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  • 1. Björn, Marianne
    et al.
    Gillberg, Claudia
    Democracy and Diversity in Swedish Higher Education2006Conference paper (Refereed)
    Abstract [en]

    In 2001, a new national policy document was issued by the Swedish government, mainly dealing with questions on how to increase diversity of the student body with regard to social background, ethnicity, gender and disability. To varying degrees, methods such as validation of informally acquired competencies were introduced to boost heterogeneity in higher education (HE), as this would reflect a genuinely democratic society. In the latest policy document (2004/05:162), internationalisation is focused, yet a number of critical questions regarding democracy and diversity in HE remain to be discussed. In this paper we intend to address some of them, such as diversity and accessibility concerning postgraduate studies. Our key question is: How do students perceive their possibility to pursue an academic career by means of applying for entrance to PhD studies? Findings from interviews conducted with one female PhD student and another woman who had applied for entrance to a PhD programme but was not accepted, and students with reading/writing disabilities in undergraduate courses show that these students are highly motivated to study but are uncertain about their possibility to pursue an academic career. However, the picture is far more complicated than that as we would like to illustrate in this paper.

  • 2.
    Duffy, Simon
    et al.
    Centre for Welfare Reform, Sheffield, UK.
    Gillberg, Claudia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Extreme poverty in a time of austerity: Submission to UN Special Rapporteur on Extreme Poverty and Human Rights2018Report (Other academic)
    Abstract [en]

    This short paper is a submission, from the Centre for Welfare Reform to Professor Philip Alston, UN Special Rapporteur on Extreme Poverty and Human Rights. Our submission offers an overview of the UK Government’s Austerity policy. The Austerity policy was established in 2010 by David Cameron’s Coalition Government. The policy is regressive, cumulative and continuous; its five main components are:

    1. Cuts to public services
    2. Cuts to the income of the poor and disadvantaged
    3. Benefits to advantaged groups
    4. Rhetoric to blame poverty on the disadvantaged groups
    5. Increased conditionality and social control

    It is important to note that Austerity is not about austerity. It is an ideological policy, presented as if it were driven by economic necessity and for the greater good, however:

    • The policy has been broadly deflationary and has weakened the UK’s economic performance - the UK’s wage growth, recovery and debt levels have been woeful.
    • If the purpose of the policy had been to reduce public and private debt then it would have targeted tax increases on the wealthiest 15% - the only group to have genuinely seen their incomes increase over the past 40 years.

    For this reason we will not refer to Austerity - but instead to Austerity - the erasure representing the fact that Austerity is a lie. 

    It is also important to note that the policies introduced in 2010 were not a reversal of previous policies. Austerity is the accelerated development of policies that began in the 1980s and have increased poverty and injustice in the UK for 40 years. It is impossible in 2,500 words to document all the harmful policies of Austerity and we expect other groups to provide different perspectives; so our focus will be limited to:

    • The harm caused by Austerity 
    • How Austerity functions
    • Why Austerity has continued
  • 3.
    Gillberg, Claudia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    A Methodological Interpretation of Feminist Pragmatism2012In: Contemporary Feminist Pragmatism / [ed] Maurice Hamington & Cecilia Bardwell Jones, London: Routledge, 2012, p. 217-237Chapter in book (Other academic)
    Abstract [en]

    The purpose of this article is to render a methodological interpretation of feminist pragmatism, to offer some points for reflection on the concepts of community, reciprocity, and the need for social study/reform. Empirically inspired explications on non-participation are offered. The democratic meaning of participation in collaborative knowledge building is reflected upon. Feminist pragmatism and its methodological interpretation in terms of action research are presented as an important contribution to thinking about organisational and professional development, the gendered nature of knowledge and the way we organise work and society. Examples of transformative actions on the basis of collaborative knowledge building processes are presented and, finally, knowledge simplification and the bureaucratisation of knowledge are highlighted as undemocratic.

  • 4.
    Gillberg, Claudia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell. Linnaeus University.
    A narrative of an action research study in preschool: choice points and their implications for professional and organisational development2011In: Educational action research, ISSN 0965-0792, E-ISSN 1747-5074, Vol. 19, no 2, p. 137-152Article in journal (Refereed)
    Abstract [en]

    Against the background of Swedish preschool's historical and traditional functions in Swedish society, this article focuses on some of the choice points and their implications for professional and organisational development in preschool. By combining feminist pragmatism and feminist action research, some analytical points are made regarding the significance of organisational settings and the limitations they can have on the professional practices within the organisational setting. The preschool teachers in this study show that pedagogical change is possible, although it takes time and is not necessarily endorsed by municipal employers. The role of action researchers is described in terms of positions and ethics. The latter is presented as particularly important.

