannah B. Mint [Review]. Disability & Society, 35(9), 1527-1529
Open this publication in new window or tab >>Book review: Disability experiences, memoirs, autobiographies, and other personal narratives, volume 1 and 2. Editors: Thomas Couser and Susannah B. Mint
2020 (English)In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 35, no 9, p. 1527-1529Article, book review (Other (popular science, discussion, etc.)) Published
Place, publisher, year, edition, pages
Taylor & Francis, 2020
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hj:diva-47995 (URN)10.1080/09687599.2020.1744253 (DOI)
Note

Couser, T., & Mint, S. B. (Eds.). (2019). Disability experiences, memoirs, autobiographies, and other personal narratives, volume 1 and 2. GALE, macmillan reference, USA. ISBN-10: 1410388077, ISBN-13: 9781410388070

Available from: 2020-03-19 Created: 2020-03-19 Last updated: 2021-01-29Bibliographically approved
Gillberg, C. (2020). Pyjamas-wearing mentors? Dissolving the inclusion / exclusion divide in professional development: A think piece working paper. Leeds: Carnegie School of Education, Leeds Beckett University
Open this publication in new window or tab >>Pyjamas-wearing mentors? Dissolving the inclusion / exclusion divide in professional development: A think piece working paper
2020 (English)Report (Other academic)
Place, publisher, year, edition, pages
Leeds: Carnegie School of Education, Leeds Beckett University, 2020. p. 50-53
Series
CollectivED Working Papers ; 10
National Category
Educational Sciences
Identifiers
urn:nbn:se:hj:diva-48008 (URN)
Available from: 2020-03-25 Created: 2020-03-25 Last updated: 2020-03-25Bibliographically approved
Adams Lyngbäck, L., Bylund, C., Gillberg, C., Jones, G., Larsdotter, M. & Nelson, B. (2020). The impact of COVID-19 on disabled citizens in Sweden [blog post].
Open this publication in new window or tab >>The impact of COVID-19 on disabled citizens in Sweden [blog post]
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2020 (English)Other (Other (popular science, discussion, etc.))
Series
iHuman
National Category
Other Social Sciences
Identifiers
urn:nbn:se:hj:diva-48160 (URN)
Note

Published 2020 on the blog iHuman.

Available from: 2020-04-20 Created: 2020-04-20 Last updated: 2022-01-16Bibliographically approved
Gillberg, C. (2020). The significance of crashing past gatekeepers of knowledge: Towards full participation of disabled scholars in ableist academic structures. In: N. Brown & J. Leigh (Ed.), Ableism in Academia: Theorising experiences of disabilities and chronic illnesses in higher education (pp. 11-30). London: UCL Press
Open this publication in new window or tab >>The significance of crashing past gatekeepers of knowledge: Towards full participation of disabled scholars in ableist academic structures
2020 (English)In: Ableism in Academia: Theorising experiences of disabilities and chronic illnesses in higher education / [ed] N. Brown & J. Leigh, London: UCL Press, 2020, p. 11-30Chapter in book (Refereed)
Abstract [en]

The purpose of this chapter is to present a feminist-pragmatist philosophical argument as to the significance of broadening the body of mainstream academic knowledge. Academic disciplines have been slow in adjusting their knowledge basein the light of societal, technological, political and other developments and their grassroots movements. Even in the 21st century, Jane Addams’ calls for social justice, improvedliving conditions, and quality education based on lived experience and rigorous knowledge seem almost subversive, with academics still debating whether for instance activism or other forms of knowledge should inform theories.Unsurprisingly, hierarchical knowledge systems have alwaysconstituted sites for ‘others’ to overcome barriers to participation and recognition in such systems, in a literal, epistemological and ontological sense. Nancy Fraser's concept of recognition and Addams' concept of research-based activism for social change here meet with crip theorist Alison Kafer (2013) for critical thought about the different meanings of participation, and change in transformative spaces, a concept that harks back to the early days of feminist pragmatism. I argue that any effort to improve participation in higher education must entail advocacy for structures and contents that encourage the use of participatory methodologies that enable disabled academics to transcend the qualitative and quantitative, the medical model and social model divides that narrow possibilities for the type of future envisaged not only by crip queer theorists but by 19th century women activists that fought to take their lived experience into the public sphere. By proactively seeking out and incorporating spaces for transformative learning and scholarship, ableism in academia, based on prejudice and historically flawed reasoning, will not only be challenged but increasingly rejected.

Place, publisher, year, edition, pages
London: UCL Press, 2020
Keywords
knowledge, participatory methodology, feminist pragmatism, ableism, reciprocal learning, participation, recognition
National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:hj:diva-48064 (URN)10.2307/j.ctv13xprjr.7 (DOI)978-1-78735-499-9 (ISBN)978-1-78735-498-2 (ISBN)978-1-78735-497-5 (ISBN)978-1-78735-500-2 (ISBN)978-1-78735-501-9 (ISBN)
Available from: 2020-04-03 Created: 2020-04-03 Last updated: 2020-10-30Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-5177-5557

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