  • 5.
    Gillberg, Claudia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    A Troubling Truth: Chronic Illness, Participation and Learning for Change2016Report (Other academic)
  • 6.
    Gillberg, Claudia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Against purity: living ethically in compromised times, by Alexis Shotwell, Minneapolis, University of Minnesota Press, 20162017In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 32, no 10, p. 1679-1681Article, book review (Other academic)
  • 7.
    Gillberg, Claudia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Arbete i kunskapsintensiva organisationer när den fysiska närvaron blir omöjlig: kvinnliga anställda med kroniska sjukdomar2017In: HR: Att ta tillvara mänskliga resurser / [ed] Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar, Lund: Studentlitteratur AB, 2017, p. 223-236Chapter in book (Refereed)
  • 8.
    Gillberg, Claudia
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Becoming visible in Iran: Women in contemporary Iranian society, by Mehri Honarbin-Holliday2010In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 22, no 6, p. 703-704Article, book review (Other academic)
  • 9.
    Gillberg, Claudia
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Challenging Higher Education: Knowledge, Learning, and Organisational Development by doing Action Research2010Conference paper (Refereed)
  • 10.
    Gillberg, Claudia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Child pain, migraine, and invisible disability2018In: Disability & Society, ISSN 0968-7599, E-ISSN 1360-0508, Vol. 33, no 10Article, book review (Other (popular science, discussion, etc.))
  • 11.
    Gillberg, Claudia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Feminism2014In: The SAGE Encyclopedia of Action Research / [ed] David Coghlan; Mary Brydon-Miller, London: Sage Publications, 2014, p. 337-341Chapter in book (Refereed)
  • 12.
    Gillberg, Claudia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Feminism and healthcare: Toward a feminist pragmatist model of healthcare provision2018In: Handbook of research methods in health social sciences / [ed] P. Liamputtong, Singapore: Springer, 2018Chapter in book (Refereed)
    Abstract [en]

    This chapter covers a range of topics pertaining to the ontological, epistemological, and ethical intricacies, complications, and possibilities of providing quality healthcare to women patients regardless of disability, race, ethnicity, and class by using empirical examples of certain diseases. Methodological concepts through reflections on subjectivity and objectivity are presented as contested issues, and radical objectivity, a concept comprising subjectivity, objectivity, and intersubjectivity, is proposed as a knowledge paradigm that allows healthcare personnel and patients to make knowledge claims that are mutually recognized as valid. Three models of healthcare, paternalistic, person-centered, and feminist pragmatist, are presented, outlining the specific problems inherent in each model of healthcare provision. The paternalistic model allows for no agency on the patients’ part, elevating healthcare personnel, specifically doctors, to authoritative knowers. The person-centered model of healthcare grants some shared responsibility between healthcare personnel and patients, and some concessions are made toward patients as knowers. In the feminist pragmatist model, healthcare personnel and patients commit to equal relationships. Gender equality and gender equity are identified as insufficient tools for organizational change, and theories of professions are drawn on to deliberate about change at the systemic level.

  • 13.
    Gillberg, Claudia
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Feminist Action Research and Pragmatism: How to avoid faulty validity claims in organisations2010Conference paper (Refereed)
  • 14.
    Gillberg, Claudia
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Feminist Pedagogy: Looking Back to Move Forward2010In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 22, no 3, p. 348-349Article, book review (Other academic)
  • 15.
    Gillberg, Claudia
    (Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Organisational boundary work and AR inside and outside higher education2010Conference paper (Refereed)
  • 16.
    Gillberg, Claudia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Pragmatist perspectives on knowledge in organizations2011In: Track 18: Pragmatism, Organisations, and Learning / [ed] Barbara Simpson, 2011Conference paper (Refereed)
  • 17.
    Gillberg, Claudia
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Professionell autonomi för förskollärare: illusion eller möjlighet2008In: När den professionella autonomin blir ett problem / [ed] Karin Jonnergård, Elin K. Funck, Maria Wolmesjö, Växjö: Växjö University Press , 2008, p. 163-175Chapter in book (Other academic)
  • 18.
    Gillberg, Claudia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    [Review of] Contours of citizenship: Women, diversity and practices of citizenship. Gender in a global/local world2011In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 23, no 6, p. 789-790Article, book review (Other academic)
  • 19.
    Gillberg, Claudia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The inappropriate applicant. Navigating Ableism in recruitment to academia2018Conference paper (Other academic)
  • 20.
    Gillberg, Claudia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    The significance of gatecrashing past Barriers in Higher Education: making marginalised knowledge mainstream2018Conference paper (Other academic)
  • 21.
    Gillberg, Claudia
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    Transformativa kunskapsprocesser för verksamhetsutveckling: En feministisk aktionsforskningsstudie i förskolan2009Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This doctoral thesis had two purposes. 1. To study some preschool teachers’ possibilities to develop a gender aware pedagogy by applying theories of organisation, profession and collaboration. 2. To do qualitative research by drawing on principles of research for social justice, as a contribution to the development of methodology in feminist educational action research. The following research questions helped elucidate these purposes: How do preschool teachers create space for reflection and knowledge processes over time? What individual and collective actions do preschool teachers take over time? How can this study contribute to organisational development? Feminist pragmatism served as the philosophical underpinning for feminist action research (FAR) as a methodology and method. The preschool teachers were regarded as agents for change in their own pedagogic and organisational practices. Over a three-year period meetings were conducted on a regular basis. One-on-one interviews, group interviews, numerous emails, telephone calls and some observations completed the data collection. The analytical research narrative emerged by linking the preschool teachers’ actions to their ambiguous professional status. Actions were interpreted by applying the principles inherent in FAR, what, who and critical incidents over time. The absence of professional recognition from the municipal employer and parents for the preschool teachers was evident. Since the preschool teachers needed professional recognition, they experienced the collaborative nature of this study of great value as it conferred legitimacy for their professional development. There emerged meaningful pedagogic change over time, which emphasised the temporal aspect of organisational change from the bottom up. Collective actions began to take root in a shared value system. The design of the project – to collaborate with an outside ally – was decisive in regard to creating space for reflection and collective actions. Collective actions were possible due to the courage of individual participants who dared break silences surrounding organisational injustices. In conclusion, it can be stated that organisational change over time is indeed possible by practising radical openness for agency. Transformative knowledge processes can be achieved provided that genuine offers of participation are issued and well received. By elaborating on terms such as action, participation, emancipation, social justice and knowledge, a methodological contribution could be made to feminist action research.

  • 22.
    Gillberg, Claudia
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Whose University Is It Anyway?: Power and Privilege on Gendered Terrain2010In: Gender and Education, ISSN 0954-0253, E-ISSN 1360-0516, Vol. 22, no 1, p. 132-134Article, book review (Other academic)
  • 23.
    Gillberg, Claudia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Working in knowledge-intensive organisations when it is impossible to be physically present: female employees who suffer from chronic illnesses2018In: Human resource management: A Nordic perspective / [ed] Helene Ahl, Ingela Bergmo Prvulovic & Karin Kilhammar, London: Routledge, 2018, p. 177-189Chapter in book (Refereed)
    Abstract [en]

    In knowledge-intensive organisations, it is unnecessarily limiting to define the workplace as a physical building encompassing a ‘nine to five’ work shift. Much knowledge-intensive work can be conducted off-site using various forms of information technology. For the chronically ill, an inability to access the physical workplace is often used as an excuse to remove the employee, with little effort made to keep them employed via different work methods. This isolates the former employee and causes a loss of their, often considerable, knowledge to the organisation. We must reconsider how we view what work is and what constitutes the workplace.

  • 24.
    Gillberg, Claudia
    et al.
    Linnéuniversitetet, Fakultetsnämnden för hälsa, socialt arbete och beteendevetenskap, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI.
    Hansson, Eva
    The Creative Transformation of Practices and Theories: Democratic Principles for Learning and Knowledge Sharing2010In: Action Learning Action Research Association: Appreciating our Pasts, Comprehending our Presents, Prefiguring our Futures, Melbourne: ALAR , 2010Conference paper (Refereed)
  • 25.
    Gillberg, Claudia
    et al.
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    Hartman, Thérèse
    Uppsala Universitet, Institutionen för Pedagogik.
    Gender Equality in Higher Education: Democracy and Student Access2005Conference paper (Refereed)
  • 26.
    Gillberg, Claudia
    et al.
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    Krantz, Joakim
    Växjö universitet, Fakulteten för humaniora och samhällsvetenskap, Institutionen för pedagogik.
    In what way is methodology compatible with democratic principles of participation?2005Conference paper (Other academic)
  • 27.
    Gillberg, Claudia
    et al.
    Växjö universitet.
    Lund, Stefan
    Växjö universitet.
    Kampen om utrymme för lärande på en arbetsplats som förskolan2009In: En bok om genus: nyfikenhet, nytänkande, nytta / [ed] Christina Angelfors & Eva Schörner, Växjö: Växjö University Press , 2009, p. 143-157Chapter in book (Other academic)
  • 28.
    Gillberg, Claudia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Vo, Lin-Chi
    L'Ecole de Management de Normandie.
    Contributions from pragmatist perspectives towards an understanding of knowledge and learning in organizations2014In: Philosophy of Management, ISSN 1740-3812, E-ISSN 2052-9597, Vol. 13, no 2, p. 33-51Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to present an understanding of knowledge and learning in organisations from pragmatist perspectives. Relying on the work of early pragmatists as well as contemporary pragmatists, we introduce a conceptualisation of knowledge as the outcome of inquiry. Knowledge, in this article, is presented as provisional, multi-perspective, both particular and general. Our point of departure here is that the chief value of knowledge is its usefulness in solving problems. Pragmatist views of knowledge are further explicated in our discussion of four pragmatist themes, which we have identified as particularly viable on the basis of Jane Addams’ pragmatist view and the practice of democracy in organised life: 

    1) Knowledge as transactional in organisations,

    2) Reciprocity and learning in organisations,

    3) Experience-based knowledge and meaning-making in organisations, and

    4) Sustainability as an ongoing, democratic process in organisations.  

    In the pragmatist school of thought we draw upon, a predominant issue is always also the very purpose of knowledge, or what we refer to as ‘usefulness’. Under discussion,we argue that a pragmatist understanding of knowledge and learning in organisations allows us to move beyond the polarisation of cognitive-possession – social-process and instead work from an alternative framework, with a focus on processes of learning and knowledge in organisations that aim at integrative, democratic problem solving.

  • 29.
    Gillberg, Claudia
    et al.
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Vo, Linh Chi
    ISC Paris.
    Approche pragmatiste de la connaissance et de l'apprentissage dans les organisations2011In: Management & Avenir, ISSN 1768-5958, p. 410-427Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to present an understanding of knowledge and learning in organizations from pragmatist perspectives. Knowledge, in this article, is presented as provisional, multi-perspective, both particular and general. Our point of departure here is that the chief value of knowledge is its usefulness in solving problems. Pragmatist views of knowledge are further explicated in our discussion of four pragmatist themes, which we have identified as particularly viable on the basis of Jane Addams’ pragmatist view and the practice of democracy in organized life (Fisher, Nackenoff, and Chmielski, 2009). 1) Knowledge as transactional in organizations, 2) Reciprocity and learning in organizations, 3) Experience-based knowledge and meaning-making in organizations, and 4) Sustainability as an ongoing, democratic process in organizations. In the pragmatist school of thought we draw upon, a predominant issue is always also the very purpose of knowledge, or what we refer to as “usefulness” (Biesta & Burbules, 2007; Elliott, 2007). Under discussion, we argue that a pragmatist understanding of knowledge and learning in organizations allows us to move beyond the polarization of positivism – anti-positivism and instead work from an alternative framework, with a focus on processes of learning and knowledge in organizations that aim at integrative, democratic problem-solving.

  • 30.
    Pajalic, Zada
    et al.
    Högskolan i Kristianstad.
    Persson, Lena
    Högskolan i Kristianstad.
    Gillberg, Claudia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Implementing the Action Research approach in the context of Swedish municipal care: A facilitator’s reflections2014In: Action Learning Action Research Journal (ALARj), ISSN 1326-964X, Vol. 20, no 2, p. 114-129Article in journal (Refereed)
    Abstract [en]

    The purpose of this paper is to describe the implementation of Action Research (AR) in the context of Swedish municipal care from a facilitator’s’ perspective. Four empirical studies using the AR approach were performed during 2007–2012 in six municipalities. Establishing support for AR was time-consuming when it concerns starting up processes that were created and were changeable over time. Further, the processes were focused on the sustainable development of practice, based on practitioners’ and care consumers’ knowledge that is a precondition of organizational change. An important precondition was that the participants were motivated and participated actively in all phases of the AR cycle. Another important precondition was that the participants got along with each other and trusted each other. The participants’ engagement and the collaboration that was established between the participants and the facilitator were likely a result of this. Moreover, even positive interaction with participants representing a “top–down” perspective was important for the implementation of proposed changes to the practice. In conclusion, AR enhanced sustainable action based on participant’s everyday knowledge relating to areas they want to change and improve in the context of municipal care practice.

  • 31. Reid, Colleen
    et al.
    Gillberg, Claudia
    Jönköping University, School of Education and Communication, HLK, Lifelong learning/Encell.
    Feminist Participatory Action Research2014In: The SAGE Encyclopedia of Action Research / [ed] David Coghlan; Mary Brydon-Miller, Sage Publications, 2014, p. 344-348Chapter in book (Refereed)
1 - 31 of 31
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